Justice at the Forefront: Cultivating felt accountability towards Artificial Intelligence among healthcare professionals.

The advent of AI has ushered in a new era of patient care, but with it emerges a contentious debate surrounding accountability for algorithmic medical decisions. Within this discourse, a spectrum of views prevails, ranging from placing accountability on AI solution providers to laying it squarely on the shoulders of healthcare professionals. In response to this debate, this study, grounded in the mutualistic partner choice (MPC) model of the evolution of morality, seeks to establish a configurational framework for cultivating felt accountability towards AI among healthcare professionals.

The Intolerance of Uncertainty and "Untact" Buying Behavior: The Mediating Role of the Perceived Risk of COVID-19 Variants and Protection Motivation.

Draw on the protection motivation theory, this study investigated the impacts of intolerance of uncertainty on "untact" buying behavior, and examined the sequential mediating role of the perceived risk of COVID-19 variants and protection motivation. A total of 1,564 ( = 20.75, = 1.

Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis.

This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage.

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis.

Metalinguistic knowledge has a facilitative effect on reading comprehension. This meta-analysis examined the relationship between metalinguistic knowledge and reading comprehension among Chinese students. By focusing on both Chinese and English scripts' reading comprehension performance, this study synthesized 46 studies with 73 independent samples that represented 10,793 Chinese students from primary school to university levels.

Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance?

Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one's reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks' reading comprehension training.