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For the complex problems of invoice occlusion, invoice deformation, dark environment, excessive noise and so on in invoice detection, this paper proposes an improved YOLOv5s invoice detection and classification method. In order to improve the generalization ability of the model, the attention mechanism is introduced to improve the feature extraction ability of the network. By adding cavity convolution to the YOLOv5S backbone network and the neck network, and adding context transformation network to the backbone network, the robustness of the model is improved. For model output, flexible non-maximum suppression is used to replace non-maximum suppression to improve the detection effect. Comparative experiments show that the accuracy, recall and average accuracy of the proposed method are greatly improved.

Resilience, a person’s ability to adjust well to adversity, is essential for success and well-being for all but especially crucial for children with attention deficit and hyperactivity disorder (AD...

Generally, a few-shot distribution shift will lead to a poor generalization. Furthermore, while the number of instances of each class in the real world may significantly different, the existing few-shot classification methods are based on the assumption that the number of samples in each class is equal, which causes the trained classifier invalid. Moreover, through ResNet and WRN (Wide Residual Network) have achieved great success in the image processing field, the depth and width of CNNs constrain the conventional convolution layer performance. Thus, to overcome the above problems, the model of this paper proposes a novel few-shot classification model that uses learning balance variables to decide how much to learn from the imbalance dataset, which dynamically generates the convolution kernel based on each input. In our model, to extend the decision boundaries and enhance the class representations, this paper uses embedding propagation as a regularizer for manifold smoothing. Manifold smoothing can effectively solve the above problems of transductive learning. The interpolations between neural network features based on similarity graphs are used by embedding propagation. Experiments show that embedding propagation can produce a better embedding manifold and our model in standard few-shot datasets, such as miniImagenet, tieredImagenet, CUB has state-of-the-art results. It significantly outperforms the existing few-shot approaches, which consistently improves the accuracy of the models by about 11%.

Negative ion mode paper spray mass spectrometry (PS-MS) suffers from intense background noise and unstable MS signal. For the first time, we reported fluorinated boron nitride nanosheet (h-FBN) assisted negative ion PS-MS for the detection of a series of molecules. We demonstrated that the introduction of h-FBN can greatly improve the detection sensitivity and signal stability in the negative ion mode.

In recent years, nanomaterials have attracted considerable research attention for biological and medical related applications due to their well-recognized physical and chemical properties. However, the deep understanding of the binding process at the protein–nanomaterial interface is essential to solve the concern of nano-toxicity. Here, we study the interactions between the recently reported graphenic nano-sheets, BC3 and C3N, and a prototypical protein (YAP65WW domain) via atomistic molecular dynamics simulations. Our simulations reveal that elemental doping is an effective way to tune the binding characteristics of YAP65WW with two nanomaterials. While YAP65WW can be attracted by two nanomaterials, the BC3 sheet is less able to disrupt the protein structure than C3N. From the energy point of view, this is because protein residues demonstrate a binding preference with the trend from electron rich nitrogen to electron deficient boron. Structural analyses of the bio-nano interface revealed the formation of an ordered water shell on the BC3 surface, which was compatible to the crystal pattern of BC3. When a protein binds with BC3, these interfacial water molecules protect the protein from being disrupted. We suggest that elemental doping is efficient to produce fruitful biological-effects of graphenic nanomaterials, which make it a prospective solution for the future design and fabrication of advanced nanomaterials with desired function.

Using Amabile’s componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted, activity-enriched lessons. It argues that creative mathematics teaching in the Chinese context is reference-based. There is a standard on what good teaching should look like and there is a greater emphasis on appropriateness in addition to novelty. Chinese mathematics classrooms are also mostly teacher-led, and Chinese teachers often spend a great deal of time to harness their creative teaching methods through various levels of professional development. The mechanism of exemplary mathematics lesson contest fosters collaborations among teachers on course preparation to achieve more effective mathematics teaching. Both features are consistent with the Chinese view of creativity. Implications are discussed.

Atrial fibrillation (AF) is associated with cognitive impairment in heart failure (HF).The purpose of this study was to examine whether AF independently predicted cognitive function in HF patients after controlling for more demographic, medical and psychological characteristics, and whether the timing of AF onset in relation to HF diagnosis independently contributed to cognitive function in HF patients with AF.A total of 188 hospitalized HF patients (62.8% male, age 66.3±10.6 years) completed cognitive function assessment with the Montreal Cognitive Assessment (MoCA). A history of AF, along with other medical characteristics, was ascertained through a review of participants' medical charts. The timing of AF onset in relation to HF diagnosis was categorized into AF occurring prior to HF diagnosis (i.e. prior AF) and AF developing after HF diagnosis (i.e. incident AF).Altogether 72 participants had a positive diagnostic history of AF. Specifically, 41 had prior AF, and 31 developed AF subsequently. In HF patients, AF was associated with poorer performance on cognitive function after controlling for more confounders (β=-0.112, ΔRAF independently contributes to cognitive function in HF patients after adjusting for more confounding variables. The timing of AF onset in relation to HF diagnosis independently predicts cognitive function in HF patients with AF. Prospective studies are needed to elucidate possible mechanisms for the association between AF and cognitive function in HF populations.

A total of 114 3rd- and 6th-graders from a suburban elementary school participated in a study examining the influence of implicit self-theories on rated creativity in the domains of art and literature in a quasi-experiment. Creativity was measured via the Consensual Assessment Technique. Participants were divided into two groups and received different sets of instructions emphasizing either an incremental or entity-implicit theory of creativity, before completing a drawing task and a writing task. Implicit theories of creativity of participants were measured before and after the instructions were given. The results indicated that participants in the incremental group showed increased incremental views following the manipulation; participants in the entity group showed no significant change. The writing (but not the artwork) from the incremental group was rated as more creative than those from the entity group. This effect was stronger for third graders than for sixth graders, suggesting that implicit theo...

In order to avoid the deficiencies of conventional high voltage circuit breaker mechanical properties detection methods, a new algorithm based on image block matching with diamond search strategy is presented in this paper. The motion of auxiliary mark on the pull rod or shaft is firstly recorded by a high-speed and high-definition digital camera when the circuit breaker is open or close. Then the motion trajectory is acquired through diamond image block matching method. The mechanical parameters, such as travel and open and close velocity, are calculated according to the travel-time curve of the circuit breaker. Finally, evaluation model is constructed taking mechanical parameters characteristic values as inputs of ELM. Comparing to the existing techniques, our method is a noncontact measurement based on computer vision. It is easy and convenient for practical application since it need not any electrical and mechanical connection to the breaker. Another advantage of our method is that it can obtain the line and angle displacement simultaneously. The experiment results on the circuit breaker of 220 kv show that our method is effective for breaker mechanical properties detection.

INTRODUCTIONThere is considerable research highlighting a link between parenting practices and children's externalizing and internalizing behavior problems. In general, harsh, coercive, and authoritarian parenting is positively associated with children's aggression and externalizing behaviors for North American and Chinese children (e.g., Chang, Lansford, Schwartz, & Farver, 2004; Chen, Wang, Chen, & Liu, 2002). Recently, there has been greater focus on the role of parents' emotion socialization practices (ESP) for either promoting or undermining their children's abilities to regulate emotions. Cultural differences between U.S. and Chinese parents with respect to emotional expression suggest that Chinese parents may minimize their children's emotional expression whereas U.S. parents may actually encourage children's emotional expressivity (Wang, Chen, Chen, Cui, & Li, 2006). Supportive (e.g., problem focused and emotion focused responding) and controlling (e.g., punitive responses and minimizing emotions) ESP were related to children's externalizing behaviors (e.g., Eisenberg et al., 2001). The goal of the current study was to examine cultural differences in mothers' and fathers' ESP across U.S. and Chinese families, and the role of mothers' and fathers' ESP in predicting children's behavior problems across cultural groups.Emotion socialization practices (ESP) have contributed to children's adjustment and social competence in a variety of ways, including modeling and teaching children ways to manage their experience and expression of emotion (Denham, Bassett, & Wyatt, 2007; Eisenberg, Cumberland, & Spinrad, 1998). Emotion socialization includes those parenting practices and behaviors that influence a child's learning regarding the experience, expression, and regulation of emotion and emotion-related behavior. These parental practices are expected to affect children's emotion-related functioning in a manner consistent with the socializes' beliefs, values, and goals regarding emotion and its expression.One salient dimension of ESP is how parents respond to their children's negative emotional displays. Parental reactions that are punitive or dismissing may impede children's ability to regulate physiological arousal and process information about emotional events (Eisenberg, Fabes, & Murphy, 1996). Punitive ESP may also result in children viewing emotions as threatening and lead them to avoid emotionally challenging situations, which might provide them with opportunities to learn about and cope with negative emotions (Eisenberg et al., 1998). In contrast, ESP that provide instrumental (e.g., problem-solving) or emotional (e.g., comforting) support are hypothesized to foster social and emotional competence through the child's openness to explore emotional events and meanings, their ability to regulate arousal, and to focus and shift attention to emotional stimuli in appropriate ways (Eisenberg et al., 1998; Gottman, Katz, & Hooven, 1996).Cultural Differences in Parental Emotion SocializationEmotional expression is considered universal, but culture plays a large role in determining the emotional significance of events and the socially prescribed ways to communicate and act on these events. All children eventually acquire a set of socially prescribed rules of emotional conduct, yet cultures differ considerably with respect to expressive display rules (i.e., how one expresses emotion, for review, see Cole & Tan, 2007). Prior research has shown that Chinese children exhibit more negative emotionality (e.g., Ahadi, Rothbart, & Ye, 1993) and less sociability (Chen et al., 1998) than U.S. children. Porter et al. (2005) reported that U.S. parents rated their preschool children as more emotional than their Chinese counterparts.Values in Asian cultures emphasize the group over the individual and cooperation over competition. Empathy, harmony, and the subtle expression of emotion are valued in Eastern cultures, whereas Western cultures commonly value independence, assertiveness, selfactualization and the open expression of emotion. …

The article integrates the seven papers of the two special issues with a special focus on discussing the differences in people's beliefs about creativity between the Chinese and American cultures: How it is conceived, evaluated, and nurtured. It uses three metaphors to capture major differences in these aspects, and highlights areas with profound cultural variations in conceptions and creative education for future research.

Empirical research on the relationship between culture and creativity has thus far yielded no consistent results. Investigations of the differences are mostly post-hoc, and results are inconclusive. A creativity-value-oriented theory is proposed to explain cultural differences, as an alternative to ethnic and language effects. This study was conducted to compare the performances of artistic creativity of Germans and Chinese. Results revealed that the four groups of students examined (German students of Caucasian descent, German students of Asian descent, Chinese students studying abroad, and Chinese students studying in China) differed in their artistic creativity. German participants (Caucasian Germans and Asian Germans) produced more creative and aesthetically pleasing artwork than did their Chinese counterparts (Chinese studying abroad and domestic Chinese). This difference was observed by both German and Chinese judges. There no significant subgroup differences in creative performances—no difference b...

The study examines an important philosophical root for the Chinese notion of creativity, that is, the Confucianism, and concludes that the Confucian ideology has shaped how Chinese have viewed creativity in the past, and may still have a great impact on how contemporary Chinese perceive creativity.

Creativity has been proposed as a supplement to ability tests as a way to reduce bias, as a result of the typical lack of ethnic or gender differences. Yet, creativity is usually measured through a consensus of rater judgment. Could there be implicit biases against people of different ethnicities or gender? This study examined stories and poems written by 205 students and rated by 108 different students. Females wrote poems that were judged to be more creative; there were no significant differences by ethnicity across all raters. Among notable findings, European Americans and African Americans both preferred stories written by European Americans. Reasons for this and other findings are discussed.

This study consisted of an experiment conducted with a sample of 180 Chinese high school students,designed to scrutinize the effects of prompting and instructing students to be creative in their creativeperformance in the domains of art and literature. The results of the study reveal that students’ creativitybenefited from receiving appropriate strategies or more elaborate instruction (as induced by instructing),but not by merely being motivated (as induced by prompting) to be creative, regardless of the taskdomain. Gender differences in creativity were found only in the domain of literature, in favor of femaleparticipants. Implications of the findings are discussed.Keywords: creativity, instruction, Chinese students, motivation

A total of 54 students from a design department in a Chinese higher education institution took part in a7-week action research project, which was intended to test the efficacy of U.K. creative teachingapproaches in the Chinese educational context. The study took the form of a quasi-field experiment. Acreative pedagogic model developed in the U.K. was used to deliver the Chinese curriculum to a classof second-year Bachelor of Arts Graphic Design students (the experimental class), while another class ofstudents with similar student composition (the control class) received the traditional Chinese model ofeducation. Visual outcomes produced by students from the two classes before and during the teachingintervention were evaluated for overall creativity, originality, design quality, and experimental range.Levels of student effort, motivation, enjoyment, and confidence in experimentation were measuredthrough a student questionnaire examining the impact of different pedagogic models on student creativeabilities and other related attributes. Both quantitative and qualitative results suggest that the creativemethods developed in the U.K. were highly effective in encouraging learner creativity and relatedattributes such as intrinsic motivation, enjoyment, and confidence.Keywords: creativity, pedogogy, motivationImagination is more important than knowledge, for knowledge islimited whereas imagination embraces the entire world, stimulatingprogress, giving birth to evolution.–Albert Einstein

Primarily using self-report questionnaires and psychometric tests in a sample of 357 Chinese high school students, this study examines how both individual and environmental factors can independently predict student creativity as measured by three different methods, including two product-orientated measures (story completion and collage making), two divergent thinking measures (circle task and picture completion), and one self-report inventory on divergent thinking attitudes. Two different types of theoretical models — the cognitive approach and confluence approach — are compared and contrasted. Based on previous research, this study uses the confluence approach to investigate the influences of individual (i.e. intelligence, personality, motivation, thinking styles, and knowledge) and environmental (i.e., school and family environment) factors on creativity. The results have confirmed the major hypothesis that both individual and environmental factors play decisive roles in Chinese student creativity. Implications of these findings are discussed. This paper also calls for a serious consideration of research on environmental influence on creativity and various mechanisms of this influence.

China has one of the oldest educational testing systems in the world, yet its modern form was influenced by various western educational modes borrowed during the twentieth century. This essay reviews the history of the Chinese traditional educational testing system: its origin, features, and its past impact on Chinese people's lives as well as on modern education. It then examines the western influence on the Chinese educational testing system in the twentieth century, focusing on two historical periods, from 1905 to 1949 and post‐1980, when western influences were most vigorous. It concludes with a discussion of the characteristics of Chinese assimilation to western educational models and the impact of such assimilation on Chinese people's lives.

Like many other concepts in psychology, creativity was once viewed as an intangible construct, incapable of being studied empirically. For this reason, research into creativity has developed only in the past 50 years. A PsycINFO search reveals only 4 publications before 1959 but 620 publications in the 1960s. The number rises to 2,876 in the last decade of the 20th century and to almost 2,000 in the first five years of the 21st century (Table 1). One impetus for the recent surge in studies of creativity comes from the East (by which I broadly refer to Asia, particularly East Asia). Niu (2006) recently reviewed the history and development of creativ ity research in Chinese societies (i.e., Hong Kong, mainland China, Singapore, and Taiwan). She claimed that research in these areas has flourished since the beginning of the 21st century and is now moving the field forward significantly. In Taiwan alone, at least 40 graduate theses on creativity have been produced annually since 2000, more than 10 times as many as in the previous two decades (see table 1 of Niu, 2006). This number would be impressive even in the United States, where the majority of creativity research papers are produced. However, primarily because of language barriers, this important contribution from the East has not been fully acknowledged in the West (particularly Western Europe and

Most studies of writers have focused on Western writers, including studies of personal characteristics and success. The Chinese culture has traditionally had a much different view of creativity. Would a study of modern Chinese writers mirror past Western findings, indicating that Chinese and Western conceptions of creativity may be converging, or would there be different results? This study examined 722 twentieth-century Chinese writers and yielded two main findings, which generally correspond to past, Western-based research. First, female writers, particularly poets and fiction writers, were more likely to suffer a personal tragedy than male writers. Second, writers who were politically persecuted were more likely to eventually receive an award than those not politically persecuted. Explanations and implications for future studies are then discussed. How would Chinese writers compare to writers from Western cultures? Most studies of writers focus on American or English writers (see Kaufman, 2002, for a review of creative writing in Western cultures, and Perry, 1999, for a recent overview of American writers). Cultures differ, of course, on conceptions of creativity, yet the Chinese culture may represent one of the richest and complex viewpoints that differ from the Western perspective. Chinese beliefs about creativity have been influenced by such philosophies as Confucianism and Taoism (Berthrong, 1998; Chang, 1970; Niu, in press; Rudowicz & Hui

This article describes two projects based on Robert J. Sternberg's theory of successful intelligence and designed to provide theory-based testing for university admissions. The first, Rainbow Project, provided a supplementary test of analytical, practical, and creative skills to augment the SAT in predicting college performance. The Rainbow Project measures enhanced predictive validity for college grade point average (GPA) relative to high school GPA and the SAT (an acronym that originally stood for Scholastic Aptitude Test but that now stands for nothing in particular) and decreased ethnic-group disparities in test scores. The second, the University of Michigan Business School Project, provided supplementary tests of practical skills to augment the Graduate Management Admissions Test (GMAT) in predicting business school performance. Scores on two types of measures of practical skills predicted performance inside and outside the classroom and explained variance in performance beyond GMAT scores and underg...

Chinese students outperform American students in many international competitions in mathematics and the natural sciences. Does this superiority of Chinese students over American students also apply in other domains? Our previous research has shown that compared with their American counterparts, Chinese students' artwork is perceived as less creative by both Chinese and American judges. In a new study, we find that Chinese students' creativity is increased when given direct instructions to be creative or guidance on how to be creative. Three different factors are posited to be responsible for the discrepancy in rated creativity between Chinese and American students, namely, social values, school pedagogic practices, and educational testing systems. This article argues that high-stakes standardized tests could impair the development of students' creativity. Although there is a general tendency for school educators in both China and the United States to overemphasize analytical skills at the expense of the development of creative abilities, in general, the tendency for the Chinese to do so is stronger than it is for the American. Suggestions are proposed to educators on how to foster students' creativity. Furthermore, the article suggests that school and national leaders in the United States and China, as well as elsewhere, should learn from one another's educational successes, while maintaining their unique cultural and educational characteristics. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 103–114, 2003.