关于成人网络游戏玩家与未成年网络游戏玩家的比较研究

尽管网络游戏日益流行,但一直没有关于成人游戏者与未成人游戏者的比较性调查。为此,我们对EverQuest(简称EQ,中文名称为“无尽的任务”,是由美国索尼在线娱乐公司开发的知名网络游戏——译者注)游戏者(n=540)的相关特征进行了网上问卷调查。该调查主要考察了游戏玩家基本的人口学特征、游戏的频率、玩游戏的历史、游戏的偏好及玩游戏的代价等。结果表明未成年的游戏者多为男性,相较于成年游戏者,他们更不喜欢变换角色性别,更愿意牺牲学习和工作的时间。在游戏偏好的比较中,成年与非成年游戏群体的最大区别在于更多的未成年人认为他们喜好…     

Reassessing Hedging: The Logic of Alignment in East Asia

It is widely claimed that secondary states across East Asia are not purely balancing or bandwagoning, but rather hedging between the United States and China by combining policies of economic and political engagement with risk management. We argue that hedging behavior should not include costless activities that do not require states to face trade-offs in their security choices. We redefine hedging as signaling that generates ambiguity over the extent of a secondary state's shared security interests with great powers. This definition returns the focus to security relationships and better accounts for the trade-off between autonomy and alignment. Based on this definition, we argue that hedging occurs in far narrower (but arguably more interesting) circumstances than is widely believed. Many Asian states have existing treaty alliances with the United States or major territorial conflicts with China, creating path dependencies that reinforce balancing behavior rather than hedging. We therefore clarify cross-national variation in state behavior and contribute to the larger research project on regional responses to China's rise.     

The emergence of learnables in music masterclasses

In music masterclasses instruction is delivered in response to successive learners' performances, with masters having no recourse to lesson plans or other prepared materials. As a result, topics emerge discursively and spontaneously through interaction. In this paper we describe four ways in which masters develop matters for improvement (learnables). Masters may present learnables as being based on master expertise; on masters' direct displayed experience of the student's performance; on the elicited direct experience of the student-performer; or on the elicited direct experience of the audience. By using a conversation analytic approach, we detail the emergence of learnables in five recorded instances.