Metaphor translation is a complex cognitive process. Previous studies have generally relied on traditional testing methods that primarily focus on completed translation works. The use of dynamic and procedural experimental methods for detection is still lacking. Going beyond previous studies, the current research utilizes eye-tracking and EEG technology to simultaneously record and analyze eye movement indicators and alpha band activity during the metaphor translation process. Eye movement indicators reflect cognitive effort in the context of source text (ST) comprehension, while the alpha band reflects divergent thinking during the translation output stage of the target text (TT). The participants were professional and student translators. The results indicate that the translators exert more cognitive effort in the metaphor translation process compared to the non-metaphor translation process. Additionally, they demonstrate more effective divergent thinking during metaphor translation tasks than during non-metaphor translation tasks. Furthermore, professional translators require less cognitive effort and maintaining a more stable level of divergent thinking. These empirical results suggest that metaphor translation requires not only linguistic abilities for cognitive processing but also divergent thinking skills to find the most appropriate translation solutions.

This study investigates how lighting conditions influence emotional and neural responses in a standardized, simulated museum environment. A multimodal evaluation framework combining subjective and objective measures was used. Thirty-two international students assessed their viewing experiences using 14 semantic differential descriptors, while real-time EEG signals were recorded via the EMOTIV EPOC X device. Spectral energy analyses of the α, β, and θ frequency bands were conducted, and a θα energy ratio combined with γ coefficients was used to model attention and comfort levels. The results indicated that high illuminance (300 lx) and high correlated color temperature (4000 K) significantly enhanced both attention and comfort. Art majors showed higher attention levels than engineering majors during short-term viewing. Among four regression models, the backpropagation (BP) neural network achieved the highest predictive accuracy (R² = 88.65%). These findings provide empirical support for designing culturally inclusive museum lighting and offer neuroscience-informed strategies for promoting the global dissemination of traditional Chinese culture, further supported by retrospective interview insights.

As a translation strategy, mind mapping has a positive influence on the development of students’ divergent thinking skills. However, research on how mind mapping affects divergent thinking has primarily relied on traditional testing methods, which mainly focus on completed translation tasks. There is still a lack of research using dynamic and procedural experimental methods. An electroencephalogram (EEG) is one of the most effective tools for identifying and analyzing cognitive processing. In this study, we utilized EEG data to explore the effects of mind mapping on divergent thinking skills, with a primary focus on the dynamics of the alpha band power, which is closely related to divergent thinking. The participants were university students learning foreign languages in Dalian, China. One group received foreign language translation teaching integrated with mind mapping training (experimental group), while the other group received regular foreign language translation teaching (control group). The task-related alpha band power of participants engaged in divergent thinking tasks shows that participants in the experimental group exhibited superior divergent thinking skills, as evidenced by greater elevations in alpha band power within the anterior frontal lobe (M = 0.582, SD = 0.301), frontal lobe (M = 0.312, SD= 0.103), frontocentral lobe (M = 0.183, SD = 0.256), and temporal lobe (M = 0.205, SD = 0.176). In addition, they displayed significantly greater alpha band activity in the right cerebral hemisphere (M = 0.418, SD = 0.271), further highlighting the unique neural patterns linked with divergent thinking. The empirical results indicate that mind mapping training is an effective method for enhancing students’ divergent thinking skills.