从汉英交际语用失误及对比看文化差异

格赖斯提出的“合作原则”中的“质、量、相关及方式准则”等为讨论汉英交际中的语用失误和对比，提供了有益的视角。讨论语用失误和对比，对提高人们汉英化差异的认识及跨化交际有重要意义。     

Adaptive designs for sequential experiments

Various adaptive designs have been proposed and applied to clinical trials, bioassay, psychophysics, etc. Adaptive designs are also useful in high cost engineering trials. More and more people have been paying attention to these design methods. This paper introduces several broad families of designs, such as the play-the-winner rule, randomized play-the-winner rule and its generalization to the multi-arm case, doubly biased coin adaptive design, Markov chain model. Project supported by the National Natural Science Foundation of China (Nos. 19571021 and 10071072).     

Follow‐up of a Cohort of Risk Children from Birth into Adolescence‐‐The Rostock Longitudinal Study

THE ROSTOCK Longitudinal Study commenced in 1970 and has prospectively monitored the development of children identified in the perinatal period as “at risk”. The aims of the study are to identify some of the factors contributing to inter‐individual differences in their development and to evaluate the prognostic significance of these factors. The results reported in the present paper underscore the limited prognostic value of single risk factors, the diminishing impact of organic perinatal risk factors over time, and the increasing importance of the psychosocial context in influencing developmental outcomes in childhood and adolescence.     

Pseudopotential generation

Different classes of first-principle pseudopotentials are compared and various schemes for pseudopotential generation based on norm conservation are discussed in this paper. BHS (Bachelet, Hamann, and Schlüter)-scheme and V (Vanderbilt)-modifications are used to derive the KB (Kleinman and Bylander)-pseudopotentials and pseudo wave functions of bismuth. Quality test of pseudopotentials shows that no ghost states occur in the logarithmic derivatives of pseudo wave functions of Bismuth. The obtained bond length of bismuth dimer with this type of pseudopotentials is in good agreement with previous accurately calculatedab initio quantum chemical result. Project supported by the Ministry of Science and Technology of China (NKBRSF-G19990646), the Postdoctoral Science Foundation of China, and the Scientific Research Foundation of State Education Ministry for Returned Overseas Chinese Scholars     

追问职业技术教育

一方面 ,在理论上我们都承认职业教育十分重要 ,另一方面 ,在目前的实践中 ,我国职教却面临困境 ,如招生难、就业难、办学资源缺乏等 ,似乎职业教育并不重要。这种矛盾现象看似简单 ,其实背后深藏着理论困境和实践难题。本文试图从知识论、学习论、学制论等方面揭示这些矛盾 ,进而提出自己的改革思路与对策     

Which variables predict teachers diagnostic competence when diagnosing students’ learning behavior at different stages of a teacher’s career?

Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant to promoting teachers’ diagnostic competence concerning students’ learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers’ diagnostic competence concerning learning behavior as well as teachers’ motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers’ experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students’ learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers.     

论北魏前期的"新民"

北魏前期的新民,是指在北魏统一北方的过程中,被北魏征服后迁往京师平城及其附近地区的人民.前期的新民是指新迁之民,到后来,新民的含义扩大为新附之民.绝大部分的新民从事农业生产.北魏在新民中实行计口授田制度,加速了北魏国家封建化的进程.     

《史记》隐喻叙述研究纲要

隐喻是《史记》叙述的基本样式及其修辞品格.它呈现为泛隐喻和隐喻修辞两个基本类型,前者是司马迁的历史阐释策略,后者是《史记》文本构成的语言行为.司马迁在《史记》叙述中将泛隐喻和隐喻修辞融为一体,建立了司马迁及其《史记》的独特地位,即对文学和史学边界的突破,从而构成我们面对司马迁及其《史记》所能体味的现代意义.     

The effect of positive reappraisal on the availability of self-control resources and self-regulated learning*

Effectively regulating negative emotions is important for successful self-regulated learning. However, research has hardly examined which emotion regulation strategies benefit self-regulated learning. In an experimental study, it was examined whether positive reappraisal facilitates self-regulated learning by counterbalancing the depletion of self-control resources. Sixty-one university students engaged in either positive reappraisal or expressive suppression to regulate negative emotions induced by a film clip and then worked on a self-regulated learning task. Participants who engaged in positive reappraisal experienced more positive emotions after the film and had more self-control resources available than participants who used expressive suppression. Moreover, positive reappraisal increased skin conductance during emotion regulation, as compared to expressive suppression. Irrespective of emotion regulation type, positive emotions predicted post-film availability of self-control resources which was positively associated with subsequent self-regulated learning. The results demonstrate beneficial affective and resource-related consequences of positive reappraisal as well as its potential for fostering self-regulated learning.     

Advancing Research and Measurement on Fathering and Children's Development

Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development.