Advisor–Advisee Communication Two: The Influence of Verbal Aggression and Humor Assessment on Advisee Perceptions of Advisor Credibility and Affective Learning This paper was presented at the 2004 National Communication Association Convention in Chicago,Illinois.

The goal of the current study was to further the research line initiated by the authors that examined the influence of a variety of communication variables in the Graduate Advisor–Advisee interpersonal relationship. The current study examined the relationship between advisee perceptions of advisor verbal aggression and humor assessment and the impact these variables have on advisee affect and advisee perceptions of advisor credibility (competence, caring/goodwill, and trustworthiness). Findings revealed that advisor humor assessment was positively related to both advisee affect and advisee perceptions of advisor credibility. The study further found that advisor verbal aggression was negatively related to both advisee affect and advisee perceptions of advisorp credibility.     

had better的用法浅议

had better这个短语,看似简单,实则不然,你不能把它单纯地理解为友好的建议或劝告。我们在学习英语单词和词组时,应注意它的多层含义、使用的场合及对象,不能把它和汉语的某一词、词组完全等同起来,否则,你犯了错误,却全然不知。     

中级汉语阶段词语教学刍议

词语教学是对外汉语教学的一个重要环节,关系着对汉语的准确理解和使用。在中级阶段的词语教学中,教师应该通过有效的教学方法,恰当的释义方式帮助学生深入地掌握词义,扩大词汇量;同时还应使学生认识到不同语言中有对应关系的词语几乎都存在着一定程度的不等值性,要力戒母语的干扰。     

来自当地英文报纸的一些含有介词of的名词性短语

分八个部分给出一些由英语介词of构成的名词性短语,并附加简短的分析说明和必要的英中翻译。这些短语表达均是从加拿大多伦多当地的两份英文日报(24 Hours Toronto和Metro News Toronto)上的新闻报道中搜集来的一手资料。这些表达及其中of的用法对某些学英文的人来说可能是陌生的;因此,熟悉这些无疑会帮助他们更多地掌握地道英文。     

面向核心依存分析的介词短语自动识别

面向核心依存分析,运用规则和统计相结合的方法,在指定谓词的前提下,识别该谓词所支配的介词短语。首先,根据介词和介词短语右边界的规律抽取搭配模板,从训练语料中自动提取搭配关系,并用这些搭配关系在一定的搭配策略下对介词短语进行识别。然后,用基于词性的边界选择模型和规则方法相结合的技术对其它介词短语进行识别。     

Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment

A review of the literature reveals that previous studies on the role of emotional intelligence (EI) in predicting intercultural effectiveness have focused solely on trait EI, i.e., self-reported emotional efficacy, and on emotion recognition, disregarding the core components of ability EI, particularly its understanding emotions branch. Considering this gap and arguing for the relevance of emotion understanding in intercultural communication, the present study examined whether emotional vocabulary (EV), a marker of the ability to understand emotions, predicts intercultural problem solving above verbal intelligence and personality, and whether it (partially) mediates their effects on the criterion. Participants were 336 university students from Serbia, assessed on EV, verbal intelligence, the Big Five, and intercultural judgment and decision making (CJDM). A hierarchical regression analysis found verbal intelligence, Openness, and Extraversion (Step 1), and EV (Step 2) to significantly predict CJDM, with EV incrementally explaining 2% of criterion variance. A path analysis yielded excellent fit indices for a model postulating EV as a partial mediator of the effects of verbal intelligence and Openness on CJDM. The study thus provides first evidence of the specific contribution of emotion understanding to solving intercultural communication problems, the implications of which for both EI and intercultural research are discussed.     

词品喻诸诗论析

晚清著名学者刘熙载云:"词品喻诸诗,东坡、稼轩,李、杜也;耆卿,香山也;梦窗,义山也;白石、玉田,大历十子也"。同时,《四库全书总目.东坡词》也云:"词自晚唐五代以来,以清切婉丽为宗。至柳永而一变,如诗家之有白居易。至苏轼又一变,如诗家之有韩愈,遂开南宋辛弃疾等一派,寻源溯流,不能不谓之别格"。由此,不难看出这是把某个词人的词跟某个诗人的诗相比较,然后得出某个词人的词像某个诗人的诗。然而,诗词是两种不同的文学体裁,不同的体裁能否比较,能比较又是在什么层面上比较的,既然清代学者们这样比较总是有他们的原因,为了弄清楚这个问题,就试图用苏轼的词与李白的诗相比较,以期能作出一些解释。     

Parents who hit and scream: Interactive effects of verbal and severe physical aggression on clinic-referred adolescents’ adjustment

The goals of this study were first, to delineate the co-occurrence of parental severe physical aggression and verbal aggression toward clinic-referred adolescents, and second, to examine the interactive effects of parental severe physical aggression and verbal aggression on adolescent externalizing and internalizing behavior problems. This research involved 239 referrals of 11- to 18-year-old youth and their dual-parent families to a non-profit, private community mental health center in a semi-rural Midwest community. Multiple informants (i.e., adolescents and mothers) were used to assess parental aggression and adolescent behavior problems. More than half of clinic-referred adolescents (51%) experienced severe physical aggression and/or high verbal aggression from one or both parents. A pattern of interactive effects of mother-to-adolescent severe physical aggression and verbal aggression on adolescent behavior problems emerged, indicating that when severe physical aggression was present, mother-to-adolescent verbal aggression was positively associated with greater adolescent behavior problems whereas when severe physical aggression was not present, the links between verbal aggression and behavior problems was no longer significant. No interactive effects were found for father-to-adolescent severe physical aggression and verbal aggression on adolescent adjustment; however, higher father-to-adolescent verbal aggression was consistently linked to behavior problems above and beyond the influence of severe physical aggression. The results of this study should promote the practice of routinely assessing clinic-referred adolescents and their parents about their experiences of verbal aggression in addition to severe physical aggression and other forms of abuse.     

Phonological awareness,verbal working memory and the acquisition of literacy

This paper describes a 2-year longitudinal study of 76 initially prereading children. The study examined the relationships between phonological awareness (measured by tests of onset and rime, phonemic segmentation and phoneme deletion), verbal working memory and the development of reading and spelling. Factor analyses showed that the verbal working memory tests which were administered loaded on two distinct but highly related factors, the first of which,simple repetition, involved the repetition of verbal items exactly as spoken by the experimenter, whereas the second,backwards repetition, involved repetition of items in reverse order. Factor analyses also showed that, whist the phonological awareness variables consistently loaded on the backwards repetition factor at the beginning and end of Grade 1, by Grade 2 the phonological awareness variables loaded on a separate factor which also included sentence repetition. Results of multiple regression analyses, with reading and spelling as a compound criterion variable, indicated that phonological awareness consistently predicted later reading and spelling even when both simple and backwards repetition were controlled. In contrast, verbal working memory did not consistently predict reading and spelling across testing times. Whilst there was some indication that verbal working memory, especially backwards repetition, measured during Grade 1 did predict reading and spelling in Grade 2, these effects were no longer evident when all three phonological variables were controlled. Nevertheless, with 4 individual reading and 2 individual spelling measures as the criterion variables, it was shown that phonological awareness was not quite such a consistent predictor of reading and spelling: it was most highly related to reading pseudowords and spelling real words; but it was not so highly related to spelling pseudowords, apparently because the processing demands of the task for the young children in the study were extremely high. Given the importance of verbal working memory for the completion of phonological awareness, reading and spelling tasks, in particular for spelling pseudowords, the findings are interpreted as providing some support for a theoretical position which posits that both phonological awareness and verbal working memory contribute to the early stages of literacy acquisition. Whilst the findings suggest some support for a general underlying phonological ability, there is also evidence that, as children learn to read and write, verbal working memory and phonological awareness become more differentiated.     

言语幽默的认知解读——论脚本对立、语境、嘲笑对象的互补

现代语言学对幽默研究始于Raskin的脚本理论（SSTH）,国内对言语幽默的研究也完成了从Grice的合作原则理论到应运关联理论的认知解读转向。但是从认知语言学角度的关联理论、概念整合理论、心智空间论和不一致的消解论,都无法回避这些模型并不仅仅适用于言语幽默的认知解读这一问题。如果从言语幽默的生成机制入手,从接受者的角度分析言语幽默认知解读过程中脚本、语境和嘲笑对象的互补,就可以说明言语幽默的特殊性。