The Spiral of Silence and Conflict Avoidance: Examining Antecedents of Opinion Expression Concerning the U.S. Military Buildup in the Pacific Island of Guam

The present study examines the role of local news media in influencing perceived public support for a controversial political issue, and merges a key proposition of the spiral of silence theory with literature on conflict avoidance to analyze antecedents of political outspokenness among a representative sample of registered voters in the Western Pacific Island of Guam. Respondents were asked about their perceptions of local news media and public support for, and willingness to express opinions about, the relocation of roughly 8,600 U.S. Marines and about 10,000 of their dependents and civilian support from Okinawa, Japan to Guam. Results show that perceived support from local news media predicted perceived public support. Perceived public support for one's opinions positively predicted, and conflict avoidance negatively predicted, willingness to express opinions. The positive association between perceived public support for one's opinions and willingness to express opinions was stronger among those who had higher conflict avoidance than those who had lower conflict avoidance.     

基于"沉默的螺旋"的高校文化建设——兼议校园之"三圈文化"

先进的校园文化可以引导学生树立正确的世界观、人生观、价值观,激发学生的学习兴趣,培养学生健全的人格。文章尝试将沉默的螺旋理论介入到校园文化建设中,通过分析将沉默的螺旋理论引入校园文化建设的可能性,探讨大学校园三圈文化建设的重要意义以及如何建设校园三圈文化。     

大学英语课堂学生沉默行为的原因分析及其相关对策

通过调查分析认为造成课堂学生沉默的原因主要与以下几个方面有关:中国的传统文化和传统的道德观念,传统的教育理念及教学方法以及教师和学生本人的因素。基于以上原因本人针对如何学生课堂沉默这一现象提出了以下对策首先要更新教育观念,消除传统文化中的不利因素的印象;其次是改进教学方法,提高学生参与课堂教学的积极性,最后就是要关注部分后进生和性格内向的学生,提高学生整体参与课堂教学的广度。     

此时无声胜有声--试谈静场在电视新闻中的运用

电视静场是个新概念、新课题，迄今理论界很少涉及，本文选取一个断面，深入总结电视媒体的新闻实践经验，第一次系统、科学地阐述了静场的含义、本质、理论依据、作用、分类和使用要点，提出静场作为声画关系的一个特例，要用得其所、用得适当。     

英语教学中如何对待学生的沉默

在英语课堂上时常会有学生沉默不语的现象,这对课堂气氛有着很大的伤害。但是这一现象并未引起英语教师的注意。本文分析了造成学生沉默的多种原因并提出一些可行性建议来打破沉默,活跃课堂气氛。     

Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect

Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy.     

Preparation for Future Collaboration: Cognitively Preparing for Learning From Collaboration

In a study investigating different ways to engage students in an individual preparation activity, we assessed learning from collaboration with a peer. Learning was measured at pretest, individual preparation, collaboration, and posttest. Two conditions were compared: generative preparation and nongenerative preparation. With no differences in knowledge at pretest, we found that students who prepared by engaging in the generative compared to the nongenerative preparation task performed worse to a statistically significant degree in both the preparation and collaboration phases. However, in a postactivity transfer task, the students performed to a similar degree as the comparison group evidencing productive failure. In addition, students in the generative condition showed greater learning gains from the preparation to the collaboration phase. We introduce the notion that generative preparation may better invoke learning mechanisms that help students to learn from subsequent collaboration.     

Passing by Proxy: Collusive and Convulsive Silence in the Trial of Leopold and Loeb

Despite unfolding as it did during the sexual revolution of the 1920s, Leopold and Loeb's “trial of the century” elicited a deluge of constitutive discourse that struggled against overt articulation and circulation of the boys’ queerness. In this essay, I argue that those discourses—dominant reportage, in camera courtroom conferences, and Clarence Darrow's famous summation—manifested what I label “passing by proxy,” a collusive and convulsive act of straight closeting that speaks queer sexuality despite concerted effort to silence it.     

以“衍生词汇理论”剖析信用证中术语化日用语的汉译

针对出现在信用证（L/C）中逐渐被术语化的日常用语,透过Pustejovsky（1995）的＂衍生词汇理论＂（GenerativeLexiconTheoryGLT）（亦译＂生成词库论＂）,探讨在贸易语境的影响下,这些词语在语意内涵和功能角色上发生的各种变化。通过＂强迫解读＂,在＂属性结构＂（qualiastructure,QS）的检视下,归纳出源语转化为译语信息时的普遍原则,即更加凸显或是增补这一名词中表现其语言知识的构成角色（ConstitutiveRole）和表现其语用信息的行为主体角色（AgentiveRole）。     

Learning by drawing: When is it worth the time and effort?

Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the text with text-based support (verbally-supported drawing) or without support (unsupported drawing). Results showed that while the verbally-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition, there were no differences across the three conditions in learning outcomes. In Experiment 2 (N = 85), students studied the text with provided visuals (provided visuals) or generated drawings from the text with provided visuals as feedback (visually-supported drawing). Results showed that the visually-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition but also performed significantly better than the provided visuals condition on the comprehension test. These findings suggest generating drawings prior to studying provided visuals is worth the time and effort.