A Target’s Perspective: Verbal Aggressiveness,Coping Strategies,and Relational Harm

A total of 361 college students recalled situations when they were the targets of verbally aggressive messages. Results indicated that message source predicted perceived relational harm better than the trait variable of verbal aggressiveness. Greater relational harm was perceived from romantic partners and short-term acquaintances. Males were higher in verbal aggressiveness. Targets’ levels of trait verbal destructiveness predicted which coping strategy each reported, and which coping strategy they chose predicted perceived relational harm.     

Superior–Subordinate Communication in the Workplace: Verbal Aggression,Nonverbal Immediacy,and Their Joint Effects on Perceived Superior Credibility

This study examined the joint effects of a superior’s verbally aggressive behaviors and nonverbal immediacy behaviors on a subordinate’s perceptions of a superior’s credibility. Participants (n = 415) from intact classes were randomly assigned into one of the four experiment conditions simulated by four video segments: use of nonverbal immediacy and verbal aggression, nonuse of nonverbal immediacy and use of verbal aggression, use of nonverbal immediacy and nonuse of verbal aggression, and nonuse of nonverbal immediacy and verbal aggression. The findings indicate that superiors who do not use verbally aggressive messages and who are nonverbally immediate were perceived with a higher level of competence, trustworthiness, and caring than superiors who use verbally aggressive messages and who are not nonverbally immediate. In addition, superiors who use verbally aggressive messages and who are nonverbally immediate were perceived with the lowest level of perceived competence as compared to superiors in the other three conditions.     

Instructor Clarity,Humor, Immediacy,and Student Learning: Replication and Extension

This study replicates and extends three widely cited instructional communication research studies regarding instructor clarity, humor, immediacy, and students’ learning: Richmond, Gorham, and McCroskey (1987), Wanzer and Frymier (1999), and Chesebro and McCroskey (2001). Students across four diverse institutions of higher education (N = 1,109) completed survey measures. Replication results suggest that findings from the original studies (clarity, humor, immediacy, and student learning) persist, and extension results, exploring verbal immediacy and perceived immediacy, reveal statistically significant correlations with the original studies’ variables. However, results of the replication and extension reveal measurement validity uncertainties that require further investigation.     

Ready,Aim, Fire! Violent Video Game Play and Gun Controller Use: Effects on Behavioral Aggression and Social Norms Concerning Violence

In addition to individual risk factors, recent findings surrounding the effects of violent video game play have provided compelling evidence that the contextual features of games also contribute to increased outcome aggression. The current study focuses on the relationship between violent video game play and the use of gun controllers on both social norms related to aggression and real-life behavioral aggression. As predicted, both violent video game play and gun controller use were positively related to behavioral aggression. The implications of these findings are discussed along with their influence on future research in this area.     

中共湖南党组织在抗日战争中的贡献

在湖南抗战的历史上,中共湖南党组织发挥了举足轻重的作用,推动湖南抗日民族统一战线的形成,掀起湖南抗日救亡运动的新高潮,为坚持长期抗战提供有力的保障,组织抗日武装队伍开展游击战争。中共湖南党组织不仅为抗日战争的胜利作出了重大的贡献,而且,为后来湖南的和平解放,为新民主主义革命的胜利奠定了坚实的基础。     

抗战时期俄苏文学译介述略

抗战时期，中国进步学界分地区开展了广泛的涉外学活动，他们高扬爱国主义和民族主体意识旗帜，广泛而又深入地进行了俄苏学译介工作，成绩斐然。     

"把(给)+NP+V1NP+V2(N)"语义句法研究

针对“把(给) NP V1NP V2(N)”式动词性短语,运用句法研究和语义搭配相结合的方法分析了其归属问题,提出了“含兼式”短语的观点。     

论《布列斯特和约》与《苏德互不侵犯条约》之区别

《布列斯特和约》与《苏德互不侵犯条约》都是苏联外交史上重要的条约，都是在特殊国际环境和特定历史条件下签订的，但二者却有着本质的区别。前者是苏维埃对外政策和策略相结合取得巨大成就的优秀范例；后者则是绥靖政策和大国沙文主义的产物。     

Adult spelling strategies

The goal of this study was to investigate how adult English speakers, who are good readers, but who differ in spelling ability, remember word-specific spelling information. In the first experiment, participants learned the spellings of words they had previously misspelled, while thinking out loud. The main strategies observed in order of popularity were: letter rehearsal, overpronunciation, comparison of the remembered and the correct spelling, morphological analysis and visualisation. All strategies produced good learning success for the better spellers, but weaker spellers had less success with overpronunciation, comparison and morphological analysis. In a second experiment, when participants were shown their misspelling and the correct spelling, and instructed to use either overpronunciation or comparison to learn the correct spelling, learning success was independent of spelling ability. However, sequential verbal memory ability was associated with greater success in using overpronunciation, and sequential visual memory ability with greater success in using comparison. The findings provide new insight into the types of strategies that advanced learners use spontaneously to memorise arbitrary letter sequences, as well as revealing how effective the strategies are.     

The differential antecedents of self-efficacy beliefs of novice and experienced teachers

Among the sources of teachers’ self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual factors such as the teaching resources and interpersonal support available were found to be much more salient in the self-efficacy beliefs of novice teachers. Among experienced teachers, for whom an abundance of mastery experiences were available, contextual factors played far less important a role in their self-efficacy beliefs.