Television realism measures: The influence of program salience on global judgments

Five versions (four experimental and one control) of a questionnaire were randomly distributed to 190 participants as part of an experiment investigating whether judgments of global television realism are influence by the salience of program genre. Questionnaires contained items asking respondents how often they watch either 1) news programs, 2) reality‐based crime programs, 3) crime drama programs, or 4) day and evening soap operas, followed by perceived realism and demographic items.

Global measures of television realism were influenced by the viewing questions that preceded them, such that questions about more realistic programming prompted judgments that television programming in general is more realistic. Except for one condition, questions measuring the perceived realism of a specific genre, rather than television in general, were not influenced by the salience manipulation. These results call into question the utility of global television realism items.     

The relationship between student pre‐performance concerns and evaluation apprehension

The purpose of this study was to examine the relationship between student pre‐performance concerns, student evaluation apprehension, and receiving a grade for a speech. It was hypothesized that in the public speaking course, (a) a positive relationship would exist between student pre‐performance concerns and student evaluation and (b) students who believed their speech was being evaluated for a grade would report a greater amount of pre‐performance concerns than students who believed their speech was not being evaluated for a grade. Both hypotheses were supported. Results are discussed in light of what instructors might do in the classroom to reduce students' pre‐performance concerns.     

Updating Relationships Between Communication Traits and Communication Competence

This study examined the degree to which six self-perceived communication traits are related to self-perceived communication competence (SPCC), both individually and collectively. The results indicate communication apprehension and shyness were strongly and inversely related to SPCC, whereas willingness to communicate was strongly and positively associated with SPCC. When examined collectively, several communication traits were found to predict SPCC.     

言语幽默的模因论阐释

本文主要探讨喜剧小品中言语幽默在模因论视域下的特殊语用现象.通过引入乖讹理论发现,喜剧小品中言语幽默的生成实际是在语言模因发挥作用下的一个乖讹-消解的过程,即：发现不和谐及不断消解不和谐的过程.本文还进一步分析了模因视角下言语幽默制笑策略,藉此期望能为言语幽默的研究提供一个崭新的视角.     

汉语计时动量词“年”“月”“日”“天”的流变

＂年＂＂月＂＂日＂＂天＂作为计时动量词从先秦时期开始使用（＂天＂始于唐朝）,其后在用法和使用范围上不断扩大,所搭配的动词也有所变化,最终发展为现代汉语中使用频率最高的四个计时动量词。研究计时动量词对汉语学习、应用以及研究都有重要意义。     

冯友兰论“抗战”——兼与《论持久战》比较

抗日战争全面爆发后,对于抗战的过程与前景,作为政治家、军事家的毛泽东和作为哲学家的冯友兰都作出了具有远见卓识的论述。冯友兰在《新事论》论述＂中国自由之路＂与毛泽东在《论持久战》这一抗战的指导性光辉巨著中,不约而同地认为中日之间这场殊死的较量,经过长期艰苦卓绝的战斗,中国最终会打败日本帝国主义侵略者,取得民族独立与解放,伟大的中华民族必将屹立于世界东方。     

从山地游击战到平原游击战——抗战初期八路军在华北的战略部署

全面抗战开始后,中国共产党重点在山西部署山地游击战,而对于平原地区能否开展敌后游击战的问题,并无确定的把握。当国共两党在河北平原积累了一定的游击战经验后,中国共产党作出了开展平原游击战的决策。中国共产党在华北平原建立游击根据地后,成功地实现了从山地游击战向平原游击战的发展。     

Research in the Netherlands on a theory of child abuse: A preliminary report

A three-factor theory of child abuse has been developed which includes: (1) a high level of parental aggression; (2) a low level of parental inhibition of overt aggression; and (3) the focusing of parental aggression on the child. In the theory each factor is the outcome of a subfactor “path.” A high level of parental aggression is the outcome of seven subfactors. A low level of parental inhibition of overt aggression is the outcome of three subfactors. The focusing of parental aggression on the child is the outcome of ten subfactors. The theory posits that the type of child abuse that occurs is determined by the ratio of total parental aggression to total parental inhibition of overt aggression. High numerical values of the ratio result in battering. Lower numerical values result, in descending order, in non-organic failure to thrive, physical neglect and emotional abuse. The theory and 50 hypotheses derivable from it are being tested on a sample of 150 child-abuse families and 150 control families.     

Influences of family based prerequisites,reading attitude,and self-regulation on reading ability

This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n = 4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling (SEM) with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (β = .43 for final and β = .56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p < .001).