日本侵华时期汪伪政权统治区学校教科书探析

汪伪政权为配合日本全面侵华的战争需求,积极秉承侵略者意旨,在统治区制定并实施奴化教育政策及课程,建立教科书编审机构,加强学校教科书的修改、编审活动。这些教科书凸现出日本奴化教育的特色,对中国青少年学生产生了思想控制及精神毒害,对此应有警醒的认识,并加以深刻清理。     

1932年虹口公园爆炸案与中国各方的关系初探

1932年4月29日在上海发生了震惊中外的虹口公园爆炸案。70多年过去了,有关此事的具体组织过程仍然各方说法不一,值得研究和注意。在日本投降之前,韩国临时政府负责人金九以及他领导的韩人爱国团只字不提此案与中国人的关系,是完全可以理解的。抗战胜利后,由于种种原因,金九写的《白凡逸志》对比事还语焉不详,因此,完全依据金九单方面的史料来研究虹口公园爆炸案的来龙去脉,至少是不完整的。     

广告宣传与抗战时期大后方工矿企业的发展

抗战时期,大后方许多企业通过《资源委员会公报》等刊物大力开展广告宣传活动。这些活动虽然是为了提高企业的经济效益,但是由于受战争因素的制约,并不是一种纯经济行为。大后方工矿企业的迅速发展为广告宣传奠定了基础,国内外市场的需求为广告业的发展提供了动力。广告宣传使企业赢得了较大市场,同时,市场因素也对企业广告产生了较大影响。     

论越战及尼克松主义出笼的动因

尼克松总统上台后提出了美国全球外交战略新的指导思想——尼克松主义。提出这一指导思想的动因之一，就是侵越战争对美国社会产生的诸多方面的消极影响。侵越战争对美国社会产生的影响主要表现在经济、社会、对外政策与对外战略等方面。     

话语风格上的性别差异研究

在具体的言语交际中,要针对具体的交际对象来调整话语.性别作为交际对象的客观存在,是语境中不可忽视的一个因素.从语言实际来看,在男女两性的言语交际中,由于性别的不同,形成两性话语风格的差异.语言学家们对社会交往中话语状况的考察表明,在话题的选择、话题量的大小、话语方式与言语策略等方面,男女之间都存在着不同程度的差异.两性在话语风格上的差异,是有其社会文化方面的根源的.     

Dyslexia: Symbol processing difficulty in the Kannada language

The purpose of this study was to investigate whether among children who speak Kannada, a Dravidian language from South India, there are those who show the same pattern of specific dyslexia as has been found to occur in children who speak European languages. The performances of 14 dyslexic children, aged between 8 and 10 years, whose native language was Kannada, were compared on a variety of tasks with fourteen normal readers and fourteen non-dyslexic poor readers. There were no significant differences between the three groups on tests of visual discrimination, visual recognition, visual recall, memory for shapes in sequence, or auditory discrimination. There were differences, however, between the dyslexics and the normal readers on tests of recall of auditorily presented digits, word analysis, word synthesis, and on two tests of visual-verbal association. The non-dyslexic poor readers were more similar to the dyslexics on recall of auditorily presented digits and word synthesis but more similar to the normal readers on word analysis and on the two tests of visual-verbal association. It is argued that these results are evidence of a consistent pattern in specific dyslexia which does not depend on any one writing system or geographical location.     

Tutor learning: the role of explaining and responding to questions

Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.     

Structural invariance in the associations of naming speed,phonological awareness,and verbal reasoning in good and poor readers: A test of the double deficit hypothesis

The associations of multiple measures of speeded naming, phonological awareness, and verbal intelligence with word reading were examined in 51 poor readers and 74 good readers in third and fourth grade. Structural equation modeling was used to determine the extent to which these two groups exhibited structurally invariant patterns of associations among the constructs. Results revealed that for poor readers, both speeded naming and phonological awarencess were significantly associated with word reading, but verbal intelligence had no association with it. In contrast, for good readers, phonological awareness and verbal intelligence were significantly associated with word reading, but naming speed was not. Findings are discussed in light of the double deficit hypothesis.     

Need for Cognition as a Mediating Variable Between Aggressive Communication Traits and Tolerance for Disagreement

This study examined the need for cognition as a mediator between aggressive communication traits and tolerance for disagreement. Previous research suggests that argumentativeness is a positive predictor of tolerance for disagreement, while verbal aggressiveness is a negative predictor of tolerance for disagreement. Our findings indicate that need for cognition positively mediates the relationship between argumentativeness and tolerance for disagreement, as well as verbal aggressiveness and tolerance for disagreement.     

"何梅协定"后国民党内外政策的转变及其影响

"何梅协定"是1935年7月时任国民党政府军政部长、北平军分会委员长的何应钦和日本驻华北屯军司令官梅津美治郎达成的一个旨在谋求华北政权特殊化,为日本侵吞华北作铺垫的协议.它的出现在整个华北事变中具有标志性意义,完全暴露了日本帝国主义吞灭华北的阴谋,进一步加深了中华民族的危机.本文试图从"何梅协定"产生的背景、原因、影响以及国民党对此的反映等方面,对国民党从华北事变到国共合作期间内外政策的转变作初步的探讨.