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Methods ABC and CAB were used to examine the ability of oral language and writing of 41 patients with basal ganglia damaged and 21 patients with cortex damaged. The different types of aphasia and agraphia were detected. The agraphia quotient and writing scores were calculated. Comparing difference with the basal ganglia and cortex.

方法对41例基底神经节损害及21例病变累及左侧大脑皮层区患者，采用ABC法及CAB法测试其口语和书写能力，统计言语障碍类型，计算各项书写得分和失写指数，比较基底神经节与皮层之间的差异。

Results Mean pain scores were significantly reduced30min after interpleural instillation of0.5%bupivacaine or normal saline,however,there was no difference between the groups when comparing mean pain scores at rest and when coughing either before or afˉter the administration of the corresponding solution.

结果布比卡因组和对照组给药后30min疼痛评分均减少，但两组间在休息和咳嗽时的给药前后疼痛评分没有差别。

The total scores and anxiety and happin ess satisfaction subscale of PHSS in the male middle school students of the Han nationality group was significant higher than that of the Zang nationality group .The total scores,intellect and school state and physical appearance subscale of PHSA in the female middle school students of the Zang nationalty group were sig n ificant lower than that of the Han nationality group.

汉族男性中学生的PHSS总分及焦虑分量、幸福与满足分量表明显高于藏族组，2组其余各分量表比较统计学上无显著性差异；藏簇女性中学生的PHSS总分及智力与学校情况分量表，躯体、外貌分量表均明显低于汉族组(P.05)，2组其余各分量表比较在统计学上无显著性差异。

BaselineQOL was impaired according to Short Form Health Survey (SF-36)scores. Baseline mood, according to Profile of Mood States scores,was comparable to that of a nondepressed population.

生活质量基线是根据健康生存得分简表，情绪基线则根据可比较的正常人群情绪状态评分。

Math scores increased, but only while students will able to get paid pay. and there was no evidence of higher scores in the reading, social studies and scient.

但是只有这样学生才会得到钱，而在考试社会学习和科学考试中的阅读题找不到证据。

In addition to end-point spirometric assessments, daily peak expiratory flow rate, symptom scores, and scores on a chronic respiratory disease questionnaire were recorded for the last week of each 3 week period.

观察指标包括支气管扩张剂吸入前后的一秒钟用力呼气容积(FEV1)、用力肺活量、呼气峰流速、症状评分及生活质量。

This unscored section does not count toward the final score, but is used to try out new questions for future editions of the SAT and to ensure that scores on new editions of the SAT are comparable to scores on earlier editions of the test.

SAT考试分为两部分，包括 SAT1：推理测验）。SAT1考试时间三小时四十五分钟，题型为选择题及写作，主要测验考生的阅读、数学及写作能力，满分是2400分。

And there was alsono significant correlation between the strategies and family factors;(2)Boys hadhigher scores on aggression behaviors than girls,and girld had higher scores onon-task behavior than boys;there were no significant gender differences onsociability and social withdrawal;(3)Child social functioning correlated withparenting behaviours when child was 4 years old,correlated with chidrearing,marital quality when child was 2 years old,but unsignificantly correlated withparents'educaional level;(4)Emotional regulation strategies at 2 yearssignificantly predicted observed children's social functionings at 4 years of age;(5)Emotional regulation strategies at 2 years moderated the relation between familyfactors at 2 years and child's social functionings two years later.

情绪调节策略与家庭环境因素相关几乎不显著；（2）4岁时儿童在攻击行为和任务坚持性方面存在着显著的性别差异：男孩的攻击行为要多于女孩，而女孩的任务坚持性要高于男孩。在社会交往能力和社会性退缩行为上无性别差异；（3）儿童的社会行为与4岁时父母的教养行为部分相关，与2岁时的教养态度有部分相关，与父母的婚姻关系显著相关，但与父母受教育程度无关；（4）儿童2岁时的情绪调节策略能显著地预测儿童4岁时的社会性行为；（5）儿童的情绪调节策略影响了2岁时家庭环境与儿童以后的社会交往能力和社会性退缩行为之间的关系。

The contest lasts five minutes, for both men and women and the winner is the athlete who scores an ippon or who scores the greater number of points.

根据运动员视力损伤程度分为3个级别，共同参加比赛。

In the study, the students' scores on the GEPT will be compared with their Tunghai English Placement Examination scores to see how the two tests are similar or different in their measurement of grammar, listening, and reading ability.

在计画中，学生的全民英检考试成绩将会与东海大一英文分班测验做出比较与分析。从文法、听力和阅读方面，研究两种不同测验的相似与相异的程度。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。