年级

Girls had more positive school self-confidence than boys and boys\' physical self-confidence was significantly higher than girls. There were differences of school self-confidence among different grades. Second-year students\' school self-confidence was the highest, and first-year students\' was the lowest one.2.All the self-confidence dimensionality of students were negatively correlated with their student relations besetment.

高中生身体自信和学业自信存在显明的性别差异，详细表示为：女生比男生在学业方面更加自信，男生比女生在身体方面的自信水平更高；高中生学业自信存在显明的年级差异，详细发铺趋势为：从高一至高三年级，学业自信先是逐渐上升，以二年级为转折点，然后逐渐下降，一年级时学生的学业自信水平最低，二年级时到达最高水平。

In cording to the latencies, addition facts and subtraction facts were clustered.

一年级的减法错误率与加法错误率的差距是最大的，二年级的差距小于一年级的差距，三、四年级的差距比二年级进一步减小。

Fifty male and 50 female children in every class of every school were extracted randomly according to the list of class, and totally 2 400 children, aged 4 to 16 years old, were investigated with the permission of their caretaker by using the behavioral problem inventory, including ① general information: gender, age, main favorer of the children's daily life, jobs of parents, etc..

选取其中幼儿园中班、大班，小学1～6年级，初中1～3年级，和高中一年级共12个年级，按年级名册各随机选取男50名，女50名，共2400名。均为年龄4～16岁儿童，监护人同意参加。调查工具为行为问题调查量表。

The purpose is to inspect the grade differences on time of mental addition and mental subtraction of pupils from three grades as well as grades differences of arithmetic time and integration time. The results show that mental arithmetic time of pupils from Grade 2, 4 and 6 decreases with the increase of grades.In the non-carry mental addition of 1-digit number and multi-digit number, menta...

研究结果表明，2、4、6 年级小学生口算时间随年级的增高而减少；在一位数加多位数不进位加法口算中，口算时间差异主要源于运算时间差异和整合时间差异；在一位数加多位数进位加法口算中，口算时间差异源于运算时间差异；在多位数减一位数不借位减法口算中，运算时间年级差异不显著，而整合时间存在显著的年级差异；在多位数减一位数借位减法口算中，口算时间的年级差异主要表现为运算时间的差异，而整合时间差异不显著。

So it is clear that these participants realized the predictability of cuing and then strategicly adjust exogenous attention orienting.

与2年级被试相比，4年级和7年级被试的内源性注意有了实质性的进步，对返回抑制的影响增强。4年级到7年级的发展则趋于平缓。

In the first students, both the mean of latencies and the mean of errors of subtraction were obviously higher than of addition.

在二年级、三年级、四年级，每个年级加法的反应时和减法的反应时非常接近；只有一年级，减法的反应时均值明显高于加法的反应时。

982 freshers and juniors in universities of different ranks were investigated by drawing form sampling study in Liaoning Province.

通过对辽宁省不同层次的大学982名大一与大三年级学生进行分层整体取样调查，结果显示：（1）大学生心理健康素质在适应和应对风格分量表上的得分大三年级高于大一年级，在归因风格分量上的得分大一年级高于大三年级，年级差异显著；（2）在人际素质、个性素质、认知风格分量表上性别差异显著；（3）大学生心理健康素质在适应、人际素质、动力系统、自我和应对风格分量表上均存在显著的专业差异，艺术类、文史类学生得分高于理工类学生。

Through difference significance tests and analyses, it finds that (1) man students more possibly form identity achievement, and woman students more possibly form identity foreclosure and identity diffusion; and (2) the difference of self-identity status between man and woman students is associated with various domains; and (3) self-identity status between man and woman students have some similarities that identity exploration has the same importance to both; and (4) grade-one is a period when students face up to more identity crises, and grade-two is key period of identity formation, and grade-three is a developmental period of identity that provides the basis for re-solution of the emergence of new identity crises in grade-four;(5) there is a gradually enhanced direction from lower self-identity statuses to advanced ones from grade-one to grade-three, but there is also a direction that reentry into the identity crisis by grade-four. It indicates that the identity achievement formation does not mean the end of development of self-identity and proves that there is a continuous MAMA cycle in self-identity development; and (6) that students self-identity status mainly is identity moratorium provides some evidence for which there is a Moratorium in student development, and which self-identity formation is not easy; and (7) the development of student self-identity is associated with various domains, what students pay most attention to firstly is vocation, secondly life philosophy, and lower interesting in political and religious domains in ideology; for relational domains, students pay more attention to dating and friendship compared to sex role and recreation domain.

通过差异显著性检验和分析发现：(1)男生更可能形成成就型同一性，女生则更可能形成排他型和弥散型同一性；(2)男女大学生自我同一性的差异与不同的领域相关；(3)男女大学生自我同一性也存在相似性，同一性探索对于男女大学生同样重要；(4)大学一年级是同一性危机面对较多的时期，二年级为同一性形成的关键期，三年级为同一性的发展期，所形成的同一性为四年级所出现新的同一性危机的解决提供了基础；(5)从一年级到三年级存在从低级的自我同一性向高级的自我同一型转变的渐进增强，但到四年级又有重新进入同一性危机的趋势，说明大学生成就型自我同一性的形成并不意味着自我同一性发展的结束，证明了自我同一性发展的MAMA周期持续存在的特点；(6)学生自我同一性状态主要还处于延缓型同一性状态，进一步证明大学生发展心理合法延缓期的存在，以及自我同一性形成不是一件很容易的事情；(7)大学生自我同一性的发展与领域相关，大学生较为关注职业领域，其次为人生观领域，而对政治和信仰领域兴趣较低；另外，大学生对友谊、交往领域较为关注，对性别角色和活动领域关注程度相对较低。

Third grade, fourth grade, fifth grade. I taught sixth-grade English, fifth-grade is now taught in English.

小学三年级，四年级，五年级，六年级英语我都教过，现在教的是五年级英语。

My county at a primary school fee is not expensive上三年级directly.

我在县城的一所收费不贵的小学直接上三年级。

Neither the killing of Mr Zarqawi nor any breakthrough on the political front will stop the insurgency and the fratricidal murders in their tracks.

在对危险的南部地区访问时，他斥责什叶派民兵领导人对中央集权的挑衅行为。

In fact,I've got him on the satellite mobile right now.

实际上 我们已接通卫星可视电话了