幻想的

I have no illusion to his abilities.

我对他的能力不存幻想。

I can't live in this make-believe world. I can't live in this illusion.

我不能活在这样一个不真实的世界里，我不能对此抱有幻想。

I have no illusion about his ability.

我对他的能力不存幻想。

I have no illusion for his ability.

我对他的能力不存幻想。

He often uses the mirror, a device which fascinates him because of its doubling and illusionary effects.

他常常使用镜子，并对它的双重效果和幻想功能很着迷。

Indeed, the search for illusionary visual space can be traced back to antiquity.

实际上，对于幻想视觉空间的追寻可以回溯到古代。

The fact is different from imagination is.....

事实和幻想是不一样的。。。。。

All this is only because of your imagination, so I will not marry you.

因为这一切只是你的幻想，所以我不嫁你。

Statistical methods were chi-square analysis and t-test.resultsstatistical significance existed in: mental and physical misery dimension between male and female students; perspective-taking dimension between students of arts and of science; imaginativeness and sympathy dimensions between class-leader and non-class-leader; sympathy dimension between only-child and non-only-child. no statistical significance was found among the students in city and village.

结果 男女大学生在身心忧急维度上差异存在统计学意义；文理科学生在观点取替维度上差异存在统计学意义；学生干部与非学生干部在幻想力、同情关怀2个维度上差异存在统计学意义；独生子女与非独生子女大学生在同情关怀维度上差异存在统计学意义；家住城镇与家在乡村的大学生各维度差异均无统计学意义。

Statistical methods were chi-square analysis and t-test.resultsstatistical significance existed in: mental and physical misery dimension between male and female students; perspective-taking dimension between students of arts and of science; imaginativeness and sympathy dimensions between class-leader and non-class-leader; sympathy dimension between only-child and non-only-child.

结果 男女大学生在身心忧急维度上差异存在统计学意义；文理科学生在观点取替维度上差异存在统计学意义；学生干部与非学生干部在幻想力、同情关怀2个维度上差异存在统计学意义；独生子女与非独生子女大学生在同情关怀维度上差异存在统计学意义；家住城镇与家在乡村的大学生各维度差异均无统计学意义。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。