心理学家

University of Nebraska psychologist Susan Swearer says communication between students and teachers can also reduce bullying.

内布拉斯加大学的心理学家苏珊Swearer说，学生与教师的沟通也可以减少欺凌。

University of Nebraska psychologist Susan Swearer says communication between students and teachers can also reduce bullying.

内布拉斯加大学的心理学家说学生和老师间的沟通也有助于减少欺凌行为。

Susan Swearer is a psychologist at the University of Nebraska-Lincoln and co-director of the Bullying Research Network.

Susan Swearer是内布拉斯加州林肯大学的心理学家及欺凌研究网络的主管。

Susan Swearer is a psychologist at the University of Nebraska-Lincoln and co-director of the Bullying Research Network.

Susan Swearer 是林肯内布拉斯加州大学的心理学家和欺负行为研究网络的主任。

Susan Swearer is a psychologist at the University of Nebraska-Lincoln and co-director of the Bullying Research Network.

Susan Swearer 是内布拉斯加州-林肯大学的心理学家，也是反欺凌研究网的联合董事。

Susan Swearer is a psychologist at the University of Nebraska -Lincoln and co-director of the Bullying Research Network.

Susan Swearer是内布拉斯加州大学林肯合作研究欺凌的一位心理学家。

Susan Swearer is a psychologist at the University of Nebraska-Lincoln and co-director of the Bullying Research Network.

Susan Swearer 是内布拉斯加大学林肯分校的心理学家和欺凌研究网络联合董事。

Teicher summarized this view in a 1968 paper:"Although the burden of the Negro child is recognized as a heavy one, that of the Negro-White child is seen to be even heavier."

心理学家泰阙在1968年的论文中对此观点做出了总结：&虽然负担黑人儿童被认为是沉重的包袱，但抚养黑人与白人的混血儿却被认为是更加沉重的。&

The psychologist J.D. Teicher summarized this view in a 1968 paper:"Although the burden of the Negro child is recognized as a heavy one, that of the Negro-White child is seen to be even heavier."

心理学家泰阙在1968年的论文中对此观点做出了总结：&虽然负担黑人儿童被认为是沉重的包袱，但抚养黑人与白人的混血儿却被认为是更加沉重的。&

Such studies have suggested that the rudiments of They have also suggested that the very concept of abstract idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table - is itself far from innate.

心理学家们而后又展示一个例子，即：让孩子们数一堆铅笔时，他们能顺利地报出蓝铅笔或红铅笔的数目，但却需诱导才能报出总的数目。此类研究表明：数学基础是经过逐渐努力后掌握的。

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。