心理状态

The American Psychological Association defines sexual orientation as such: Sexual orientation is an enduring emotional, romantic, sexual, or affectional attraction that a person feels toward another person.

美国心理协会是这样定义性取向的：性取向是对他人持久的情绪、情感、性和情感吸引上的状态。

As for the influence of mental imagery on advertisement effects, this study found that awareness and action is affected by modality; interest, and desire is influenced by modality, vividness, and affectivity.

在心理意象对广告效果的影响上，研究发现知觉形式和鲜明度会对消费者的知觉与行动造成影响，知觉形式、鲜明度、及情感状态则会对兴趣和渴望产生影响

Precisely this conception of inspired writings, and not simply of inspired men, sets the biblical conception of inspiration pointedly over against pagan representations of inspiration in which heavy stress is placed on the subjective psychological mood and condition of those individuals overmastered by divine afflatus.

正是在这种观念的启发创作，而不是单纯的激励著官兵，集圣经中的概念，灵感尖锐地超过对异教交涉的灵感，其中沉重的压力，是放在主观的心理情绪和状态的那些个人overmastered神圣afflatus 。

Technique alone is not sufficient in Aikido; the psycho-physiological state of the Aikidoka is more important than the mechanics of movement.

单纯技术在合气道里是不够的，合气道的心理和生理状态比运动技能本身重要的多。

This means that it responds to various physical and mental situations of arousal , stress and relaxation.

也就是说，它可以对各种激活，应激和放松状态作出相应生理和心理反应。

Such as the opinion of Wei can be regarded as the time of "Literary consciousness" which was drew by Japanese Sinologist SUZUKI TORAO Huxiong, it considers the literature as belles-lettres.

其对文学自觉的论述一方面是"不寓教训"的文学观，另一方面他又从文人主体的存在状态出发，以药与酒作为文人生命中的两个独特现象，从主体心理的角度对文学自觉做出了更深层次的论述。

This study was to investigate the components and characteristics of pupil's participation in the teaching learning process by means of field observation in class, interview and questionnaire survey.

问题的提出学生的"参与"是反映"学生在与学业有关的活动中投入生理和心理能量"[1] 的状态变量。

In short, this explorative study for self-identity concept, theory and practice is for the purpose of (1) trying to unitarily understand self-identity concept, in turn to minutely examine the new development of self-identity theory, and to introduce self-identity theories and research methods in western psychology to domestic psychology in order to cause the interest of domestic psychologist to self-identity thesis; and (2) through the empirical study on self-identity of college student, revealing the meaning of self-identity to student development, and the personality characteristics of self-identity status of student, and the characteristics and influential factors of student self-identity development, and the relationship between student self-identity status and mental health condition in order to provide the measurement of empirical study and systematic study data for self-identity researches, in turn to provide basis of theory and method for setting up the theoretical model of Chinese students self-identity; and (3) making up the gaps in empirical researches on self-identity in domestic psychology, opening up a new research domain in colleges and universities student psychology, and enrich the theory on student development researches.

总之，本文对自我同一性概念、理论和实践进行探索性研究，旨在(1)尝试对自我同一性作整合统一的理解并在此基础上，详细考察自我同一性理论的新发展，试图将西方心理学自我同一性理论的发展引入国内心理学，以引起国内学者更多的关注；(2)通过对大学生自我同一性的研究，揭示自我同一性对大学生发展的含义、大学生自我同一性状态的人格特征、大学生自我同一性发展的特征和影响因素、大学生自我同一性状态与心理健康水平的关系，进而为自我同一性的研究提供实证研究的测量工具以及系统的实证资料，为建立中国大学生自我同一性的理论模型提供理论和方法上的基础；(3)弥补国内自我同一性实证研究的空白，开辟大学生心理学研究的新领域，丰富大学生发展研究的理论；(4)当代大学生自我同一性问题的研究既是青年心理学、教育心理学和学校心理学的重要课题，也能为大学生发展和大学教育实践提供心理学依据，特别是在强调创新教育和推进大学素质教育的今天具有重要的实践意义。

Pressure is the individual regarding harasses the reactive state which its state of equilibrium the stimulation event displays.

心理压力是个体对于扰乱其平衡状态的刺激事件所表现出的反应状态。

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。

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。