情感的

The situations of interpersonal coflict and the clinical interview guidelines developed by researchers of this study can clear discriminate the different results of social-cognitive assessment among the sociopathy aggressive children, the unsocialized aggressive children and normal children.

研究者并发展出选用线索检核、解决途径及后果之数量计算与评价，及以质性资料进行丛聚分析的方法，归纳分析受测者在选用的线索、对情境的解释、情感的标示、对他人的同理能力等方面的衡鉴结果。

I was born in the 1960s and witnessed the change of the country in each crucial decade. I am more concerned with ordinary people's life experiences. In my works, the natural revelation of contemporary thoughts and sentiments is far more important than those articulated Chinese icons and iconographies.

我是60年代出生的，亲身经历了中国每一个十年的变化，我更关注作为普通的人的生存体验，在我的创作中现代人思想与情感的自然流露，或许比那些刻意的中国符号和中国方式更重要。

Teachers and students distance's pulling closer apparent is one kind of more equal partnership internalizes is one kind teaches with study the power what builds is one kind of emotion platform is one kind of short distance exchange thought collision face-to-face.

师生距离的拉近，外显为一种较为平等的伙伴关系，内化为一种教与学的动力，搭建的是一种情感的平台，是一种近距离的交流，面对面的思维碰撞。

It mainly expounds the opportunities of the introduction of the Dickens\' works, and the different stages of the propagation and acceptance of his works in modern China. There are four stages included: 1 1907-1919, Lin Shu\'s viewpoint on Dickens; 2 1920-1929, Dickens as a portraitist of the social reality; 3 1930-1939, Dickens as a spokesman of nonentities; 4 1940-1949, Dickens as an advocator of humanistic emotion.

主要论述了狄更斯作品传入中国的机缘以及狄更斯在近代中国传播与接受的几个阶段，包括四个方面的内容：1.1907—1919年，文学因缘：林纾眼中的狄更斯；2.1920—1929年，社会物状的描摹者；3.1930—1939年，&小人物&的代言者；4.1940—1949年，人道情感的提倡者。

In order to know Ding Ling more thoroughly, the paper takes each turn of Ding Ling as a breakthrough, analyzes her ambivalent mentality and character to apprehend her miserable soul and sufferings in the sensibilities, and revalues some of her important works especially those written when she stayed at Yan'an.

本文以丁玲的每一次转折为突破口，从丁玲的矛盾心态和性格变化入手，体味丁玲心灵的痛苦和情感的煎熬，重新评价丁玲的一些重要作品，尤其是延安时期的作品，以期达到尽可能真实和深入地认识丁玲的目的。

the paper argues that appraisal theory,based on systemic functional grammar,is practice-oriented and gives its unique guidance to spoken english teaching.attitude expands ways to express speakers' emotions.engagement,through which speakers negotiate their responsibility,manifests their different involvement of utterances.graduation,the indication of degree of attitude and engagement,enables addressers to employ meanings of different layers to achieve communicative ends.

摘 要：本文认为以系统功能语法为理论基础的评价理论注重实际应用，它对英语口语教学具有独到的指导意义。态度次系统拓宽情感的表达方式。介入次系统体现说话者对于话语的不同参与方式，通过介入，说话者调节自己所担的责任。级差次系统表达态度或介入的程度，它指导说者如何运用不同层次的语言资源实现交际目的。

For instance, through the response which is made to the child's instinctive babblings the child comes to know what those babblings mean; they are transformed into articulate language and thus the child is introduced into the consolidated wealth of ideas and emotions which are now summed up in language.

比方说，对儿童出于本能的那些呀呀学语的声音做出的反应，儿童借此就知道那些呀呀之声是什么意思；那些声音转变成了音节清楚的语言，因此儿童就被介绍进了观念和情感的那个巩固而统一的宝库当中，那些观念和感情如今概括在语言当中了。

If experience or emotion becomes the standard of our faith, then we must accept the validity of any experience from which someone gains a "religious" sensation: the ancient ritual prostitution at pagan temples; the frenzied worship of Bacchus; the Moslem dervishes and followers of the Ayatollah Khomeini and his successors.

如果成为标准的经验或情感的信念，然后我们必须接受任何经验的有效性而得到别人的&宗教&轰动：在帕敢古代祭祀庙宇卖淫；疯狂崇拜鹭；穆斯林教徒和dervishes霍梅尼的阿亚图拉和他的接班人。

In Emotions Revealed , Ekman distills decades of research into a practical, mind-opening, and life-changing guide to reading the emotions of those around us.

在情感的揭示，埃克曼提取出开放的心态，几十年的研究成为一个现实，并改变生活的引导阅读我们周围的人情绪的影响。

Based on site character, genius loci distills human minds and sentiments from which the site owns.

场所精神，则是根植于场地自然特征之上的，对其包含及可能包含的人文思想与情感的提取与注入，是一个时间与空间、与自然、世与历史纠缠在一起的，留有着人的思想、情烙印的&心理化地图&。

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。