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男女
    The results of the White habit and relation jealousy scale and the Buunk jealousy scale show that no significant differences lie in the students between different sexes, grades, art and science, from cities and countryside, the single-child families and non-single-child families, and poor families and non-poor families.
    White习惯性及关系嫉妒量表和Buunk嫉妒量表测查的结果显示,在男女、新老生、文理科、城乡、独生子女与非独生子女、贫困生与非贫困生之间均不存在显著性差异;
    The result of the Bringle self-report jealousy scale shows that, there are no significant differences among students between grades, art and science, while the differences of the students between sexes, from cities and countryside, the single-child family and non-single-child families, the poor families and non-poor families are significant.
    而以Bringle自我报告嫉妒量表测查的结果显示,在新老生、文理科之间不存在显著性差异,而在男女、城乡、独生子女与否及贫困生与否之间存在着显著性差异。
    Four of the five factors were common to students of both sexes, so they have no significant difference in factor-structure.
    其中四个因素是中国男女大学生共有的。 因此,他们在因素结构上无大差别。
    The random samples are 20 female and 20 male university students. The experiment materials are some pictures in which characters of different sexes affect one another in the behaviour of attacking and being attacked. The 2×4×2 mixture experimental design is used.
    随机抽取大学本科男女生各 2 0名 ,使用不同性别人物在攻击与被攻击行为中相互作用的图片为实验材料 ,采用 2× 4× 2混合实验设计 ,研究内隐社会认知中的性别差异。
    By using the method of implicit social cognition,the study discussed the relationship between the character of stimulus and the implicit aggression of sexes.
    采用偏好判断这一内隐社会认知研究方法 ,探讨了不同属性的刺激物对男女两性的内隐攻击性差异的影响。
    The result showed: when the target was a woman,there was some difference of implicit aggression between sexes,and not vice versa.
    研究发现 ,当刺激物的属性设计为被攻击者是女性时 ,男女两性在内隐攻击性上存在差异 ,反之 ,则不存在差异。
    There were significant differences in compelling-anxiety and doubting diseases between sexes,the scores of boys were higher than girls (P<0.01).
    5类因子中强迫焦虑、疑病男女之间差异有极显著意义 ,均为男高于女 (P <0 .0 1) ;
    The paper further claims that children of both sexes enjoy equal opportunities, with fathers paying more attention at homes, putting more reading materials suitable for either sex, and optimizing the gender-based school education in the long run.
    因此,社会应为男女儿童提供均等的活动机会,重视和加强父亲在家庭教育中的作用,改进儿童读物的内容,尝试两性化教育等因性施教。
    Objective To investigate the styles of help seeking for mental health problems among adolescents aged 15~19 years old in Zhejiang province and their difference between such status as sexes,living areas and being students or not.
    目的了解浙江15~19岁青少年心理卫生问题的求助方式及其在男女、城乡和目前是否为学生状态间的差异。
    The result of Bringle self-report jealousy scale indicated that there was no significant difference among students between grades and majorities,while the differences of the students between sexes,from cities and countryside,the single-child family and non-single-child family,impoverished and non-impoverished family.
    Bringle自我报告嫉妒量表测查结果显示,新生与老生、文科生与理科生之间差异无统计学意义,而在男女、城乡、独生子女与否、贫困生与否之间差异有统计学意义。
    Gender differences form the psychological foundation of children's social practice and individual's socialization,make the two sexes of men and women demonstrate different orbit in the development of cognitive,emotion and even individual character.
    性别不仅是儿童生理发展的自然秉赋,而且是儿童心理发展的自然基础。 性别差异与儿童心理发展有着密切关系,使男女两性在认知、情绪乃至个性发展上呈现出不同的轨迹。
 

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