以文字为据看女性的社会角色

借助于和女性相关汉字的考察,说明女性的社会角色。     

中西动画片单性追随倾向差异与成因

中国动画片多展现母性色彩,以追随母亲为主要特征;西方动画片多展现父性色彩,以追随父亲为主要特征。这两种单性倾向的特征各有其弊端。在文化交流日益频繁的今天,中西方应该取长补短,融会贯通,以期对儿童产生更加积极的影响。     

父权遮蔽下的母亲生存景观和应对策略

在中国封建宗法家庭中,受父权话语遮蔽下的母亲虽然是被压迫的“第二性”,但在具体的生活中,母亲却拥有实际的权力,具有别样的生存景观。母亲拥有权力不是出自性别自觉,而是代替父亲行使权力。现代家庭小说中的母亲在继承传统的同时具有了深刻的性别内涵,在新的语境下表现了更为意味深长的思考。     

孤本《净土盂兰盆经》（P.2185号）研究

法藏P.2185号敦煌写卷是《净土盂兰盆经》的唯一抄本，也是该经存世的唯一孤本。该经旨在奉劝民众造盂兰盆并于七月十五日供奉佛僧，为现在、七世父母追福。这部中土僧人撰述的佛典是佛教孝道观中国化、世俗化的典范，其取材甚广，除借鉴《盂兰盆经》外，还征引了一些当时流行的佛经及佛经注疏。本经的编纂既为唐五代官方、寺院与民间耗费巨资造盂兰盆及供奉物品提供了佛典支持，也为盂兰盆斋会范文的制作新增了素材。同时，为盛行于晚唐五代的目连变文中目连母堕饿鬼地狱故事的书写添加了母题。唐玄宗开元十九年（731）八月以前，这部佛典远播日本，与《盂兰盆经》《报恩奉盆经》等，同是日本各大寺院举办盂兰盆斋会时的常讲经目。     

Trajectories of low-income mothers’ and fathers’ engagement in learning activities and child socioemotional skills in middle childhood

Using Fragile Families and Child Wellbeing data (N = 3259), the current study examined Black and Latinx mothers’ and fathers’ trajectories of engagement in learning activities (e.g., storytelling) from infancy to age 5, and whether those trajectories predicted socioemotional skills at age 9, predictors of the trajectories (poverty, mother-father nonresidence, temperament, race/ethnicity), and moderators of the trajectories. Mothers’ and fathers’ learning activities decreased significantly over time as children got older. Higher rates of decline in fathers’ engagement in learning activities over time significantly predicted lower socioemotional skills. Mother-father nonresidence during infancy was associated significantly with higher rates of decline in mothers’ and fathers’ learning activities. Difficult temperament moderated the association between fathers’ trajectories and child outcomes.     

从母语习得探讨外语习得

在分析儿童习得母语不同阶段不同特点的基础上,总结了母语习得与外语习得的区别和共性,提出了外语习得的一些建设性的观点.     

Socioemotional functioning across the transition to lower secondary school: The role of temperament and relationships with mothers and teachers

This Finnish longitudinal study investigated the role of relationships with mothers (n = 631) and teachers (n = 56), and adolescents' (n = 848; 53.9% girls, 46.1% boys) temperament in the development of the adolescents' socioemotional functioning during the transition to lower secondary school (Grade 6 to Grade 7; age in Grade 6: M = 12.32, SD = 0.36). The results showed that mother–adolescent closeness predicted a higher level and teacher–adolescent closeness predicted a smaller decrease in prosocial behavior. Teacher–adolescent conflict predicted a higher level, and mother–adolescent conflict predicted an increase in externalizing problems. Only temperament predicted internalizing problems. In addition, relationship quality both mediated and moderated some of the associations between temperament and socioemotional functioning.     

试论汉语母语的暗示性诱导

产生英汉互译错误的原因多种多样,然而,中国学生的那些趋同性误译其源头往往可以追溯到汉字语境与汉语思维.文章从汉字源头探讨英汉误译的发生学原理.