Present Study. As a typical Bantu language, Xxxxxxx possesses a complex system of noun classes with an equally robust agreement system wherein the elements of a noun phrase agree with the noun class of the head noun. This agreement is evidenced in the form of noun class prefixes that are present on the head noun and on each of the elements that modify it – in Gitonga these elements can include demonstrative modifiers, adjectives, numerals, and genitive phrases. In this paper I provide an overview of these elements of the noun phrase, their agreement patterns with the head noun, and 1 Elsewhere in this study, where I make reference to a Bantu language, I indicate its classification in parentheses. The letter corresponds to the Bantu zone and the number to the sub-zone. See Nurse & Xxxxxxxxxx (2003) for a complete classification. Agreement and the Noun Phrase in Gitonga their interactions with other elements of the noun phrase from a semantic and morphosyntactic standpoint. I dedicate part two to a subtype of complex noun phrases, namely genitive phrases with nominal possessors. I survey three morphologically-distinct constructions that encode genitive relations with nominal possessors in Gitonga, the agreement patterns of these constructions, and the interactions of the head noun with other elements in the genitive noun phrase.
Present Study. This study examined the effects of children’s bullying involvement and gender on empathy by considering the bullying role and gender of both the participant (the empathizing children) and the target (the objects of empathy). Whereas previous research on bullying and empathy focused on a broad range of targets, this study focuses on specific familiar peers (classmates). We first investigated whether child- xxx’s empathy for a specific classmate depended on children’s own bullying involvement. That is, we tested whether bullies, victims, bully/victims, and nonin- volved children differed in cognitive and affective empathy for these specific peers. Because previous research on this association yielded inconsistent results (see van Noorden et al., 2015), this test was exploratory. We did not expect an interaction between the bullying role and gender of the empathizing children as few gender dif- ferences have been found in the association between bullying involvement and empathy (xxx Xxxxxxx et al.). Previous research indicates that emotion-related processes depend on target characteristics (Xxxxx et al., 2013; Xxxxxxx & Xxxxx, 1992). Therefore, we hypothe- sized that the bullying role of the target plays a role in how much empathy children feel for him or her. Furthermore, we expected that the effect of target bullying role might depend on the empathizer’s own bullying role. Thus, we tested whether bul- lies, victims, bully/victims, and noninvolved children differed in their cognitive and affective empathy for other bullies, victims, bully/victims, and noninvolved children. Because denying oneself empathy for specific others may be a way to prevent nega- tive emotions after aggressing against them, we expected bullies to have less empa- thy for victims and bully/victims than for noninvolved children. We hypothesized that victims would have less empathy for bullies and bully/victims than noninvolved children, because victims might be less likely to understand and experience the emotions of children who are able to harm other children. Hypotheses regarding bully/victims were exploratory. On the one hand bully/victims may have less empa- thy for bullies and victims than for noninvolved children. They may show less empathy toward victims in order to feel less negative about their own bullying behavior; they may show less empathy toward bullies because these bullies may have hurt them, and they do not want to be emotionally connected to their bullies. On the other...
Present Study. Only a small number of studies investigating parent-adolescent agreement about adolescents’ suicidal ideation and behaviors have been completed in a hospital setting, with few exceptions (eg. Xxxxxxxxx, xxx xxx Xxxx & Xxxxxxxx, 2006; Xxxxx, Xxxxxxx & Xxxx, 2009). Moreover, a longitudinal study investigating the effect of parent-adolescent agreement about suicidal ideation, suicidal behaviors, and other outcomes such as depressive symptoms is still lacking. With the knowledge that adolescents hospitalized for the reason of suicidal ideation and attempts may have different clinical features compared to suicidal adolescents in the community, the present study examines the relationship between parent-adolescent baseline agreement regarding adolescent past year suicidal ideation and behavior, as well as several short-term and long-term adverse outcomes, in an inpatient sample. This study has four aims:
Present Study. CALSTART will organize a presentation and deliver copies of the draft Plan to Xxxxxx Xxxxxxx Region Transit Operators during a regular meeting. Responsible Party: CALSTART Task 7.3 – Address Comments Any comments received from the Cities of Pasadena, Glendale or Burbank, Caltrans, or other interested parties will be reviewed thoroughly and implemented into the Final Study if applicable. Responsible Party: CALSTART
Present Study. In the present study, the functions served by autobiographical memories were assessed using three questionnaires: the Centrality of Events Scale (self function; Xxxxxxxx & Xxxxx, 2006), the Social Function Scale (Waters & Fivush, submitted), and the Directive Functions Scale (Waters & Fivush, submitted). In order to capture a representative sample of autobiographical memories we examined both single and recurring event memories. Previous research suggests that autobiographical contain multiple event types, and that the prevalence of self, social, and directive functions tends to vary by event type (Xxxxxxxx, 1988; Xxxxxx et al., submitted; Xxxxxx & Xxxxxx, submitted). Because this was the first study to examine relations between memory functions and psychological well-being, we include a wide variety of psychological well- being measures. Following Xxxxx and Magyar-Moe (2003), we included psychological well-being measures assessing individual and social/relational aspects of well-being along two major dimensions, eudaimonic and hedonic well-being. The eudaimonic model of well-being (x.x. Xxxxx, XxXxxxx, & Xxxx, 2008; Xxxxx & Magyar-Moe, 2003) focuses on one’s sense of purpose and positive functioning, while the hedonic model of well-being focuses on positive affect (Xxxxx & Xxxxxx-Xxx, 2003; Xxxx & Xxxx, 2001; Xxxx & Xxxxxx, 1998). Following from XxXxxxx’ (e.g. 1993; 1996) arguments about the importance of
Present Study. Participants Age Proficiency English Native Speaker (NS) controls (n=18) Undergraduates Range: 19-22 - Japanese L2 learners (n=16) TOEIC mean 872, SD 65 Range: 770 - 965 Thai L2 learners (n=21) TOEIC mean 777, SD 58 Range: 648 - 857 Present Study: Research Questions [RQ1]. Are Japanese and Thai L2 learners able to distinguish between past simple match and mismatch conditions in off-line and on-line tasks? [RQ2]. Are Japanese and Thai L2 learners able to distinguish between present perfect match and mismatch conditions in off-line and on-line tasks? • Comprehension questions, plus making judgements about each sentence (to keep readers ‘on task’). SPR Procedure
