Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
16504 papers
A CONSENSUS would seem to point to the choice of the language of Brazil as being the most suitable linguistic norm to be employed in the teaching of Portuguese to North American students. However, the language of Brazil does not present a homogeneous linguistic front. To speak of a Brazilian pronunciation is to speak of something which does not exist. The problem that confronts the American teacher, therefore, is to determine which one of the many pronunciations is to be adopted. A decision based on the works of Brazilian grammarians and phoneticians cannot be arrived at because of the lack of unanimity among them. Differences of opinion are to be noted in texts published in this country and written by Brazilians. Recent grammars written by North Americans purporting to give an expose of Brazilian pronunciation also differ in the treatment of this all-important phase of the language. In order to arrive at some satisfactory solution of the problem, the writer decided to study the speech employed by professional Brazilian radio-broadcasters. The Brazilian section of the Office of the Coordinator of Inter-American Affairs was most helpful in putting at his disposal transcriptions of recent broadcasts to Brazil. The writer concentrated on the speech of the individual who was generally conceded to be an outstanding Brazilian broadcaster. The reasoning behind the choice was that if the speech of this broadcaster was sufficiently good for the radio-listening public of Brazil, it should, in consequence, serve as a satisfactory model for instruction in the classes of the writer.
A theory of linguistic behavior is presented. An integration with psychological theory, with justice to the complexities of linguistic structure, is attempted. Fundamentally, speech behavior is a series of movements in which certain uniformities can be found. Some of these uniformities are linguistic norms; others of a more psychological nature are related to conditions under which speech responses occur. The linguistic response-type is defined as any uniformity in speech behavior which exhibits a certain behavioral structure. This common behavioral structure is characterized in some detail. Employing the qualifications listed, one can separate linguistic from nonlinguistic behavior. The former includes all speech behavior as well as many nonvocal gestures. Psychological properties of linguistic response-types are to be studied in terms of their strength. Thus verbal behavior 'is seen as a series of movements patterned in overlapping units. The uniformities underlying these movements exist as behavioral habits, or response-types, the strengths of which are subject to continual change.' (PsycINFO Database Record (c) 2017 APA, all rights reserved)
College students at Princeton reject both the labels of fascism and communism, the latter carrying the greater stigma. Knowledge of fascism or communism bears little relation to intensity of opposition. The majority of students feel that the two systems are good for the countries in which they are found. Opposition to the labels of communism and fascism does not extend in equal measures to their doctrines. Disapproval of fascism undergoes a change when its practical difficulties are disregarded; in theory a third of Princeton students are for fascism. More communist than fascist doctrines are acceptable, but with respect to property rights fascist ideas find greater acceptance. The arbitrary method of compelling people to choose sides on a forced-alternative question is justified in that it reveals the same general preference as the affect rating-scale. (PsycINFO Database Record (c) 2006 APA, all rights reserved)