The Influence of Implicit Norms on Cognition and Behaviour
by
Emiko Yoshida
A thesis
presented to the University of Waterloo
in fulfillment of the
thesis requirement for the degree of
Master of Arts
in
Psychology
Waterloo, Ontario, Canada, 2007
? Emiko Yoshida 2007
I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners.
I understand that my thesis may be made electronically available to the public. Emiko Yoshida
Abstract
Recent development of implicit measures has enabled researchers to investigate the relation between implicit attitudes and automatic behaviours. Among these measures, the implicit association test (IAT: Greenwald, McGhee Schwartz, 1998) is one of the most widely used measures of implicit attitudes. However, recently, Olson and Fazio (2004) demonstrated that the IAT is contaminated by “extrapersonal associations” and suggested that the personalized version of the IAT is less influenced by these associations. In this paper, we demonstrated that the extrapersonal associations reflect cultural norms and predict meaningful behaviour. In Study 1, we found that the traditional IAT is predicted by both the personalized IAT and our cultural norm IAT. In Study 2, we found the cross-cultural differences in the implicit cultural norms. Finally, in Study 3, we demonstrated that the personalized IAT and normative IAT both predict behaviours among European-Canadians and Asian-Canadians. Thus, our studies provide evidence of predictive validity for the cultural norm IAT.
Acknowledgements
I would like to express my sincere gratitude to my supervisor, Steve Spencer, for all his support, guidance and encouragement throughout my graduate career. I would also like to thank Mark Zanna for his helpful comments and kindness while writing this thesis.
Table of Contents
The influence of implicit norms on cognition and behaviour (1)
Study 1a: Validating implicit measures of cultural norms in the domain of flowers
and insects (6)
Method (6)
Participants (6)
Materials (6)
Procedures (7)
Results (7)
Discussion (9)
Study 1 b: Validating implicit measures of cultural norms in the domain of apples
and candy bars (10)
Method (10)
Participants (10)
Materials (10)
Procedures (10)
Results (11)
Discussion (12)
Study 2: Cross-cultural differences in implicit cultural norms (12)
Method (13)
Participants (13)
Materials (13)
Procedures (15)
Results and Discussion (15)
Study 3: Cross-cultural differences in implicit norms and eating behaviours (22)
Method (23)
Participants (24)
Materials (24)
Procedures (25)
Results (26)
Discussion (30)
General Discussion (31)
Footnotes (34)
Appendix A: Explicit attitudes towards younger and older people questionnaire (36)
Appendix B: Explicit descriptive cultural norms about younger and older people (37)
Appendix C: Explicit injunctive cultural norms about younger and older people (38)
Appendix D: Explicit attitudes towards chips and vegetables (39)
Appendix E: Explicit norms about chips and vegetables (41)
References (43)
List of illustrations
Figure 1. The personalized IAT and cultural norm IAT predict the traditional IAT in the domain of flowers vs. insects (9)
Figure 2. The personalized IAT and cultural norm IAT predict the traditional IAT in the domain of apples vs. candy bars (11)
Figure 3. The length of time in country of origin predicts the personalized IAT, descriptive cultural norm IAT and injunctive cultural norm IAT (17)
Figure 4. The identification with Canadian culture and Asian culture predicts the personalized IAT, descriptive cultural norm IAT and injunctive
cultural norm IAT (19)
Figure 5. Proportion of chips and vegetables consumed as a function of implicit attitudes among European-Canadians and Asian-Canadians, controlling
for implicit cultural norms (28)
Figure 6. Proportion of chips and vegetables consumed as a function of implicit norms among European-Canadians and Asian-Canadians, controlling
for implicit attitudes (29)
The Influence of Implicit Norms on Cognition and Behaviour
The social condition, the religion, and the customs of the first immigrants undoubtedly exercised an immense influence on the destiny of their new country. Nevertheless, they could not found a state of things originating solely in themselves: no man can entirely shake off the influence of the past; and the settlers, intentionally or not, mingled habits and notions derived from their education and the traditions of their country with those habits and notions that were exclusively their own. . .The picture of American society has, if I may so speak, a surface covering of democracy, beneath which the old aristocratic colors sometimes peep out. de Tocqueville (1835, pp. 34-36) In this quote de Tocqueville makes an interesting claim. He suggests that although the
Puritans who settled the Northeastern U.S. intentionally tried to form their own
government and institutions that were distinct from the British society they fled, they
were nevertheless influenced by their exposure to British culture and this exposure
shaped their thoughts and actions. But how does exposure to culture shape our thoughts
and actions? Is there an influence of culture that resides outside of our awareness? If so,
how would we measure such influence? This paper will attempt to begin to answer these
questions.
Culture can shape our thoughts and actions through the schemas it provides. For
example, Nisbett and his colleagues have shown that people from Asian cultures develop
schemas that facilitate the processing of objects in relation to the background, and that
these schemas facilitate holistic ways of thinking (Nisbett et al., 2001). Therefore,
individuals in these cultures tend to pay attention to background (Masuda & Nisbett,
2001) and relationships (Chiu, 1972), and attribute social events externally (Morris &
Peng, 1994).
Moscovici (2001) has made a similar argument that social representations form a
framework for society to function. He argues that, “the representation is a notion
conceived to explain what, if anything, binds people together in a group, a society, and makes them act together. In order to bind themselves, create institutions, and follow common rules, people need a system of beliefs, common representations which are proper to their culture” (2001, p. 21). These networks of common knowledge or cultural schemas become easily accessible and activated by environmental cues (Markus & Plaut, 2001). Furthermore, members of society develop cognitive styles that are appropriate in their culture in order to understand and interpret their social realities (Philogene & Deaux, 2001).
Social representations also guide and regulate people’s decisions (Philogene & Deaux, 2001) and behaviours by providing expectations and social rules. In this way, they function as cultural norms (Cialdini & Trost, 1998). When social representations create expectations they provide what Cialdini, Reno and Kallgren (1990) call descriptive norms or a sense of what most people in society do or believe. In contrast, when social representations specify social rules they convey what Cialdini, et al. (1990) call injunctive norms or the sense of what people should do or believe.
In this paper, we will not try to distinguish between cultural schemas, social representations, and cultural norms. Rather, we will treat these related constructs as pointing to the same underlying variable and attempt to develop a new measure that captures this variable and demonstrates its utility in predicting behaviour. In particular, we aim to develop a measure of what we will call implicit cultural norms that is represented outside of awareness. More specifically, we propose that people will not be aware of how their beliefs or behaviours are influenced by implicit cultural norms, but their beliefs or behaviours will not necessarily be outside of awareness or beyond
people's control.
There are good reasons to believe that culture can influence social representations and cultural norms outside of awareness. First, sometimes people are influenced by social norms without explicit sanctions (Cialdini, Reno & Kallgren, 1990; Allison, 1992). For example, Crandall (1988) showed that as the sorority members become cohesive, their level of binge eating became more similar to their friends’. Moreover, popularity and binge eating were related such that those whose binge eating level deviated from the norms were less likely to be popular. One explanation of this result is that the women in the sorority were able to pick up on subtle cues about eating displayed by their sorority sisters and these subtle cues shaped their eating.
Consistent with this interpretation, Chartrand and Bargh (1999) have demonstrated that people who were interacting with a confederate tended to adopt similar behavioural mannerisms as the confederate. Specifically, those who were interacting with a confederate who shook his or her foot were more likely to shake their feet; those who were interacting with a confederate who rubbed his or her face were more likely to rub their faces. However, debriefing revealed that participants were not aware of the influence of the confederate’s behaviours.
Second, theorizing on implicit processes (Fazio, Sanbonmatsu, Powell, & Kardes, 1986; Bargh, 1994; Greenwald & Banaji, 1995) suggests that when people are repeatedly exposed to two stimuli that are paired with one another they will develop an implicit association between these constructs. Following this reasoning, if specific beliefs or behaviours are consistently paired with social sanctions—even if these sanctions are not explicit—then people should develop an implicit association between social approvals
and such beliefs or behaviours. This sort of association is what we are describing as an implicit cultural norm.
There have been a few attempts to measure constructs related to implicit cultural norms (Lahlou, 2001; Silvana de Rosa, 2001); however, these attempts have largely been unsuccessful due to difficulties in measuring implicit constructs. In the present research we adapt the Implicit Association Test (IAT) in an attempt to overcome these difficulties.
Implicit Association Test
The implicit association test (IAT: Greenwald, McGhee Schwartz, 1998) is one of the most widely used implicit measures with established validity and reliability in many studies (e.g., Egloff & Schmukle, 2002; McConnell & Liabold, 2001). The IAT measures the strength of association between target objects (e.g., flower or insect) and evaluative attributes (e.g., pleasant or unpleasant) by having participants classify stimulus items to category labels. In the critical blocks, participants categorize exemplars of evaluative attributes (e.g., sunshine, party, or disaster) and target items (e.g., photos of flowers or insects) simultaneously. If participants have faster response latencies when flowers and pleasant items share the same response than when flowers and unpleasant items share the same response, then it is inferred that they have positive implicit attitudes towards flowers.
Recently, Olson and Fazio (2004) demonstrated that the traditional IAT is contaminated by “extrapersonal associations.” According to Olson and Fazio (2004), the traditional IAT is influenced not only by personal associations, but also cultural associations that people have acquired through socialization. To separate the personal associations from extrapersonal associations, Olson and Fazio (2004) modified two
features of the traditional IAT. First, based on the finding that the IAT is driven by category labels, rather than exemplars (De Houwer, 2001), they changed the category labels for evaluative objects from “pleasant” and “unpleasant” to “I like” and “I don’t like.” Second, they removed the error feedback because the presence of the error message indicates that there is a “correct” answer. They found that the personalized version of the IAT was correlated with explicit measures more strongly and predicted behaviours better than the traditional IAT.
Measuring Implicit Cultural Norms with the IAT We propose that “extrapersonal associations” may in part reflect implicit cultural norms. We hypothesize that cultural experiences build associations of cultural ideals and realities, and “extrapersonal associations” contain these cultural associations. To test this hypothesis, we created IATs that measure cultural norms by following Olson and Fazio’s methodologies. More specifically, we changed the category labels from “pleasant” and “unpleasant” to “most people like” and “most people don’t like” (descriptive norms in a belief domain), “people should like” and “people shouldn’t like” (injunctive norms in a belief domain) and “people approve of” and “people disapprove of” (injunctive norms in a behavioural domain).
In our first series of studies, we establish the validity of the cultural norm IAT by examining the personalized IAT, cultural norm IAT and traditional IAT simultaneously. We examine the domain of flowers vs. insects (Study 1a) and apples vs. candy bars (Study 1b) because these domains are often used in IAT research (e.g., Olson & Fazio, 2004; Kapinski & Hilton, 2001; Greenwald et al., 1998).
The second study addresses the question of whether people from different cultures
exhibit different implicit cultural norms. Finally, in the third study we investigate how the personalized IAT and cultural norm IATs predict behaviour.
Study 1a: Validating implicit measures of cultural norms in the domain of flowers and
insects
Method
Participants
Seventy-three undergraduate students (28 men and 45 women) participated in the experiment for credit towards their introductory psychology course. All participants were native speakers of English.
Materials
The traditional IAT. Following the methodology of Greenwald et al. (1998), the IAT had five blocks in total. We used five photos of flowers (carnation, daisy, lily, rose and tulip) and insects (ant, cockroach, maggot, fly and yellow jacket) for stimulus items (Greenwald et al., 1998; Karpinski & Hilton, 2001). The first block was a practice trial for pleasant and unpleasant items, and participants classified pleasant (e.g., friend, party, gift) and unpleasant stimulus items (e.g., disaster, evil, death) to the category labels “pleasant” and “unpleasant.” The second block and fourth block were practice trials for flower and insect items in which participants categorized photos of flowers and insects to the labels “flower” and “insect” by pressing the response keys. The third block was an incompatible critical block in which flowers and unpleasant items share the same response key and insects and pleasant items share the same response key. The fifth block was a compatible critical block, and flowers and pleasant items shared the same response key and insects and unpleasant items shared the same response key.
The personalized IAT. The personalized IAT was the same as the traditional IAT except that participants were asked to distinguish between “things you might like or dislike” using the category labels “I like” and “I don’t like” (Olson & Fazio, 2004).
The cultural norm IAT. The cultural norm IAT was also similar to the traditional IAT except participants were asked to distinguish between things most people like or dislike using the category labels “most people like” and “most people don’t like.” Specifically, we changed the instructions to say, “the following screens will ask you to distinguish between things most people like or dislike. The words most people like refer to what people in North America actually like, not what they should like.”
We also removed error messages from all three types of IATs because labelling responses as errors on the personalized IAT seemed inappropriate (for example, someone—perhaps Oscar the grouch—might actually like garbage) and we wanted to keep the format the same for all three measures. Thus, the three IATs were identical except for the category labels and instructions.
Procedure
Participants were invited to the lab in groups of up to four at a time. They practiced the traditional flower-insect IAT to become familiar with completing an IAT. Starting one week after the lab session, participants completed the traditional, personal and cultural norm IATs with each version spaced from 0 to 28 days apart. The average days between IATs are 7.93 days. The order of the IATs was counterbalanced.
Results
Following Jordan, Spencer, and Zanna (2005), response latencies that were slower than 3,000 ms were recorded as 3,000 ms and responses that were faster than 300 ms
were recorded as 300 ms. The scores were obtained by subtracting the average response latencies of the third block from those of the fifth block. Higher scores indicated relatively more positive evaluations of flowers than insects. We found no differences for the number of days between IAT administrations so we did not analyze for this variable. We analyzed data using a 3 (IAT type: personalized, cultural norm, traditional) x 2 (gender) mixed model ANOVA, with IAT type as a within-participants factor and gender as a between-participants factor. Neither the main effect for IAT type nor the main effect for gender was significant, Fs(2, 132) < 1. However, there was a significant interaction between IAT type and gender, F(2, 132) = 3.99, p = 0.02. Follow up analyses indicated that there was a marginal gender difference on the personalized IAT, (M(males) = 164.5,
M(females) = 229.4; F(1, 69) = 3.34, p = .07), but no gender differences on the traditional IAT (M(males) = 205.7, M(females) = 174.7) or cultural norm IAT (M(males) = 226.7, M(females) = 187.9), both F s < 1. On the personalized IAT, women showed a tendency to have a stronger personal preference for flowers than insects.
We also examined the relations among the traditional, personalized, and cultural norm IATs. Consistent with our hypothesis, the personalized IAT and cultural norm IAT were significantly correlated with the traditional IAT, r = .38, p < .01, r = .34, p < .01, respectively. Moreover, we also found that the personalized IAT and cultural norm IAT were significantly correlated, r = .41, p < .01. To investigate the unique contributions of the personalized IAT and cultural norm IAT on the traditional IAT, we conducted a multiple regression analysis in which the personalized IAT and cultural norm IAT were entered together as predictor variables. As Figure 1 shows, the personalized IAT accounted for significant variance and cultural norm IAT accounted for marginally
significant variance in the traditional IAT, ? = .28, t(68) = 2.36 p = .02, ? = .22, t(68) = 1.86 p = .07, respectively.
Figure 1. The personalized IAT and cultural norm IAT predict the standard IAT in the domain of flowers vs. insects
r =.38
+ p <.10
* p <.05
Discussion
In Study 1a, we found that personalized IAT and cultural norm IAT have a moderate correlation and independently predict the traditional IAT. Thus, they appear to be unique constructs. Interestingly, on the personalized IAT female participants showed stronger preferences for flowers over insects than male participants. No such preference was found on the traditional or cultural norm IAT. One might expect that given predominant gender roles in society women might have more positive implicit attitudes toward flowers (and perhaps more negative implicit attitudes toward insects) than men. The results on the personalized IAT were consistent with this expectation. In contrast,
when considering cultural norms (presumably influenced by the views of both men and women) one might not expect a gender difference. Although not definitive, this finding is consistent with our reasoning about personalized vs. cultural norms IATs.
One limitation in Study 1a, however, was that in the domain of flower vs. insects, almost all participants showed an implicit preference for flowers over insects and these preferences are consistent with what most people like (i.e., descriptive norms). In Study 1b, we investigated people’s implicit attitudes and cultural norms towards apples and candy bars. Culturally, apples are considered healthier and more desirable than candy bars. However, people’s preferences are not always consistent with cultural norms. Therefore, we sought to replicate the results of Study 1a in a domain in which personal and collective preferences are less clear.
Study 1b: Validating implicit measures of cultural norms in the domain of apples and
candy bars
Method
Participants
The same 73 participants that completed Study 1a completed Study 1b. Materials
We used the same traditional IAT, personalized IAT and cultural norm IAT as in the Study 1a except for stimulus items and category labels. More specifically, participants categorized photos of apples and candy bars and category labels “apple” and “candy bar.” The IAT was coded so that higher scores indicate more positive evaluations towards apples than candy bars.
Procedure
The procedure of Study 1b was the same as in Study 1a.
Results
We used the same algorithm to calculate IAT scores as in Study 1a. We conducted a 3 (IAT type: traditional, personalized, cultural norm) x 2 (gender) ANOVA, with repeated measures on the first factor. No significant main effects for IAT type or gender and no interaction between IAT type and gender emerged, Fs(2, 126) < 1 (M = -27.0, SD = 179.7 for the traditional IAT, M = -21.7, SD = 130.1 for the personalized IAT, M = -23.1, SD = 133.3 for the cultural norm IAT).
Replicating Study 1a, the personalized IAT and cultural norm IAT were significantly correlated with the traditional IAT, r = .45, p < .01, r = .28, p < .05, respectively. Moreover, the personalized IAT and normative IAT were not correlated with each other, r = .15 ns. As Figure 2 shows, multiple regression analysis provided stronger evidence of unique influence of the personalized and cultural norm IAT on the traditional IAT, ? = .42, t(65) = 3.81, p < .01, ? = .22, t(65) = 1.99 p = .05, respectively.
Figure 2. The personalized IAT and cultural norm IAT predict the standard IAT in the domain of apples vs. candy bars
r =.15
* p < .05
**p < .01
Discussion
Replicating Study 1a, Study 1b provided evidence that the traditional IAT seemed to be influenced by both implicit attitudes and cultural norms. Moreover, there was dissociation between implicit attitudes and implicit norms towards apples vs. candy bars, suggesting that people’s implicit attitudes and perceived implicit norms are not consistent with each other in this domain.1 Taken together, Study 1a and Study 1b demonstrated that implicit attitudes and implicit cultural norms appeared to be unique constructs. In Studies 2 and Study 3, we will examine validity of cultural norm IAT.
Study 2
In Study 2, we tested the hypothesis that people from different cultures will have different implicit norms towards the elderly. According to Sung (2001), traditional East
Asian cultures have been influenced by Confucian values, which emphasize obedience and respect for parents and the elderly. In contrast, negative attitudes or prejudices against the elderly are prevalent in Western cultures (Nelson, 2005). Therefore, in East Asian cultures, there are more positive descriptive cultural norms towards the elderly and stronger injunctive cultural norms to respect the elderly than in Western cultures.
When people are exposed to a new culture, at varying rates and to varying degrees, they will take on the new cultural values and cultural norms. Following Wilson, Lindsey and Schooler 's (2001) dual attitude model, we expect that this acculturation processes will be faster at the explicit level than at the implicit level because changes in implicit processes will occur through the accumulation of experience whereas changes in explicit processes can occur through conscious deliberative decisions to take on new cultural roles. Based on this reasoning, we expected that Asian-Canadians will retain their traditional cultural values at the implicit level and will exhibit less negative implicit views towards the elderly. In contrast, at the explicit level, Asian-Canadians will adopt Western cultural values; therefore, there will be no cross-cultural differences in explicit attitudes or cultural norms.
Method
Participants
Eighty-six European-Canadian (24 men and 62 women) and 115 Asian-Canadian (51 from Hong Kong, 50 from China, 7 from Taiwan, 2 from South Korea, 2 from Malaysia, 1 from North Korea, 1 from Vietnam and 1 who did not provide information on her country of origin) (44 men and 71 women) undergraduate students from the University of Waterloo participated in this study for course credit or an $8.00 payment.
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●I wonder if it’s because I have been at school for so long that I’ve grown so crazy about going home. ●It is because she wasn’t well that she fell far behind her classmates this semester. ●I can well remember that there was a time when I took it for granted that friends should do everything for me. ●In order to make a difference to society, they spent almost all of their spare time in raising money for the charity. ●It’s no pleasure eating at school any longer because the food is not so tasty as that at home. ●He happened to be hit by a new idea when he was walking along the riverbank. ●I wonder if I can cope with stressful situations in life independently. ●It is because I take things for granted that I make so many mistakes. ●The treasure is so rare that a growing number of people are looking for it. ●He picks on the weak mn in order that we may pay attention to him. ●It’s no pleasure being disturbed whena I settle down to my work. ●I can well remember that when I was a child, I always made mistakes on purpose for fun. ●It’s no pleasure accompany her hanging out on the street on such a rainy day. ●I can well remember that there was a time when I threw my whole self into study in order to live up to my parents’ expectation and enter my dream university. ●I can well remember that she stuck with me all the time and helped me regain my confidence during my tough time five years ago. ●It is because he makes it a priority to study that he always gets good grades. ●I wonder if we should abandon this idea because there is no point in doing so. ●I wonder if it was because I ate ice-cream that I had an upset student this morning. ●It is because she refused to die that she became incredibly successful. ●She is so considerate that many of us turn to her for comfort. ●I can well remember that once I underestimated the power of words and hurt my friend. ●He works extremely hard in order to live up to his expectations. ●I happened to see a butterfly settle on the beautiful flower. ●It’s no pleasure making fun of others. ●It was the first time in the new semester that I had burned the midnight oil to study. ●It’s no pleasure taking everything into account when you long to have the relaxing life. ●I wonder if it was because he abandoned himself to despair that he was killed in a car accident when he was driving. ●Jack is always picking on younger children in order to show off his power. ●It is because he always burns the midnight oil that he oversleeps sometimes. ●I happened to find some pictures to do with my grandfather when I was going through the drawer. ●It was because I didn’t dare look at the failure face to face that I failed again. ●I tell my friend that failure is not scary in order that she can rebound from failure. ●I throw my whole self to study in order to pass the final exam. ●It was the first time that I had made a speech in public and enjoyed the thunder of applause. ●Alice happened to be on the street when a UFO landed right in front of her. ●It was the first time that I had kept myself open and talked sincerely with my parents. ●It was a beautiful sunny day. The weather was so comfortable that I settled myself into the
高中英语~词性~句子成分~语法构成 第一章节：英语句子中的词性 1.名词：n. 名词是指事物的名称，在句子中主要作主语.宾语.表语.同位语。 2.形容词;adj. 形容词是指对名词进行修饰~限定~描述~的成份，主要作定语.表语.。形容词在汉语中是（的）.其标志是: ous. Al .ful .ive。. 3.动词：vt. 动词是指主语发出的一个动作，一般用来作谓语。 4.副词：adv. 副词是指表示动作发生的地点. 时间. 条件. 方式. 原因. 目的. 结果.伴随让步. 一般用来修饰动词. 形容词。副词在汉语中是（地）.其标志是：ly。 5.代词：pron. 代词是指用来代替名词的词，名词所能担任的作用，代词也同样.代词主要用来作主语. 宾语. 表语. 同位语。 6.介词：prep.介词是指表示动词和名次关系的词，例如：in on at of about with for to。其特征：
介词后的动词要用—ing形式。介词加代词时，代词要用宾格。例如：give up her（him）这种形式是正确的，而give up she（he）这种形式是错误的。 7.冠词：冠词是指修饰名词，表名词泛指或特指。冠词有a an the 。 8.叹词：叹词表示一种语气。例如：OH. Ya 等 9.连词：连词是指连接两个并列的成分，这两个并列的成分可以是两个词也可以是两个句子。例如：and but or so 。 10.数词：数词是指表示数量关系词，一般分为基数词和序数词 第二章节：英语句子成分 主语：动作的发出者，一般放在动词前或句首。由名词. 代词. 数词. 不定时. 动名词. 或从句充当。 谓语：指主语发出来的动作，只能由动词充当，一般紧跟在主语后面。 宾语：指动作的承受着，一般由代词. 名词. 数词. 不定时. 动名词. 或从句充当. 介词后面的成分也叫介词宾语。 定语：只对名词起限定修饰的成分，一般由形容
M A: Has the case been closed yet? B: No, the magistrate still needs to decide the outcome. magistrate n.地方行政官，地方法官，治安官 A: I am unable to read the small print in the book. B: It seems you need to magnify it. magnify vt.１．放大，扩大；２．夸大，夸张 A: That was a terrible storm. B: Indeed, but it is too early to determine the magnitude of the damage. magnitude n.１．重要性，重大；２．巨大，广大 A: A young fair maiden like you shouldn’t be single. B: That is because I am a young fair independent maiden. maiden n.少女，年轻姑娘，未婚女子 a.首次的，初次的 A: You look majestic sitting on that high chair. B: Yes, I am pretending to be the king! majestic a.雄伟的，壮丽的，庄严的，高贵的 A: Please cook me dinner now. B: Yes, your majesty, I’m at your service. majesty n.１．［Ｍ－］陛下（对帝王，王后的尊称）；２．雄伟，壮丽，庄严 A: Doctor, I traveled to Africa and I think I caught malaria. B: Did you take any medicine as a precaution? malaria n.疟疾 A: I hate you! B: Why are you so full of malice? malice n.恶意，怨恨 A: I’m afraid that the test results have come back and your lump is malignant. B: That means it’s serious, doesn’t it, doctor? malignant a.１．恶性的，致命的；２．恶意的，恶毒的 A: I’m going shopping in the mall this afternoon, want to join me? B: No, thanks, I have plans already. mall n.（由许多商店组成的）购物中心 A: That child looks very unhealthy. B: Yes, he does not have enough to eat. He is suffering from malnutrition.
意见应以事实为根据. 3 来自辞典例句 192. The bombers swooped ( down ) onthe air base. 轰炸机 突袭 空军基地. 来自辞典例句 193. He mounted their engines on a rubber base. 他把他们的发动机装在一个橡胶垫座上. 14 来自辞典例句 194. The column stands on a narrow base. 柱子竖立在狭窄的地基上. 14 来自辞典例句 195. When one stretched it, it looked like grey flakes on the carvas base. 你要是把它摊直, 看上去就象好一些灰色的粉片落在帆布底子上. 18 来自辞典例句 196. Economic growth and human well - being depend on the natural resource base that supports all living systems. 经济增长和人类的福利依赖于支持所有生命系统的自然资源. 12 1 来自辞典例句 197. The base was just a smudge onthe untouched hundred - mile coast of Manila Bay. 那基地只是马尼拉湾一百英里长安然无恙的海岸线上一个硝烟滚滚的污点. 6 来自辞典例句 198. You can't base an operation on the presumption that miracles are going to happen. 你不能把行动计划建筑在可能出现奇迹的假想基础上.
英语造句大全English sentence 在句子中，更好的记忆单词！ 1、(1)、able adj. 能 句子：We are able to live under the sea in the future. (2)、ability n. 能力 句子：Most school care for children of different abilities. (3)、enable v. 使。。。能句子：This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的句子：We must have the accurate calculation. (2)、accurately adv. 精确地 句子：His calculation is accurately. 3、(1)、act v. 扮演 句子：He act the interesting character. （2）、actor n. 演员 句子：He was a famous actor. (3)、actress n. 女演员 句子：She was a famous actress. (4)、active adj. 积极的 句子：He is an active boy. 4、add v. 加 句子：He adds a little sugar in the milk. 5、advantage n. 优势 句子：His advantage is fight. 6、age 年龄n. 句子：His age is 15. 7、amusing 娱人的adj. 句子：This story is amusing. 8、angry 生气的adj. 句子：He is angry. 9、America 美国n.
主语+谓语 1. 理解主谓结构 1) The students arrived. The students arrived at the park. 2) They are listening. They are listening to the music. 3) The disaster happened. 2．体会状语的位置 1) Tom always works hard. 2) Sometimes I go to the park at weekends.. 3) The girl cries very often. 4) We seldom come here. The disaster happened to the poor family. 3. 多个状语的排列次序 1) He works. 2) He works hard. 3) He always works hard. 4) He always works hard in the company. 5) He always works hard in the company recently. 6) He always works hard in the company recently because he wants to get promoted. 4. 写作常用不及物动词 1. ache My head aches. I’m aching all over. 2. agree agree with sb. about sth. agree to do sth. 3. apologize to sb. for sth. 4. appear (at the meeting, on the screen) 5. arrive at / in 6. belong to 7. chat with sb. about sth. 8. come (to …) 9. cry 10. dance 11. depend on /upon 12. die 13. fall 14. go to … 15. graduate from 16. … happen 17. laugh 18. listen to... 19. live 20. rise 21. sit 22. smile 23. swim 24. stay (at home / in a hotel) 25. work 26. wait for 汉译英： 1.昨天我去了电影院。 2.我能用英语跟外国人自由交谈。 3.晚上7点我们到达了机场。 4.暑假就要到了。 5.现在很多老人独自居住。 6.老师同意了。 7.刚才发生了一场车祸。 8.课上我们应该认真听讲。9. 我们的态度很重要。 10. 能否成功取决于你的态度。 11. 能取得多大进步取决于你付出多少努力。 12. 这个木桶能盛多少水取决于最短的一块板子的长度。
【it's time to和it's time for】 ——————这其实是一个句型,只不过后面要跟不同的东西. ——————It's time to跟的是不定式（to do）.也就是说,要跟一个动词,意思是“到做某事的时候了”.如： It's time to go home. It's time to tell him the truth. ——————It's time for 跟的是名词.也就是说,不能跟动词.如： It's time for lunch.(没必要说It's time to have lunch) It's time for class.(没必要说It's time to begin the class.) They can't wait to see you Please ask liming to study tonight. Please ask liming not to play computer games tonight. Don’t make/let me to smoke I can hear/see you dance at the stage You had better go to bed early. You had better not watch tv It’s better to go to bed early It’s best to run in the morning I am enjoy running with music. With 表伴随听音乐 I already finish studying You should keep working. You should keep on studying English Keep calm and carry on 保持冷静继续前行二战开始前英国皇家政府制造的海报名字 I have to go on studying I feel like I am flying I have to stop playing computer games and stop to go home now I forget/remember to finish my homework. I forget/remember cleaning the classroom We keep/percent/stop him from eating more chips I prefer orange to apple I prefer to walk rather than run I used to sing when I was young What’s wrong with you There have nothing to do with you I am so busy studying You are too young to na?ve I am so tired that I have to go to bed early
《The Kite Runner》追风筝的人--------------------------------美句摘抄 1.I can still see Hassan up on that tree, sunlight flickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green even sapphire 翻译：我依然能记得哈桑坐在树上的样子，阳光穿过叶子，照着他那浑圆的脸庞。他的脸很像木头刻成的中国娃娃，鼻子大而扁平，双眼眯斜如同竹叶，在不同光线下会显现出金色、绿色，甚至是宝石蓝。 E.g.: A shadow of disquiet flickering over his face. 2.Never told that the mirror, like shooting walnuts at the neighbor's dog, was always my idea. 翻译：从来不提镜子、用胡桃射狗其实都是我的鬼主意。E.g.:His secret died with him, for he never told anyone. 3.We would sit across from each other on a pair of high
一、翻译 1. The idea of consciously seeking out a special title was new to me., but not without appeal. 让我自己挑选自己最喜欢的书籍这个有意思的想法真的对我具有吸引力。 2.I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by the one decent man, and evil. 我陷入到大屠杀悲剧的痛苦之中，一个体面的人所代表的善与恶的猛烈冲击之中。 3.I was astonished by the the great power a novel could contain. I lacked the vocabulary to translate my feelings into words. 我被这部小说所包含的巨大能量感到震惊。我无法用语言来表达我的感情（心情）。 4，make sth. long to short长话短说 5.I learned that summer that reading was not the innocent(简单的) pastime(消遣) I have assumed it to be., not a breezy, instantly forgettable escape in the hammock(吊床)，( though I’ ve enjoyed many of those too ). I discovered that a book, if it arrives at the right moment, in the proper season, will change the course of all that follows. 那年夏天，我懂得了读书不是我认为的简单的娱乐消遣，也不只是躺在吊床上，一阵风吹过就忘记的消遣。我发现如果在适宜的时间、合适的季节读一本书的话，他将能改变一个人以后的人生道路。 二、词组造句 1. on purpose 特意，故意 This is especially true here, and it was ~. (这一点在这里尤其准确，并且他是故意的) 2.think up 虚构，编造，想出 She has thought up a good idea. 她想出了一个好的主意。 His story was thought up. 他的故事是编出来的。 3. in the meantime 与此同时 助记：in advance 事前in the meantime 与此同时in place 适当地... In the meantime, what can you do? 在这期间您能做什么呢？ In the meantime, we may not know how it works, but we know that it works. 在此期间，我们不知道它是如何工作的，但我们知道，它的确在发挥作用。 4.as though 好像，仿佛 It sounds as though you enjoyed Great wall. 这听起来好像你喜欢长城。 5. plunge into 使陷入 He plunged the room into darkness by switching off the light. 他把灯一关，房
The effective sentences:(improve the sentences!) 1.She hopes to spend this holiday either in Shanghai or in Suzhou. 2.Showing/to show sincerity and to keep/keeping promises are the basic requirements of a real friend. 3.I want to know the space of this house and when it was built. I want to know how big this house is and when it was built. I want to know the space of this house and the building time of the house. 4.In the past ten years,Mr.Smith has been a waiter,a tour guide,and taught English. In the past ten years,Mr.Smith has been a waiter,a tour guide,and an English teacher. 5.They are sweeping the floor wearing masks. They are sweeping the floor by wearing masks. wearing masks,They are sweeping the floor. 6.the drivers are told to drive carefully on the radio. the drivers are told on the radio to drive carefully 7.I almost spent two hours on this exercises. I spent almost two hours on this exercises. 8.Checking carefully,a serious mistake was found in the design. Checking carefully,I found a serious mistake in the design.
M1 U1 一. 把下列短语填入每个句子的空白处（注意所填短语的形式变化）： add up (to) be concerned about go through set down a series of on purpose in order to according to get along with fall in love (with) join in have got to hide away face to face 1 We’ve chatted online for some time but we have never met ___________. 2 It is nearly 11 o’clock yet he is not back. His mother ____________ him. 3 The Lius ___________ hard times before liberation. 4 ____________ get a good mark I worked very hard before the exam. 5 I think the window was broken ___________ by someone. 6 You should ___________ the language points on the blackboard. They are useful. 7 They met at Tom’s party and later on ____________ with each other. 8 You can find ____________ English reading materials in the school library. 9 I am easy to be with and _____________my classmates pretty well. 10 They __________ in a small village so that they might not be found. 11 Which of the following statements is not right ____________ the above passage? 12 It’s getting dark. I ___________ be off now. 13 More than 1,000 workers ___________ the general strike last week. 14 All her earnings _____________ about 3,000 yuan per month. 二.用以下短语造句： 1.go through 2. no longer/ not… any longer 3. on purpose 4. calm… down 5. happen to 6. set down 7. wonder if 三. 翻译： 1.曾经有段时间，我对学习丧失了兴趣。（there was a time when…） 2. 这是我第一次和她交流。（It is/was the first time that …注意时态） 3.他昨天公园里遇到的是他的一个老朋友。（强调句） 4. 他是在知道真相之后才意识到错怪女儿了。（强调句） M 1 U 2 一. 把下列短语填入每个句子的空白处（注意所填短语的形式变化）： play a …role (in) because of come up such as even if play a …part (in) 1 Dujiangyan(都江堰) is still ___________in irrigation(灌溉) today. 2 That question ___________ at yesterday’s meeting. 3 Karl Marx could speak a few foreign languages, _________Russian and English. 4 You must ask for leave first __________ you have something very important. 5 The media _________ major ________ in influencing people’s opinion s. 6 _________ years of hard work she looked like a woman in her fifties. 二.用以下短语造句： 1.make (good/full) use of 2. play a(n) important role in 3. even if 4. believe it or not 5. such as 6. because of
English sentence 1、(1)、able adj. 能 句子：We are able to live under the sea in the future. (2)、ability n. 能力 句子：Most school care for children of different abilities. (3)、enable v. 使。。。能 句子：This pass enables me to travel half-price on trains. 2、(1)、accurate adj. 精确的 句子：We must have the accurate calculation. (2)、accurately adv. 精确地 句子：His calculation is accurately. 3、(1)、act v. 扮演 句子：He act the interesting character.（2）、actor n. 演员 句子：He was a famous actor. (3)、actress n. 女演员 句子：She was a famous actress. (4)、active adj. 积极的 句子：He is an active boy. 4、add v. 加 句子：He adds a little sugar in the milk. 5、advantage n. 优势 句子：His advantage is fight. 6、age 年龄n. 句子：His age is 15. 7、amusing 娱人的adj. 句子：This story is amusing. 8、angry 生气的adj. 句子：He is angry. 9、America 美国n. 句子：He is in America. 10、appear 出现v. He appears in this place. 11. artist 艺术家n. He is an artist. 12. attract 吸引 He attracts the dog. 13. Australia 澳大利亚 He is in Australia. 14.base 基地 She is in the base now. 15.basket 篮子 His basket is nice. 16.beautiful 美丽的 She is very beautiful. 17.begin 开始 He begins writing. 18.black 黑色的 He is black. 19.bright 明亮的 His eyes are bright. 20.good 好的 He is good at basketball. 21.British 英国人 He is British. 22.building 建造物 The building is highest in this city 23.busy 忙的 He is busy now. 24.calculate 计算 He calculates this test well. 25.Canada 加拿大 He borns in Canada. 26.care 照顾 He cared she yesterday. 27.certain 无疑的 They are certain to succeed. 28.change 改变 He changes the system. 29.chemical 化学药品