Wszystkie pola: M-word - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Artykuł

Skocz do pozycji: 2.

Tytuł:: (Nie)udany projekt. Vidkun Quisling i paradoks norweskiego faszyzmu lat 30. i 40.
Autorzy:: M, Sobczak, Paweł
Powiązania:: https://bibliotekanauki.pl/articles/897118.pdf
Data publikacji:: 2018-09-28
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:: Norway
fascism
Vidkun Quisling
Word War II
treason
Opis:: The article discusses the history of the Nasjonal Samling party (founded in 1933) and its leader Vidkun Quisling – a military, politician and prime minister of the collaborative government of occupied Norway in 1942–1945. Currently, Norwegian fascism of the 1930s and 1940s does not serve as a popular exemplification of fascist ideology, although unlike many other European movements of this type, it managed to gain power in its own country. However, this happened only after Quisling entered into an alliance with Germany and the Third Reich attacked Norway. The history of Quisling and his party seems to prove the bankruptcy of his ideas, which never gained popularity in Norwegian society.
Źródło:: Przegląd Humanistyczny; 2018, 62(2 (461)); 29-34
0033-2194
Pojawia się w:: Przegląd Humanistyczny
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 3.

Tytuł:: Acquiring Epistemic Modal Auxiliaries: The Role of Theory of Mind
Autorzy:: De Mulder, Hannah N. M
Gautero-Watzema, Annette
Powiązania:: https://bibliotekanauki.pl/articles/620608.pdf
Data publikacji:: 2018-06-07
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: epistemic modality
Theory of Mind
word learning
autism
Opis:: This study considers the acquisition of epistemic modal auxiliaries (EMA) in typically developing (TD) and autistic children and the role that Theory of Mind (ToM) plays in this development. Nineteen Dutch-speaking TD children and ten autistic children received tasks assessing ToM, general linguistic ability and EMA comprehension. Results suggest that both groups have some understanding of the Dutch EMA system, but no significant differences were found between groups. However, once participants were divided into ToM passers and ToM failers irrespective of clinical diagnosis, results showed that passers performed significantly better than failers on EMA understanding. Having a good understanding of others’ mental states, as evidenced by full marks on ToM tasks, thus seems important in the acquisition of EMA.
Źródło:: Research in Language; 2018, 16, 1
1731-7533
Pojawia się w:: Research in Language
Dostawca treści:: Biblioteka Nauki

Artykuł

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