attention-getting

attention-getting的基本解释

adj.

引人注意的

与attention-getting相关的网络例句 [注：此内容来源于网络，仅供参考]

Four research results in the research are provided on the basis of wholly absorbed attention behavior performance including eyes-gazing, concentration as well as completion of orders, attention-testing performance, and multiple attention-testing performance. The collected materials are analyzed throughvisual analyze and Tryon's C statistic. The results of this research are as follows: 1. Attention-training maintains and give rise to samples' attention behavior. 2. Attention-training makes samples' attention-testing performance better. 3. Attention-training has generalization effects on samples' self-instruction and strategies for monitoring and behavior. 4. Attention-training has different effects on samples of different genders.

本研究以专心注意行为表现、自编注意力测验表现、多向度注意力测验表现及班级教师访谈问卷四项结果作为依据，所得的资料以目视分析法及C统计进行分析，所得研究结果如下：一、三位受试者之C统计值达显著(P1.65)，显示注意力训练对受试者的专心注意行为具有提升与维持效果；二、三位受试者在四项分测验中，有三项测验之C统计值达显著(P1.65)，显示注意力训练对受试者在注意力测验的注意力表现具有提升效果；三、由班级教师访谈问卷分析中得知注意力训练对受试者的自我指导、监控策略与行为具有迁移效果；四、由自编注意力测验结果分析显示，注意力训练对不同性别学生能显现不同的训练效果。

Between the Chinese and American culture difference has accomplished the China and America classroom instruction difference, but this kind of difference comes from in the Chinese and American education idea and the educational system difference, the China elementary education attention knowledge accumulation and instills into, the attention trains the student to ask the same thought and the attention trains the student to the knowledge itself grasping, but US pays great attention to actually trains the student to carry on the solution actual problem using the knowledge ability, the attention trains the student to the knowledge innovation and the development, also the attention raises the student criticalness thought and the divergent thought.

中美文化之间的差异造就了中美课堂教学的差异，而这种差异来自于中美教育理念和教育制度上的不同，中国基础教育注重知识的积累和灌输，注重培养学生的求同思维和注重培养学生对知识本身的掌握，而美国却注重培养学生运用知识进行解决实际问题的能力，注重培养学生对知识的创新和拓展，且注重培养学生批判性思维和发散性思维。

Taking the undergraduates as participants, the research, through six successive experiments, has inquired into the influence of the three attention levels of information (focused attention, divided attention and non-attention) upon the heuristic social decision making in the three types of tasks (choice, memory, estimate of quantity and frequency) in decision making. And, by taking account of the different effects, such as mere exposure, priming of experience, illusory correlation, self-relevance, the research has taken a further step and made a quite comprehensive study on the effect and existing biases in using heuristic decision making at different attention levels.

本研究以大学生为被试，通过6个系列实验，探讨了在三种不同的决策任务类型(选择、记忆、数量和频率估计)中，信息的三种注意水平(集中注意、分散注意和无注意)对人类使用启发法进行社会决策的影响；并进一步结合社会判断和决策中存在的纯粹接触、经验启动、错觉相关、自我关联等效应，较为全面地研究了人们在不同注意水平上使用启发法决策的效果及存在的偏差。

与attention-getting相关的网络解释 [注：此内容来源于网络，仅供参考]

Attention：注意

1 - "注意"(Attention)指示灯2 - "就绪"(Ready)指示灯1 - "注意"(Attention)指示灯2 - "就绪"(Ready)指示灯"注意"(Attention)指示灯 表明打印机进纸盘已空、打印碳粉盒端盖打开、没有打印碳粉盒或其它错误.

attention key：注意键

attention interrupt 注意中断 | attention key 注意键 | attention signal 注意信号

attention key：引起注意键,终端联机键

attention display 维护显示 | attention key 引起注意键,终端联机键 | attention symbol 引起注意符