查询词典 cognitive

This is what traditional view of idioms-non-compositionality. However, the newly-developed area of linguistic field-cognitive linguistics maintains the different view. Cognitive linguistics believes that idioms are compositionality in nature, namely the meaning of most of idioms can be inferred from components of the idioms and the structures of idiomatic expressions are flexible.

然而语言学界的前沿领域认知语言学对于这一传统论点提出质疑，得出与传统理论截然不同的观点，认为成语具有可分解性，即绝大多数的成语意义可以由其构成的成分推断出来，而且结构也是灵活多变的。

In experiment 2, the influence of summary and whole text of narration on extraneous cognitive load and learning achievement was compared both in difficult and easy instruction material. In experiment 3, the influence of more or less content on screen on extraneous cognitive load and learning achievement was compared in near or far context logic material.

实验2考察在难度不同的材料中，对与听觉叙述的内容相同的文本采用概括呈现和全文呈现对外在认知负荷和学习结果的不同影响；实验3考察在逻辑性强弱不同的材料中，屏幕上保留内容的多少对外在认知负荷和学习结果的不同影响。

The MATRICS Consensus Cognitive Battery consists of 10 individually administered tests from BACS, WAIS, WMS, BVMT-R, HLVT-R, NAB, etc., to measure cognitive performance in seven domains such as speed of processing, attention/vigilance, working memory, verbal learning, visual learning, reasoning and problem solving and social cognition.

MATRICS认知功能成套测验包括10项单独测验，分别选自BACS、WAIS、WMS、BVMT-R、HLVT-R、NAB等测验，测定七个维度的认知功能，如处理速度、注意/警觉性、工作记忆、言语学习、视觉学习、推理与问题解决、及社会认知。

Under the condition of different value, low neurotic testees cognitive flexibility is better than high neurotic testees cognitive flexibility.

在控制条件下，高内倾被试的认知灵活性显著低于低神经质被试的认知灵活性。

Under the condition of passive emotion, extroversion testees cognitive flexibility is better than introversion testees cognitive flexibility.

在消极情绪状态下，高神经质被试的认知灵活性显著低于低神经质被试的认知灵活性。

It is a meaningful research aspect to pay attention to the cognitive load of the students during the process of using technology to facilitate learning. As a theoretical construction, the Cognitive Load Theory will be used to guide instructional design. Even though, the animation design still has some drawbacks, and needs further improvement.

在运用技术促进学习的过程中关注学习者的认知负荷是一个有意义的研究方向，认知负荷理论作为一种理论建构可以用于教学设计的原则，本研究以三维教学动画设计为载体进行尝试，动画设计仍有不完善的地方，需要加以改进。

From the metaphorical point of view, past tense does not only refer to the past time, but it develops to project to real distance, and further to psychological distance, reveals the nature of past tense from cognitive perspective.Key words: past tense; cognitive perspective; metaphor

隐喻在人们的认知过程中扮演重要角色，使英语过去时态的初始意义得到扩张，过去时态从单纯表示过去时间到表示现实距离，又进一步映射到心理距离，从而揭示了认知视野下英语过去时态的本质和意义。

From the metaphorical point of view, past tense does not only refer to the past time, but it develops to project to real distance, and further to psychological distance, which reveals the nature of past tense from cognitive perspective.Key words: past tense; cognitive perspective; metaphor

隐喻在人们的认知过程中扮演重要角色，使英语过去时态的初始意义得到扩张，过去时态从单纯表示过去时间发展到表示现实距离，又进一步映射到心理距离，从而揭示了认知视野下过去时态的本质和意义。

To learn the biological basis of cognitive processes by recognizing the genetic basis of cases with cognitive phenotypes.

目的：通过了解具有认知表型病例的遗传学基础，揭示认知的生物学基础。

Through analysis and discussion in the following chapters, four strategies are summarized for teachers' further reference.(1) The individualized physical education program－Through the plan with similar to IEP, teachers arrange physical activities properly for children with mental retardation.(2) Cognitive behavior modification－Through demonstration and guidance, students are able to change behaviors by modeling and correcting their cognitive patterns.(3) Task analysis approach－Teachers have to divide a particular movement skill into several individual sub-skills and then students would be able to master that specific skill by linking every well-practiced sub-skill.(4) Data processing mode－Students are motivated to learn with fun because the target skill has been analyzed into meaningful and organized procedures.

经过分析与探讨，本文提供四大体育教学策略供从事体育教学之教师参考：一、个别化体育计划——透过类似个别化教育计划（Individual Education Program， IEP）的计划，让教师先对智能障碍学童的需求与体育活动作适当的安排；二、认知行为改变技术——教师以示范、引导的方式，使智能障碍学童经由模仿，修正认知，让行为得以改变；三、工作分析法——教师先将动作技能分解成数个分项，智能障碍学童经充份练习每一分项，最后再将每个细部动作串联；四、讯息处理模式——透过教师引发学习动机，并将动作以有意义化与组织化的学习方式，让智能障碍学童从乐趣中学得动作技能。

Do you know, i need you to come back

你知道吗，我需要你回来

Yang yinshu、Wang xiangsheng、Li decang,The first discovery of haemaphysalis conicinna.

1〕 杨银书，王祥生，李德昌。安徽省首次发现嗜群血蜱。