查询词典 cognitive

This article probes into the implications psychology bears on cognitive linguistics and points out the psychological basis of cognitive linguistics,which comes from the following branches of psychology empiricism Gestalt psychology and cognitive psychology.

本文探讨了心理学对认知语言学的影响，指出认知语言学的心理学基础有：经验主义联想心理学，完形心理学，认知心理学。

Cognitive linguists incline to the view that language competence is a part of cognitive ability and application of language is interwoven with human cognitive activities.

认知语言学家认为，语言能力是认知能力的一部分，语言的运用同人类的认知活动息息相关。

We can draw a conclusion from the comparison between natural number and meaning that both exactness and fuzziness are meaningful only lying in a cognitive field and the former is relative, which can only exist at a static and close system; while the latter is universal, which is the result of being the cognitive reference point. Both exactness and fuzziness come from the interaction of the cognitive subject and object, and they are dialectical and unitive, based on the historicity and infinity of human cognition, which determines what we can do, is just to hold the continuum by discreteness and infiniteness by definiteness.

从自然数与意义对比得出的结论是：精确性只存在于一个静态的封闭系统中，是相对的，模糊性是语言充当人类认知参照点的结果，是绝对的，这两个概念都只有放在某个人类认知场才有意义；精确性和模糊性都来源于认知主体和客体的相互作用，它们是辩证统一的，其辩证统一的基础在于人类认识的历史性、无限性决定了人类只能够用离散来把握连续、用有限去追求无限。

Its root is philosophy, that is, philosophy is the sources of cognitive science. Theoretically,cognitive science comes through from metaphysics to psychological experiment, from introspectionism to behaviorism, from cognitivism to connectionism and computational-representationism. Methodologically,cognitive science takes on from introspective examination to behavior analysis, from mental reduction to functional construction, from symbolic operation to arti...

认知科学根源于哲学，同时又包含着许多哲学问题；在理论上，认知科学经历了从形而上学思辨到心理实验，从内省主义到行为主义，从认知主义到联结主义、计算表征主义综合的范式更替；在方法上，表现出从内省审查到行为分析、从心理还原到功能建构、从符号运算到人工神经网络的转变。

Cognition ; cognitive neuropsychology ; cognitive neuroscience ; cognitive neuropsychiatry.

认知；认知神经心理学；认知神经科学；认知神经精神病学

Here are three core contents of such framework:(1) cognitive process is reflected by the temporal, frequency, and spatial evolutions of EEG signals;(2) cognitive process is reflected by different nonlinear oscillations and transients of EEG signals;(3) cognitive process is reflected by the linear/nonlinear coupling and synchronization of EEG signals at different brain regions.

本文的一个理论创新在于首次提出认知动力学系统这一新概念，使得对认知功能的研究建立在一个理论框架下，其核心内容包括三方面：(1)认知过程通过EEG脑电活动在时间，频率，空间上的动态演化体现出来；(2)认知过程通过EEG脑电活动的非线性振动与各种刺激诱发的暂态体现出来；(3)认知过程通过EEG脑电活动在各脑区的相互耦合与同步谐振体现出来。

ResultsThe similarity, digit span, digit sign, picture, picture remembrance , vision renew in patients after treatment were higher than those before treatment ( P .05). As to the total number, total error number and persistent error number of WCST (P . 05).DiscussionIn this study, thirty - five patients who took Risperdal treatment have cognitive function disorder in different disagree, after 12 weeks, nine items among twelve items reflecting cognitive function have significant difference , indicate cognitive deficits in schizophrenia are reversible and related to new type antipsychotic drug .

实验结果 35例患者在服用利培酮治疗前和治疗12周后认知功能的测验的比较，在相似性、数字广度、数字符号、填图、图片回忆、视觉再生测验中有显著性差异（P＜O.05L在＊qT中，总测验数、总错误数、持续错误数均有显著性差异沙＜o.05人讨论本研究中35例病人应用利培酮治疗前均有程度不同的认知功能损害，经12周治疗后，反映认知功能的十二项分测验中的九项均与治疗前呈显著性差异，提示精神分裂症的认知功能损害具有可逆性，且与新型抗精神病药物密切相关。

Objective:observe the effect to teenagers in cognitive ability about whole-brain speed-reading memory Method "Basic Cognitive Ability Test" software was used to measure cognitive ability of Sixth-grade students and college students in the before and after training.

目的 观察全脑速读记忆法对青少年基本认知能力的影响。方法采用《基本认知能力测验》软件，对经过全脑速读记忆法训练的六年级学生以及本科一年级学生进行测验。

Currently there are two kinds of cognitive radio: overlay cognitive radio and underlay cognitive radio.

近来的很多研究和测量表明，频谱拥塞重要是由频谱分配和使用的低效率导致的。

The unipolar cognitive thinking has a variety of performances such as the cognitive one-sidedness of the subject and the object of moral practice; the unipolarity of morality problem-solving objects; the unipolarity, caused by the sheltered negative impact of multi-cultural values, of moral problem-solving countermeasures; the cognitive unipolarity of the relation between administrators and teachers.

这种认知思维的单极性有种种表现，主要表现为：师德实践主、客体认知的片面性，师德问题解决对象的单极化；多元文化价值消极影响的消除被遮蔽，进而导致师德问题解决对策的单极化；管理者与被管理者之间关系的认知单极化。

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。