自我认知

Positive self conscious emotion cognition develops fast from grade 2 to grade 4. Passive self conscious emotion cognition develops slower than the positive one.5 Primary school children"s knowledge about the reason of emotion and knowledge about behaviors of emotion develop fast with the age increased at primary school period.6 Pupils" emotion cognition to the emotion expresser is better than that to the emotion recipient apparently.

积极自我意识情绪认知在2～4年级间有明显发展，发生了"能与不能"质的转变；消极自我意识情绪的认知发展慢于积极自我意识情绪的认知。5 对情绪原因和情绪行为的认知在年级间差异显著，说明其在小学阶段有明显发展。6 对情绪表现者的情绪认知明显好于对情绪接受者的情绪认知。

Meta Cognition is about the self-consciousness and self-controlling for cognitive activity.

元认知是对认知活动的自我意识和自我调节。

The teachers and students are facing a huge information world as computers and multimedia net are implied in daily teaching. The teaching emphasis now is to let the students know the character of various knowledge, find their defect and develop the metacognitive ability of self-adjustment, self-supervision and self-guidance.

随着计算机和多媒体网络应用于教学的日益深入，教师和学生同样面对着浩瀚纷繁的信息世界，当今教学的重点应该是让学生认知各种知识的特点，发现自己知识的缺陷，培养自我调节、自我控制及自我指导的元认知能力，从而实现更有效的学习。

As the cognition about cognition,metacognition is self-experience,self-observation,self-control and self-regulation of thinking actions.

元认知作为对认知的认知，是个体对思维活动的自我体验、自我观察、自我监控和自我调节。

Each ego state is an entire system of thoughts, feelings, and behavīors from which we interact with one another. The Parent, Adult and Child ego states and the interaction between them form the foundation of transactional analysis theory.

每个自我状态都是一个包含了认知、情感和行为的完整系统，每个自我都可用于与他人交互作用，父母自我状态、成人自我状态和儿童自我状态以及他们之间的交互作用构成了交互分析理论的基础。

Contrariwise, when material is less abstract and learners have more prior knowledge, teaching explanation doesn\'t increase germane cognitive load, but induce better transfer achievement.(8) In difficult material learning, self-explanation reduced intrinsic cognitive load and better transfer achievement.

8在难度较大的材料学习中，提示自我解释降低了内在认知负荷，提高了迁移测试成绩；在难度较小的材料学习中，提示自我解释增加了被试的相关认知负荷，提高了迁移测试成绩。

In order to promote the learner's self-regulated learning, the researchers often provided some external metacognitve supports in the interactive multimedia environment by two ways. The first is giving some helps such as the adaptive advises, the cognitive map or the navigating tools; the second is embedding some metacognitive prompts such as the self-explanation question or the reflective question. These metacognitve supports can help the learner solve the current problems, but it must not benefit the development of the self-regulated learning of the learner.

对于如何促进多媒体环境下学习者的自我调节学习，研究者们往往设法在多媒体环境中向学习者提供外在的元认知帮助，如适应性建议、认知地图或导航工具等，或者在学习者的学习过程中适时提供元认知提示，如要求自我解释或提供反思性问句等，这些外在帮助或提示可能有助于学习者解决当前问题，但不一定有利于学习者自身的自我调节学习能力的发展。

Then we study investors\' behavour in China by using the questionnaire method from three dimensions—investor\'s knowledge,psychology and behavior and from seven affecting factors—motive,securities investment Knowledge,awareness of risk,investment philosophy,trading,investment decision-making rule and investment performance.Aiming at these investment characteristics we examines the conservative bias and the reasons for the deviation from mental deviation from the emotional,social psychology and cognitive psychology deviation and from over-confidence,loss aversion,conservatism aversion, excessive fear of selective bias,selecting aversion,gambling psychology,self-attribution,the dependence on the policy bias and rapid money-making psychology.And we analyze investors\' several restrictive conditions during investment decision-making including information and knowledge constraints,psychological constraints,funds constraints and external conditions.

本文从全球股灾的教训及近年来我国证券投资者生存现状出发，从理论和实践两个角度论述了加强投资者教育以提高我国投资者在投资过程中的自我保护能力的重要性；采用调查问卷的方法，从投资者的知识、心理、行为三个构面，从入市动机、证券投资知识、风险意识、投资理念、交易行为、投资决策依据及投资业绩等七个影响因素来考察了我国投资者的投资行为；针对这些投资者的行为特征，从情感心理偏差、社会心理偏差和认知心理偏差三个构面，从过度自信、损失厌恶、保守性偏差、过度恐惧、选择性偏差、赌博心理与自我归因、对政策的依赖性偏差以及暴富心理等影响因素出发对我国投资者的认知偏差，以及产生这些偏差的原因进行了分析，探讨了投资者在投资决策时的几个约束条件，即信息约束、知识约束、心理约束、资金约束以及外部条件约束。

The results of research on how much knowledge the students acquire and on what listening strategies they often use show that listening strategies,especially the strategies of directed attention,selective attention,self-management,self-evaluation,elaboration,transfer,note-taking,contextualisation,keyword-using and self-talk,often play a major role in students' achievements of listening comprehension.

特别是元认知策略中的集中注意策略、选择注意策略、自我管理策略和自我评价策略，认知策略中的联想策略、迁移策略、简记策略、借助上下文策略和利用关键词策略以及社会情感策略中的自我交谈策略非常明显地影响着非英语专业大学生的英语听力能力。

Objective: This study examined the gap between health examination results and the selfreported health status among workers who were exposed to carbon disulfide in viscose rayon industry.

目标：本研究针对嫘萦丝制造厂暴露到二硫化碳的劳工，以劳工自我认知的健康状况与实际医事检查结果比较，探讨其差距。

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。