认知

The results from confirmatory factor analysis indicated:(1) The structural model of children's early mathematical ability was reasonable and it had good structural validity. In detail, children's early mathematical ability was explained by number, arithmetic, measurement, space/geometry and pattern;(2) The structure of children b early mathematical ability was stable across different ages but the structural model was not consistent completely;(3) Boys' structural model was identical with that of girls'.

经验证性因素分析发现：(1)儿童早期数学认知能力的结构模型是合理的，可接受的，具有较好的构想效度，具体讲，数、计算、测量、空间／几何和模式认知能力五个维度共同解释著儿童早期的数学认知能力；(2)不同年龄儿童早期数学认知能力的结构具有稳定性，但是结构模型並不完全一致，某些项目的解释率有所不同；(3)男、女儿童早期数学认知能力的结构模型具有一致性。

In recent years the research of cognitive style is to analyze and study as a whole. As far as the different cognitive style theories are concerned, its immanent configurational characteristics have been analyzed and investigated : 1. Grigorenko andSternberg(1995) categorized the cognitive styles from three aspects--cognition, personality, activity.

近年来对认知方式的研究是从整体上分析、探讨认知方式问题，并且对所提出的认知方式理论进行分析梳理，探索其内在的结构特征：1、Grigorenko和Sternberg(1995)从认知、人格、活动三种基本侧重点对认知方式研究进行归类

A series of studies suggested that metacognition plays a important role in concept formation, deductive reasoning and resolving insight problem, and a series of contradistinctive experiments about training of strategies and metacognition in process of learning, confirmed the feasibility and essentiality of training of metacognition.

它既体现了人在认知活动中的意识性、反省性、自主性，同时通过元认知知识、元认知体验、元认知监控等一系列元认知机制，将零碎分散的关于人类认知的研究发现综合成一个完整的人类认知的图画。

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。

With the proceeding of modern cognitive psychology and implicit memory, there"s a intergradation between social psychology and cognitive psychology, a new subject named implicit social cognition is then set up. It emphasizes the process of social cognition and mental processing in social context. As the importance of attitude in social cognition, the study of implicit attitude is currently the necessary issue to be resolved.There"re two sections in this dissertation.

随着现代认知心理学和内隐记忆研究的兴起，社会心理学和认知心理学出现了融合的趋势，形成了对内隐社会认知研究的探讨，注重对社会认知过程及个体在社会环境中的心理加工过程，基于态度在社会认知中的重要作用，内隐态度的研究成为目前内隐社会认知研究的前沿问题。

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。

Hence, based on cognitive load theory, cognitive theory of multimedia learning, and existing research results, this dissertation investigated the instruction design for managing extraneous, intrinsic and germane cognitive load, as well as the moderate influences of material character and learners\' individual differences. According to existing and current research results, the author integrated the forementioned two theories and advanced an engender and outcome model of cognitive load in multimedia learning.

因此，本研究以认知负荷理论和多媒体学习的认知理论为理论基础，在已有研究成果基础上，探讨优化控制外在、内在和相关三种认知负荷的教学设计方法，以及学习材料和个体差异在其中所起的调节作用，并根据已有研究成果和本研究的结果对认知负荷理论和多媒体学习的认知理论进行整合与发展，构建了多媒体学习中认知负荷的产生与结果模型。

The Joint Laboratories for Language and Cognitive Neuroscience is primarily dedicated to education and research in language and cognitive neuroscience including cognitive and brain processing of the Chinese language, brain science and cognitive development, cognitive processes and neuroanatomical mechanisms, brain mechanisms for language cognition and language learning.

实验室语言和认知神经科学研究中心主要致力于语言和认知神经科学的教学与研究，其研究领域包括中文的认知和脑加工，脑科学和认知发展，认知进程和神经解剖学的机理，语言认知和语言学习的脑机制等。

People accumulate the disciplinarian knowledge and use them to social practice. The process of application will make social economic movement deviate from the original track, which will force people to study to form new cognition. The new cognition will be used to people's practice again, which will make social economic movement deviate from the new formed track again…The process of forming new cognition and then disavowing it only accounts for one thing that people's cognition is time and space restricted, onesided and uncompleted.

另外人们从学习中获得的规律性的认知，又将这些认知用于实践：那么具有能动性的社会实践又会使事物的运动偏离原来的认知方向，形成对原来规律性认知的一种否定；这又迫使人们通过学习形成新的认知，新的认知又运用于人的实践，又对后来新的规律性认知形成一种否定……对规律性认知的否定之否定只能说明一点，人们的认知是受时空制约的，是片面的、不完全的。

In entire process of learning of cognitive strategy, the student has been through the self-examination, the strategy trial, the migration and a series of consolidations of cognitive strategy to mast the cognitive strategy.

在认知策略的整个学习过程中，学生经过认知策略的反思、认知策略的尝试、认知策略的迁移和应用、认知策略的巩固等阶段，最终掌握认知策略。

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。