认知的

In the dissertation, special emphasis is put on the effect of agentive factors, including the agents familiarity with the metaphor, his/her age and his/her educational background.

本文特别突出分析了主体因素对隐喻认知的影响，这些因素包括：认知主体对隐喻的熟悉程度、生活经验、年龄结构和文化层次。

The qualitative description shows that children have accumulated some concerned knowledge about individual metacognition, but they are ignorant of how themselves get the knowledge; children possess some rnetacognitive strategies, but there are often production deficience and utilization deficiency ; children are less-conscious of the difficulties and the consciousness to ask questions is weak during the course of activities, but with the growing of their age, their emotional experiences in the activities increasingly appear to be dialectically-oriented.

质的描述表明，幼儿积累了一些关于个体元认知的有关知识，但对自己是如何掌握这种知识的不甚了了；他们具备了一些元认知策略，但常会产生缺失和利用缺失；他们在认知活动中对困难的意识性和主动提问的意识性相对较弱，随着幼儿年龄的增长，幼儿对自己在认识活动中的情绪体验越来越表现出一种辩证取向。

The second part first studies different views on what is cognition, and then goes on to talk about cognitive linguistics, its characteristics and its theoretical foundation: experientialism.

第二部分首先列出了对于什么是认知的不同观点，然后对认知语言学及其特点和理论基础——经验现实主义——做了说明。

This question has attracted more and more attention to many research fields including neuropsychology, linguistic psychology and cognitive linguistics.

动词和名词认知的研究是近年来认知语言学家、心理语言学家、神经语言学家共同关注的问题。

The concept of triangular ratio and triangle formula;(2) Reorganization and deep understanding of the concept of complex number which are promoted by the learning of triangular representation of complex number;(3) Teacher's beliefs and college entrance examination.

本文中的调查显示，复数的三角形式是学生认知的难点，我从以下四点分析了对学生学习三角形式的影响：（1）三角比、三角公式对复数三角形式认知的影响；（2）复数三角形式的学习是学生对复数认知的重组和深化；（3）老师的信念和高考对学生学习复数三角形式的影响；（4）教材体系的编排对学生学习复数三角形式的影响。

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。

The study shows the effect of the students' experience after attending the competition on technological recognition. The students changed their recognition as followed: technology is not only artificial but also professional technique including the developing progress of artificial; technology creativity includes not only fabricative technology but also the learning of knowledge, the research of the materials and the choice and discussion of producing method; in the process of technology creativity, group discussion can brings different ideas and support emotion. The attending experience makes the researchers aware the continuity in technology education.

研究结果发现研究对象参加高中生高温超导磁浮创意竞赛之经验对研究对象之科技认知有所影响，在竞赛活动后其科技认知的改变情形包括：科技不只是人工产物，也是专业的技术，也包含了人工产物的发展过程；科技创新活动并非只是实作活动，也包含科技知识的学习、材料搜寻、设计和制作方法的选择与讨论；科技创新过程中，小组合作方式可产生不同的意见来源，以及彼此支持的力量；参赛经验让研究对象认为科技的延续必须要有市场也对科技的认知更加清楚。

I argue for a cognitive perspective of context in deciding on the givenness or newness of information in the course of communication.

这一点可以从认知的角度作出解释。一个语篇对于一位接受者来说是否连贯取决于他的认知能力。

The purpose of this study was to assess dietary behavior, cognitions of school dietary policy and environment among college students.

本研究目的在了解技术学院学生的饮食行为与其学校饮食政策认知、学校饮食环境认知的关系。

The mainly employed cognitive tacts includes global descriptions of distances, distances in conventional unites, locations and guess, among which locations and distances in conventional unites appear to be more important.

儿童采用的认知策略有：&总体描述策略&、&习俗时间单元概念策略&、&点估计策略&和&猜测&。4～6岁儿童未来时间认知的主要策略是&点估计策略&和&习俗时间单元概念策略&。

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。