知覺運動過程 的英文怎麼說
中文拼音 [zhījiàoyùndòngguòchéng]
知覺運動過程
英文
perceptual motor processes- 知 : Ⅰ動詞1 (知道) know; realize; be aware of 2 (使知道) inform; notify; tell 3 (舊指主管) admin...
- 覺 : 覺名詞(睡眠) sleep
- 運 : Ⅰ動詞1 (物體位置不斷變化) move; revolve 2 (搬運; 運輸) carry; transport 3 (運用) use; wield...
- 過 : 過Ⅰ動詞[口語] (超越) go beyond the limit; undue; excessiveⅡ名詞(姓氏) a surname
- 程 : 名詞1 (規章; 法式) rule; regulation 2 (進度; 程序) order; procedure 3 (路途; 一段路) journe...
- 知覺 : 1. (感覺) consciousness; esthesia; aesthesia 2. [心] (感性認識) perception; ken
- 運動 : 運動[舊時用語] arrange things or get things done through pull
- 過程 : process; procedure; transversion; plication; course
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Abstract : in the process of landscape cognition and evaluation, the eye - movement mode will be different because of the testee ' s life experience, knowledge level, and even values and thinking mode
摘要:在景觀認知8226 ;評價過程中,如果把眼球運動作為反映大腦所進行的視覺情報處理過程的外部參數,那麼眼的運動方式就可能因評價者的生活經驗、知識水平甚至價值觀和思維方式的不同而產生差異。How to take up the mathematics education well while training the students and how to make the students treat the study and revision correctly are also deeply discussed in the article. it can help the students to know that revision is a process not only to prepare for the college entrance examination but also to form an initial concept of mathematics culture. there is also something that helps the students arouse the active factors, overcome the passive factors and makes the students spend the days in grade three smoothly
本文分析了影響高三學生數學學習的認知心理與非認知心理諸方面的因素,運用數學教育心理學、普通心理學和教育學原理,探討了在高三數學教學中自覺地把握學生的學習心理,改變傳統的數學模式,因勢利導地順應學生的心理發展過程,從育人的角度做好數學教學工作,使學生正確地對待高三的學習與復習,使復習不僅是應付高考的過程,同時也是形成初步數學文化觀念的過程,達到調動積極因素,克服消極因素,正確度過高三人生,使教師真正起到數學文化傳播者的作用。The matter environments of school rely on environmental consciousness to lead the moral recognization and value idea of the " student, the sense of beautify pure and promote the moral feeling, and also assimilate the moral behavior of the student. 2. by the mean of suggestion and correctly give back to cause, the educator influences and molds the students " good moral trait
1 、學校的物質環境通過學生的環境知覺過程引導著其道德認識和價值觀,環境的美感凈化和提升了學生的道德情感,同化了學生的道德行為; 2 、教師運用6示和正確歸因影響和塑造學生良好的道德品質; 3 、學生對歸屬和愛的心理需求促成了他什j之間的同輩交往活動,學生在交往活動中,通過對身邊同齡榜樣的模仿學習,提高了自身的道德水平; 4 、學生對集體輿論的認同、集體氣氛對學生的『請緒感染。In many - ball training, coaches can regulate the athletes " movement so as to set up proper idea and consciousness of movement quickly by simultaneous transmission of information in form of comments or clues
在多球訓練過程中,教練員可用語言評價或提示,通過同步信息的傳輸,對正在練習的運動員動作進行調節,使其迅速地建立起正確的動作表象和運動知覺。The training of sports technique is free movement under the control of mental activity. consciousness of movement and the idea it left in the brain are direct mental process to control all movements directly
運動技術訓練是心理活動控制下所進行的隨意運動,運動知覺及其在大腦中留下的運動表象是支配各種動作最直接的心理過程。As one of the comparative research of cross - culture difference in visual cognition, this report has carried on the track test to observe landscape cognition and evaluation using the eye - mark recorder ( emr ), trying to probe into the cross - culture influence on human by collecting and analyzing the visual information in the variety trend of fixation point distribution, quantity and remaining time, so as to identify the meaning of regional landscape features and the layout of composing elements
作為視覺認知中異域文化差異的比較研究之一,運用眼球運動跟蹤儀對評價者的景觀認知評價過程進行了跟蹤測試,並試圖通過對認知過程中的注視點分佈、注視點數以及注視點的停留時間和注視內容的變化趨勢這幾個角度的分析比較來探討社會文化背景的差異如何體現在人類視覺情報信息的收集整理的外部反應中,從而明確在地域特色景觀的保留和營造上構成要素的布局方式的意義。Thirdly, ways to improve the ability for mobile robot to percept environment are also discussed. an uncertain model for mobile robot to percept environment is put foreword and two iso - vision system ( tivs ) is designed. furthermore, tivs localization model, two vision information fusion algorithm and
設計了一種移動機器人感知信息獲取模型,研究開發了雙目異構視覺系統( tivs : twoiso - visionsystem ) ,分析了tivs的局部定位模型、雙目信息融合方法,重點研究了基於tivs的montecarlo定位演算法,以解決機器人在運動過程中同時觀測較大視野范圍內多個動態目標的問題。Most of the sensory integrative dysfunction children not only have primary psychophysiological problems, such as hyperactivity, distractivity, clumsiness, poor visual perception et al, but also have secondary problems, such as emotional disturbance, behavior problems, learning disabilities, poor social relationship et al
摘要經感受統合測驗評估為感受統合失調的兒童,臨床顯示他們除了好動、不專心、動作笨拙、視、聽知覺差、語言能力不佳等原發感受統合問題外,常伴隨情緒障礙、行為問題、學習障礙及人際關系差等次發問題,在治療過程中干擾活動之運作。分享友人