認知過程 的英文怎麼說

中文拼音 [rènzhīguòchéng]
認知過程 英文
cognition process
  • 認 : 動詞1 （認識; 分辨） recognize; know; make out; identify 2 （建立關系） enter into a certain rela...
  • 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...
  • 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...
  • 認知 : [心理學] cognition; -gnosis
  • 過程 : process; procedure; transversion; plication; course
  1. Empathy has been conceived as being a cognitive process or an emotional cognitive one.

    移情被認為是一種認知過程或一種情緒認知過程。
  2. 9 it inheres and is effective in the actual processes of cognition

    他本質上存在於實際的認知過程並對其發生作用（無因果律） 。
  3. According to relevance theory, reading comprehension should be an ostensive - inferential cognitive procedure rather than a passive procedure

    根據關聯理論，人類的閱讀理解活動也是一個明示推理的認知過程，而不是被動的接受過程。
  4. Tasuoka ( 1983, 1986, 1990 ) developed the rule space model to investigate the cognitive processes that underlie problem solving. lt conjoins cognitive psychology model with psychometrics model. and is used to identify cognitive misconceptions and to report students ' cognitive structure

    為了診斷被試的認知過程， tasuoka （ 1983 ， 1986 ， 1990 ）提出了規則空間模型。它結合了認知心理學和心理計量學模型，可用於識別被試解題的認知錯誤和判別被試的屬性掌握模式。
  5. So target teaching in maths and its evaluation embody the potential developing function in the modem education. this article makes a deep research into the reason and theory of the target teaching and its evaluation, and sets up the classific system about aim teaching ( cognitive aim, intelligence and ability aim, emotional aim ) and its evaluation ( affection process, cognitive process and teaching process ), and evaluation structure ( formation evaluation, diagnosis evaluation and final evaluation ). this research paper also analyses the characteristics of target teaching in maths and its evaluation, and probe into the specific implements and operations about them

    本文對為什麼要開展數學目標教學及其評價的研究和開展數學目標教學及其評價研究的理論依據進行了探討；建立了數學目標教學的分類體系（認知目標、智能目標、情感目標）及數學目標教學的評價維度（情意過程、認知過程、施教過程） 、評價結構（形成性評價、診斷性評價、終結性評價） 、評價模式（目標探究課型、目標應用課型、目標系統課型、目標深化課型） ；分析了數學目標教學及其評價的特點；對數學目標教學及其評價的實施和操作進行了探索；文後附有應用數學目標教學及其評價進行教學的案例。
  6. Consequently, it ’ s very significant to investigate the image of the clothing brand with the combination of the viewpoint from customers. according to the conception and connotation, cognitive process and identity system of brand image, the corporate identity system, and distribution communication system, the three levels of clothing brand image system were established. on this basis, the weights of dimensions were obtained by the methods of layer - analysis and professionals inquiry

    本文在系統歸納了品牌形象的概念及內涵、品牌形象的認知過程、品牌識別系統、企業形象識別系統以及營銷溝通五個理論依據的基礎上，結合對服裝品牌市場的調研，確立了由三個層次組成的服裝品牌形象體系;在此基礎上，通過層次分析和專家問詢相結合的方法，確定了各個服裝品牌形象維度間的權重關系，從而使服裝品牌形象維度體系更加系統和完善。
  7. Education in china has since a long time ago regarded the teaching - studying process simply as a process of understanding, overlooking the emotional activities along with it, and, effect of teaching activities is greatly weakened as a result. directed against this, we put forward a project of reach and control on the goal of etmotional field in studying of chemical course of secondary school students, which is based on roger ' s theory of non - guided teaching and bloom ' s theory about goal of emotional education, taking into account our investigation and analysis on emotional problems in chemical course studying of students from several secondary schools of changsha of different levels

    國內教育長期以來把教學過程簡單地看作一種認知過程，忽視了伴隨其間的情感活動，從而在很大程度上削弱了教學活動的效果。本文即針對這種狀況，根據布盧姆關于教學過程中情感教育目標的理論以及羅斯傑關于「非指導性教學」等理論，結合對長沙市不同層次的幾所中學的學生化學學習情感問題的調查分析，探討了目前中學生化學學習情感領域教育目標的達成與調控問題。
  8. This paper introduces a new methodology that uses - it knowledge structures, a specific form of kripke semantics for epistemic logic, to analyze communication protocols over hostile networks. the paper particularly focuses on automatic verification of authentication protocols. our approach is based on the actual definitions of a protocol, not on some difficult - to - establish justifications

    認知邏輯的kripke語義已經被成功應用到通信協議的推理分析中例如，交替位協議alternating bit protocol的分析，及最近的對tcp的分析.因為信息交換本質上可以看成是個認知過程，用認知邏輯可以很方便地表達
  9. With the aid of the time - honoured art of block print, he hoped to instil in the children a love for reading and appreciation of beauty, so that they can enjoy fun and pleasure while they learn and study

    校長的出發點很平實，只是想通過藏書票這個古老的印刷方式，結合美的教育和閱讀習慣，讓學生通過一種更輕松有趣的認知過程，加強學習效果。
  10. Originating from an accumulation of both innate sensibility and acquired cognitive process, the birth of inspiration expresses my statement of both aesthetic and reality in deeply inner soul

    藝術靈感的生發是來自先天的敏感和後天認知過程的積累程度，它傳達著的是一種內心深處或靈魂深處的對美、對事物的自白。
  11. This article gives the method of the calculation and application of learning efficiency and the standard learning efficiency, based on the cognitive processes of teaching, and on the analysis of the correlation between learning recept, learning effect, learning time and learning efficiency, and on forming the conditions in combination with the learning effect

    摘要本文依據教學的認知過程，在對學習感受、學習成績、學習效果、學習時間、學習效率的相互關系分析的基礎上，結合學習效果形成條件，給出了學習效率、標準學習效率的計算及其應用方法。
  12. It is worthy to stress that laszlo draws an analogy of the cognitive process in the scientific field and the one in the aesthetic field and deeply reveals the similarity between rational knowledge and emotional knowledge

    值得強調的是，拉茲洛把科學領域中的認知過程與審美領域中的認知過程進行了類比分析，深刻揭示了理性認識和情感認識之間的相似性。
  13. The concept is that method and process for gaining conclusion are manifold, and that emphasizes to seek differences, and to pursue individuality, and to tolerate others, and to encourage innovation. it is opposed to singleness and autocracy in teaching, as well as argues to seek common ground and unity unconditionally

    它主張教學的多樣性、靈活性和應變性，提倡結論的多樣性和獲得結論的思維方式和認知過程的多樣性，強調求異、追求個性、寬容另類、鼓勵創新，反對教學的單一性、專制性以及無條件的求同和以循舊性和強制性為前提的統一性。
  14. The course of teachers " educational knowledge construction consists of 3 aspects, i. e. the course of feeling, recognition and practice

    教師建構教育知識的過程是由三個不可分割的方面構成的，即感情過程、認知過程與行動過程。
  15. Cognitive process for movement in stroke rehabilitation

    卒中康復的運動認知過程
  16. The primary version of the c - r - a model, proposed by liao ( 2005b ), holds that verbal communication is a verbal - cognitive process of making adaptations in the communicators, experiential canvass

    摘要c - r - a模式初級模式認為，言語交際是交際者在其經驗框架內做出順應的言語認知過程。
  17. The research focus of anthropology on aestheticism has shifted from the determination of the cardinal characteristics of beauty at the beginning stage, to the analysis of the social and cultural functions of aestheticism, and then to the understanding and cognition of the aesthetic connotations in different cultures through inquiries into cross - cultural aestheticism

    摘要人類學對審美問題的研究重點從最初對美的本質特徵的界定，發展為對審美的社會文化功能分析，再演變為通過對跨文化審美感知的探詢而理解不同文化的意義世界的建構與認知過程。
  18. Study of stereoscopic depth - cognition process

    立體視覺深度認知過程研究
  19. Cognitive processing on children ' s self - imposed delay of gratification

    兒童自我延遲滿足的視覺認知過程
  20. 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。
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