語義記憶 的英文怎麼說

中文拼音 [yǔyìjìyì]
語義記憶 英文
semantic memory
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 義 : Ⅰ名詞1 （正義） justice; righteousness 2 （情誼） human ties; relationship 3 （意義） meaning; si...
  • 記 : Ⅰ動詞1 （把印象保持在腦子里） remember; bear in mind; commit to memory 2 （記錄; 記載;登記） writ...
  • 憶 : 動詞（回想; 記得） recall; recollect
  • 語義 : semanteme; semantics
  • 記憶 : 1 （記住或想起） remember; recall 2 （保持在腦子里的印象） memory 3 [自動化] storage; 記憶符號 mn...
  1. The research of the relation of the fok, episodic memory, semantic memory and implicit memory

    語義記憶和內隱記憶關系的研究
  2. Only the possessor of a good linguistic memory, or better still, a thick notebook, can fully realize the truth of this statement.

    只有對語言記憶力強的人或者最好有一本厚厚的記錄本的人，方能體會到這番話的正確含義。
  3. Based on cognition theory and information technology, the paper build a simulated brain model to aid creative design by integrated artificial intelligent, expert system, fuzzy logic, and knowledge mining based on database over internet. the brain model including a memory structure to save information and knowledge, and a thought strategy with some certain levels to guide activities, therefore, the intelligent activities such as learning, problem - solving and creative design could be treated as the process that utility memory in control of thought strategy

    人腦模型體系包括了在思維策略控制下的學習、設計問題解決、創新等活動，並以語義網路與神經網路結合研究並實現了知識記憶結構，在此基礎上研究了產品構成知識的生成技術，使模型可方便實現自學習、自組織、聯想存貯等特性。
  4. An experimental research of semantic memory structure of mentally retarded children

    智力落後兒童詞匯語義記憶組織的實驗研究
  5. Today km bases on the ontology which provides the terminology shared and understood unanimously by all the people concerned, and establishes a organizational memory ( om ). om changes the unstructured and semi - structured information into the structured knowledge items by annotating all kinds of information with the explicit explanation in a semantic way, and it gives the efficient means to store and retrieve them

    現代知識管理以本體論提供的共享、理解一致的術語為基礎，建立組織記憶（ om ） ，對企事業關注的各種信息體作語義清晰的說明，將非結構化、半結構化的信息體轉化為含結構化存儲的知識項，並提供高效的存取結構。
  6. Guided by the principles of memory theory, if teachers of english language are able to choose any effective study strategy, it is of great help for them to promote the practical efficiency of teaching english in real situation

    以記憶理論為指導，選擇有效的學習策略，將是今後外語聽力教學一個重要而又具有實際意義的努力方向。
  7. Distributed memory model of semantic priming

    語義啟動的分散式記憶模型
  8. Young learners gradually, and systematically acquire the intricate knowledge of rule - based structures and vocabulary. this allows him / her to be creative as language users by experimenting and using language items

    每一位學生都是透過有意義的學習方式，主動思考與選擇。課堂中多樣化解決問題活動，進一步強化學生對于語言邏輯的思辨能力，同時也讓每一位學生記憶與應用文法規則。
  9. All the pious ideas that had been so long forgotten, returned ; he recollected the prayers his mother had taught him, and discovered a new meaning in every word ; for in prosperity prayers seem but a mere medley of words, until misfortune comes and the unhappy sufferer first understands the meaning of the sublime language in which he invokes the pity of heaven

    所有那些久已忘記的敬神之念此時都回憶起來了。他記起了母親所教他的禱告，並在那些禱告里發現了一種他以前從未意識到的意義。因為在順境中，禱告似乎只是字語的堆積，直到有一天，災禍來臨后，他那祈求上蒼憐憫的話，才顯得非常的崇高！
  10. Computational model of semantic memory impairment

    語義記憶損傷的計算機模型
  11. Evaluation of category specific semantic impairments and its neural basis

    語義記憶損傷的檢測及神經機制
  12. The progress of high school students ' acquisition of knowledge is one from episodic memory to semantic memory

    中學生知識獲得過程是從情景記憶向語義記憶轉化的過程
  13. This course is an investigation to distinguish episodic memory, which is memory of personal events, from semantic memory, which is general knowledge independent of time and place

    情節記憶是個人事件的記憶，語義記憶是獨立於時間和地點的常識。這門課是把情節記憶和語義記憶區分開來的研究。
  14. Effects of working memory capacity on l2 semantic processing

    第二語言語義提取中的工作記憶效應
  15. Vocabulary size has always been a big concern for the english learners. it is also one of the most important parameters to measure ones english level. english learners make every effort to build up their vocabulary. in this paper, one aspect of vocabulary, that is word association knowledge has been proved to facilitate vocabulary retention, to enlarge ones vocabulary size. therefore, both the width and depth of vocabulary should be integrated into vocabulary teaching

    詞匯量的大小一直是英語學習者所關心的，也是衡量英語學習者英語水平高低的重要指標之一，所以英語學習者也嘗試各種方法來擴大詞匯量.本文討論的是詞匯的一個方面，即詞匯聯想義知識在詞匯記憶、擴大詞匯量方面的作用.通過實驗證明詞匯聯想義知識與詞匯量的相關性較高，因此，詞匯教學過程中應該引導學生同時開發詞匯的深度及廣度
  16. The within - subject factor, included rehearsal representation, schematic representation, pictorial representation, direct translation, semantic construction analysis and other representations. the second between - subject factor included boys and girls. the results showed that : 1. the main effect of working memory is significant and this significant difference explained that the higher capacity the better mathematics problem solving performance ; the lower capacity the worse performance

    第一個因素是被試間變量，即工作記憶容量，分為高容量組和低容量組；第二個因素是被試內變量，即問題表徵方式，分為復述內容、圖片表徵、圖式表徵、直譯表徵、語義結構分析和其他表徵方式六種；第三個因素是被試間變量，即性別。
  17. Based on meaningful learning theory of the cognitive psychology, this paper attempts to probe into the role of etymology in teaching and learning english vocabulary : on the one hand, by analysing the morphological structure of words, students can recognize the connections of the words with the same morphemes, and in this way students can : 1. draw inferences about other words from one instance ; 2. have a better grasp of the form and its meaning ; 3. reduce the spelling mistakes and distinguish the similar words efficiently ; on the other hand, by analyzing its cognitive motivation, students can get a deeper understanding of the meaning

    摘要本文以認知心理學的意義學習理論為依據，探討了詞源教學在英語詞匯教學中的重要作用： 1 .舉一反三，擴大詞匯量； 2 .加深對單詞意義的理解和記憶； 3 .有效減少常見的拼寫錯誤，辯清易混淆的詞；對詞匯從認知過程方面進行分析，則可以揭示詞義的演變過程，有助於學生詞義的掌握。
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