高遷移率組 的英文怎麼說
中文拼音 [gāoqiānyílǜzǔ]
高遷移率組
英文
high mobility group- 高 : Ⅰ形容詞1 （從下向上距離大; 離地面遠） tall; high 2 （在一般標準或平均程度之上; 等級在上的） above...
- 遷 : Ⅰ動詞1. （遷移） move 2. （轉變） change 3. （古時指調動官職） be appointed to a certain post Ⅱ名詞（姓氏） a surname
- 移 : Ⅰ動詞1. （移動） move; remove; shift 2. （改變; 變動） change; alter Ⅱ名詞（姓氏） a surname
- 率 : 率名詞（比值） rate; ratio; proportion
- 組 : Ⅰ名詞1 （由不多的人員組成的單位） group 2 （姓氏） a surname Ⅱ動詞（組織） organize; form Ⅲ量詞（...
- 遷移 : move; remove; migrate; shift; transport; migration; transference; removal
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And production fashion is selected optional for assurance of the material character of hpch. the hpch material, in which the compound technique route of polybasic components is applied, has better properties such as high workability, high durability, low ion transference rate and so on
採用多組份復合技術路線配製出高工作性、高耐久性、低離子遷移率的hpch材料，對其宏觀物理力學性能、耐久性能和微觀結構進行了分析研究。In this work, the solid solution of li3. 4sio. 4vo. 6o4 as the matrix was chosen because of its suitable path for the mobility of li ions and the different material as the second phase to synthesize a series of lithium ionic conductor composites by sol - gel method, which bases on the opinion of the composites having higher ionic conductivity, and to research the synthetics method, compound - structure - function and so on
本論文基於復合離子導體具有較高的離子電導率的觀點，以具有鋰離子可遷移通道結構的li _ （ 3 . 4 ） si _ （ 0 . 4 ） v _ （ 0 . 6 ） o _ 4固溶體作為基質，用不同的氧化物或鋰鹽為第二相，採用溶膠-凝膠法合成了一系列復合鋰離子導體新材料，並對其合成方法、組成-結構-性能關系進行了系統的研究。The experimental results included : ( 1 ) in the test carried out immediately after the end of learning, implicit learning group had significantly better performance than explicit learning group ; in other words, there is an implicit learning effect ; ( 2 ) in the transfer test carried out a month after the end of learning, implicit learning group also had significantly better performance in the measures of correct rate and response time than explicit learning group and control group. these results implied that implicit learning seemed to play a more important role in children acquiring disjunctive categories, rather than explicit learning
研究結果表明，相對于外顯學習而言，內隱學習更有利於兒童「析取」范疇的獲得，這主要體現在： （ 1 ）在學習結束后隨即進行的測試中，內隱學習組被試的成績顯著高於外顯學習組被試，表現出內隱學習效應； （ 2 ）在一個月後進行的遷移效果檢測中，內隱學習組被試在對析取任務的操作準確性和操作速率兩個指標上的成績均顯著好於外顯學習組和控制組被試。
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