ambiguity tolerance 中文意思是什麼
ambiguity tolerance
解釋
模稜容忍度-
The result showed that students with different degree of tolerance of ambiguity could be significantly different in their english language performance as well as in their foreign language learning anxiety
結果發現： （ 1 ）在英語學習成績方面，高歧義容忍度的學生顯著優于低歧義容忍度的學生，中歧義容忍度的學生顯著優于低歧義容忍度的學生； （ 2 ）高、中、低不同歧義容忍度的學生，在焦慮水平上存在顯著差異。 -
The first is a cult of personality that focuses on individual traits such as achievement, motivation, tolerance for ambiguity, optimism, intelligence, talent, and so forth
第一是個人崇拜，注重於個人特性如成就，動機，對摸稜兩可的事情的包容程度，樂觀，智慧，才幹等等。 -
The reasons focusing only on ray travel times are " noise tolerance could be enhanced and the sensitivity to the environment model mismatch may be reduced by neglecting amplitude information ; phase ambiguity is eliminated by employing the group delay of arriving wave packets ; travel times are pseudo - linear functions of sound speed profiles of the medium, and the perturbation of ray travel time is much smaller than sound pressure ' s
之所以選擇聲傳播時間的原因是：噪聲容限可以得到提高，並且傳播時間的計算可以不考慮聲壓的信息，從而降低了對環境模型失配的敏感性；相位的起伏也可通過到達包絡的群延時來消除；傳播時間是介質聲速分佈的偽線性函數並且傳播時間的起伏遠小於聲壓的起伏。 -
Ambiguity tolerance in english study
外語學習中的含混容忍度 -
This thesis investigates into the affective disorders of 76 senior school students in tianshui city from five aspects : examination anxiety, communication apprehension, frustration and torment, worrying about negative evaluation and tolerance of ambiguity. this thesis also deals with the correlation between the five types of affective disorders and the learners " achievements
本文從交際恐慌、外語考試焦慮、擔心否定的社會評價、對歧義的容忍和挫折與痛苦五個方面的情感障礙，對天水市76名高中學生以及他們這些情感障礙的差異與高中英語學習成績的相關程度進行了調查研究。 -
Chinese learners ' tolerance of ambiguity in learning english as a foreign language
中國學生學習英語時的模糊容忍度 -
2 ) rural senior school students are blocked by affective disorders more than urban ones. 3 ) boys students are impacted by the affective disorders more than girls. 4 ) worrying about negative evaluation is positively correlated to the students " examination scores, and communication apprehension, exam anxiety are negatively related to the scores, while tolerance of ambiguity and frustration and torment have no evident correlation to the scores
基於以上統計分析和發現，本文得出以下結論： 1 ）天水市高中學生學習英語時的情感障礙較多，其中交際恐慌和考試焦慮對他們的學習影響較大； 2 ）農村學生學英語時的情感障礙多於城市學生； 3 ）男生受到情感障礙的困擾大於女生； 4 ）擔心否定的社會評價與學生的學習成績成正相關，交際恐慌和考試焦慮與成績成負相關，對歧義的容忍和挫折與苦惱與學習成績無顯著的影響。
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