cognition process 中文意思是什麼

cognition process 解釋
認知過程
  • cognition : n. 認識；認識力；（在認識過程中形成的）知識。adj. -al
  • process : n 1 進行，經過；過程，歷程；作用。 2 處置，方法，步驟；加工處理，工藝程序，工序；製作法。3 【攝影...
  1. ( 2 ) the key to improve the processing time is the multi - scale feature used to accelerate the binary - process. ( 3 ) apery intelligent character cognitron has been given based on the varied - grid feature vector and multiplayer and multi - mode of cognition psychoanalysis

    （ 2 ）識別實時性改進的關鍵是提高二值化處理速度，主要利用小波多尺度特性變閾值的全局搜索為局部定位，提出一種改進的二值化方法。
  2. Metaphor cognition and the relevance process of semantic variation of catchwords in modern chinese

    以漢語流行詞語的衍生和語義泛化為例
  3. To overcome these difficulties, it is necessary to design systematically the process of lecture experimental teaching according to the three dimensionalities, that is, the " conflation and degree " of cognition, the route of cognition, and the method of cognition

    要克服這些困難，有必要從認識的「內涵及程度」 ，認識的路徑以及認識的方法三個維度對演示實驗教學過程進行系統化設計。
  4. Virtual reality technology can provide " participants " with a feeling of being personally on the scene. as a main actor in the virtual environment, userscan control any objects in the virtual environment arbitrarily and can get reaction in time. in the hyperspace of the information, he can get acknowledge with their own percipience and cognition, and, seek the solutin, and form the new conception. the association of the virtual reality technology and java technology intensify the interaction between the users and viryual reality technology. with the interface provided by java, the user can control any objecs and change the attributes ( such as position, angle, color and etc. ). this paper formulizes application of the virtual reality technology in the system of the building seilling which uses the real three dimensions models to replace of static picture ' s and word ' s description. in the process of the practice, the paper analyses the difference between javascript, java claa and java applet, and formulize the their applications in this system

    用戶在多維信息空間中，依靠自己的感知和認知能力全方位地獲取知識，發揮主觀能動性，尋求解答，形成新的概念。虛擬現實技術與java技術的結合增加了虛擬現實技術與用戶的交互功能，用戶可以通過java提供的界面，操縱場景中的任何物體，並改變相應的屬性（如：位置，角度，顏色等等） 。本篇論文闡述了虛擬現實技術應用在售樓系統中，用真實的三維模型來代替原有的靜態圖片及文字描述，在實踐過程中，分析了javascript ， java類，及javaapplet實現功能中的利弊，分別闡述了它們在本系統中的應用，從理論上講，本課題所研究的虛擬現實技術不只適用於售樓系統的電子商務中，同樣可用於軍事和演習、醫學、教育、娛樂和工程設計等領域。
  5. As social practice continues, things that give rise to man ' s sense perceptions and impressions in the course of his practice are repeated many times ; then a sudden change ( leap ) takes place in the brain in the process of cognition, and concepts are formed

    社會實踐的繼續，使人們在實踐中引起感覺和印象的東西反復了多次，於是在人們的腦子里生起了一個認識過程中的突變（即飛躍） ，產生了概念。
  6. 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。
  7. According to the research on volcanic rock reservoirs, the formation reasons of volcanic rock reservoirs, process of cognition, and the general geologic characteristics and the general development characteristics of volcanic rock reservoir are summarized

    在調研了國內外火山巖油氣藏的基礎上，對火山巖形成油氣儲集層的原因進行了分析，對火山巖油氣藏的認識過程、一般地質特徵以及一般開采特徵進行了總結。
  8. The fundamental defect of the concept seeing teaching process as a " special process of cognition " is to regard the knowledge impartation as the only objective of teaching and teacher the absolute authority, to ignore the fact that student is the perceiver ( subject ) and has individual character

    把教學過程視做「特殊的認識過程」 ，其根本缺陷是以知識的傳授為教學的唯一目標，以教師為絕對的權威，忽視學生作為具有主體性及完整個性的人的特點。
  9. 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。
  10. Solving maths problems is a creative maths thinking activity. in this process, the leading function of meta - cognition knowledge of maths is presented on its controlling procedural knowledge, directing and supporting contextual knowledge, gathering evaluation knowledge and adjusting meta - cognition experience. through the questionnaire of maths meat - cognition for students, the author finds that students " maths meta - cognition capability can be improved

    數學問題解決是創造性的數學思維活動，在數學問題解決過程中，數學元認知知識的統攝作用表現在程序性知識的控製作用、情境性知識的引導和支持作用、評價性知識的收斂作用、數學核心思想的調控作用、數學思維模式的規范作用、策略性知識的啟發作用；數學元認知體驗的調節作用表現在修正目標、改組數學元認知知識和激活策略；數學元認知的監控作用表現在定向、控制、調節。
  11. On basis of fractal theory and the principle of fractional brownian motion, this paper puts emphasis on the following parts : firstly, the determination of fractal non - scale range on calculate fractional dimension is discussed, which adopts method associated artificial cognition with track decision. secondly, primeval data are segmented into blocks to evaluate their sub - fractional dimensions. in this process, the maximal value of sub - fractional dimensions in different directions is prioritized

    本文利用分形幾何理論與分形布朗運動原理，重點研究和分析了以下的幾個問題：分形維數計算時無標度區的確定，使用了人工法與軌跡法相結合的方法；對原始數據進行分塊分別計算其子分形維數，考慮了實際地形特徵的方向性，計算得到的子維數為局部的最大坡度方向上的方向維數；改進了傳統的隨機中點移位（ rmd ）內插技術，使用不同的插值比系數進行插值。
  12. According to the modern education theory, we should adopt the following tactics in teaching the concept of chemistry : 1. use the vivid visual image to let the students gain the knowledge of the concept ; 2. create the atmosphere and let the students take part in the formation of the concept of chemistry ; 3. revise the old knowledge while learning the new one to realize the assimilation of concept ; 4. proceed step by step, lead the students deepen and develop the concept ; 5. give prominence to the understanding of the key words of the concept, get deeper understanding ; 6. pay attention to the relation between the concepts ; 7. optimize the study strategy and enhance the cognition standard, i. e. in the teaching of the concept of chemistry, we must pay great attention to the usage of various kinds of teaching method, including visual experiment, visual language and cai courseware, in order to help the students to understand the concept ; use the question to stimulate students " thoughts, give free rein to students " corpus, and let the students take part in the teaching process actively ; guide the students to remember new concepts and the help of their old knowledge ; pay attention to the levels of the concept, deepen and develop the concept continuously, use various ways to strengthen the meaning of the key words, help the students to master the concepts connotation, and give a clear extension, guide the students to found the concept system

    也就是說，在化學概念的教學中，要注意充分運用各種直觀教學手段，包括實驗直觀、語言直觀和cai課件直觀，幫助學生理解概念；注意運用問題啟動學生思維，發揮學生的主體性，使學生積極參與教學過程；要指導學生利用原有認知結構中適當的概念圖式來學習新概念；注意概念教學的層次性，不斷深化和發展概念；注意通過各種方式強化概念中關鍵字、詞的意義，幫助學生準確把握概念的內涵，清晰界定概念的外延；注意引導學生在應用中建立概念系統，形成合理的概念結構。同時在概念教學中還要注重學習方法的傳授和學習策略的形成，進行適當的元認知訓練，優化學生的學習策略，提高其元認知水平。根據化學概念的教學策略，化學概念的基本教學程序為:創設問題情境，引入概念;組織問題解決，建立概念;引導知識整理，概念系統化;指導練習應用，概念具體化。
  13. In the process of practice and cognition, by way of the forming and resolving of the question, contradictory motions between subject and object connect and interact with one another

    實踐和認識過程中主客體之間的矛盾運動通過問題的形成和解決彼此聯結在一起，並相互作用。
  14. It is a leap in the process of cognition

    這是認識過程的一次飛躍。
  15. Sequence in the process of cognition

    認識過程的先後
  16. The unrational factors and influence on the subject of practice in the process of cognition

    認識過程中的非理性因素及其對實踐主體的影響
  17. The dialectical - materialist movement of knowledge from the perceptual to the rational holds true for a minor process of cognition ( for instance, knowing a single thing or task ) as well as for a major process of cognition ( for instance, knowing a whole society or a revolution )

    由感性到理性之辯證唯物論的認識運動，對於一個小的認識過程（例如對於一個事物或一件工作的認識）是如此，對於一個大的認識過程（例如對於一個社會或一個革命的認識）也是如此。
  18. Study of stereoscopic depth - cognition process

    立體視覺深度認知過程研究
  19. Narrative structure and cognition process : on cognitive narratology

    認知敘事學評析
  20. Discussions on the irrational factor ' s growing mechanism and its influence to the practice main body in the cognition process

    非理性因素的生成機理及其對實踐主體的影響
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