cognitive and affective 中文意思是什麼

cognitive and affective 解釋
認知的和情感的並重
  • cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
  • and : n. 1. 附加條件。2. 〈常 pl. 〉附加細節。
  • affective : adj. 感動的，感情的。 an affective state 激動狀態。
  1. The third part introduces the theories involved in this investigation, including the carrel ' s schema theory, krashen ' s input hypothesis and affective hypothesis and cognitive approaches to listening comprehension

    論文的第三部分是本研究的理論基礎，主要介紹了carrel的「圖式理論」 ， krashen的「情感輸入假說」以及聽力理解的認知方式。
  2. Rebecca oxford ' s strategy inventory for language learning was employed to study six types of learning strategies : memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy and their effects on the reading, listening, writing, cloze, grammar and oral test performance of nmet

    研究結果表明，在各項策略中，補救策略、元認知策略、認知策略使用頻率相對較高，而記憶策略、情感策略和社會策略使用頻率較低。學習策略與高考成績有顯著的正相關。
  3. And besides that, it also can indirectly influence the cognitive loyalty and affective loyalty through the media variables of customer satisfaction and customer trust. however, it is found that the customer satisfaction and customer trust have no direct effect on conative loyalty and action loyalty. at the same time, the causality among the multi - dimensional loyalty is supported by the findings of the empirical study, which further interprets the complicate causality chain of the variables

    研究結論表明，各測量量表具有良好的信度和效度;商店印象不僅直接影響認知忠誠、情感忠誠、意向忠誠和行為忠誠，而且還通過顧客滿意和顧客信任間接影響認知忠誠和情感忠誠，但顧客滿意和顧客信任對意向忠誠和行為忠誠卻沒有直接影響;顧客忠誠四個維度間的因果關系也得到實證支持，進而初步理清變量之間復雜的因果關系鏈。
  4. The model is on the basis of the theory of consumers ’ behavior, customer loyalty theory, trust theory and store image theory, and treats the customer satisfaction and customer trust as the media variables. this paper tries to cause a heuristic argument exploring the relation between the store image and customer loyalty within the framework in four dimensions of cognitive loyalty, affective loyalty, conative loyalty and action loyalty. then it develops the local scale which is suitable for use under the background of chinese culture

    模型主要以消費者行為理論、顧客忠誠理論、信任理論和商店印象理論為基礎，以顧客滿意和顧客信任為中介變量，從認知忠誠、情感忠誠、意向忠誠和行為忠誠四個維度來探討商店印象與顧客忠誠間的關系，並通過文獻回顧，發展出適合我國文化背景的商店印象量表。
  5. The study is developed from o ' malley & chamot ' s framework of learning strategies, in which metacognitive strategies, cognitive strategies and social / affective strategies are included

    本研究圍繞o ' malley和chamot的學習策略框架展開，將學習策略分為元認知策略、認知策略和社會情感策略三個層次。
  6. The researcher adopts the scheme of learning strategies given by o ' malley and chamot ( 1990 ) to illustrate the significance of using learning strategies in english learning, mainly in listening and speaking activities which are dominant in english classes at the preliminary stage of primary school. various metacognitive, cognitive, social and affective learning strategies are presented in this chapter

    採用o 』 malley和chamot ）的學習策略體系，詳細介紹了各種策略（包括認知策略、元認知策略、社會與情感策略）的內容並結合小學生的心理特點和認知特點論述了在英語學習中運用學習策略的重要性口第五章是實驗報告。
  7. Results showed that the memory category was the most frequently employed language learning strategy in this study, followed by affective strategies, metacognitive strategies and cognitive strategies, with compensation and social strategies the least used. the relationship between language learning strategies and gender was investigated using anova. results showed no significant differences by gender in the overall strategy use, but more metacognitive and social strategies by girl students at the level of specific strategies

    多重比較（ posthocmultiplecomparisons ）的結果顯示，我國中學生的總體策略使用情況是：最常用的學習策略是記憶策略，其次是情感策略、元認知策略和認知策略，最不常用的是補償策略和社交策略；對性別和學生運用英語學習策略的關系採用方差分析（ anova ）進行了探討，結果表明，我國中學生在整體學習策略運用上沒有顯著的性別差異，但在個別學習策略的選擇上，女生比男生更經常運用元認知策略和社交策略。
  8. However, a medium is needed in order to turn students " knowledge into listening ability. listening strategies, i. e. metacognitive strategies, cognitive strategies and social / affective strategies, can help them to achieve the purpose

    元認知策略、認知策略和社會情感策略等聽力策略卻是將這些知識轉化為能力的中介，他們對中學生英語聽力能力起著決定性的作用。
  9. The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level. compensation strategy, metacognitive strategy and cognitive strategy received relatively higher level of usage, while memory, affective and social strategy were reported to be used less frequently. to find out whether there is any difference in strategy use among high, middle and low proficiency students, anova was employed to analyze the variance of learning strategies among groups of different proficiency

    在比較高中低分組策略運用和高考成績之間的關系時，我們發現高考成績高分、中分和低分組的學生在使用認知、補救、元認知、社會策略時有顯著差異，英語成績高的學生在使用這些策略的頻率上顯著高於低成績組的學生，而在記憶策略和情感策略的運用頻率雖無顯著差異，但也是高分組高於低分組。
  10. The purpose of this study is to investigate the cognitive and affective attitudes of present and future teachers both in elementary and secondary school toward special education and exceptional children

    本研究旨在探討現職中小學教師和未來中小學教師，對于特殊教育的認知態度和對于特殊學生的情感態度。
  11. In turn, these cognitive and affective reactions can influence the overall perception of price ( un ) fairness

    反過來，這些認知和情感的反應會影響消費者對價格公平的整體感知。
  12. In the process of the activity of mental education, the substantial and spiritual, cognitive and affective, active and introspective and other factors effect synthetically. the paper systematically observes on situation, association, initiative, inspection, action, and other key elements of activity, it reveals the basic principle of the process of mental education in the basement of practical observation and theoretical analysis

    心理教育活動過程是物質的與精神的、認知的與情感的、行動的與反思的等各種因素綜合作用過程，論文系統考察了情境、交往、自主、體驗、行動等活動要素，在實踐考察和理論分析的基礎上揭示心理教育活動過程的基本原理。
  13. The investigation aims to find out the levels of english learning anxiety of the subjects and foster students " healthy, active affective factors in the process of english teaching and learning, and to develop the students both in cognitive and affective sides in rural middle schools. the present paper is made up of six parts

    與以往的經驗相比，本項研究旨在通過對農村中學生的英語學習焦慮的研究，促進在語言學習和語言教學中培養學習者的積極的，健康的情感因素，為優化農村中學英語教學效果，促進學生的全面發展，探討新的思路。
  14. Chapter 2, theoretical basis includes instructional design and its guidelines, the characteristics and requirements of english instruction in primary school, the definition of collaborative learning and its major concepts, and the value analysis of collaborative english teaching in primary school - - creating the appropriate cognitive and affective environment for young learners

    （四）小學英語合作教學的價值意義。合作學習對小學英語教學的價值主要體現在合作學習為小學生創造了適合英語學習的認知和情感環境。三、小學英語合作教學設計的原則和程序。
  15. The results were as follows : ( 1 ) the 10, 12, 14 - year - old children had the value indicators of cognitive - judgment, acting - incline, affective - experience and behavior - repeating - trend. the 16 - year - old children had the value indicators of cognitive - judgment, acting - incline and behavior - repeating - trend, their scores on the aspects of cognitive - judgment, acting - incline and affective - experience were less than others, and their score on behaving - repeating - trend was higher than others. ( 2 ) comparing the two different project situations, the scores of all subjects at different ages were higher in the " role - taking project " one than in the " general project " one

    結果發現： （ 1 ）在誠信價值觀的各項指征上， 10 - 14歲兒童已基本具有了認知判斷、行為傾向、內心體驗和行為重復的價值觀指征； 10 - 16歲兒童卻都不具有情感分享的價值觀指征； 16歲兒童基本具有了認知判斷、行為傾向和行為重復的價值觀指征，他們在認知判斷、行為傾向和內心體驗上卻均比10 - 14兒童較低，但行為重復傾向比10 - 14歲兒童較高。
  16. Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching

    通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用
  17. Abstract : based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language, this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic, cognitive, affective, and social domains. to a large extent, the uniqueness of " first " and " second " language acquisition / learning ( e. g., age, cognitive capability, motivation, learning strategy, and social environment ) determines the differences of developing " first " and " second " language proficiency. in view of this, this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching

    文摘:通過介紹二語習得理論中關于第一語言和第二語言語言水平發展的異同的相關研究，闡明了語言習得/學習過程是一個包含語言，認知，情感和社會交往等多重范疇的過程.在很大程度上，第一語言和第二語言習得/學習的特殊性（如年齡，認知能力，學習動機，學習策略，社會環境等）決定了第一語言和第二語言在語言水平的發展上存在很大的差異性.鑒於此，本文也深入探討了第一語言和第二語言語言水平發展的差異性對于外語教學的啟示作用
  18. In the november of 1999, the english course standard teaching and research group under ministry of education published " the presume of the english course standard for the basic education stage in china ", in which learning strategies ( including the affective strategies, the managing and evaluating strategies, the cognitive learning strategies and the communicative learning strategies ) are brought out in the overall goal of english teaching and learning

    1999年11月，教育部英語課程標準研製工作組發布了《關於我國基礎教育階段英語課程標準的設想》 ，其中就把學習策略（情感策略、管理與評價策略、認知策略和交際策略）納入了英語教學總體目標中，這充分說明了我國基礎教育階段的英語教學已開始重視學習策略在中學生英語學習乃至整體能力的培養方面所起的重要作用。
  19. Several methods for the affective intercourse between teacher and student in and outside classroom in accordance with the student ' s cognitive level, the guiding principles for classroom teaching reform, the characteristics of the affective development of the youth and the characteristics of chemistry textbooks

    根據學生的認知水平、新課改的指導思想和青少年情感發展的特點，以及化學教材的特點，確定了化學課堂教學中進行情感交流的一些具體方法：改變教師的教學風格、改進課堂教學方法、挖掘教材的情感因素。
  20. According to the learners " cognitive process hi learning, this text classifies english learning strategies into : metacognitive strategies, cognitive strategies, affective strategies and communicative strategies

    本文根據學習者的認知心理過程，把學習策略分為：元認知策略、認知策略、情感策略和交際策略。
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