cognitive capability 中文意思是什麼

cognitive capability 解釋
認知潛能
  • cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
  • capability : n. 1. 能力，才能，本領。2. 性能；容量；功率，生產率。3. 〈pl. 〉潛在能力。
  1. Effects of prefrontal cortex damage on the general intelligence, cognitive strategy and self - monitory capability of the lndividual

    認知策略與自我監控能力影響的研究
  2. This architecture contains common capability modules which can support the reactive and deliberative behavior modes. the reactive module deals with the rapidly reactive and routine behaviors, while the advanced cognitive behaviors are processed in deliberative module

    反應模塊處理戰場實體的快速反應行為和例行行為，而高級的認知行為則在慎思模塊進行處理，從而兼顧了cgf模型對運行效率和高級智能行為的需求。
  3. We may also give some suggestion to bilingual education in china : 1 ) the formulation and implementation of the education policy should depend on our country ' s conditions. 2 ) when students have age - appropriate competence in both mother and english languages, and positive cognitive capability, the goal of the bilingual education will be benefited. therefore, academic bilingual curriculum may be started in wide range on university or college level

    針對我國目前日益趨熱的雙語教育，我們的建議有三： 1 ）我國的雙語教育政策的制定與執行要尊重我國國情； 2 ）只在高等院校大范圍開設學科雙語課程，因為在高校這個層次，學生的母語、英語水平與認知水平方可達到這樣的高度? ?雙語教育有利於教育目的實現； 3 ）制定雙語教育計劃時既要考慮教育的靈活性，又要實現雙語教育的規范性。
  4. For the study capability of cognitive map, objective datum is emphasized and the degree of unequilibrium is proposed to measure the difference between the cognitive map and the real world, so the expert knowledge and the objective datum can be unified in cognitive map

    對于認知圖理論的研究：本文在對認知圖的國內外研究現狀作了深入分析的基礎上，首先對認知圖的穩定性進行嘗試性的討論。對于認知圖的學習，提出不平衡度的概念來度量認知圖與真實世界存在的差異。
  5. Cognitive map is one of the hotspots in computing intelligence area. it is a qualitative inference technology, which provides a tool of soft computation to support self - adaptive behaviors that based on prior knowledge. however, cognitive map lacks of the capability of learning and self - adaptive

    認知圖是計算智能研究的一個熱點，它是一種定性推理技術，其提供了一個有效的軟計算工具來支持基於先驗知識的自適應行為，但是認知圖缺少學習及自適應能力，是一個封閉的系統。
  6. 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
  7. 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
  8. Spatial cognitive capability of rats with lateral temporal cortical infarction and intervention effect of thrombolytic capsule

    單側顳葉皮質腦梗死大鼠空間認知能力與溶栓膠囊的干預效應
  9. 5. the physics exploring teaching can help the active mutual action between students and study situation so that the cognitive capability will be improved

    5 、物理探究教學可促成學生與學習環境自主、積極的交互作用，從而有力促進認知能力較明顯地發展。
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