cognitive environment 中文意思是什麼

cognitive environment 解釋
認知環境
  • cognitive : adj. 認識的，有認識力的。 cognitive powers 認識力。
  • environment : n. 1. 周圍，圍繞。2. 圍繞物；環境，四周，外界。3. 環境藝術作品；環境戲劇（cf. environmental art）。
  1. The result reveals that standardized software provides a higher return though there exist much customized demands in market ; governmental agencies as big clients contribute a lower return on sales and lower delivery rate because of their monopoly position ; regional business environment affects transaction costs greatly, causing a poor performance ; the performance is significantly influenced by incentive mechanism, not significantly by the cognitive of project managers

    結果發現客戶對定製化需求大，但對標準化軟體卻有更高的邊際利潤；政府機構是大客戶，但其壟斷地位，所帶來的銷售利潤率和項目交付率並不高；地域商務環境影響交易成本，進而顯著地影響了項目的業績水平；項目業績受項目經理激勵程度和方式的影響，但與項目經理認知特徵無顯著關系。
  2. Problem - knowledge environment, where based on solving ill - structured problems, students may construct mathematics. by " doing mathematics " or exploring " mathematics experiment ", they may invent or discover some new mathematics knowledge by themselves. this is a challenge to traditional learning, which belongs to innovative learning. in microcosmic aspects, based on broad sense of knowledge idea, we make id for primary adaptive learning environment, while based on cognitive flexibility theory, we make id for senior adaptive learning environment

    高級學習環境是一個再發現、再創造、建構數學知識的環境，其主要作用是促進學生基於數學問題解決，通過「做數學」 、探究「數學實驗」而進行再發現、再創造和建構新的數學知識和數學模式，這是一個數學創新學習的環境。
  3. These developments will yield a cognitive radio able to sense its rf environment and location and then alter its power, frequency, modulation and other operating parameters so as to dynamically reuse whatever spectrum is available

    以這些發展製作出來的感知無線電裝置，能感應所在的rf環境與地點，進而調整功率、頻率、調變及其他運作參數，以便靈活運用所有可用的頻譜。
  4. Laszlo insists that the cognitive ability of human should be developed on the adaptation of human to the environment and that the recognition of human should be jointly determined by both subject and object

    拉茲洛認為，人類的認識能力是在人類對環境的適應過程中發展起來的，人類的認識是由主體和客體共同決定的。
  5. Intelligent virtual environment is a test - bed for theories in artificial life, cognitive creatures arises from the evolutionary computation embedded in the artificial life simulation, they are intelligent agents that perceives the virtual environment through a simulated vision system

    虛擬生物是智能虛擬環境的一部分，也是檢驗人工生命理論的一種實驗手段。從人工生命的觀點來看，虛擬生物的感知、認知是進化計算中自發突現的結果，本質上也是一個模式形成過程。
  6. In part of theory, the paper analyses the present situation of its, presents its theoretical base, constructs a teaching mode of dual - initiative, gives its structure, discuss its writing environment, provides a reference of integrating object - oriented database and ai ; in part of design, the paper combines method of fields knowledge representation, presents teaching strategy reasoning machine based on weight - generation production rule ; according to cognitive learning theory, designs a cognitive model of student which adopts approach method and historical inheritance of study, designs a model which can navigate in learning process and in hyper - text based on student ' s model and knowledge presentation, discusses the design of explanation mechanism and man - machine interface

    在理論部分，本文分析了its的現狀，提出了its的理論基礎，建構了一個雙主的教學模式，並給出了its的結構，討論了智能教學系統的寫作環境的選擇，為本文的面向對象數據庫和人工智慧的結合提供了依據；在設計部分，本文結合領域知識表示方法，給出了一個面向對象的認知的超文本的知識表示方法，提出了基於加權產生式規則的教學策略推理機；依據認知學習理論，設計了一個採用逐步逼近法的有學習歷史繼承的認知學生模型，並根據學生模型和知識表示設計一個學習過程自動導航和超文本導航的教學模型；討論了智能系統解釋機制和人機介面的設計。
  7. The mental models are the internal representations that individual cognitive systems create to interpret the environment and the institutions are the external ( to the mind ) mechanisms individuals create to structure and order the environment

    心智模型是個人認知系統創造出來去理解環境的內部表現，而制度是個人創造出來去構建和安排環境的外部機制。
  8. Meanwhile, on the base of the related art origin of theory and play theory, i demonstrate the children art education, and consider the art activity which is of shape, inner recognition and operational pleasure is the best selection. the children art education derive from the natural situation, as a result of inner cognitive psychology adjustment and sign movement to the stimulus from the outer environment. satisfied with the physical need, the children go into play situation consciously or unconsciously, in means of tools, materials and symbols to express the objective reality, will and ideology

    幼兒美術的發生是自然狀態中，幼兒在外界事物刺激下，通過認知心理的內部調適，支配肢體運動的結果；幼兒美術是在滿足生理需要，在知覺的基礎上、外界事物刺激下、輕松愉悅的氛圍中，幼兒有意無意地進入游戲狀態，藉助工具、材料、符號等自然手段，反映客觀現實、願望和自我意象。
  9. Results indicated that the teacher in vocational school and high school only differed in their perspectives of environment ; no gender and professional title differences were found in educational perspectives of vocational school teachers, but there were remarkable professional title differences in high school teachers " personal teaching efficacy and their perspectives of personality and cognitive ability ; male teachers and teachers with lower professional title were more likely to educate their students in negative way ; both the vocational school and high school teachers " educational perspectives were strongly related to their teaching styles ; to the teacher in high school, their personal teaching efficacy and perspectives of heredity had better predictive function for teaching style. to the teacher in vocational school, their perspectives of personality and sense of teaching efficacy had better predictive function for teaching style. meanwhile gender and professional title were also significant predictors of the two types of teachers " teaching style

    本研究結果表明：兩類教師的總體差異較小，只在環境觀上存在顯著差異；在教育觀念上，職校教師的性別和職稱差異均不顯著，而普中教師的個人效能感和對學生的個性、認知能力的發展期望隨職稱上升明顯增加，在教育方式上，男教師和低職稱教師都有更多地採用消極教育方式的趨向；兩類教師的教育觀念與教育方式之間的關系均很顯著；普中教師的個人效能感、遺傳觀和對學生的認知發展期望是影響其教育方式的主要指標，職校教師的教學效能感和對學生的個性發展期望是影響其教育方式的主要指標，同時，性別和職稱對兩類教師的教育方式也具有影響作用。
  10. Symbol logic method is unable to guarantee the complement of knowledge description, which leads to complicated deducing process. we introduce fuzzy cognitive map into agent modeling and deducing, substitute symbolic description and inference with simple mathematical computing, achieving agent intelligent decision - making in complex environment

    針對現有符號邏輯描述方法難以保證知識表達的完整性，推理過程陷於復雜的邏輯演繹的問題，作者引入了模糊因果關系的網路模型，基於模糊認知圖理論構造agent推理模型，用簡單的數值計算代替復雜符號系統的表示和演繹推理過程，實現了復雜環境下的agent智能決策。
  11. Next, from the perspective of solving the problems, the article draws some rational and mature functional modules from the existing network courses and puts forward the corresponding solving tactics to the above problems. in addition, referring to the theories on learning styles, learning motivations and cognitive flexibility, etc., the article proposes five key elements of constructing the personalized net - based learning environment : 1. educational principle : regard the instructivism and constructivism as equally important position

    然後從問題解決的角度出發，汲取了現有網路課程的一些合理而成熟的功能模塊，並針對上述問題提出了相應的解決策略，同時參照學習風格、學習動機以及認知彈性等理論，提出了建構個性化網路學習環境的五大要素: 1 .教育原理:教學主義與建構主義並重2 .課程前測:充分考量學習主體3 .課程設計:注重信息環境的創設4 .認知工具:融入認知策略5 .學習歷程:提供智能的監控與指導接著本研究採用xml語言、 rss和asp動態網站開發技術，同時借鑒智能代理的一些功能建構了系統化的個性化網路學習環境。
  12. 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。
  13. The variety of simulates offered by hypermedia is good for achieving and keeping information. the hypertext of hypermedia system can validly orgnize and manage instructional information. network is favourable to collaborative study that can cultivate cooperative spirit and accelerate development of higher cognitive ability. the combination of hypertext and network is benificial for discovering study that can cultivate creating spirit and accelerate development of information ability. whatsmore, information technology offers better instructional environment and technology support for mathematics experiments

    表現在如下五個方面：多媒體計算機的交互性有利於激發學生的學習興趣和充分體現學生主體作用；多媒體計算機提供外部刺激的多樣性有利於知識的獲取與保持；多媒體系統的超文本特性可實現對教學信息最有效的組織與管理；計算機網路特性有利於實現能培養合作精神並促進高級認知能力發展的協作式學習；超文本特性與網路特性的結合有利於實現能培養創新精神和促進信息能力發展的探究性學習。
  14. In order to inquire into this relationship, in the first chapter, author, on the basis of the cognitive theory, analyzes the relationship between works of art and the architectural environment from the philosophical aspect ; in the second chapter, author discusses the relationship from the aesthetic aspect

    為了探討它們之間的這種關系，本文在第一章，以認知理論作為研究的基礎，從哲學的高度分析了藝術品與建築環境的關系；第二章，從美學方面來探討藝術品與建築環境的關系。
  15. Language unit and cognitive environment in the information processing

    認知加工中時間與非時間信息的相互關系
  16. On the function of cognitive environment in interpreting topic relevance in a discourse

    論認知語境對語篇中話題相關的解讀
  17. The process of deliberate misinterpretation highlights four features : incongruity of encoding in the process of decoding ; departure of ostension in the process of inference ; the maximum relevance in the lowest state, and deliberate deviation of the mutual cognitive environment

    研究發現，刻意曲解凸顯四個特徵：解碼過程中對編碼的乖訛過程；推理過程中對明示的偏離過程；最佳關聯性達到最小值的過程；對互明認知環境的蓄意破壞過程。
  18. 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
  19. 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
  20. " cognitive flexibility enables you to know how to communicate differently in a business environment than you would with your friends, " she added

    她補充說： 「認知靈活性能讓你知道在商務環境中如何與人溝通。 」
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