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认知信息
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  cognitive information
    The Interaction of Cognitive Information and Emotional Information in University Students on Consuming Decision-making
    大学生日常消费决策中认知信息与情绪信息的交互作用
短句来源
    ⑵ Except for emotional information,cognitive information,the interaction of cognitive information and emotional information significantly influenced the decision-basis; but no significant influence was found on decision-quality;
    ⑵认知信息认知信息与情绪信息的交互作用均对决策依据有显著影响,而情绪信息对决策依据无显著影响,认知信息、情绪信息以及二者的交互作用对决策质量均无显著影响;
短句来源
    Findings of modern educational research indicate that the process of teaching is not only a process of the transition and processing of cognitive information, but also a process of the exchange of emotional information.
    现代教育科学研究表明,教学过程不仅是认知信息传递、加工的过程,也是情感信息交流、感染的过程,是师生双方在认知和情感两方面同时进行交互作用的过程。
短句来源
    Results The more tangible assistance, emotional support, cognitive information support, guidance with a parental or directive quality receiving from friends, the higher estssm of undergraduates.
    结果 接受友伴实质性支持高分组、情绪情感支持高分组、认知信息支持高分组、言语指导高分组大学生的自尊水平均显著高于相应低分组大学生;
短句来源
    ⑶Significant differences of the change of negative emotional information were found at different levels of cognitive information,but positive emotional information was unaffected.
    ⑶不同的认知信息在负性情绪变化上存在显著差异,而在正性情绪变化上无显著差异。
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  cognitive information
However, currently used cryptographic and hash coding concepts cannot intrinsically enclose cognitive information about both the signer and the signed content.
      
Results revealed counselors preferred trait/factor approaches to career counseling, including Holland's RIASEC theory, Person-Environment-Correspondence theory and Cognitive Information Processing theory, respectively.
      
Additional groups of psychopathologically disordered patients with neuropathology involving cortico-striato-pallido-pontine circuits exhibit poor gating of motor, sensory, or cognitive information and corresponding PPI deficits.
      
One mechanism uses only visual information while the other one uses visual as well as cognitive information.
      
This suggests a possible interaction between GABAergic and cholinergic mechanisms in selective attention and processing of cognitive information.
      
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This study investigated the cognitive process of object 3-5 year old children. The results indicate as following:When children observe an object through vision,the surface characters of the object(such as shape and color)raise an im9portant role.In the cognitive performance,children recognize an object through vision and touch,and obtained contrakictory information for the object,this will make it for them to recognize the real object difficult. The development level for the children recognizing the cognitive...

This study investigated the cognitive process of object 3-5 year old children. The results indicate as following:When children observe an object through vision,the surface characters of the object(such as shape and color)raise an im9portant role.In the cognitive performance,children recognize an object through vision and touch,and obtained contrakictory information for the object,this will make it for them to recognize the real object difficult. The development level for the children recognizing the cognitive performance of the others is depending on the complexity of struture of the object.The developement for recognizing an object is increased with age.

本文探讨了 3- 5岁儿童对物体的认知及对他人的认知过程。结果表明 :儿童通过视觉认知外界物体时 ,物体的外观特性 (形状与颜色 )起着主要的作用 ;在认知过程中 ,通过触觉及视觉对物体认知的信息产生矛盾时 ,儿童对物体的真实性往往产生怀疑及犹疑不决 ,影响对物体的真实性认知。儿童对他人认知行为认知的发展水平 ,取决于儿童对物体认知结构的复杂性。 3- 5岁儿童对物体认知能力随年龄的增长而提高。

In traditional teaching theories, the revealing of the basic contradictions in the learning-teaching process seems to emphasize the cognitive aspects at the cost of ignoring the emotional factors of the contradictions. Findings of modern educational research indicate that the process of teaching is not only a process of the transition and processing of cognitive information, but also a process of the exchange of emotional information. In a word, such process is a course of cognitive and emotional interaction...

In traditional teaching theories, the revealing of the basic contradictions in the learning-teaching process seems to emphasize the cognitive aspects at the cost of ignoring the emotional factors of the contradictions. Findings of modern educational research indicate that the process of teaching is not only a process of the transition and processing of cognitive information, but also a process of the exchange of emotional information. In a word, such process is a course of cognitive and emotional interaction of teachers and students. Here emerges a new theory on the unity of emotion and cognition for solving the basic contradictions in teaching, i. e. the basic contradictions in teaching activities and learning activities are mainly reflected in both cognitive and emotional aspects, with the former representing the difference between the teaching requirement and student's cognitive capability (issue of acceptable problems) and the latter symbolizing the gap between the teaching requirement and students' concrete needs (issue of student's willingness to accept). It is of important and practical significance to reveal this contradiction and give a detailed explanation of the effective strategy for solving this contradiction in the process of teaching and learning.

在传统教学理论中对教学基本矛盾的揭示,似乎仅凸显了矛盾的认知性方面,而对矛盾的情感性方面却忽视了。现代教育科学研究表明,教学过程不仅是认知信息传递、加工的过程,也是情感信息交流、感染的过程,是师生双方在认知和情感两方面同时进行交互作用的过程。由此,对教学基本矛盾提出了情知统一的新论:教学活动中存在的“教”与“学”的基本矛盾,主要体现在认知和情感两个方面,前者表现为教学要求与学生已有认知水平之间的差距,涉及可接受性问题;后者表现为教学要求与学生当时的具体需要之间的差距,涉及乐接受性问题。揭示教学过程中的这一矛盾具有重要而现实的意义,而解决这一矛盾需要采取有效的教学策略。

Objective To explore the impact of friends' social support on undergraduates' esteem. Methods SES scale,the inventory of Socially Supportive Behaviors(ISSB) of friends were administered to 1166 undergraduates. Results The more tangible assistance, emotional support, cognitive information support, guidance with a parental or directive quality receiving from friends, the higher estssm of undergraduates. The relative coefficients between the four sort of social supports and undergraduates' esteem were positively...

Objective To explore the impact of friends' social support on undergraduates' esteem. Methods SES scale,the inventory of Socially Supportive Behaviors(ISSB) of friends were administered to 1166 undergraduates. Results The more tangible assistance, emotional support, cognitive information support, guidance with a parental or directive quality receiving from friends, the higher estssm of undergraduates. The relative coefficients between the four sort of social supports and undergraduates' esteem were positively significant relationship. Emotional support was postive predictor of undergraduates' esttem and guidance with a pa rental or directive quality only predicted the lower esteem group of undergraduates. Conclusion Friends' social supports significantly affected the undergeaduates' esteem.

目的 探讨友件的社会支持与大学生自尊的关系。方法 采用自尊量表(SES)、社会支持问卷(ISSB)对1166名大学生进行问卷调查。结果 接受友伴实质性支持高分组、情绪情感支持高分组、认知信息支持高分组、言语指导高分组大学生的自尊水平均显著高于相应低分组大学生;友伴的实质性支持、情绪情感支持、认知信息支持、言语指导均与自尊呈显著正相关;情绪情感支持对自尊高分组、自尊低分组均有正向预测作用,而言语指导仅对自尊高分组具有负向预测作用。结论友伴支持对大学生的自尊体验有显著影响。

 
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