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阅读水平
相关语句
  reading ability
    READING ABILITY'S EFFECT ON THE TRANSFER OF ORGANIZATIONAL STRATEGY IN TEXT READING
    不同阅读水平对组织策略迁移的影响
短句来源
    The Influence of Cognitive Styles and Reading Ability on the Effects of Text Signals
    认知方式与阅读水平对文章标记效应影响的实验研究
短句来源
    The result showed that the transfer of organizational strategy may happen when the indication is given to the readers. In experiment 2, the influence of reading ability on the transfer of organizational strategy was studied.
    实验 2探讨阅读水平对组织策略迁移的影响 ,结果表明 ,阅读水平高与低的读者 ,均需要进行提示才能实现策略迁移 .
短句来源
  reading level
    The Influence of Text Topics' Familiarity and Reading Level on the Effects of Text Signals
    不同阅读水平与文章熟悉程度条件下文章标记效应的研究
短句来源
    It concluded as follows:(l)Both the reading level and the consistence and coherence patterns of fable storiesinfluence the middle school students' reading processing.
    (1)初中生的阅读水平、寓言故事的一致性和连贯性范式都影响学生阅读加工效果。
短句来源
    3)the difference of reading level among students was notfound to affect their sensitivity to text structure andthe retaining and recalling of text information.
    (3)初一学生阅读水平的差异未反映到其对文章结构的敏感性和文章信息的回忆保持上。
短句来源
    2.The problem solving performance of readers of different reading level could be significantly enhanced by text signals;
    (2 )文章标记对于不同阅读水平学生的问题解决都具有显著的影响作用 ;
短句来源
    The effects of text topics' familiarity and reading level on the retention of text information were examined.
    探讨文章阅读过程中读者的阅读水平与文章熟悉程度对文章标记效应的影响。
短句来源
  “阅读水平”译为未确定词的双语例句
    But in the third experiment,DT's score was 11,that of the chronological-age-matched group was 19,while the read level matched group had an average score of 14.6.Rank test showed the difference between DT and aged matched group was statistically significant(Z=2.432,P<0.05);
    而在实验三中,个案总分为11分,生理年龄对照组、阅读水平对照组的平均分为19分、14.6分,将三者两两之间进行二比率差异的显著性检验,结果个案与生理年龄对照组之间:Z=2.432,P<0.05;
短句来源
    while the difference between DT and read level matched group had no statistical significance(Z=1.124,P<0.05).
    个案与阅读水平对照组之间:Z=1.124,P>0.05;
短句来源
    Report on Constructing the Chinese Reading Achievement Scale for the Third Year Students in Junior Middle School
    初中三年级语文阅读水平量表的编制报告
短句来源
    A Comparative Study on the Phonological, Graphic and Semantic Connection of Chinese Character Between Poor Readers and Normal Readers of Fourth Grade
    不同阅读水平儿童汉字音形义联结的研究
短句来源
    A Study on How Comparison Word Problems are Solved by Primary Students with Different Levels of Reading Comprehension
    阅读水平不同的儿童解决比较型算术题研究
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  reading ability
Also of interest was the degree to which reading ability would significantly influence the developmental course.
      
A further experiment showed that the differential effect of tracing on the retarded readers' memory for letters was not simply a consequence of their limited reading ability.
      
Infant nutrition trials usually require developmental follow-up, often to 18 mon, and sometimes beyond reading ability at age 7 yr.
      
The scores show that the plans are written for people with three to six years of college education, far beyond the reading ability of the average person.
      
It is concluded that a single common factor (reading ability) accounts for the correlations among the tests with residuals remarkably small in view of the fact that the tests were designed to test nine supposedly different skills.
      
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  reading level
Degree of articulation was operationalized as the reading level of the narratives as determined by a computer program.
      
Shortly after the trauma, reading level was correlated with severity of anxiety but not with posttraumatic stress disorder (PTSD) symptoms.
      
Using printed materials, we examined target audience perceptions about: (a) reading level; (b) use of diagrams vs.
      
Advisory text should be reviewed to ensure the reading level is geared to abilities of the target audience.
      
A large group backward readers remembered visually presented unfamiliar written words as well as normal readers at the same reading level.
      
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This thesis expounds the construct-ing of the Chinese Reading AchievementScale for third year students in juniormiddle school.We format the scale andadministered it to the general middleschool standard samples in GuangZhou.The results show that its diffi-culty is appropriate,its discriminationis rather good,and its reliability andvalidity are relatively high.It is suit-able for measuring the level of Chi-nese reading for third year students injunior middle school.

本研究介绍了初中三年级《语文阅读水平量表》的编制情况。我们编制了这个量表,用它对广州市完全中学标准化样本进行测试,结果表明,该量表难度恰当,区分度较好,信度效度较高,适合完全中学初三级作为测量语文阅读水平的量具.

In this research,the ability structure of Chinese reading of sixth grade primaryschool pupils was analyzed in terms of the“activity-factor analysis”mentod.The sampleconsisted of 280 subjects from the primaryschool of Guang Zhou,to whom the Chinescreading achievement tests were administered.The data were factorized with the obliquerotation technique and six factors wereobtained.The factors were appraised throughthe activity appraisement method and theappraisal test intervention method and theirpsychological essence...

In this research,the ability structure of Chinese reading of sixth grade primaryschool pupils was analyzed in terms of the“activity-factor analysis”mentod.The sampleconsisted of 280 subjects from the primaryschool of Guang Zhou,to whom the Chinescreading achievement tests were administered.The data were factorized with the obliquerotation technique and six factors wereobtained.The factors were appraised throughthe activity appraisement method and theappraisal test intervention method and theirpsychological essence was thus revealed.The six factors arc the language decodingability,the reading organization ability,the model identification ability,thescreening-storage ability,the language senseability and the reading transfer ability.

本文运用“活动—因素分析法”对小学六年级学生语文阅读能力结构进行分析。选取广州市小学生289人作为被试,施行语文阅读水平成就测验,用斜交旋转的方法对所得的数据进行因素分析,得出6个主要因素,然后用活动鉴制法与鉴别测验插入法对分析出来的因素进行鉴别,揭示其心理实质。这6个因素分别是语言解码能力,组织联贯能力,模式辨别能力,筛选贮存能力,语感能力与阅读迁移能力。

This research was mainly designed to investigate the nature of information processing of the quick reading process. 30 superior, 30 moderate and 30 inferior students of the sixth grade selected as subjects based on their scores of a quick reading comprehension test. All 90 subjects were randomly assigned to two equivalent groups. Both groups received a reading anticipation test, so as to assess their anticipation ability with partial information. Then, a mistake character finding test was administered. The experimental...

This research was mainly designed to investigate the nature of information processing of the quick reading process. 30 superior, 30 moderate and 30 inferior students of the sixth grade selected as subjects based on their scores of a quick reading comprehension test. All 90 subjects were randomly assigned to two equivalent groups. Both groups received a reading anticipation test, so as to assess their anticipation ability with partial information. Then, a mistake character finding test was administered. The experimental group was asked to read the text quickly and then find out the mistake characters, while the control group was allowed to read the same text in ordinary speed. The results showed that 1) the quick reading comprehension test score is positively related with the score of reading anticipation test. 2) quick reading subjects found fewer mistaken characters than ordinary speed readers. These results seem to suggest that the quick reading process is dominated by conception-driving rather than data-driving process.

本研究主要探讨学生快速阅读过程的信息加工活动的实质。根据快速阅读理解测验成绩选出小学六年级优生、中等生、差生各 3 0名 ,共 90名 ,随机分成两个等组。首先对两个组的被试进行阅读预期测验 ,测定他们根据文章的部分信息预期文章基本内容的水平 ;第二步进行阅读找错测验 ,要求实验组快速阅读而对照组以平常速度阅读一篇有若干明显错字的文章 ,然后要求他们在作业卷上标出这些错字。研究结果表明 ,学生的快速阅读水平越高 ,他们对阅读材料的预期成绩也就越高 ;同时 ,被试在快速阅读的情况下发现文章中错字的数量要比正常阅读的情况下要少。据此初步认为 ,学生快速阅读文章的过程 ,是一种更多地利用概念推动 ,较少地需要材料信息的“预期—证实”的信息加工过程。

 
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