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基础智力
相关语句
  basic intelligence
     Measurement and Appraisal of basic intelligence factors
     基础智力因素的观察和测量方法的研究
短句来源
     Neural Basis of Some Basic Intelligence Factors
     几种基础智力因素的神经机制研究(英文)
短句来源
  “基础智力”译为未确定词的双语例句
     OBJECTIVE: Intelligence theory is the foundation of intelligence evaluation, w hich plays powerful roles as lever in education, training and intervention.
     目的:智力理论是智力评价的基础,智力评价又在教育、训练、干预中起着强有力的杠杆作用。
短句来源
     On the basis of the high differentiating research of G, there have been some developing ideas and practical models of intelligence (DI), which are as the following: the developing of neural capacity, the developing of reflection and mental management, the developing of expert’s skills, the developing of multiple intelligence, the developing of social distributed cognition, the reorganization of knowledge and environment.
     以高度分化的g因素研究为理论基础,智力开发活动形成了神经潜能开发、心理管理与反省经验开发、专家技能开发、多元智力开发、社会分布式认知开发、知识表征重组开发、环境重组开发等智力要素开发理念以及一些代表性的实践。
短句来源
  相似匹配句对
     The Physiological Basis of Intelligence Difference
     个体智力差异的神经生物学基础
短句来源
     Accounting for Intellectual Capital: Rethinking its Theoretical Underpinnings
     智力资本会计理论基础反思
短句来源
     The Foundation of Insulation Grid Bipolar Transistor
     绝缘栅双极晶体管基础
短句来源
     The Theoretical Basis.
     理论基础
短句来源
     MOTOR INTELLIGENCE
     运动智力
短句来源
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  basic intelligence
Deafness was perceived not as a physical handicap but as an impairment to reasoning and basic intelligence.
      
Their basic intelligence and memory ability were tested as covariate variables.
      
These will be radios that can intelligently adapt at the physical layer, using software defined radio techniques coupled with basic intelligence.
      
There are six basic intelligence information sources, or collection disciplines2.
      


To study the methods of the psychological measurement with a

我们采用电子计算机技术,设计和制作了相应的外设,编制了9套程序,以人—机对话方式,对50名健康成年人和10名少年儿童的感知速度、记忆、注意、辨别、逻辑推理、反应速度等基础智力因素,进行了单因素的单项测验和多因素的综合测验。并与心理学常用的“智商”和“记忆商”测验结果进行了对比。结果表明,各个测验项目的成绩均呈常态分布,在平均值士标准差范围内的人数占82%,符合正常人群分布。不同个体之间差异明显。多数项目之间没有显著相关,但与综合测验之间有显著相关。证明综合测验的成绩可以反映多种基础智力因素的综合情况。各个项目基本不受性别、年龄和文化程度的影响。初步应用证明,操作简便,节省人力和时间,易于推广应用。

Experiments were carried out on 9 rhesus monkeys. The monkeys were trained with 3 tasks, in which some basic intelligence factors were involved in different periods, i.e. , visual discrimination in period 2 of task Ⅲ and period 4 of task Ⅰ, somatic discrimination in period 3 of task Ⅱ, attention in period 3 of task Ⅰ, short-term memory in period 3 of task Ⅲ, and decision making in period 4 of all the 3 tasks. A total of 216 task-related neurons were recorded from the frontal cortex while the monkeys were performing...

Experiments were carried out on 9 rhesus monkeys. The monkeys were trained with 3 tasks, in which some basic intelligence factors were involved in different periods, i.e. , visual discrimination in period 2 of task Ⅲ and period 4 of task Ⅰ, somatic discrimination in period 3 of task Ⅱ, attention in period 3 of task Ⅰ, short-term memory in period 3 of task Ⅲ, and decision making in period 4 of all the 3 tasks. A total of 216 task-related neurons were recorded from the frontal cortex while the monkeys were performing the tasks. The incidence of neuronal responses in each period differed in different tasks. The highest incidence was found in periods 3 and 4 of task Ⅰ, period 3 of task Ⅱ and periods 2 and 3 of task Ⅲ,in which the basic intelligence factors were involved. The results indicated that there were neurons in frontal cortex related to discrimination,attention, short-term memory and decision making. The characteristics of the neuronal responses were analyzed. The discriminative function of the frontal neurons was mainly related to the discrimination of the biological meaning of the stimulus rather than its physical attribute. The neurons which were related to short-term memory were also related to attention. The cognitive function of the frontal neurons was established gradually in the course of learning and possessed a high degree of plasticity. Most of the task-related neurons were located in a circumscribed area medial to the superior ramus of the arcuate sulcus in frontal cortex. Cryogenic suppression of this area greatly decreased the abillity to perform the task. Thus, this area of the frontal cortex might play an important role in intellectual behaviors.

本实验采用行为学的宏观观察与大脑额叶单个神经元活动的微观分析相结合的方法,对9只成年猕猴学习、记忆、辨别、注意、决策等几种基础智力因素的神经机制进行了研究。共设计和编制了三套作业对猕猴进行训练。要求动物根据作业中出现的各种灯光信号,对一杠杆进行操作。每套作业都由4个时期组成。不同作业的不同时期所包含的智力因素不同。作业Ⅰ的第3期主要与注意有关,第4期主要与视觉辨别有关。作业Ⅱ的第3期主要与躯体热痛觉辨别有关。作业Ⅲ的第2期主要与视觉辨别有关,第3期主要与短期记忆有关。此外,在三套作业的第4期都包含有决策因素。待动物学会作业后,在进行作业操作的同时,在大脑额叶共记录了216个作业相关神经元。这些神经元的活动分别与辨别、短期记忆、注意和决策有关。对这些神经元的活动特点和规律进行了分析。额叶神经元的辨别机能,主要不是对刺激物的物理属性,而是对其信号意义进行辨别。这是额叶神经元不同于感觉神经元的一个显著特点。额叶神经元的注意机能与短期记忆机能有着密切的关系,与短期记忆有关的神经元也与注意有关。这一实验结果为心理学上关于“注意是促使感觉记忆向短期记忆过渡的主要因素”这一论点首次提供了神经生理学依据。额叶神经...

本实验采用行为学的宏观观察与大脑额叶单个神经元活动的微观分析相结合的方法,对9只成年猕猴学习、记忆、辨别、注意、决策等几种基础智力因素的神经机制进行了研究。共设计和编制了三套作业对猕猴进行训练。要求动物根据作业中出现的各种灯光信号,对一杠杆进行操作。每套作业都由4个时期组成。不同作业的不同时期所包含的智力因素不同。作业Ⅰ的第3期主要与注意有关,第4期主要与视觉辨别有关。作业Ⅱ的第3期主要与躯体热痛觉辨别有关。作业Ⅲ的第2期主要与视觉辨别有关,第3期主要与短期记忆有关。此外,在三套作业的第4期都包含有决策因素。待动物学会作业后,在进行作业操作的同时,在大脑额叶共记录了216个作业相关神经元。这些神经元的活动分别与辨别、短期记忆、注意和决策有关。对这些神经元的活动特点和规律进行了分析。额叶神经元的辨别机能,主要不是对刺激物的物理属性,而是对其信号意义进行辨别。这是额叶神经元不同于感觉神经元的一个显著特点。额叶神经元的注意机能与短期记忆机能有着密切的关系,与短期记忆有关的神经元也与注意有关。这一实验结果为心理学上关于“注意是促使感觉记忆向短期记忆过渡的主要因素”这一论点首次提供了神经生理学依据。额叶神经元在作业操作中的反应是在学习过程中逐渐形成的。后天的学习训练,对于额叶神经元认知功能的发展,具有良好的促进作用。本研究发现,与基础智力因素有关的神经元多集中在大脑额叶弓状沟上支内侧的狭小范围内,形成一个功能区。用冷冻阻滞的方法取消这个区域的功能后,猕猴进行智力活动的能力明显下降,作业的正确率降低到随机水平。阻滞解除后,正确率可完全恢复。这一新的功能区的发现,为进一步研究智力活动神经基础、研究基础智力相关神经元的中枢递质特性和代谢特点,进而寻求改善和提高人的智力素质和工作能力的有效方法等,打下了基础。另一方面,对于进一步进行大脑智力活动神经回路和神经网络的生物原型研究,也有重要意义。

Abstract This study assessed the effects of 2 years of education on the Intelligence Quotient(IQ)of 66 men-tally retarded pupils in a special school.It was found that tkeir IQ increased by 5.42 from the baseline.There was no significant sex difference,The increase in verbal IQ was greater in students belonging to a lower age group,while the increase in performance IQ was greater in students from the higher age group.The impairment of intelligence was negatively correlated with the increase of intelligence.These...

Abstract This study assessed the effects of 2 years of education on the Intelligence Quotient(IQ)of 66 men-tally retarded pupils in a special school.It was found that tkeir IQ increased by 5.42 from the baseline.There was no significant sex difference,The increase in verbal IQ was greater in students belonging to a lower age group,while the increase in performance IQ was greater in students from the higher age group.The impairment of intelligence was negatively correlated with the increase of intelligence.These findings were further discussed。

一所培智小学66名弱智学生经过二年特殊教育,观察其智力的变化。结果发现,平均智商(IQ)提高5.42,男女无显著差异;低年龄组以语言IQ提高较明显,高年龄组则以操作IQ提高较明显;基础智力损害越轻者进步幅度越大。对这一结果进行了讨论。

 
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