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disabilities
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  不良
    Optimizing Disposal of Family Resources Is the Focus of Educating the Children With Learning Disabilities
    家庭资源的优化配置与学习不良儿童的教育
短句来源
    Psychosocial factors and psychosomatic symptoms of learning disabilities
    学习不良儿童的心身症状与心理社会因素分析
短句来源
    ON LEARNING DISABILITIES
    学习不良问题研究
短句来源
    Self-concept,Attributional Style and Its Correlation with the Mental Health of the Learning Disabilities
    学习不良儿童自我概念、归因风格与心理健康的相关研究
短句来源
    Review of Research on Self-Concept in Learning Disabilities
    学习不良儿童自我概念研究综述
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  困难
    A Study on the Cognitive Processing Mechanism of Pupils with Mathematics Learning Disabilities
    小学生数学学习困难的认知加工机制
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    Study on Attention,Behaviour and Peer Relations of Children with Learning Disabilities
    学习困难儿童的注意、行为及同伴关系的研究
短句来源
    Study on Influential Factors for Learing Disabilities in Children
    儿童学习困难影响因素的研究
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    A Study of Behavior Disorders and Related Factors of Learning Disabilities
    学习困难学生问题行为及其影响因素的研究
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    ACCESSING THE RETRIEVAL CAPABILITY OF VISUOSPATIAL WORKING MEMORY OF STUDENTS WITH LEARNING DISABILITIES
    学习困难学生视空间工作记忆提取能力的多指标分析
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  “disabilities”译为未确定词的双语例句
    A Study of Memory in Children with Learning Disabilities:Ⅰ. Short-term Memoryand Working Memory of Children with Learning Disabilities
    学习障碍儿童记忆的比较研究 Ⅰ.学习障碍儿童的短时记忆和工作记忆
短句来源
    The Types of Mental Disorder Among Rural Junior Middle School Students with Learning Disabilities and the Ways to Deal with Them
    农村初中学困生心理障碍类型及其对策研究
短句来源
    Etiological Hypotheses of Social Skills Deficits in Children with Learning Disabilities
    学习障碍儿童社会技能缺失成因假说
短句来源
    Review on Identification of Learning Disabilities in USA
    美国学习障碍鉴别研究综述
短句来源
    Research on the Learning Disabilities,Motivation and Ability of Pupils
    小学生学习障碍与学习动机、学习能力的相关研究
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  disabilities
Children with Nonverbal Learning Disabilities (NLD): Coherence Values in the Resting State May Reflect Hypofunctional Long Dista
      
- The mildly subnormal often have disabilities which are more transitory in nature.
      
By developing skills it prevents the development of secondary disabilities and prepares him to return to an acceptable position and function in society.
      
epilepsy, progressive paralysis and severe learning disabilities, served as control groups to check the influence of modifications in help-seeking behaviour.
      
This paper summarises and critically reviews the development of the WHO Classification of Impairments, Disabilities and Handicaps.
      
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The Diagnosing Scale of Cognitive Abilities for Children (DSCAC) with Hangzhou norm is a test used for differentiating and diagnosing learning disability of children.This scale is composed of three subtests with eight items.The scale norms for first and second grade in Hangzhou were established in 1986. The main results are as follow: 1 ) The cognitive ability development between grades can be reflected in the scale. 2 ) The scale reliability coefficients estimated by test-retest are above 0.81 for first...

The Diagnosing Scale of Cognitive Abilities for Children (DSCAC) with Hangzhou norm is a test used for differentiating and diagnosing learning disability of children.This scale is composed of three subtests with eight items.The scale norms for first and second grade in Hangzhou were established in 1986. The main results are as follow: 1 ) The cognitive ability development between grades can be reflected in the scale. 2 ) The scale reliability coefficients estimated by test-retest are above 0.81 for first and second grades. So the scale is stable and reliable. 3 ) The scale validities were estimated by principal component analysis, analysis of internal consistency and the analysis of correlation between DSCAC and WISC-R. It was showed that the scale had high construct validity and internal consistency.

《儿童认知能力诊断量表》(简称DSCAC)是编制来鉴别和诊断学习不良儿童的一个认知能力测验。它由三个分测验和八个项目组成。我们在1986年建立了DSCAC的杭州市一、二年级的年级常模。结果表明;1)本量表能反映出年级间认知能力发展的趋势;2)量表的重测信度一、二年级均在0.81以上,说明量表是可靠且稳定的;3)通过因素分析,量表内部一致性分析和DSCAC与WISC—R相关分析来评价本量表的效度。结果发现,DSCAC具有较好的构思效度和内部一致性。

There are two hypothesis in the area of researches on special children,i.e.general orlocal theory of child development.Because of the discrepancy between the theories,thereare many differences in the theoretical construction,research methods and explanation ofresults among researchers.The methodological aspects in the research of mentalredardation,giftedness and learning disabilities are explored in termsof definitions,theoriesand methodology of the researches on special children.

在特殊儿童的研究领域中,存在着两种理论假设,即所谓的一般的和局部的儿童发展理论.由于这种理论观点上的分歧,使许多研究者在特殊儿童的研究构思、方法以及对结果的解释上存在着差异.本文着重从弱智、天才和学习无能这三类特殊儿童的定义、理论以及研究方法这三个方面来讨论特殊儿童研究中所存在的方法论问题.

In this study the ability to differentiate facial expressions ofadults was compared between schizophrenics and normal subjects. Theresults suggested that schizophrenic patients failed to differentiatefacial expressiens. Patients with negative symptoms and long ill-ness course were likely to present such disability.The disability is akind of affective disorder and it is a negative symptom in nature.

本文对比研究了精神分裂症病人和正常人对成人面部表情辨别的水平,发现精神分裂症病人存在着表情辨别障碍。病程长、以阴性症状为主的病人易出现这种障碍。表情辨别障碍是一种情绪障碍,属阴性症状。

 
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