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  结果
    WISC-R and Preliminary Testiny Results in the Shanghai Metropotitan Area
    韦克斯勒儿童智力量表(修订版)(WISC-R)及其在上海市区的试用结果
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    ANALYSIS OF THE STUDENTS'SUCCESSFUL EXAM RESULTS——A CROSS-CULTURAL STUDY OF ATTRIBUTIONAL THEORY
    学生考试成功结果的归因分析——归因理论的跨文化研究
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    The Analyses of SCL -90 Assessing Results in Medical New -students
    医学新生SCL—90评定结果分析
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    Results Most Rorschach aggression variables showed no significant correlation to the Dimensions of EPQ(P>0.05), AgC and some other Rorschach Aggression Variables showed significant correlation (P<0.05) but the scores were very low.
    结果EPQ中各维度与大部分罗夏测验攻击变量的相关不显著(P>0.05),与AgC等攻击变量相关显著(P<0.05),但相关值均较低(0.008~0.265)。
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    Results ①The average score of the self-esteem about the pupils was 29.67±4.73;
    结果(1)小学生自尊均分为29.67±4.73;
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  实验结果
    With the accumulation of the experimental results, research discovered many defect when they repeated Staats' paradigm.
    随着实验结果的不断积累,研究者在重复Staats的实验时发现了很多问题并不断对其加以改进,但仍存在很多争议。
短句来源
    3. Statistic analysis: t - test and correlation analysis were made by SPSS10. 0RESULTS
    3.统计分析:将数据用SPSS10.0软件包进行t检验和相关分析。 实验结果
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    Results showed that : firstly, stroke number had different influence on the perception of Chinese character on different conditions;
    实验结果表明:1.在不同的实验条件下笔画数对中度智力落后学生汉字字形识别具有不同的影响。
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    The results are as follows:1. Applied question teaching based on problem and Problem-solving can accelerate students' metacognition of Grade 5th in the Elementary School effectively.
    1.基于问题与问题解决的应用题教学能有效促进小学五年级学生元认知能力的发展。 其中,基于问题与问题解决的应用题教学能有效促进学生元认知知识的发展,能有效促进中上及中等元认知水平学生的元认知技能的发展,能一定程度上促进学生元认知体验的发展,但实验结果只有量的变化而无质的飞跃。
短句来源
    In experiment 1 we modified the material of Isabelle Blanchette & Kevin Dunbar (2002) after further analyzing their research, the results are consistent with Blanchette & Kevin Dunbar (2002) that the analogical inferences integrated into the representations of target information.
    实验1通过对Isabelle Blanchette和Kevin Dunbar(2002)的研究的进一步分析,对他们的实验材料进行了修改,排除了记忆混淆现象对先前实验结果的可能解释,确证了类比组被试与无类比组被试成绩的差异是由于类比推理的结果整合进目标信息的表征而导致的。
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  效果
    THE INFLUENCE OF STORAGE LOAD ON IMPLICIT MEMORY RESULTS
    储存负荷量对内隐记忆效果的影响
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    This paper discusses the guiding factor,the principal factor and the environmental factor, which interact on each other, thus influencing the results of class teaching.
    创设良好的课堂教学心理气氛受多方面因素的影响,本文以为这些因素有:主导因素、主体因素、环境因素,这些因素相互作用,影响课堂教学效果
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    The simulated experimental results showed that significance t testing is highly related to population distribution effect size and sample capacities, yet rarely related to the numbers of randomly selected samples;
    模拟实验结果表明 ,差数显著性t检验与总体效果大小和样本容量有明显关系 ,但与随机抽样分布样本数目基本无关 ;
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    This article expounded the basic characteristics of the good design idea and logistic rule and the way to promote the effect of evaluated hypothesis and descriptive results with advanced statistic graph by the explanation for theory and method, and then urged researchers to regularize the statistic method.
    通过讨论心理学研究中统计方法的使用与解释原则,廓清了好的设计思想和逻辑规则的基本特点以及如何用先进的统计图表提高评估假设及描述结果的效果,进而督促研究者们加快将统计方法制度化的步伐,而非沉溺于纯粹的统计工作。
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    College students' psychological training and the results
    大学生心理训练及其效果研究
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  结论
    Results: The latencies of N2? P3 were prolonged significantly and amplitude of P3 was reduced significantly in depression compared with the control group(t=2.86,3.89,8.66,P<0.01),Conclusion: The patients with somatoform disorder have extensive neural cognitive functive deficits.
    结果:躯体形式障碍组P300电位成分中N2、、P3潜伏期延长,P3波幅降低,与对照组比较存在显著性差异(t=2.86,3.89,8.66,P均<0.01)。 结论:提示躯体形式障碍存在广泛的神经认知功能障碍。
短句来源
    These results indicated that OSPB is not based on the same object representation as the object-based attention and working memory.
    根据上述结果,本研究获得如下结论:OSPB效应基于的客体与选择性注意和工作记忆所基于客体的构建并不遵循相同原则。
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    METHODS:By means of psychometry. RESULTS:1):The students’ average IQ is 102.2;
    得到的结论是 1)学生的总体智商平均为 10 2 2 ;
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    Resu lts The in spection between Computer-based test and the Paper-and-pencil test: t=1.448, P=0 .150, sex: t=2.842, P=0.005. Conclusion The following results wer e obtained: ① Neither CBT or PPT has no significant difference on examinee performance.
    结果两种测试类型的检验:t=1.448,P=0.150,不同性别的检验:t=2.842,P=0.005。 结论1不管那一种测试方式都不会影响瑞文推理测验的总分,两种测试方式基本等值;
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    Results: The Cronbach's α of the questionnaire was 0.93, The Cronbach's α of subscales of the questionnaire were 0.57-0.81. Conclusion: These results can be used as a norm of mental health of college students in Hebei Province.
    结果:总量表Cronbach’sα系数为0.93,各分量表Cronbach’sα系数为0.57-0.81。 结论:该测查结果可作为河北省大学生心理健康的参考标准。
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In the second example, we obtain a proof of the Chalyh-Veselov conjecture that the Calogero-Moser system with integer parameter is algebraically integrable, using the results of Felder and Varchenko.
      
As an application of the results we prove a generalization of Chevalley's restriction theorem for the classical Lie algebras.
      
We apply these results to intersection theory on varieties with group actions, especially to Schubert calculus and its generalizations.
      
In this paper, we prove three types of rigidity results related to CAT(-1) spaces, namely the rigidity of the isometric actions on CAT(-1) spaces under the commensurability subgroups, the higher rank lattices and certain ergodic cocycles.
      
This extends the results and simplifies the proof for the classical orbit structure description of [10] and [11], which applies whenF=Z.
      
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