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deaf
相关语句
  
    STUDY ON THE COMPARISON OF SHORT-TERM MEMORY IN NORMAL HEARING AND DEAF PEOPLE
    听力正常人与人短时记忆的比较研究
短句来源
    A COMPARATIVE STUDY OF CLASSIFICATION ABILITY BETWEEN DEAF CHILDREN AND HEARING CHILDREN
    童与听力正常儿童分类能力的比较研究
短句来源
    The Developmental Difference Between Explicit and Implicit Memory of Deaf and Hearing Children
    童和正常儿童在内隐和外显记忆上的发展差异
短句来源
    Review and Analysis of Mental Health Education for Deaf Students
    生心理健康教育研究的现状与分析
短句来源
    An Experimental Study on the Familiarity Effect of the Deaf in Lip-reading Phonetic Identification
    生唇读语音识别中熟悉效应的实验研究
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  “deaf”译为未确定词的双语例句
    A Comparative Study on the Social Cognitive Ability of Deaf Students and Normal Students
    听障学生与正常学生社会认知能力的比较研究
短句来源
    3)the classification levels of thehearing and the deaf tend to be smooth atthe age of 13 or 14;
    (3)就本实验结果看,约在13、14岁间,二者的分类水平均趋于平稳。
短句来源
    5)eitherthe hearing or the deaf classify concretematerials better than abstract materials.
    (5)二者对具体材料的分类均优于对抽象材料的分类。
短句来源
    (2) Significant differences of relative error rate of reproductions between 2000ms and 10000ms & 30000ms conducted by people with normal hearing were found, while nothing was found in the deaf.
    听力正常被试时距再现相对错误率在2000ms与10000ms、30000ms存在显著差异,10000ms和30000ms之间差异不显著。
短句来源
    (2) The social cognitive ability of deaf students and normal students did not show gender differences;
    (2)听障学生与正常学生的社会认知能力不存在性别差异;
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  deaf
Background: Prelingually deaf persons usually gain only a rudimentary command of speech and prefer sign language to communicate within the deaf community without the handicap they experience in the hearing world.
      
Method: Data were collected with the help of semi-structured interviews; with the deaf patients these were conducted in German sign language.
      
Comparison of the verbal and visual language skills of the two deaf groups revealed a substantial deficit among the deaf schizophrenics.
      
An innovative and reliable way of measuring health-related quality of life and mental distress in the deaf community
      
Mental distress and quality of life in a deaf population
      
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The paper discussed the concept of special children in both its broad senseand narrow sense. A preliminary analysis is given to the main and otherdefects of the blind, deaf, and mentally retarded children, and the influencesof these defects to the cognitive develoment. Problems of compensation for themental defects of the special children are also approached.

本文讨论了对特殊儿童狭义和广义的两种理解。对盲、聋、智力落后儿童的主次缺陷和它们对认识活动的影响进行了初步分析,并对特殊儿童心理发展中缺陷补偿的问题进行了初步探讨。

The purpose of this study is to explore the problem of the develop-ment of deaf, retarded, and normal children's ability to transform activeinto passive forms or vice versa in Chinese sentence structure.Ten groupsof sentences were used as test material, each of them was composed ofone active sentence and one passive sentence. All of the active andpassive sentence forms in the Chinese language were presented. Thevocabulary was limited to the second grade level of schools for deaf-muted, and the subjects...

The purpose of this study is to explore the problem of the develop-ment of deaf, retarded, and normal children's ability to transform activeinto passive forms or vice versa in Chinese sentence structure.Ten groupsof sentences were used as test material, each of them was composed ofone active sentence and one passive sentence. All of the active andpassive sentence forms in the Chinese language were presented. Thevocabulary was limited to the second grade level of schools for deaf-muted, and the subjects were required to transform them from one forminto another. The subjects were 9 to 13-year-old deaf, retarded, andnormal pupils, and twenty-one 14 to 18-year-old deaf-mutes. Each agegroup consisted of more than 30 children, adding up to a total of 208. The results indicate:The differences in the ability of the threetypes of subjects to transform active and passive sentence forms weresignificant. Normal children's ability to transform was better than thatof deaf children, and deaf children's ability was better than that ofthe retarded children. But in each age group it was not an absoluterule that the transformational ability of deaf children was lower thanthat of normal children. The significant period in the development ofthe transformational ability varies with the type of subject. For normalchildren, the significant period falls between the ages of 10--11;for theretarded, between 12--13;for the deaf, shortly after 12--13. The threekinds of subjects have identical trends when they transform all kindsof Chinese active and passive sentence structures and, the interrelatedcoefficients indicate no inevitable and regular relationship between thetransformational ability and studies in language or arithmetic.

本研究的目的是探讨正常、低常、耳聋儿童对汉语主动句、被动句转换理解的能力问题。实验材料是十组主动句、被动句转换类型,呈现了汉语主动句、被动句转换的全部形式,字词水平控制在聋哑小学二年级程度。要求被试正确进行思惟。被试是9至13岁的正常、低常、耳聋小学生,每个年龄组的被试在30人以上,14、18岁的21名耳聋学生也参加了实验,共计被试为208人。 实验结果表明:总体上看,三类被试对于汉语主动句、被动句的转换理解,正常儿童高于耳聋儿童,耳聋儿童高于低常儿童,差异是显著的。从各年龄阶段看,耳聋儿童转换能力低于正常儿童并不是绝对的。从转换能力发展的转折期看,正常儿童的明显转折期出现在10至11岁,低常儿童出现在12至13岁,耳聋儿童在12至13岁的发展接近转折期。从转换理解与语文、数学教育的相关关系来看,没有发现语文和数学教育对转换理解的有规律的必然影响。从理解的特点上看,三类被试在理解上呈现出一致的倾向。

Both normal and deaf-mute subjects were recruited to participate inthe experiment in order to explore the generality of the Stroop pheno-menon. Four Chinese characters: "red", "yellow ", "green" and "blue", eachwritten in the three colors other than the color delloted by the worditself, were exposed to the subjects who were asked to respond byidentifying the character or the color according to the instructions. Inone situation, the instruction was given before the stimulus wasdisplayed. In other situations,...

Both normal and deaf-mute subjects were recruited to participate inthe experiment in order to explore the generality of the Stroop pheno-menon. Four Chinese characters: "red", "yellow ", "green" and "blue", eachwritten in the three colors other than the color delloted by the worditself, were exposed to the subjects who were asked to respond byidentifying the character or the color according to the instructions. Inone situation, the instruction was given before the stimulus wasdisplayed. In other situations, the instruction was given after exposureof the stimulus, allowing different lengths of time in between. The results show: 1. There is no significant difference in the perfor-mance of the color-word interference task between the normal subjectsand the deaf-mute subjects, which reveals the generality of the auto-matic semantic processing. 2. The subjects' performance can beimproved by selective attention, but the color-naming task is harderthan the word-reading task. 3. The Stroop effect varies with the lengthof delay in giving the instruction, which suggests that the Stroop effectmay be connected with the memory process.

本实验用正常人和聋哑人作被试进行比较,试图探讨语义的自动加工和选择性注意对Stroop效应的影响。将“红”“绿”“黄”“蓝”四个汉字中的每一个都用这四种颜色中的三种写成,然后按着事先排列好的顺序,分组呈现,并且在两种条件下分别要求被试延迟不同的时间进行反应,一种是刺激呈现前就告诉被试对“字”或“色”反应;另一种是刺激呈现后间隔不同的时间再向被试提出对“字”或“色”反应。实验结果发现,聋哑人和正常人在色—字干扰任务作业上没有明显的差异,说明语义的自动加工是一个普遍现象;而选择性注意能在很大的程度上改善被试的作业成绩,但颜色命名仍比字词反应困难;Stroop效应在延迟反应条件下发生变化,这种变化说明Stroop效应与记忆过程有联系。

 
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