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self explanation
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  “self explanation”译为未确定词的双语例句
     Based on our PC user classification model and seven basic principles of interaction, this paper designs an interaction PC - purchase guiding system, which embodies fully the featuies of self explanation and easy use of a friendly .
     本文在微机用户分类模型的基础上,根据人机交互系统的七项基本原则设计了“微机导购系统”。
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     As one of the Web technologies, XML is becoming more and more popular due to its extensibility, self explanation, openness, interoperation and multilingual support.
     XML 良好的可扩展性、自描述性、开放性、互操作性、支持多文种、使 XML 已经成为 Web发展的主流趋势。 本文介绍了 XML技术实施中的体系结构和主要技术难点 ;
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  相似匹配句对
     On the Explanation of Self Concept and Its Conflicts
     自我概念之诠释及其冲突——社群主义和伦理学中的反理论思潮对自由主义自我概念的批判
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     The New Explanation of the Chinese Self
     中国人自我观的新阐释
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     Self-study.
     自学习。
短句来源
     6) explanation;
     6)解释;
短句来源
     demonstration and explanation;
     2.示范与讲解教学法;
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  self explanation
The types of errors made by both groups were classified in order to determine which errors were reduced by self-explanation.
      
They also analyzed if schema selection and analogical problem solving could be producing the self-explanation effect.
      
This facility, as the name self-explanation, is based on Linux system.
      
One focus is to support self-explanation, in which students use free-form language to explain their own reasoning.
      
Empirical analyses of self-explanation and transfer in learning to program.
      
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Fisrt grade children (mean age= 6 years 7 months) were classifiedinto reflective (n=33) and impulsive(n=31) by Matching Familiar FigureTest. They were also tested on logical reasoning tasks in three periods:pretest, training and posttest. Analysis of children's spontaneous tenda-ncy of self-explanation suggests that: 1)The reflective children paid muchattention to the sureness of their judgments during all the three periodsof testing; 2)The impulsive children were eager to respond quickly at thepretest,...

Fisrt grade children (mean age= 6 years 7 months) were classifiedinto reflective (n=33) and impulsive(n=31) by Matching Familiar FigureTest. They were also tested on logical reasoning tasks in three periods:pretest, training and posttest. Analysis of children's spontaneous tenda-ncy of self-explanation suggests that: 1)The reflective children paid muchattention to the sureness of their judgments during all the three periodsof testing; 2)The impulsive children were eager to respond quickly at thepretest, but during the training, owing to the explanation of the experi-menter, they changed their reflectiveless habit and focused on the surenessof their answers, at the posttest however, they resumed their quickresponding tendancy. At the pretest both groups did equally poorlybecause the tasks proved to be too difficult, during the training both didequally well,and at the posttest the impulsive children regressed while thereflective children did not. The educational implications of the findingsare discussed in this paper.

通过选择相同图形测验(MFFT),小学一年级的儿童(平均年龄=6岁7月)被定为或具有“冲动型”(n=31)或具有“思索型”(N=33)两类不同的认知方式,然后分别在预试、启发和再测三个阶段,做性质相同的推理测验。对儿童在推理测验时自我解释的趋向的分析表明,思索型儿童在三次测试中都能注重答案的确实性。冲动型儿童预试时急于作答,但启发阶段由于主试的提醒和解释,纠正了急于作答的倾向并能注意答案的确实性,然而再测时由于测验的气氛,他们又恢复了急于作答而不注重答案准确性的倾向。结果,认知方式在一定情况下影响了儿童的推理成绩:预试时由于题的难度大思索型和冲动型儿童的成绩都不好,启发阶段两组儿童的进步都很大,然而再测试时,冲动型儿童退步,而思索型儿童却保持了启发后的水平。本实验结果意味着,在做一定难度的推理题时,思索型的认知方式会有助于儿童的成绩,而冲动型认知方式会掩盖儿童的能力。如果对冲动型的儿童随时多提醒些,让其自主支配时间,鼓励他们注重于答案的准确性,他们就可能改变认知方式而提高判断能力。

Learning from examples has been studied by many researchers,many problems need to be studied .The relationships between the domain-specific knowledge and the self-explanation strategies were examined.The conclusions of the experimental research were ws follows:(1).The subjects of the high domain-specific knowledge preferred to apply the explanatory strategies of finding meaning and establishing the relationships between the new and old knowledge,while the ones of the low domain-specific knowledge...

Learning from examples has been studied by many researchers,many problems need to be studied .The relationships between the domain-specific knowledge and the self-explanation strategies were examined.The conclusions of the experimental research were ws follows:(1).The subjects of the high domain-specific knowledge preferred to apply the explanatory strategies of finding meaning and establishing the relationships between the new and old knowledge,while the ones of the low domain-specific knowledge were inclined to use the syntactic processing strategy ;(2).The subjects of the high domain-specific knowledgeresolved predicament with explanatory strategies when they monitored understanding failure,while the subjects of the low domain-specific knowledge resolved predicamentwith the syntactic processing strategy .

从领域知识的个体差异的角度,研究领域知识与自我解释策略之间的关系,探讨自我解释在示例学习中的作用。研究结果表明,(1)在学习示例时,高领域知识组被试倾向于使用发现意义和建立新旧信息间联结的解释策略对示例进行认知加工;低领域知识组被试主要采用句法加工策略对示例进行加工;(2)领域知识对监控活动的制约,主要体现在被试监控到理解失败之后所采取的对策上。高领域知识组被试利用解释策略解决问题,低领域知识组被试利用句法加工策略解决问题。

Based on our PC user classification model and seven basic principles of interaction, this paper designs an interaction PC - purchase guiding system, which embodies fully the featuies of self explanation and easy use of a friendly .intelligent, and interactive system.

本文在微机用户分类模型的基础上,根据人机交互系统的七项基本原则设计了“微机导购系统”。充分体现出这个人性化、智能化的人机交互系统“一看就懂、一用就会”的特点。

 
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