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attention distraction
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  “attention distraction”译为未确定词的双语例句
     (2) The learning is unaffected by variation in distractor task difficulty, implying that the implicit learning of such sequence can take place in the presence of attention distraction .
     (2)次级任务的不同难度水平对内隐序列学习无影响,说明一定程度的注意能量分散并不影响内隐序列学习;
短句来源
     RESULTS: The direct cause of attention distraction and failure of attention focus is the patients' inability to perform cognitive tasks (including perception, memory and recollection, imagination, association and thought) in a continuously ongoing manner in relaxation.
     结果:①导致注意力分散、注意力无法专注的最直接原因是由于患者的心灵在进行认识活动、认识过程时(包括感知觉过程,记忆、回忆过程,想象、联想过程,思维过程)无法轻松连续运行、持续推进。
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  相似匹配句对
     Attention
     关注
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     Terminally Attention
     每期关注
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     Distraction Osteogenesis of Jaws
     颌骨牵引成骨技术
短句来源
     The Distraction Osteogenesis for Jawbone
     颌骨牵引成骨技术
短句来源
     Conclusion Complement of blood volume and distraction of patient's attention before decannulation can prevent vagus reflex in patients with coronary stenting.
     结论 拔管前补充血容量分散患者注意力 ,可以避免迷走神经反射的发生。
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This paper explores the pathogenesis and efficiency of various therapies of ADHD.Difficulties in conscious activity are the direct causes of series of clinical manifestations(It is a phenomenon that conscious activity can't go smoothly and is paused frequently).It is the most important criterion of a treatment that whether difficulties in conscious activity are overcomed thoroughly or not. All kinds of treatments and medicines should be re-recognized and re-evaluated.So it is wrong to hold the idea that whether...

This paper explores the pathogenesis and efficiency of various therapies of ADHD.Difficulties in conscious activity are the direct causes of series of clinical manifestations(It is a phenomenon that conscious activity can't go smoothly and is paused frequently).It is the most important criterion of a treatment that whether difficulties in conscious activity are overcomed thoroughly or not. All kinds of treatments and medicines should be re-recognized and re-evaluated.So it is wrong to hold the idea that whether attention distraction,hyperactivity and irritation are improved or not is the criterion of treatment.

目的 :探索研究ADHD(儿童多动综合症 )的发病机理及各种治疗方法的效果。办法 :由ADHD者采用心理学的内省法详细观察记录自己心灵的运行状态及各种疗法对心灵运行状态的影响。结果 :引发ADHD一系列临床表现的直接原因是由于意识活动困难 (这是一种意识活动无法连续运行 ,意识活动频繁停顿的现象 )。结论 :意识活动困难是否得到根本改善是衡量一种治疗方法是否真正有效的最重要尺度 ,应该重新认识和评价各种治疗方法和药物。把注意力分散、多动、冲动的改善与否作为治疗是否有效的最重要尺度的观点是错误的

AIM:To reveal the characteristics and patterns of mental activity in the cerebral cortex of patients with attention deficit hyperactivity disorder (ADHD) and explore the pathogenetic characteristics of ADHD. METHODS: The ADHD patients were asked to record their mental activity, general health condition and obsessions before the onset of pathological symptoms by means of psychological introspective reports.RESULTS: The direct cause of attention distraction and failure of attention focus is the patients'...

AIM:To reveal the characteristics and patterns of mental activity in the cerebral cortex of patients with attention deficit hyperactivity disorder (ADHD) and explore the pathogenetic characteristics of ADHD. METHODS: The ADHD patients were asked to record their mental activity, general health condition and obsessions before the onset of pathological symptoms by means of psychological introspective reports.RESULTS: The direct cause of attention distraction and failure of attention focus is the patients' inability to perform cognitive tasks (including perception, memory and recollection, imagination, association and thought) in a continuously ongoing manner in relaxation. The frequent stagnancy and pause during the course of recognition precipitated the patients in a stressful state, which contributed to the onset of various hyperactivities and also resulted in the acquisition of "silent verbal thinking". This is an important psychopathological phenomenon long been neglected. All theses abnormalities caused the patients much discomfort, which was naturally relieved by means of impulsive and irritable behaviors. CONCLUSION: A series of clinical symptoms of ADHD arises from the same pathogenic factor of difficulty in mental activity and inability to carry out the activities in the cerebral cortex in a relaxed manner. The difficulty in mental activity is the key problem of ADHD and the source of various symptoms, which should be treated for the first place. The cause of this key problem is possibly lowered metabolism of the cerebral cortex, and the effect of "instinct" can not be neglected in the attempt to explain the pathogenesis of ADHD.

目的:揭开注意缺陷多动障碍者的心灵在大脑皮质中运行特点、活动规律的真相及探讨注意缺陷多动障碍的发病特征。方法:由注意缺陷多动障碍者采用心理学的内省法详细观察记录自己心灵的运行状态以及一系列病理性症状出现前的机体状态与心灵困境。结果:①导致注意力分散、注意力无法专注的最直接原因是由于患者的心灵在进行认识活动、认识过程时(包括感知觉过程,记忆、回忆过程,想象、联想过程,思维过程)无法轻松连续运行、持续推进。②患者认识活动、认识过程的频繁受阻、频繁停顿引发了患者机体处于一种绷紧状态,从而导致了各种各样多动现象的出现。③患者认识活动、认识过程的频繁受阻同时引发了“默讲式思维”状态的出现。这是一种一直被忽视的重要的心理病理现象。所有这些不正常状态的出现均使患者的心灵置于极为难受的困境之中,患者易冲动、易激惹只是缓解心灵难受的一种自然宣泄反应。结论:①注意缺陷多动障碍者临床一系列症状均起源于同一个病因,那就是患者意识活动困难、患者的心灵无法在大脑皮质中轻松持续运行。②意识活动困难是注意缺陷多动障碍者的核心问题,也是诸多症状之源。拯救注意缺陷多动障碍者必须从这里入手。③导致这一核心问题的起因,推测是患者大脑皮层新陈代谢功能...

目的:揭开注意缺陷多动障碍者的心灵在大脑皮质中运行特点、活动规律的真相及探讨注意缺陷多动障碍的发病特征。方法:由注意缺陷多动障碍者采用心理学的内省法详细观察记录自己心灵的运行状态以及一系列病理性症状出现前的机体状态与心灵困境。结果:①导致注意力分散、注意力无法专注的最直接原因是由于患者的心灵在进行认识活动、认识过程时(包括感知觉过程,记忆、回忆过程,想象、联想过程,思维过程)无法轻松连续运行、持续推进。②患者认识活动、认识过程的频繁受阻、频繁停顿引发了患者机体处于一种绷紧状态,从而导致了各种各样多动现象的出现。③患者认识活动、认识过程的频繁受阻同时引发了“默讲式思维”状态的出现。这是一种一直被忽视的重要的心理病理现象。所有这些不正常状态的出现均使患者的心灵置于极为难受的困境之中,患者易冲动、易激惹只是缓解心灵难受的一种自然宣泄反应。结论:①注意缺陷多动障碍者临床一系列症状均起源于同一个病因,那就是患者意识活动困难、患者的心灵无法在大脑皮质中轻松持续运行。②意识活动困难是注意缺陷多动障碍者的核心问题,也是诸多症状之源。拯救注意缺陷多动障碍者必须从这里入手。③导致这一核心问题的起因,推测是患者大脑皮层新陈代谢功能低下。解释注意缺陷多动障碍者的发病特征不能排除并忽视“意识本能”的力量所产生的作用。也就是说,忽视并排除“意识本能”,是无法对注意缺陷多动障碍的发病机制作出合理而完整的解释的。

>=Traditional education catches the opportunity through the advance of interaction technology, and more and more universities have adopted E-Class systems. However, several interaction design problems have emerged and limited the development of the new education mode. Therefore it is essential to learn from real user experience and present evidences to programmers and designers to improve the human-computer interaction process.In order to achieve the goal, we conducted a field study observing and interviewing...

>=Traditional education catches the opportunity through the advance of interaction technology, and more and more universities have adopted E-Class systems. However, several interaction design problems have emerged and limited the development of the new education mode. Therefore it is essential to learn from real user experience and present evidences to programmers and designers to improve the human-computer interaction process.In order to achieve the goal, we conducted a field study observing and interviewing how instructors and students use the TopDomain E-Class system. Instructors and students in eight electronic classes of Beijing Second Institute of Light Industry agreed to participate in the study. The breakdown occurrence times and the average duration throughout the class due to various reasons caused by the instructor and 5 randomly selected students from each class were recorded. In addition, the instructors and the students were interviewed after class in order to get a better understanding of their behaviors and preferences.Based on the facts collected through user observations and user interviews for their experience of using TopDomain system, the common behavior mode of primary users, including the instructors or students, were obtained. The analysis of conflicts between interface design and user behavior was conducted. It demonstrated that, as to instructors, the insufficient feedback, attention distraction, and unnecessary operation caused a relatively larger amount of conflicts between users and E-Class system. Similarly, as to students, the insufficient feedback, slow transmission, and no-undo function contributed the most to the conflicts between users and E-Class system.In summary, we concluded that the conceptual positioning of E-Class, the powerful functions with low usability, and the ignorance of user’s emotion during interface design were the bottleneck that limited the digitalization in the education domain. Suggestions were made to help solve the problems identified in terms of concept, functions, and design.

交互技术的发展给传统教学带来新的手段,电子教学软件系统开始在越来越多的学校中使用。但是,电子教室取代传统教室的概念定位,强大但可用性不强的功能命令设置,和忽视用户心理的界面设计漏洞,成为制约数字化教育发展的三大瓶颈。本文应用交互设计的基本理论和设计评价方法,以搜索查询度最高的极域电子教室2.0软件为研究对象,观察其在实际课堂使用中教师及学生的行为模式,并通过访谈进一步了解其在概念定位,功能安排,交互设计等方面存在的问题,从而提出相应的解决策略。

 
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