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children s language
相关语句
  儿童语言的
     After the Piaget’s theory,the challenge of information-processing theory,biological theory and sociocultural theory,and the application of preference method and habituation-dishabituation have presupposed the new step of the research on children’s cognitive development,whose new progress is mainly reflected through children’s cognition of natural phenomenon,theory of mind and children’s language acquisition.
     继皮亚杰认知发展理论之后,信息加工观、生物观和社会文化观等新观点的挑战以及知觉偏爱、习惯化—去习惯化等新的实验方法技术的运用,为学前儿童认知发展研究的新进展提供了前提条件。 认知发展研究的新进展,主要体现在儿童对自然现象的认知、社会认知心理理论和儿童语言的习得等领域。
短句来源
  儿童语言
     Secondly, he takes an isolated, static and one-sided view of children’s language acquisition instead of taking it as a dialectical and developmental process, and therefore it is inevitable that he is puzzled about many phenomena arising in children’s language acquisition and attributes them to the innateness of language, i.e. the innate Universal Grammar.
     其次是孤立地、静止地、片面地理解儿童语言习得,而不是视之为一个辩证的发展过程,因而难免对儿童语言习得过程中出现的诸多问题困惑不解并进而把这些问题归结到语言的天赋性上去;
短句来源
     Secondly, the phenomena that puzzle Chomsky all the time in children’s language acquisition are explained one by one based on the grounds that children’s language acquisition is a dialectical and developmental process, thus the main arguments that Chomsky uses to support his Innateness Hypothesis are disproved.
     其次以儿童语言习得过程是一个辩证的发展过程这一观点来解释儿童语言习得过程中出现的令乔姆斯基困惑的主要问题,并据此逐一批驳乔姆斯基语言天赋论的主要论据,试图对儿童语言习得过程做出新的解释;
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  “children ’ s language”译为未确定词的双语例句
     The real language around them is also necessary, but what role they play in children’s language acquisition is no more than a trigger of the transformation from the innate Universal Grammar to their particular grammar.
     儿童周围的语言环境也是必要的,但其作用仅限于在普遍语法转变为儿童个体语法的过程中起激发作用。
短句来源
     :The McCarthy scale of Children's Abilities( MSCA)is a comprehensive abilitymcasurement instrument,and can be applied to measure children’s language,perception operation,number,general intelligence,memory and movement abilities.
     麦卡锡儿童智能量表(MSCA)是一种测定2.5岁-8.5岁儿童综合能力的工具,可测定儿童在言语、知觉-操作、数量、一般智能、记忆、运动诸方面的能力。
短句来源
     Using face to face interviews with the CCDI (Chinese Communicative Development Inventory Mandarin Version), parents of 1 056 toddlers aged 16 to 30 months were asked to report their children’s language abilities.
     【方法】 使用CCDI普通话版量表 ,采用父母报告形式 ,对 10 5 6名 16~ 3 0月龄小儿的语言发展情况进行了研究。
短句来源
     Special education teacher's diary is to record deaf children’s language, behavior andactivity.
     教师观察日记是教师把每天观察到的聋儿的语言、行为等日常表现记录下来,以帮助教师分析和解决聋儿在学习和生活中所遇到的一些问题。
短句来源
     Commentary of Su Home Lynskey’s preschool education thought and his“joyful school”education practice are mainly from the following perspectives: children are basically understood, children’s language ability and thinking ways are developed by fairy tales, fancy , games and communication with nature.
     述评苏霍姆林斯基的幼儿教育思想及其在“快乐学校”中的教育实践,主要从对儿童的基本认识与了解; 与大自然对话,并通过童话、幻想和游戏来发展儿童的语言和思维;
短句来源
  相似匹配句对
     ON CHILDREN'S THINKING AND LANGUAGE
     儿童的思维和语言
短句来源
     G Language
     G语言
短句来源
     Development of adverbs in children language
     儿童语言中副词的发展
短句来源
     Relative appellations in children's language
     儿童语言中的亲属称谓词
短句来源
     Modal Particles in Children's Language
     儿童语言中的语气词
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This paper consists of two parts.The first part deals with the development of thinking in children. In this part, the writer outlines the theories advanced by J. Piaget, J.S.Bruner and some SoAiet psychologists on the levels of development of children's thinking and then presents his initial opinion about the levels of development of children thinking, holding that the process of the development of children's thinking can be generally described as: pre thinking structure...

This paper consists of two parts.The first part deals with the development of thinking in children. In this part, the writer outlines the theories advanced by J. Piaget, J.S.Bruner and some SoAiet psychologists on the levels of development of children's thinking and then presents his initial opinion about the levels of development of children thinking, holding that the process of the development of children's thinking can be generally described as: pre thinking structure (perceptive structure) - transition from pre-thinking structure to concrete thinking structure - concrete thinking structure - transition from concrete thinking structure to abstract thinking structure-abstract thinking structure. The second part deals with the devlopment of children's language and gives a general description of the actual development of children's language.

本文分两部分,第一部分儿童思维的发展,作者扼要介绍了J·皮亚杰、J·布鲁纳和苏联心理学家关于儿童思维发展阶段的理论,初步提出了自己关于儿童思维发展阶段的意见,认为儿童思维发展的历程,可以简略表述为:前思维结构(知觉结构)—→前思维结构向具体思维结构过渡—→具体思维结构—→具体思维结构向抽象思维结构过渡—→抽象思维结构。第二部分儿童语言的发展,作者根据两年来观察一个儿童语言的发展,概括描述了儿童语言发展的实际情况。

In order to make comparisons between the results obtained from goldenhaired monkeys on the generalization of objects, photographs and pictures.,with that of children, another experiment was performed on 10 yr. 7 monthto 2 yr. 6 month old children. The method was similar to that ofexperiment I. At the beginning of the experiment, each child was given avery simple verbal instruction. ALL Ss' stable discrimination to the basicdiscriminative stimuli were established rapidly, this was probably due...

In order to make comparisons between the results obtained from goldenhaired monkeys on the generalization of objects, photographs and pictures.,with that of children, another experiment was performed on 10 yr. 7 monthto 2 yr. 6 month old children. The method was similar to that ofexperiment I. At the beginning of the experiment, each child was given avery simple verbal instruction. ALL Ss' stable discrimination to the basicdiscriminative stimuli were established rapidly, this was probably due to themediation of children's language development. In the subsequent tests it wasshown that the ability of transfer of the discrimination from solid objects totwo dimensional pictures of children seemed to improve with age. This wasparallel with the development of children's language.

为了同实验Ⅰ在金丝猴身上所做关于对实物、照片和画片的概括的结果进行对照,用10名1岁7个月至2岁6个月的儿童进行了对比实验研究。方法和实验Ⅰ大致相仿。实验开始时对儿童进行简单言语指导。全部被试都迅速对基础辨别刺激形成巩固的辨别反应,这可能是由于儿童的言语发展起了中介作用。在随后的测查实验中,随着儿童年龄的增长,能够把反应从实物迁移到代表实物的平面图片上的人数有所增加。这似乎和儿童的言语发展相平行。

On the basis of the results of our longitudinal and experimental researches upon language development of 12 children from birth to three years of age,this article analyzed and compared the stages of the child's language and cognitive development, the respective influencing factors, investigating the relationship between the child's development of language and cognition(thought).Four viewpoints on this question are derived:(1) In the stage of the child's...

On the basis of the results of our longitudinal and experimental researches upon language development of 12 children from birth to three years of age,this article analyzed and compared the stages of the child's language and cognitive development, the respective influencing factors, investigating the relationship between the child's development of language and cognition(thought).Four viewpoints on this question are derived:(1) In the stage of the child's concrete thought before 1 year of age (pre-linguistic stage),children do have cognition (not only sensory perception,memory and presentation, but also thought),but have no language.This showed clearly that it is invalid to say that all the thoughts are linked with language.Nevertheless,abstract thought characteristic to mankind are closely and indivisibly linked with language.Having highly generalized language,human beings can possess highly abstract thoughts.(2) Development of cognition (thought) is the basis of language development.This is illustrated and proved from three aspects,i.e.the order of grasping parts of speech,the process of acquiring personal pronouns,and the effects of cognitive development on language development.(3) Thus we can see that the relationships between development of cognition (thought)and that of language are two-way,dialectic and interacting complicatedly.It is inappropriate to say the relationship between cognition(thought)and language is one determining the other.(4) Approaching the origin of both cognition(thought)and language,we should adopt a dialectical materialist point of view.The reason why human beings have language and highly generalized abstract thoughts is that they practise for the need of adapting,reflecting and changing the objective world.Lastly,brief comments are made on Whorf′s and Piaget's relevant views.

在对幼儿从出生到3岁语言发展追踪研究和有关实验研究结果的基础上,比较、分析儿童语言和认知(思维)发展的各阶段及起作用的因素,探讨语言发展和认知发展的关系,提出以下几点看法:(1)儿童在1岁前(前语言期)的具体思维阶段有认知(有感知、记忆、表象和思维),但还没有真正的语言。这说明语言不是先于思维,也不是所有的思维都与语言相联系。但是,人类特有的抽象思维却与语言有着密切的联系。(2)认知(思维)发展是语言发展的基础。(3)认知(思维)发展和语言发展的关系是双向的,辩证的,是复杂地交互作用的。(4)应以辩证的唯物主义的观点来看语言和认知(思维)的产生。人类所以有语言,有高度抽象概括的思维,都源于人类的实践活动。

 
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