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ability group
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  能力组
     RESULTS: The average RT of the high spatial ability group was (889±169) ms and that of the low spatial ability group was (1043±173) ms. There were significant differences between the two groups in RT ( P =0.006).
     结果 :高空间能力组心理旋转测验平均反应时为 (889± 1 6 9)ms,低空间能力组为 (1 0 4 3± 1 73)ms,两者间存在显著差异 (P =0 .0 0 6 ) .
短句来源
     The average RT of the high verbal ability group was (957±190) ms and that of the low verbal ability group was (969±187) ms. There was no significant difference between the two groups.
     高言语能力组心理旋转测验平均反应时间为 (95 7± 1 90 )ms ,低言语能力组为(96 9± 1 87)ms,两组间不存在显著差异 .
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  “ability group”译为未确定词的双语例句
     The Study of Influence of Ability Group Composition on Cognitive Interaction and Cognitive Outcomes in Cooperative Learning
     合作学习小组能力构成因素对互动过程与学习效果的影响研究
短句来源
     Results:The level of NR1 subuint protein in hippocampus in the high novel-object recognition ability group was 60%(P<0.01),higher than that in the low one,and in the high spatial memory group it was 45.4%(P<0.05),higher than that in the low one,respectively.
     结果 :新事物探究能力强组大鼠海马的 NR1亚单位蛋白含量比弱组高 6 0 % (P<0 .0 1) ,空间学习能力强组大鼠海马 NR1亚单位蛋白含量比弱组高 4 5 .4 % (P<0 .0 5 )。
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     The paper proposes clearly that ability construction is of the most importance in the talented person resource exploration, studies the effective methods constructing human's ability on such three aspects as individual ability, group ability and system ability.
     论文明确提出能力构建是人才资源开发的重中之重,从个体能力、群体能力、系统能力等三个阶段探讨了构建主体能力的有效途径。
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     The aim of this experiment is to examine if the factor of ability group composition will affect the student's learning process and outcomes when they were asked to work with peers in a 4 or 5 member cooperative learning team.
     本文的实证研究选择了一所普通小学的四年级的数学课堂作为合作学习实施的环境,被试是技能力不同进行同质和异质分组的学生,每个小组包括4人或5人。
短句来源
     Then the Water maze training group were divided into high ability group(HLM), ordinary ability group(OLM) and low ability group(LLM) according to the performance in water maze training.
     而水迷宫训练组动物则根据其在水迷宫训练中的表现,再分为三组:学习较强组、学习能力一般组和学习能力弱组。
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     In group K.
     K.
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     Group C.
     实验动物随机分为3组,每组9只。
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     SUBGROUP P(G)AND p-SOLV ABILITY OF GROUP G
     子群P(G)与群G的p-可解性
短句来源
     Reflection on the Group Decision Ability
     群体决策能力的再思考
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     operative ability;
     动手操作能力;
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  ability group
Experiment 3 showed that under conditions that facilitate item accessibility, ability group differences in recall were comparable.
      
No ability group differences were found for categorical and noncategorical recall intrusions during the cued recall phase.
      
The impact of ability group placement decisions on the equality of educational opportunity in desegregated elementary schools
      
The results demonstrate that assignment to the Academic track or a higher level ability group accelerates growth in achievement, while assignment to the Vocational track or a lower level ability group decelerates it.
      
We use the NELS survey to analyze track effects and a longitudinal survey of ability grouping to examine ability group effects on student achievement.
      
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During the establishment of learning and memory of adult rats with active avoidance reaction expression of nov gene, nov mRNA positive neurons and NOV protein immunoreactive neurons were found in hippocampus, cingulate cortex, globus pallidus, caudate putamen and hypothalamus. The strongest positive reaction of NOV protein was observed in high ability group of learning and memory (HALM). Basic expression was found in pseudoconditioning (PC) group. The expression of NOV protein was higher in low ability...

During the establishment of learning and memory of adult rats with active avoidance reaction expression of nov gene, nov mRNA positive neurons and NOV protein immunoreactive neurons were found in hippocampus, cingulate cortex, globus pallidus, caudate putamen and hypothalamus. The strongest positive reaction of NOV protein was observed in high ability group of learning and memory (HALM). Basic expression was found in pseudoconditioning (PC) group. The expression of NOV protein was higher in low ability group of learning and memory (LALM) than in PC group. No significant difference was detected in nov mRNA positive reaction between the three groups. The results indicate that nov gene may play an important role in learning and memory of adult rats. This regulation occurs at the level of NOV protein translation.

采用主动回避法进行大鼠学习记忆训练 ,选出学习成绩好和差的大鼠 ,用原位杂交、免疫细胞化学结合图像分析方法观察nov基因表达的差异。结果显示 ,novmRNA和NOV蛋白阳性神经元主要分布于海马、扣带皮质和联合皮质锥体层、基底神经节和下丘脑等脑区。好成绩组NOV蛋白免疫反应最强 ,阳性细胞最多 ,差成绩组nov基因的表达比假性条件反射组的表达稍强。novmRNA的表达在各组之间无明显的差异。以上结果提示 ,nov基因可能参与学习记忆的调控过程 ,这种调控发生在NOV蛋白翻译水平。

The purpose of the present study was to investigate the inter-individual differences for the developmental ability of adequate conditional syllogistic reasoning in 12 year-olds. The samples were randomly stratified according to the academic achievements of mathematics. The subjects were in total 40 school children divided into two groups : High ability group of math and general ability group of math with equal number of subjects.The subjects were individually tested with three types of tasks of syllogistic...

The purpose of the present study was to investigate the inter-individual differences for the developmental ability of adequate conditional syllogistic reasoning in 12 year-olds. The samples were randomly stratified according to the academic achievements of mathematics. The subjects were in total 40 school children divided into two groups : High ability group of math and general ability group of math with equal number of subjects.The subjects were individually tested with three types of tasks of syllogistic reasoning with verbal materials. Type 1 task referred an experimental context available to all school children; Type 2 task was based on a counterintuitive statement beyond concrete experiences; Type 3 task included abstractly a symbolized content. The results showed that four categories of subjects corresponding to four different levels of syllogistic reasoning were identified in terms of the statistical analysis for the verbal performances of the subjects. The subjects of the general ability group spread out on those four levels,which indicated that their ability of syllogistic reasoning was frequently constrained by the concrete contexts of the tasks, their pefformances could not free themselves from the perceptual experiences.However, the subjects of the high ability group were convergent to the highest level which was characterized by mature formal operational minking, the ability of assumed thinking in coordination with the ability of deductive reasoning were fully developed. The 'forms' liberated from the contexts. The ability of syllogistic reasoning correlated with the mathematical achievement and the levels of intelligence.

以三类不同题目(与生活经验密切联系、与生活经验相悖、与生活经验“脱离”),探查了12岁普通儿童与数学成绩优异儿童充分条件假言推理能力发展的个体差异。通过对测查成绩的聚类分析,可将被试划分为四种不同的类型,从而显示出同一年龄儿童不同的推理能力发展水平:普通组儿童有关推理能力已有初步发展,但推理过程仍经常受其具体内容的束缚;数学成绩优异组儿童假设思维和演绎推理能力协调发展,“形式”从“内容”的束缚中解放出来,推理思维活动能较好地符合有关逻辑规则。这两组儿童假言推理能力的差异可能跟智能水平有关。

The main purpose of this research was to examine the development of phonological awareness, pseudoword reading and word recognition ability in poor English learners, and the relationship among the three variables was also analyzed. The results showed that although measures of pseudoword reading and word recognition successfully differed between average and poor readers, no significant differences in performance were found among the ability groups in phonological awareness. The result...

The main purpose of this research was to examine the development of phonological awareness, pseudoword reading and word recognition ability in poor English learners, and the relationship among the three variables was also analyzed. The results showed that although measures of pseudoword reading and word recognition successfully differed between average and poor readers, no significant differences in performance were found among the ability groups in phonological awareness. The result of stepwise regression indicated that the ability of pseudoword reading and phonological awareness were the stronger predictors of word recognition.

本研究探讨了英语学习不良儿童语音技能 -语音意识与词汇到达的发展水平及这两项语音技能与其单词认知能力间关系。结果发现 ,英语学习不良儿童在假词拼读能力发展上存在缺陷 ,而在语音意识能力的发展方面却表现正常。在对儿童的单词认知能力进行预测时 ,语音意识和假词拼读能力是较好的效标。

 
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