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无意义词
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  “无意义词”译为未确定词的双语例句
     56 students were randomly chosen from the South China Normal University(SCNU) and learned all of nonsense syllable materials, abstract materials and concrete materials.
     从广州华南师范大学低年级随机选出 5 6名大学生 ,采取组内设计 ,自变量分无意义词对、抽象词对、具体词对三种水平 ;
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     JOL magnitude was higher when unrelated items were presented first than when related items were presented first in Experiment 2. This suggests that anchoring effects may influence JOL.
     (4)实验二中无意义词对先呈现组的JOL大于有意义词对先呈现组的JOL,这说明JOL可能存在“锚定效应”。
短句来源
     Error detection tests and three kinds of error messages(non-sense words,experimental errors and logical errors) which ruin the meaning of the passages are designed to study the comprehension monitoring features of the children with reading comprehension difficulties.
     使用错误觉察任务,设计无意义词、经验错误和逻辑错误三种破坏文章意义的错误信息,考察阅读理解困难儿童的理解监控特点。
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     (2) children with reading comprehension difficulties have the highest detection level of non-sense words,and the following are experimental errors and logical errors;
     (2)阅读理解困难儿童对无意义词的觉察水平最高,其次是经验错误和逻辑错误;
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  相似匹配句对
     Hostest Word
     热
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     On the linguistic term word
     说“
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     HBsAg negative reactions had no meaning.
     HBsAg阴转方面无意义
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     There was no significant difference between group A and group B either in deformations or in axial stiffness.
     A组与B组间差异无意义
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     And no statistical difference was found between Group B and Group C(P>0.1).
     B组与 C组相比差异无意义
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Based on two paired associates learning experiments, the effect of meaning of paired associate on two kinds of transfer of learning was investigated. 56 students were randomly chosen from the South China Normal University(SCNU) and learned all of nonsense syllable materials, abstract materials and concrete materials. Learning transfer was measured by the difference between the performance of the first session and the next session. The results showed that 1) Negative transfed increased with the increase of...

Based on two paired associates learning experiments, the effect of meaning of paired associate on two kinds of transfer of learning was investigated. 56 students were randomly chosen from the South China Normal University(SCNU) and learned all of nonsense syllable materials, abstract materials and concrete materials. Learning transfer was measured by the difference between the performance of the first session and the next session. The results showed that 1) Negative transfed increased with the increase of material meaning in old stimuli and new responses (A B, A C)settings; 2) in new stimuli and old responses (A B, C B) settings, no effect of meaning of material was found on learning transfer.

通过两个对偶学习实验探讨了对偶材料的意义性对两种类型的迁移效果的影响 ,即刺激相同、反应不同的迁移类型和刺激不同、反应相同的迁移类型。从广州华南师范大学低年级随机选出 5 6名大学生 ,采取组内设计 ,自变量分无意义词对、抽象词对、具体词对三种水平 ;要求每名被试依次完成三种水平全部学习。依据前后学习成绩之差 ,考察三种水平下迁移效果的变化。结果表明 :当对偶材料意义性逐渐增大时 ,在刺激相同、反应不同的条件下 ,产生负迁移的程度逐渐增大 ;在刺激不同、反应相同的条件下 ,产生迁移的效果不受影响。

Aiming at the difference between Koriat' s and Dunlosky' s outcomes, two experiments were conducted to further explore the effects of intrinsic and extrinsic cues on judgment of learning (JOL). Ss were 63 undergraduates in Shandong Normal University, China. The intrinsic cue was relatedness, and the two extrinsic cues were presentation time and presentation order. The major findings were as follows: Relatedness exerted similar effects on both JOL and recall in the two experiments. The presentation time and the...

Aiming at the difference between Koriat' s and Dunlosky' s outcomes, two experiments were conducted to further explore the effects of intrinsic and extrinsic cues on judgment of learning (JOL). Ss were 63 undergraduates in Shandong Normal University, China. The intrinsic cue was relatedness, and the two extrinsic cues were presentation time and presentation order. The major findings were as follows: Relatedness exerted similar effects on both JOL and recall in the two experiments. The presentation time and the presentation order may be two different types of extrinsic cues. There are different interactions among the different intrinsic cues and extrinsic cues. JOL magnitude was higher when unrelated items were presented first than when related items were presented first in Experiment 2. This suggests that anchoring effects may influence JOL.

该研究针对Koriat和Dunlosky实验研究结果的不同,通过两个实验,进一步考察内外部线索对学习判断(judgment of leaming,简称为JOL)的影响。被试为山东师大本科生63名。内部线索为词对的语义联系,两种外部线索分别是呈现时间和呈现顺序。本研究结果表明:(1)无论在交替呈现还是区组呈现条件下,内部线索对JOL和回忆都产生了显著影响;(2)呈现顺序和呈现时间可能是两种不同类型的外部线索;(3)不同的内外部线索对JOL有不同的交互作用;(4)实验二中无意义词对先呈现组的JOL大于有意义词对先呈现组的JOL,这说明JOL可能存在“锚定效应”。

Error detection tests and three kinds of error messages(non-sense words,experimental errors and logical errors) which ruin the meaning of the passages are designed to study the comprehension monitoring features of the children with reading comprehension difficulties.The results show that:(1) children with reading comprehension difficulties only fall behind in the detection level of logical errors which damage the whole meaning of articles,but the performance in the detection level of experimental errors which...

Error detection tests and three kinds of error messages(non-sense words,experimental errors and logical errors) which ruin the meaning of the passages are designed to study the comprehension monitoring features of the children with reading comprehension difficulties.The results show that:(1) children with reading comprehension difficulties only fall behind in the detection level of logical errors which damage the whole meaning of articles,but the performance in the detection level of experimental errors which damage the proposition meaning is similar as that of normal children.While children with reading comprehension difficulties have higher detection level of non-sense words which damage the decoding fluency than normal ones.(2) children with reading comprehension difficulties have the highest detection level of non-sense words,and the following are experimental errors and logical errors;but as to normal ones,they have the highest detection level of experimental errors,and the following are logical errors and non-sense words.

使用错误觉察任务,设计无意义词、经验错误和逻辑错误三种破坏文章意义的错误信息,考察阅读理解困难儿童的理解监控特点。结果发现:(1)阅读理解困难儿童只是对破坏整体意义的逻辑错误觉察水平落后,对破坏命题意义的经验错误觉察水平与正常儿童相当,对破坏解码流畅性的无意义词觉察水平反而比正常儿童高。(2)阅读理解困难儿童对无意义词的觉察水平最高,其次是经验错误和逻辑错误;正常儿童对经验错误的觉察水平最高,其次是逻辑错误和无意义词

 
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