1) nonverbal learning disabilities
非言语学习不良
1.
There have been a great deal of the research findings of NLD in the concept of “nonverbal learning disabilities(NLD)”, the diagnosis standards and screening, neuropsychology, cognition, sociality and instructional intervention.
非言语学习不良日益成为学习不良研究的新热点,非言语学习不良的概念界定、筛查和诊断标准以及非言语学习不良的神经心理、认知、社会性和教育干预等领域取得了大量的研究成果。
2.
The study investigated spatial and nonspatial relation reasoning abilities in adolescents with nonverbal learning disabilities under figure and word conditions, and analyzed their reasoning strategies.
目的:考查在图形和文字两种刺激材料条件下,非言语学习不良青少年空间关系和非空间关系推理特点及推理策略的使用。
2) nonverbal learning
非言语学习
3) Learning disability
学习不良
1.
Results The children with learning disability had significantly lower IQ scores and subset scores than the control group ( P <0.
结果 :学习不良组儿童智商和分测验分数均明显低于正常组 (P <0 。
2.
Accordingly, we should also view the problem of learning disability.
对学习不良学生的教育长期以来一直是教育中的难题。
4) Learning disabilities
学习不良
1.
The Mental Health Problem of Children with Learning Disabilities and Intervention;
学习不良儿童的心理问题及其干预措施
2.
Psychosocial factors and psychosomatic symptoms of learning disabilities;
学习不良儿童的心身症状与心理社会因素分析
3.
Analysis of the research on the model of ability-achievement discrepancy will promote the development of identification in learning disabilities.
对能力-成绩差异模型的研究进行分析将促进学习不良鉴定研究的发展。
5) Language study
语言学习
1.
By studying language acquisition and language study, this paper aims to improve teaching methods and promote the formation of language ability by providing the students with the best import of language through the teaching of spoken English.
通过教学方法对语言习得与语言学习的关系的研究,探索为英语口语教学提供最佳语言输入,,以促进学生语言能力的形成。
6) Language learning
语言学习
1.
On the enhancement of cognitive load theory in multimedia-assisted language learning;
多媒体辅助语言学习中的认知负荷阐释
2.
Role of affective factors in language learning;
浅议语言学习中情感因素的作用
补充资料：言语联想学习
言语联想学习
verbal-associative learning
言语联想学习(V erbal一assoeiative learning)加涅(G agne，R.M.)作为连锁形成的特例而提出的一种学习类型，试图以此来说明如命名学习、对偶联想学习之类的以言语为中介的学习的机制。言语联想是指由两个以上的言语符号或言语单位所形成的言语连锁化，即一系列的连续性的词语联结。加涅认为，在言语联想学习中，内在的映象或表象是构成刺激与反应间的中介因素。 (成立夫撰匾巫国审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条