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1)  Cognitive and Affective Teaching Principles
情感与认知原则
2)  emotion and cognition
认知与情感
3)  cognitive-affective
认知-情感
1.
To propose a model that contrives individual behavior as been driven by internal cognitive-affective processing system consisting of four hierarchical sub-systems, i.
提出的模型认为,个体的行为是由其大脑中的认知-情感神经网络决定的,它包括自己、他人、环境和行为动机四个层次化的子系统。
4)  emotion cognition
情感认知
1.
The experiment compared the abilities and characteristics of emotion cognition of young children (6 autistic ,6 mentally retarded and 6 normal) by the mixed design of 3X4x3x2.
本实验采用3(组别)×4(基本情绪)×3(实验材料)×2(实验条件)的混合设计的方法对平均心理年龄24个月的6名自闭症幼儿和心理年龄与之相近的6名正常儿童和6名弱智儿童的情感认知特点进行了比较性的研究。
5)  cognitive principle
认知原则
1.
Through analysis and interpretation on the nature,cognitive principle,operational models and cognitive motivations of conceptual metonymy,the paper attempts to demonstrate that,as a conceptual mapping in a domain,metonymy is a cognitive process in which one conceptual entity,the vehicle,provides mental access to another conceptual entity,the target,within the same idealized cognitive model.
通过对概念转喻的本质、认知原则、认知运作模式及其认知理据等的解读,说明转喻作为一个认知域中的概念映射,是一个概念实体或载体,在同一ICM或认知域内运作,向另一个概念实体或目标提供心理可及的认知过程。
6)  cognitive principles
认知原则
1.
The distributional pattern of grammatical aspect across lexical aspect and the developmental sequence is believed to be influenced by the similar pattern in the input and semantic prototype,both of which interact with some universal cognitive principles.
动词的情状体对时体标记的影响,一方面来自本族语者的语言输入;另一方面来自于语义原型,并且受到一些普遍认知原则的约束。
2.
The thesis is a cognitive study of the Chinese non-stereotypical VO constructions with the cognitive theories (stcrcotype category theory, metonymy, metaphor, cognitive frames, cognitive principles, construction grammar) in the hope to find the motivations behind the generation and understanding of the constructions.
结合认知理论,我们分析和讨论了VO构式的形成和理解的理据,我们发现大部分非典型VO结构都是转喻和隐喻机制作用的结果,认知框架(cognitive frame)的概念和认知原则(principles of economy and of prominence)也为阐释这些结构的生成和识解提供了重要依据。
3.
The impacts of cognitive principles and communicative principles on metonymy should not be ignored when metonymy is defined from the angle of conceptual contiguity.
从概念邻近性角度对转喻定义不应忽视认知原则和交际原则的影响,概念邻近性转喻观仍有待研究。
补充资料:认知-情感应激管理训练

认知-情感应激管理训练:是一种综合了放松、想象和其他认知过程的认知干预活动,其关键在于让运动员通过想象感受到体育竞赛中的体验,从而能够应付比赛的压力。

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