1) word association test
词汇联想测试
1.
Therefore, it is necessary to explore Chinese EFL learners’mental lexicon links by employing word association test with a view to providing implications for vocabulary teaching.
本研究调查工具为限制性词汇联想测试。
2.
This study explores the effects of language proficiency, depth of word knowledge and word class on the links of L2 mental lexicon through a word association test and vocabulary knowledge scale test, which are administered upon two groups of different language proficiency students using the same list of prompt words.
本研究建立在语义网络,词汇深度模型和二语心理词汇表征的理论框架上,通过词汇联想测试和词汇知识维度测试来探究语言水平,词汇知识深度和词性对二语心理词汇联结的影响。
2) the glossary association examination
词汇联想测验
1.
The data was collected by the glossary association examination taken by 28 elitists and 30 university students in social sciences and art.
采用词汇联想测验收集数据,被试为28位社会科学和艺术领域的创造者,30位相应学科大学生。
3) word association
词汇联想
1.
Through the investigation the writer found that word association in the L2 learner’s mental lexicon is more complicated and the ratio of paradigmatic to syntagmatic responses in word association experiments might not be a good ruler to measure the L2 learner’s word association ability, because they are not affected by mental health condition or age difference but mainly affected by linguistic,.
通过设计词汇联想反应等级 (WARS) ,我们试图对外语词汇联想反应进行深入、系统的探讨。
2.
This paper attempts to testifythe three different viewpoints concerningL2 mental lexicon—the phonological view, the semantic view and thesyntactic view, using the models of mental lexicon organization and lexicalaccess as the theoretical data base and the word association test as theresearch instrument.
本文通过对心理词库组织和心理词汇提取的研究,以词汇联想测试为手段,试图对二语心理词库的语音、语义和句法三种学说加以验证。
4) Vocabulary Testing
词汇测试
1.
The role that automatization of lexical access played in current vocabulary testing was discussed.
词汇测试不应该只考察某一个维度的知识或能力,而应该是多维度、多层次的。
5) vocabulary test
词汇测试
1.
Designing of english vocabulary test;
浅谈英语词汇测试的设计
2.
This paper attempts to analyze 2007 NMET vocabulary tests on the basis of Full-time Senior Middle School English Teaching Syllabus,Longman Dictionary of Contemporary English and A General Service List of English Words,Macmillan English Dictionary for Advanced Learners.
本文以《全日制普通高级中学英语教学大纲(试验修订版)》、《朗文当代英语词典(第三版增补本)》以及AGeneralServiceListofEnglishWords、《麦克米伦高阶英语词典(英语版)》为依据,对2007年高考英语词汇测试新题型的选词进行了分析。
3.
The author tries to discuss the vocabulary test and illustrate some methods to design a vocabulary test in terms of some specific points within the vocabulary scope.
作者就词汇测试中所出现的具体问题进行分析,举例说明词汇测试以及设计词汇测试的方法。
6) Word association thesaurus
联想词汇库
1.
Method:Stimulus-response words with different(including strong,moderate,weak) association strength,and no association categories were chosen from word association thesaurus as experiment materials.
方法:采用联想词汇库中高、中、低及无联想强度的刺激-联想词汇对作为语义启动的材料,通过检测反应时和准确率,观察青年人(n=20)和老年人(n=20)在视觉呈现条件下的语义启动效应。
补充资料：测试结果可接受性的检查和最终测试结果的确定
测试结果可接受性的检查和最终测试结果的确定
check of the acceptability of test results and determination of the final test result
C凡(3)二3.3d，时，取此3个结果的平均值作为最终侧试结果;否则取它们的中位数作为最终测试结果。。，为重复性标准差(即在重复性条件下所得侧试结果的标准差)。 在口田T 11792一1989中还对重复性和再现性条件下所得侧试结果可接受性的检查方法和最终测试结果的确定做了详细讨论和规定。(马毅林)ceshi 11叩uo kejieshCxjxing d6 iiancha he zuizhong ceshi】i闪旧de que心ing测试结果可接受性的检查和最终测试结果的确定(checkof山eac，ptability of test，ults助ddsterminationofthefi耐testresult)在商品检验中进行一次测试的情形不多见，当得到一个测试结果时，所得结果不可能直接与给定的重复性标准差作可接受性的检查。对测试结果的准确性有任何疑问时都应再进行一次测试。所以，对两个测试结果进行可接受性的检查是一般的情况。 可接受性的检查，实际上是一种统计检验。任何两个测试结果只要能通过可接受性的统计检验即可认为是一致的，均可接受。比如，在重复性条件下，所得结果之差的绝对值(下称绝对差)不超过相应的重复性限r(见重复性和再现性)的值，则认为两个结果是一致的，均可接受;如果两个侧试结果的绝对差超过r，则认为它们是不一致的，必须增加测试。 按国家标准《测试方法的精密度在重复性或再现性条件下所得测试结果可接受性的检查和最终测试结果的确定》(GBIT 1 1792一1989)，在重复性条件下，如果两个测试结果的绝对差不超过r的值，可取两个侧试结果的平均值作为最终测试结果。如果两个结果的绝对差超过r的值，并且测试费用较低，须再做两次测试。当4个结果的极差(即其中的最大值与最小值之差)不超过相应的临界极差c，瓜(4)二3.6a，时，取4个结果的平均值作为最终测试结果。如果两个结果的绝对差超过r的值，并且测试费用较高时，只须再作一次测试。当3个结果的极差不超过相应的临界极差
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