1) crime due to affective disturbance
感情障碍犯罪
2) criminal theory of emotional disorder
情绪障碍犯罪说
3) crime due to perceptual disturbance
感知障碍犯罪
4) Affective disorders
情感障碍
1.
Sensory evoked potentials in patients with affective disorders accompanying suicidal behavior;
伴自杀行为史的情感障碍患者感觉性诱发电位初探(英文)
2.
The P24 fragments of BDV RNA in peripheral blood mononuclear cells (PBMC) from 31 patients with schizophrenia, 16 patients with affective disorders and 50 healthy donors were detected by nested RT-PCR and fluorescence quantitative (FQ) PCR.
方法 采用套式逆转录酶聚合酶链反应(nested RT-PCR)结合荧光定量(FQ)PCR检测了31例精神分裂症病人,16例情感障碍病人以及50例健康人外周血单个核细胞(PBMC)中BDV P24基因片段。
3.
As the important part of research into learners individual differences in foreign and second language learning, affects draw more and more academic concerns of EFL or ESL teaching both at home and abroad in recent years and much attention has been paid to learners affective disorders in this realm.
学习者的情感障碍研究也受到越来越多的人的关注。
5) emotional barrier
情感障碍
1.
This article analyzes the emotional barrier in English study,its reason,manifestation,and the countermeasures against the emotional barrier so as to help English learners to improve grades and language ability.
本文分析了英语学习中主要情感障碍产生的原因、表现形式及其克服情感障碍的对策,以帮助英语学习者提高学习成绩和语言素质。
2.
In order to stimulate the subjective function of students in English teaching, we need to study the emotional barrier which exits among students.
在英语教学中如何发挥学生的主体作用,需要研究学生存在的"情感障碍"。
3.
Through an analysis of how input, psychology and emotional barriers influence the successful acquisition of a foreign language, the author discusses the ways of reducing or eliminating such negative factors to improve foreign-language acquisition.
通过对外语输入、思维心理以及情感障碍是怎样影响外语习得效果的分析 ,可以减少或消除习得者的“心译”及情感障碍 ,从而提高外语习得者的习得质
6) affective barriers
情感障碍
1.
The affective barriers of college students have been blocking the development of their cognitive ability.
中国大学英语教学中存在着片面重视认知而忽视情感的现象,学生的情感障碍问题严重阻碍了其认知能力的发展。
2.
This paper makes a tentative probe into the affective barriers of English LDs by various methods,especially by questionnaires,and summarizes some common affective barriers of English LDs on the basis of a large number of experimental data obtained,that is,lack of interests in English learning,anxiety and inhibition,less-confidence,feeling of inferiority and desire for friendship and care.
本文通过各种方法尤其是根据问卷调查所获得的实证数据,较为全面而深入地分析了英语学困生的情感障碍:英语兴趣不浓或缺乏兴趣;经常处于焦虑和压抑状态;自卑且缺乏自信;渴望友谊和被关爱就是其基本的结论。
3.
The majority of researchers propose that affect plays a vital role in SLA, such as,the effect of the teaching methods on learners\' affect,the effect of teachers\' affect on learners\',and the effect of teaching and learning environment on learners\' affect,which deserve affirmation to some extent in lowering the learner\'s affective barriers.
值得肯定的是学者们提出的一些对策的确在一定程度上降低了学习者在二语习得过程的情感障碍,然而他们却忽视了第二语言的标记性对情感障碍的产生所起的重要作用。
补充资料：情绪障碍
情绪障碍
emotional disorder
情绪障碍(emotional disorder)亦称“情感障碍”或“心境障碍”。是指正常情感反应的夸张、混乱和减退。断定情感反应是否正常或病态，需根据以下三个条件，即情感反应强烈程度、持续时间的久暂和是否与所处的环境相符。巴甫洛夫学派认为情感障碍的基础是皮质与皮质下部神经过程相互作用的紊乱。新近神经生理学研究认为，人类的情绪是脑内“情绪回路”活动的结果，情绪回路的发动和运转，依赖于去甲肾上腺素、肾上腺素、乙酞胆碱和5一轻色胺等神经递质。情绪障碍一般归纳为四类，即病理优势情感(如情感高涨、抑郁、焦虑、恐J俱等)、情感诱发障碍(如情绪不稳、易激惹、病理性激情、情感脆弱、情感失禁等)、情感协调性障碍(如情感倒错、情感不协调等)、情感退化(如情感幼稚、情感衰败等)。 (江开达撰徐俊觅审)
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