mental representation造句

• Mental representation of locations and spatial relations of objects
  物体位置与空间关系的心理表征
• Recalling words not presented in lists : mental representation
  从表外词语介入看汉语复合词的心理表征
• The theory of mental representation strategies on arithmetic word problems
  关于数学应用题心理表征策略的新理论
• The characteristics of the mental representation of second language knowledge
  中国大学生第二语言知识的心理表征特征
• Talk on mental representation of language in foreign language listening comprehension
  小议外语听力理解中语言的心理表征
• Recalling words not presented in lists : mental representation of chinese compounds
  从表外词语介入看汉语复合词的心理表征
• ( 3 ) the mental representation has influence on advanced mathematical concept
  ( 3 )高层次数学概念的心理表征对概念发展的个案研究。
• The development of theories of mental representation and processing of chinese polymorphemic words
  汉语多词素词识别及表征的理论和新设想
• The schema of mathematics concept is a whole of mental representation which people builds up
  每一个数学概念的认知结构就是主体对它所建立的心理表征的综合体。
• The individual " s knowledge of mathematics and the level of thinking would influence problem mental representation
  知识背景、思维水平的不同直接影响被试对概念的合理心理表征。
• Please describe three lines of evidence that suggest humans use image - like mental representations . present criticisms of each
  请描述提出人类使用类似影像的心智表征的三种不同看法并请对每一种进行评论。
• The researchers conclude that becoming familiar with a toy strengthened the babies ' mental representations of it enough to search for it
  研究者提出结论，认为熟悉感强化了婴儿对此玩具的心理表徵，足以让婴儿去找这个玩具。
• It is not uncommon to form a mental representation of this traversal path by running through the execution sequence of the code in your mind
  通过在您的思维中完整地运行一遍代码的执行序列，从而形成这种遍历路径的一种精神表示形式，这种方法是经常使用的。
• When a child sees a miniature of a familiar object , visual information ? the object ' s shape , color , texture and so on ? activates the child ' s mental representation of its referent
  幼儿看见一件熟悉物事的迷你版本，视觉资讯（那件物事的形状、颜色、质地等特徵）便启动了那件物事的心象。
• So , it is important to research its structure and how to instruct students to construct clear and comprehensive mental representation in order to understand and master the concept
  从而，研究这些心理表征的结构以及指导学生如何去建构清晰、完整的心理表征就是理解和掌握该概念要解决的两个至关重要的问题。
• The cognitive psychology inheriting behaviorism methodologically , however , mistook " meaning making " as " information processing " , aspiring after the mental representations in human mind - the " mirror of nature "
  然而，在方法论上传承了行为主义的认知心理学，片面地将“意义制造”理解为“信息加工” ，追求心灵“自然之镜”中的“心理表象” 。
• The final forms of mental representation dominate students " cognition to it . the faults occurred in every period of inner process of ml all will cause incomplete mental representation , and then form pd of ml learning . 3
  数学语言的最终表征形式决定学生对它的认识，而数学语言在内部加工的每一阶段出现的失误，都将导致表征的不全面，从而形成数学语言学习的心理偏差。
• An introduction to human information processing and learning ; topics include the nature of mental representation and processing ; the architecture of memory ; pattern recognition ; attention ; imagery and mental codes ; concepts and prototypes ; reasoning and problem solving
  本课程介绍人类的讯息处理与学习历程；主题包括：心智表徵与心智处理的本质，建构记忆的方式，图形辨认，注意力，图像与心智符码，概念与原型，推理与问题解决。
• As an introduction to human information processing and learning , the topics include the nature of mental representation and processing , the architecture of memory , pattern recognition , attention , imagery and mental codes , concepts and prototypes , reasoning and problem solving
  作为对人类信息处理与学习的介绍，主题包括：心智表征与心智处理的本质，记忆构建方式，图形辨认，注意力，图像与心智符码，概念与原型，推理与问题解决。
• This article includes four parts : part 1 makes a brief introduction of constructivism and interprets the viewpoint on learning and teaching in view of it ; part 2 analyses the structure of mental representation of mathematics concept and troubles which students usually meet ; part 3 elaborates the different way to obtain mathematics concept in initial stage and deepening stage ; part 4 , at first , elaborates how to instruct the students to construct correct mental representation in view of constructivism , then illustrates how to engage in concrete practice on the teaching of mathematics concept by means of an example ( the teaching of reasonable number )
  全文共分四大部分：第一部分简单地介绍了建构主义理论，以及在建构主义观点下的学习观和教学观；第二部分从四个材料出发，分析数学概念的心理表征的结构，以及学生所建立的认知结构中普遍存在的问题；第三部分阐述学生形成的数学概念在初识阶段和深化阶段不同的获得方式；第四部分首先阐述在建构主义观点下如何去指导学生建立正确的心理表征，然后通过一个教学范例(有理数的教学)说明在建构主义观点下如何去进行数学概念的教学实践。