1) Nonverbal learning disabilities
非言语型学习障碍
1.
Objective:To explore the characteristics of social information processing in children with nonverbal learning disabilities (NLD).
目的:探讨非言语型学习障碍儿童社会信息加工特点。
2) nonverbal learning disabilities (NLD)
非言语型学习障碍(NLD)
5) non-linguistic barriers
非语言障碍
1.
In this article, two kinds of barriers--linguistic barriers and non-linguistic barriers in listening comprehension have been briefly discussed and solutions on how to remove the barriers have also been put forward.
要解决这一难题 ,必须从语言和非语言障碍两个方面分析影响英语听力理解的障碍因素 ,采取相应措施排除障碍 ,提高英语听力理解水
2.
In this article, two kinds of barriers——linguistic barriers and non-linguistic barriers in listening comprehension have been briefly discussed and solutions on how to remove the barriers have also been put forward.
要解决这一难题,必须从语言和非语言障碍两个方面分析影响英语听力理解的障碍因素,采取应对策略提高听力理解水平。
6) Practicum in Teaching Students with Speech Pathology
语言障碍教学实习
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