1) cognitive drive
认知内驱力
1.
In our opinion, we should mechanically combine different kinds of motivations, cultivate pupils cognitive drive and help them form a habit of active learning, according to primary school pupils age characteristics of motivation development.
针对小学阶段学生学习动机发展的年龄特点,我们认为,应当将各类动机结合起来,着重培养小学生的认知内驱力,以此使学生养成主动学习的习惯。
3) Implicit cognition
内隐认知
1.
On implicit cognition of students' language acquisition and comprehensive skills
内隐认知因素与大学生英语技能实证研究
2.
Through adopting the method of literature study, this article introduces the main reflected way and the advantage effect of implicit cognition in the process of the acquisition of motor skill, reveals the relationship between implicit cognition and the acquisition of motor skill.
采用文献研究方法概述了内隐认知在运动技能获得过程中的主要体现方式与优势效应,揭示了内隐认知与运动技能获得之间的内在联系。
3.
Cognitive models maintain that depressed individuals demonstrate biases in information processing,but the implicit cognition of depression has been less studied than explicit cognition.
认知模型认为抑郁个体存在认知加工的偏向,但是,相对于外显认知,抑郁的内隐认知研究较少。
4) epistemic intention
认知内涵
1.
According to Two-Dimensional Semantics,every expression has two kinds of intentions: epistemic intention and subjunctive intention.
在二维框架下,每个表达式都有两种不同的内涵:认知内涵和虚拟内涵。
5) cognitive ability
认知能力
1.
We then examined multidimensional constructs based on the facts that studies on situational judgment tests showed that situational judgment tests were correlated with cognitive ability, personality, and job experience.
同时,从情景判断测验的结果与认知能力、个性和工作经验等关系的角度出发,分析了情景判断测验的构思效度,认为情景判断测验测量的是多维构思。
2.
In the past few years, authors have found some brain-damaged patients with semantic category-specific deficit who show a relatively lower cognitive ability in some specific semantic categories than in other ones.
期间,人们发现有些脑损伤患者具有语义范畴特异性损伤现象,即表现出对个别语义范畴的认知能力相对较弱。
3.
It improves remarkably the apperceive ability of the subject;VR technology makes the sensibility and logos integrated,and makes the logic thought and visual thought combined,which will effectively boost the cognitive ability of the subject.
它极大地提高了主体的感知能力,虚拟技术使得认识活动感性和理性相结合,逻辑思维和形象思维并用,有力地推动人的认知能力的提高。
6) cognitive capacity
认知能力
1.
Changes of cognitive capacity after open heart surgery with cardiopulmonary bypass and affecting factors in 30 children with congenital heart disease;
30例先天性心脏病患儿围术期认知能力变化及其影响因素分析
2.
A battery of basic cognitive capacity tests and its software was designed and constructed on the bases of our researches for many years.
在多年研究工作的基础上编制了这套“基本认知能力测验”。
3.
At the same times,internet can lead to teenagers\' low cognitive capacity,cold interpersonal relation,depression,anxiety and so on.
网络的推广与普及给青少年的身心带来了巨大的影响,它在拓宽青少年认知结构空间、促进其情绪宣泄和培养青少年多元价值观的同时,也容易导致青少年认知能力迷失、人际关系淡漠、生活意志丧失、抑郁、焦虑、敌对等一系列的心理问题。
补充资料：认知内驱力
认知内驱力
cognitive drive
认知内驱力(eognitive drive)当个体想理解要掌握的知识、要阐明与解决问题时所产生的以求知为目标的动机因素。它是成就动机的构成因素之一。大多是从好奇的倾向与探究、操作、领会以及应付环境等有关的心理因素中派生出来的。例如，儿童很早就开始探索自身周围的世界，在新异的景象和声音的刺激下会有特别敏感的反应。经常摆弄、考察玩具和身边的其他小东西，并不断提出“为什么”等问题，这都是好奇心与探究的表现。它的产生不是自生的，主要是获得的，也有赖于特定的学习经验。好奇心与探究的倾向性仅仅是潜在的、非真实的动机因素，还没有特定的内容和方向。潜在的动机力量只有通过个体的实践不断取得成功，才能真正表现出来，才能具有特定的方向。认知内驱力与学习之间的关系是互惠的，它对学习起推动作用，学习的成果又会转而增强认知内驱力。它在有意义的学习中是一种最重要的和最稳定的动机。这种动机指向学习任务本身，满足它的“奖励”是由学习本身提供的，因而又被称为内部动机。教育的主要职责之一是要让学生对获得有价值的知识本身发生兴趣，不是让他们为各种外来的奖励所左右。教育心理学家越来越强调以“了解和理解”激发进一步学习的动机的价值，越来越重视这种内部动机在课堂学习中的头等重要作用。 (赵欣坤撰成立夫审)
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