1) instance theory
样例理论
2) worked example
样例
1.
Learning from the worked example had a long history in educational psychology research field and received great attention from the cognitive psychologists and the educational psychologists recently.
样例学习是教育心理学古老的研究课题,受到认知和教育心理学家的高度重视。
2.
However, many teachers have difficulty on how to choose proper worked example.
样例学习是教师常用的教学手段,它能够降低学生认知负荷,促进学生迁移能力,鼓励学生认知自主建设,提高学习效率。
3.
This research mainly aims at the learners learning effects with different methods of guiding from the worked example of chemical calculation.
本研究主要针对化学计算类样例学习中，不同的指导方式对学习者学习效果的影响而进行的。
3) worked-example
样例
1.
Discussed worked-examples’application in functional analysis by combining its’three types.
结合样例的3种类型,阐述了样例在泛函分析教学中的应用。
2.
The article illustrated the study of worked-example in foreign countries from two aspects,they are: the design of single example,and multiple examples.
文章从单个样例的设计和多个样例的呈现两个方面,对当前国外数学样例的研究进行了概述。
4) example
样例
1.
This study inquires the rule use and example transfer for subjects who have higher manner in mathematics logic.
对数学逻辑素养较高的被试进行了条件命题规则运用和样例学习迁移研究 。
2.
This report was conducted toinvestigate the relationship between example and transfer of operation--proceduralknowledge.
以程序性知识进一步区分为联结性程序知识与运算性程序知识为前提，对样例与运算性程序知识学习迁移的关系进行探讨。
3.
In this study, the effects of two learning-from-example styles , cooperative learning and traditional learning, on problem solving were examined.
通过设置对照组的方法，比较合作学习与传统学习这两种学习方式对样例学习效果的影响，并通过分析合作学习过程中的对话，考察合作学习样例的过程和机制。
5) exemplar
样例
1.
To explore stereotype s metal representation,the study selected the sex stereotype,a comparatively strong and universal stereotype,and manipulated different levels of abstract prototype and concrete exemplars which are mixed in the people s pictures.
选取较为强烈的、具有普遍性的性别刻板印象,通过进行兼具抽象范畴与具体样例的人物图片与刻板化特征词的匹配判断,操纵抽象范畴与具体样例的不同水平,利用ERP技术探讨了刻板印象的心理单元及其在大脑活动中的神经电位变化与定位特征。
2.
Experiment 2 showed that the reason for this finding was people used an exemplar of the protagonist engaged in this activity to interpret this type of info.
实验1在中文条件下验证了Colcombe等(2002)的研究,即人们不利用已经形成的原型去理解和表征自己或熟悉人物的日常惯例事件;实验2证明了出现这一结果是因为人们在理解这些事件时利用了过去生活中与当前描述相同的具体样例。
6) earlier example
样例
1.
The influence of the different superficial similarities between the new problem andthe earlier example, with or without the same principle, on the analogy transfer werestudied.
探讨样例与新问题表面内容不同的相似关系对类比迁移过程的影响。
参考词条
补充资料：四例──翻译四例
【四例──翻译四例】
﹝出翻译名义﹞
［一、翻字不翻音］，翻字不翻音者，谓如诸咒，字是此方之字，音是彼土之音是也。
［二、翻音不翻字］，翻音不翻字者，谓如卍字，以此方万字之音翻之，而卍字之体，犹存梵书是也。
［三、音字俱翻］，音字俱翻者，谓诸经文，音与字二者，皆就此方言音字体翻之是也。
［四、音字俱不翻］，音字俱不翻者，谓西来梵夹，音与字二者，未经此方翻译是也。
﹝出翻译名义﹞
［一、翻字不翻音］，翻字不翻音者，谓如诸咒，字是此方之字，音是彼土之音是也。
［二、翻音不翻字］，翻音不翻字者，谓如卍字，以此方万字之音翻之，而卍字之体，犹存梵书是也。
［三、音字俱翻］，音字俱翻者，谓诸经文，音与字二者，皆就此方言音字体翻之是也。
［四、音字俱不翻］，音字俱不翻者，谓西来梵夹，音与字二者，未经此方翻译是也。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。