Chinese translation for "cognitive capability"
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- 认知潜能
Related Translations:
- Example Sentences:
| 1. | Spatial cognitive capability of rats with lateral temporal cortical infarction and intervention effect of thrombolytic capsule
单侧颞叶皮质脑梗死大鼠空间认知能力与溶栓胶囊的干预效应 | | 2. | 5 . the physics exploring teaching can help the active mutual action between students and study situation so that the cognitive capability will be improved
5 、物理探究教学可促成学生与学习环境自主、积极的交互作用，从而有力促进认知能力较明显地发展。 | | 3. | Neither would anyone have guessed that a creature with a skull the size of a grapefruit might have possessed cognitive capabilities comparable to those of anatomically modern humans
也没有人臆测过，头骨只有葡萄柚大小的家伙居然会拥有可与智人比拟的认知能力。 | | 4. | Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language , this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic , cognitive , affective , and social domains . to a large extent , the uniqueness of " first " and " second " language acquisition / learning ( e . g . , age , cognitive capability , motivation , learning strategy , and social environment ) determines the differences of developing " first " and " second " language proficiency . in view of this , this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
通过介绍二语习得理论中关于第一语言和第二语言语言水平发展的异同的相关研究,阐明了语言习得/学习过程是一个包含语言,认知,情感和社会交往等多重范畴的过程.在很大程度上,第一语言和第二语言习得/学习的特殊性(如年龄,认知能力,学习动机,学习策略,社会环境等)决定了第一语言和第二语言在语言水平的发展上存在很大的差异性.鉴于此,本文也深入探讨了第一语言和第二语言语言水平发展的差异性对于外语教学的启示作用 | | 5. | Abstract : based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in " first " and " second " language , this paper is an attempt to shed light on the multiple dimensions of language acquisition / learning in terms of its linguistic , cognitive , affective , and social domains . to a large extent , the uniqueness of " first " and " second " language acquisition / learning ( e . g . , age , cognitive capability , motivation , learning strategy , and social environment ) determines the differences of developing " first " and " second " language proficiency . in view of this , this paper also probes into the implications of the differences between " first " and " second " language acquisition for foreign language teaching
文摘:通过介绍二语习得理论中关于第一语言和第二语言语言水平发展的异同的相关研究,阐明了语言习得/学习过程是一个包含语言,认知,情感和社会交往等多重范畴的过程.在很大程度上,第一语言和第二语言习得/学习的特殊性(如年龄,认知能力,学习动机,学习策略,社会环境等)决定了第一语言和第二语言在语言水平的发展上存在很大的差异性.鉴于此,本文也深入探讨了第一语言和第二语言语言水平发展的差异性对于外语教学的启示作用 | | 6. | We may also give some suggestion to bilingual education in china : 1 ) the formulation and implementation of the education policy should depend on our country ' s conditions . 2 ) when students have age - appropriate competence in both mother and english languages , and positive cognitive capability , the goal of the bilingual education will be benefited . therefore , academic bilingual curriculum may be started in wide range on university or college level
针对我国目前日益趋热的双语教育，我们的建议有三： 1 )我国的双语教育政策的制定与执行要尊重我国国情； 2 )只在高等院校大范围开设学科双语课程，因为在高校这个层次，学生的母语、英语水平与认知水平方可达到这样的高度? ?双语教育有利于教育目的实现； 3 )制定双语教育计划时既要考虑教育的灵活性，又要实现双语教育的规范性。 |
- Similar Words：
- "cognitive behavior modification" Chinese translation, "cognitive behavior therapy" Chinese translation, "cognitive behavioral therapy" Chinese translation, "cognitive behaviour therapy" Chinese translation, "cognitive behaviour therapy cbt" Chinese translation, "cognitive channel" Chinese translation, "cognitive characteristics" Chinese translation, "cognitive clarity" Chinese translation, "cognitive co istence theory" Chinese translation, "cognitive competence" Chinese translation
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