簡(jiǎn)介：兩G‰4位代碼地墅L侖肥工學(xué)火警HEFEIUNIVERSITYOFTECHNOLOGY碩士學(xué)位論文MASTERDISSERTATION⑦論文題目高校大學(xué)生生命教育研究一一以大學(xué)生生命認(rèn)知現(xiàn)狀調(diào)查為倒學(xué)位類(lèi)別蘭里里主徽蘭塞里圭蘭蘭蘭蘭里璺竺塑苧作者姓名導(dǎo)師姓名完成時(shí)間蔣強(qiáng)軍鐘娟副教授2007年3月RESEARCHONTHELIFEEDUCATIONOFTHEUNIVERSITYSTUDENTSTAL‘INGTHEPRESENTLIFECOGNITIONSITUATIONINVESTIGATIONOFTHEUNIVERSITYSTUDENTSASTHEEXAMPLEABSTRACTTHELIFEEDUCATIONISONEKINDOFPERFECTPERSONEDUCATION,THEGOALLIESINPROMOTINGCOMPREHENSIVELYANDBALANCEDLYDEVELOPMENTOFTHEPHYSIOLOGY，THEPSYCHOLOGY，THESOCIALITY，THEINTELLIGENCEONUNIVERSITYSTUDENTS．WITHPREVAILANDWARMLYDISCUSSIONABOUTTHELIFEEDUCATIONINTHEVARIOUSCOUNTRIES’GOVERNMENTANDTHEACADEMICCIRCLES，WORKREGARDINGTHEUNIVERSITYSTUDENTSLIFEEDUCATIONTHEORYANDTHEPRACTICERESEARCHTOOURCOUNTRYTHEUNIVERSITYSTUDENTSTHOUGHTPOLITICALEDUCATIONAPPEARSESPECIALLYIMPORTANTLY．THEAUTHORCARRIESONTHEANALYSIS，ELABORATESTHEUNIVERSITYSTUDENTSLIFEEDUCATIONRESEARCHOFASERIESOFQUESTIONSTHROUGHFOURUNIVERSITIESINTHEHEFEICITYABOUTLIFEEDUCATIONTHEVOLUMEBASEDINTHEREALDIAGNOSISRESEARCHFOUNDATION．THISARTICLESCIENTIFICLYANALYSESTHEUNIVERSITYSTUDENTSLIFEEDUCATIONEXPLAINSLIFEANDPERSON’SLIFECHARACTERISTIC，F(xiàn)URTHERLYANALYSISTHEBACKGROUNDANDTHENECESSITYOFLIFEEDUCATION；ELABORATESTHEUNIVERSITYSTUDENTSLIFEEDUCATIONGOALANDTHECONTENTFROMTHEUNIVEFSITYSTUDENTSLIFECOGNITIONSITUATIONANDTHEEXISTENCEREASONANALYSIS；FINALLYTHEAUTHORCARRIESTOPONDERTHELIFEEDUCATIONREALIZATIONWAYOFTHEUNIVERSITYSTUDENTSANDPROVIDESTHEEFFECTIVEMEASURESTOUNDERSTANDLIFE，CHERISH1IREANDCREATELIREVALUECORRECTLY．KERWORDSUNIVERSITYSTUDENTS；LIFEEDUCATIONUNIVERSITY

簡(jiǎn)介：分類(lèi)號(hào)UDC密級(jí)編號(hào)牟中唯J『髭火等碩士學(xué)位論文麥全的認(rèn)知封閉思想研究學(xué)位申請(qǐng)人姓名徐立江申請(qǐng)學(xué)位學(xué)生類(lèi)別全日劌碩士申請(qǐng)學(xué)位學(xué)科專(zhuān)業(yè)馬克思主義哲學(xué)指導(dǎo)教師姓名殷筱教授，百氏⑧碩士學(xué)位論文MASTER’STHESISTHERESEARCHOFMCGINN、SCOGNITIVECLOSURETHOUGHTATHESISSUBMITTED切PARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEM．A．DEGREEINPHILOSOPHYBYXULIJIANGPOSTGRADUATEPROGRAMCOLLEGEOFMARXISMCENTRALCHINANORMALUNIVERSITYSUPERVISORYMXIAOACADEMICTITLEPROFESSORSIGNATUREAPPROVEDMAY．2014

簡(jiǎn)介：UNIVERSITYCODE10225REGISTERCODES13254THESISFORTHEDEGREEOFMASTERACOGNITIVEANALYSISOFMETAPHORSINLUXUN’S航日A咒ACASESTUDYOFANIMALMETAPHORSCANDIDATESUPERVISORACADEMICDEGREEAPPLIEDFORSPECIALITYDATEOF0RALEXAMINATIONUNIVERSITYZHANGLEIPROFESSORYUEXIHUAMASTEROFARTSENGLISHLANGUAGEANDLITERATUREJUNE．2013NORTHEASTFORESTRYUNIVERSITYABSTRACTABSTRACTWI吐LTHEPUBLICATIONOFTHEBOOKMETAPHORS耽LIVEBY,THESTUDYOFMETAPHORENTEREDINTOANEWERA．METAPHORISNOTONLYREGARDEDASADEVICEOFIMAGINATIONORAFIGUREOFSPEECH,ITISALSOVIEWEDASAWAYOFLOOKINGATTHEWORLDANDAWAYFORHUMANBEINGSTOTHINK．111EINTRINSICNATUREOFMETAPHORISAMAPPINGFROMTHESOURCEDOMAINTOTHETARGETDOMAIN，WHICHISBASEDONTHECOMPARISONOFTHETWO。BESIDES，ANOTHERFACTORWHICHHASANIMMEASURABLEINFLUENCEONMEANING，UNDERSTANDINGANDREASONINGISHUMAN’SRICHIMAGINATION．NEPRESENTTHESISINTENTIONALLYAPPLIESTHESETWOKINDSOFIMAGINATIVESTRUCTURESMETAPHORICALMAPPINGANDIMAGESCHEMA?TOTHEANALYSISOFTHEMETAPHORSINLUXUN’SNAHAN．DUETOTHEHUGEANDDISPERSEDLANGUAGEDATAINLUXUN’SWORKS，THETHESISMAINLYFOCUSESONTHEANALYSISOFANIMALIMAGEMETAPHORS?WOLFANDDOGIMAGESINLUXUN’SNAHAN．LUXUNWASONEOFTHEGREATESTWRITERSANDSOCIALTHINKEROFCONTEMPORARYCHINA,ANDHISHOVELCOLLECTION?．CAHANISTHEMODELOFCHINESELITERATURE．INMOSTOFHISNOVELS，LUXUNINCLINEDTOUSEA／LIMALSEXTENSIVELYANDFREQUENTLYTOSYMBOLIZEANDMETAPHORIZETHECHARACTERSSOASTOACHIEVEACOMPLIMENTEDORSATIRICALEFFECTONDIFFERENTKINDSOFINTELLECTUALSINTHATSOCIETY．SOACCORDINGTOTHETYPICALITYANDFREQUENCYOFTHEAPPEARANCEOFANIMALS，THEPRESENTAUTHORSELECTSTWOKINDSOFANIMALSINNAHANASTHEOBJECTSOFTHISSTUDY,I．E．WOLFANDDOG，ANDTAKECONCEPTUALMETAPHORANDIMAGESCHEMATHEORYASTHEORETICALFOUNDATIONTOMAKEASYSTEMATIC，COMPARATIVEANALYSISOFTHEIMAGEMETAPHOROFTHETWOANIMALS．THROUGHTHECOMPARATIVEANALYSISOFTHEILZLAGESOFWOLFANDDOG，THREEMAJORFINDINGSCOULDBECONCLUDEDASFOLLOWS1．AMONGSTTHEANIMALIMAGESINLUXUN’SNOVELS，THEWOLFIMAGEANDDOGIMAGEBELONGTOTWOOPPOSITEANIMALIMAGESYSTEMS．111ETWOANIMALIMAGESSTANDFORTWODIFFERENTKINDSOFINTELLECTUALSINLUXUN’SNOVELS?．THEWOLFIMAGEMETAPHORIZESTHEINTELLECTUALSWITHPROGRESSIVETHOUGHTS，I．E．WARRIORSINTHESPIRITUALWORLDWHILETHEDOGIMAGESTANDSFOR血ESLAVISHINTELLECTUALS．2．GROUNDEDONTHEDIFFERENTTRAITSOFWOLFANDDOG，THEIRMETAPHORICALIMAGESCOULDBECLASSIFIEDASFOLLOWSTHEWOLFIMAGECANBEMETAPHORIZEDMODEMINTELLECTUALSAGAINSTFEUDALETHICALCODE，THEWANDEREDANDLONELYMODEMINTELLECTUALSANDTHESTA．FFANDENERGETICINTELLECTUALS．111EDOGIMAGECANBEMETAPHORIZEDTHEPROTECTOROFOLDCULTURALTRADITIONANDTHEUNFAIRSOCIALORDERS．3．WITHTHECOMPARATIVEANALYSISOFWOLFIMAGESANDDOGIMAGES，THEPRESENTAUTHORREACHESACONCLUSIONTHATTHEREISAVERYIMPORTANTIMAGESCHEMABETWEENTHESETWOANIMALIMAGESUPDOWNSCHEMA．NOMATTERTHROUGHTHECON缸ASTSOFWOLFANDDOG’SEXTEMALAND．Ⅱ．

簡(jiǎn)介：分類(lèi)號(hào)B849UDC15998密級(jí)公開(kāi)高原青年官兵認(rèn)知功能的特征高原青年官兵認(rèn)知功能的特征與事件相關(guān)電位研究與事件相關(guān)電位研究韋新培養(yǎng)類(lèi)別非全日制學(xué)位類(lèi)型學(xué)術(shù)學(xué)位一級(jí)學(xué)科專(zhuān)業(yè)類(lèi)教育學(xué)二級(jí)學(xué)科專(zhuān)業(yè)應(yīng)用心理學(xué)研究方向認(rèn)知神經(jīng)科學(xué)指導(dǎo)教師楊群副教授培養(yǎng)單位第四軍醫(yī)大學(xué)醫(yī)學(xué)心理系二O一五年十月第四軍醫(yī)大學(xué)碩士學(xué)位論文目錄目錄縮略語(yǔ)表5中文摘要6ABSTRACT9前言1211選題依據(jù)1212研究背景12文獻(xiàn)回顧1413認(rèn)知功能相關(guān)研究1414ERPS測(cè)量及其相關(guān)研究1815高原環(huán)境對(duì)認(rèn)知功能的影響23正文26實(shí)驗(yàn)一高原官兵認(rèn)知能力測(cè)量2821研究對(duì)象2822研究工具2823研究方法3024數(shù)據(jù)統(tǒng)計(jì)33241難度和區(qū)分度33242對(duì)于人口學(xué)變量的數(shù)據(jù)處理3425研究結(jié)果3526討論38實(shí)驗(yàn)二高原環(huán)境對(duì)官兵抑制控制能力的影響4327第一階段研究對(duì)象4428研究工具4429研究方法44210數(shù)據(jù)統(tǒng)計(jì)46211結(jié)果46212討論49213第二階段研究對(duì)象51214研究工具與研究方法同第一階段51215數(shù)據(jù)分析與統(tǒng)計(jì)51216結(jié)果52217討論53實(shí)驗(yàn)三不同認(rèn)知能力高原官兵對(duì)新異刺激的注意偏向事件相關(guān)電位研究54218實(shí)驗(yàn)對(duì)象54219實(shí)驗(yàn)方法55220數(shù)據(jù)分析與統(tǒng)計(jì)56221結(jié)果56222討論59小結(jié)6131研究不足與展望61

簡(jiǎn)介：學(xué)號(hào)1305480011分類(lèi)號(hào)G632碩士學(xué)位論文碩士學(xué)位論文（專(zhuān)業(yè)學(xué)位）（專(zhuān)業(yè)學(xué)位）高中生英語(yǔ)閱讀策略的元認(rèn)知意識(shí)研究高中生英語(yǔ)閱讀策略的元認(rèn)知意識(shí)研究以濮陽(yáng)市油田第二高級(jí)中學(xué)為例以濮陽(yáng)市油田第二高級(jí)中學(xué)為例專(zhuān)業(yè)學(xué)位領(lǐng)域?qū)W科教學(xué)（英語(yǔ)）專(zhuān)業(yè)學(xué)位類(lèi)別教育學(xué)碩士申請(qǐng)人孫芬指導(dǎo)教師郭英珍教授二〇一六年四月ASTUDYONMETACOGNITIVEAWARENESSOFSTUDENTS’READINGSTRATEGIESINSENIORHIGHSCHOOL－ACASESTUDYOFPUYANGOILFIELDNO2SENIORHIGHSCHOOLADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANNORMALUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFARTSBYSUNFENSUPERVISORPROFGUOYINGZHENDATEAPRIL,2016

簡(jiǎn)介：密級(jí)學(xué)校代碼10075分類(lèi)號(hào)學(xué)號(hào)20121536管理學(xué)碩士學(xué)位論文高校學(xué)生網(wǎng)絡(luò)書(shū)店選書(shū)行為認(rèn)知因素研究學(xué)位申請(qǐng)人馬晴馬晴指導(dǎo)教師楊秀丹教授丹學(xué)位類(lèi)別管理學(xué)碩士學(xué)科專(zhuān)業(yè)情報(bào)學(xué)授予單位河北大學(xué)答辯日期二○一五年五月

簡(jiǎn)介：RESEARCHONCOLLEGESPORTSEDUCATIONPROFESSIONALSTUDENTSPRACTICALABILITYEVALUATIONANDCOGNITIONTAKINGHENANUNIVERSITYASANEXAMPLEADISSERTATIONSUBMITTEDTOTHEGRADUATESCHOOLOFHENANUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFMASTEROFPHYSICALEDUCATIONBYZHOUYIFEISUPERVISORAPNIUYUNJIELIUJUNKAIJUNE,2016

簡(jiǎn)介：分類(lèi)號(hào)密級(jí)UDC學(xué)號(hào)406211213071南昌大學(xué)碩士研究生學(xué)位論文高中生學(xué)習(xí)歸因、元認(rèn)知策略與學(xué)習(xí)成績(jī)的關(guān)系研究高中生學(xué)習(xí)歸因、元認(rèn)知策略與學(xué)習(xí)成績(jī)的關(guān)系研究THESTUDYONTHERELATIONSHIPAMONGLEARNINGATTRIBUTION,METACOGNITIVESTRATEGYANDLEARNINGACHIEVEMENTOFSENIORHIGHSCHOOLSTUDENTS張孟曼培養(yǎng)單位（院、系）體育與教育學(xué)院教育系指導(dǎo)教師姓名、職稱(chēng)羅良針教授申請(qǐng)學(xué)位的學(xué)科門(mén)類(lèi)教育學(xué)學(xué)科專(zhuān)業(yè)名稱(chēng)應(yīng)用心理學(xué)論文答辯日期2016年5月20日答辯委員會(huì)主席評(píng)閱人2016年5月20日摘要I摘要摘要研究目的了解高中生學(xué)習(xí)歸因傾向及元認(rèn)知策略的使用水平和特點(diǎn)，探究其與學(xué)習(xí)成績(jī)的關(guān)系及影響機(jī)制，基于此對(duì)高中生、家長(zhǎng)和高中的教育工作者提供一些意見(jiàn)和建議，以期能夠指導(dǎo)高中生進(jìn)行合理歸因、提高策略水平，進(jìn)而改善學(xué)習(xí)效果。研究方法遵循“文獻(xiàn)梳理問(wèn)卷修訂實(shí)證調(diào)查數(shù)據(jù)統(tǒng)計(jì)分析”這一研究思路，主要采用文獻(xiàn)法和問(wèn)卷調(diào)查法，以修訂的高中生元認(rèn)知策略問(wèn)卷和LEFCOURT的學(xué)業(yè)成就歸因量表為研究工具，對(duì)河南省三所公立中學(xué)的1040名高中生展開(kāi)調(diào)查，采用SPSS160對(duì)收集到的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析，得出以下結(jié)論1本研究中修訂的高中生元認(rèn)知策略問(wèn)卷具有良好的信度和效度，可作為測(cè)量高中生元認(rèn)知策略水平的適宜工具。2從整體上看，高中生在進(jìn)行學(xué)習(xí)歸因時(shí)，更傾向于歸于自身的努力，這是一種可控的、積極的歸因；元認(rèn)知策略的使用水平略高于一般水平，表明當(dāng)代高中生比較重視學(xué)習(xí)方法的應(yīng)用，但是仍有提升空間。3高中生學(xué)習(xí)歸因在性別、生源地、文理科、是否獨(dú)生子女、是否班干部和年級(jí)這些人口學(xué)變量上具有顯著差異。4高中生元認(rèn)知策略的使用水平在性別、生源地、是否班干部和年級(jí)這些人口學(xué)變量上具有顯著差異。5學(xué)習(xí)歸因、元認(rèn)知策略和學(xué)習(xí)成績(jī)之間彼此存在不同程度的相關(guān)。元認(rèn)知策略既是成功能力歸因和數(shù)學(xué)成績(jī)之間的完全中介因素，又是成功能力歸因和總成績(jī)之間的完全中介因素。關(guān)鍵詞關(guān)鍵詞學(xué)習(xí)歸因；元認(rèn)知策略；學(xué)習(xí)成績(jī)；高中生

簡(jiǎn)介：獨(dú)創(chuàng)性聲明本人提交的學(xué)位論文是在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。論文中引用他人已經(jīng)發(fā)表或出版過(guò)的研究成果，文中已加了特別標(biāo)注。對(duì)本研究及學(xué)位論文撰寫(xiě)曾做出貢獻(xiàn)的老師、朋友、同仁在文中作了明確說(shuō)明并表示衷心感謝。學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解西南大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)，允許論文被查閱和借閱。本人授權(quán)西南大學(xué)研究生院籌可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)，本論文口不保密，D保密期限至年月止。學(xué)位論文作者簽名導(dǎo)師簽名簽字日期協(xié)1V年籮月Ⅸ日簽字日期勿L，年J月／歲日3．4討論??????????????????????????????????????????．153．5小結(jié)??????????????????????????????????????????．164實(shí)驗(yàn)二高低神經(jīng)質(zhì)個(gè)體的記憶加工偏向???????????????????174．1實(shí)驗(yàn)?zāi)康??????????????????????????????174．2實(shí)驗(yàn)方法??????????????????????????????174．2．1被試???????????????????????????????????????174．2．2實(shí)驗(yàn)材料???????????????????????????．174．2．3實(shí)驗(yàn)設(shè)計(jì)???????????????????????????．174．2．4實(shí)驗(yàn)程序???????????????????????????．174．3實(shí)驗(yàn)結(jié)果??????????????????????????????184．3．1被試對(duì)三類(lèi)詞語(yǔ)正確回憶量的描述性統(tǒng)計(jì)??????????????184．3．2被試對(duì)三類(lèi)詞語(yǔ)正確回憶量的方差分析???????????????184．4討論??????????????????????????????????????????．194．5小結(jié)??????????????????????????????????????????．205實(shí)驗(yàn)三高低神經(jīng)質(zhì)個(gè)體的解釋加工偏向???????????????????．215．1實(shí)驗(yàn)?zāi)康??????????????????????????????215．2實(shí)驗(yàn)方法??????????????????????????????215．2．1被試???????????????????????????????????????215．2．2實(shí)驗(yàn)材料???????????????????????????．215．2．3實(shí)驗(yàn)設(shè)計(jì)???????????????????????????．215．2．4實(shí)驗(yàn)程序???????????????????????????．225．3實(shí)驗(yàn)結(jié)果??????????????????????????????225．3．1被試在解釋偏向測(cè)驗(yàn)中得分的描述性統(tǒng)計(jì)??????????????225．3．2對(duì)高低組被試在解釋偏向測(cè)驗(yàn)中得分的獨(dú)立樣本T檢驗(yàn)????????．225．4小結(jié)??????????????????????????????????????????．236總討論?????????????????????????????????246．1總討{念???????????????????????????????????_?????246．2總結(jié)論???????????????????????????????257本研究不足與展望????????????????????????????．27參考文獻(xiàn)?????????????????????????????????一28附勇專(zhuān)???????????????????????????????????????????????33致謝???????????????????????????????????????????????36碩士期間發(fā)表論文?????????????????????????????．．382

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文高中生數(shù)學(xué)學(xué)習(xí)策略和認(rèn)知風(fēng)格的匹配研究姓名成茂芳申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師劉電芝20090401高中生數(shù)學(xué)學(xué)習(xí)策略和認(rèn)知風(fēng)格的匹配研究英文摘要STUDYONTHEMATCHINGBETWEENHIGHMATHEMATICSLEARNINGSTRATEGIESANDABSTRACTSCHOOLSTUDENTS’COGNITIVESTYLESINTHISSTUDY,WEUSEMATHEMATICSLEARNINGSTRATEGIESSCALEMAINLYPRODUCEDBYDIANZHILIUANDTHECCSACHINESECOGNITIVESTYLEANALYSISTOTEST324STUDENTSFROMRENHUAHIGHSCHOOLINGUANGDONGPROVINCIAL．ANDTHENWESELECTE24DIFFERENTSTUDENTSFROMTHEWHOLE324STUDENTSTOFINISHTHEOPENENDEDQUESTIONNAIREANDSOMEMATHEMATICALPROBLEMS．THEPURPOSEOFTHISSTUDYISUNDERSTANDINGHOWTHECOGNITIVESTYLESOFSTUDENTSINFLUENCETHEIRCHOICEOFMATHEMATICSLEARNINGSTRATEGIES，ANDPROVIDINGTHEORETICALREFERENCESTOTHEFUTUREMATHEMATICSTEACHING，ASWELLASSTRATEGYTEACHING．THEMAINCONCLUSIONSOFTHISSTUDYAREASFOLLOWS1．WECOMPILEDTHECCSACHINESECOGNITIVESTYLEANALYSIS，AFTERTHEQUALITYOFPSYCHOMETRICTESTING，THEMEASUREMENTTOOLCARLBEUSED．2．耽ESTUDENTSOFANALYTICSTYLEPERFORMBETTERTHANTHESTUDENTSOFWHOLISTSTYLEINMATHLEARNING；ATTHESARLLETIME，BOYSTENDTOBEANALYTICALTYPLEANDGIRLSTENDTOBEWHOLISTSTYLE．INTHEVERBALVISUALISEDIMENSION，THEREISNODIFFERENCESBETWEENBOYSANDGIRLS，ANDBETWEENEXCELLENTSTUDENTSANDWEAKSTUDENTS．THESTUDENTSOFANALYTICSTYLEMOREPREFERSUCHSTRATEGIESTHANTHEWHOLISTSTUDENTREFLECTIONSTRATEGY,CONCEPTOFLEARNINGSTRATEGY,FORMULAINFERENCESTRATEGY,PROBLEMSOLVINGSTRATEGYANDREGULATINGSTRATEGY．INTHEVERBALVISUALISEDIMENSION，DIFFERENCESDONOTEXIST．THEINTERACTIONBETWEENLEARNINGSTRATEGIESANDCOGNITIVESTYLEINTHECHOICEOFMATHEMATICSLEARNINGSTRATEGIESDOESNOTEXIST．3．UPONCOMPLETIONOFSPECIFICMATHEMATICSPROBLEMS，THEWEAKSTUDENTS’ABILITYOFSTRATEGYUSINGINSIMPLEMATHEMATICSPROBLEMSISNOTWORSETHANTHEEXCELLENTSTUDENTS．BUTINCOMPLEXPROBLEMS，THEYSEEMTOBEINDIFFICULTY,EVENTHEIROWNSTRATEGIESCANNOTBEUSED．EXCEPTTHEWEAKSTUDENTSOFVERBALSTYLE，MOSTOFOTHERSTUDENTSLIKETOLEARNGEOMETRY,ANDUSUALLYUSETHE‘‘DIGITALCOMBINEDWITHIMAGE’’STRATEGY．EXCELLENTSTUDENTSAREMOREAWAREOFTHEIRCOGNITIVESTYLESANDSTRATEGIESMATCHEDTHEIROWNSTYLES，ANDMOREWILLLEARNOTHERPEOPLE’SGOODLEARNINGSTRATEGIESII

簡(jiǎn)介：學(xué)校代碼魚(yú)22生學(xué)號(hào)§Q§蛆22隸北裝警太謦碩士學(xué)位論文馬抗西尼羅病毒精制免疫球蛋白FAB’2的制備及評(píng)價(jià)研究作者焦健男學(xué)位類(lèi)別塞塋籃±一級(jí)學(xué)科璺醫(yī)堂導(dǎo)師夏盛掛教授所在掌院動(dòng)物醫(yī)塋望瞌二級(jí)學(xué)科頸隨璺醫(yī)芏二0一七年六月本研究由以下項(xiàng)目資助“國(guó)家重點(diǎn)研發(fā)計(jì)劃子課題，，課題編號(hào)2016YFCL200902BRANCHOFNATIONALKEYSCIENTIFICPROJECTNO．2016YFCL200902

簡(jiǎn)介：00Q2066曲阜師范大學(xué)博士／碩士學(xué)位論文原創(chuàng)性說(shuō)明在口劃“4“本人鄭重聲明此處所提交的博士口碩士醇論文預(yù)警、注意狀態(tài)對(duì)不同認(rèn)知方式者錯(cuò)誤記憶的影響，是本人在導(dǎo)師指導(dǎo)下，在曲阜師范大學(xué)攻讀博士口碩士留學(xué)位期間獨(dú)立進(jìn)行研究工作所取得的成果。論文中除注明部分外不包含他人已經(jīng)發(fā)表或撰寫(xiě)的研究成果。對(duì)本文的研究工作做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確的方式注明。本聲明的法律結(jié)果將完全由本人承擔(dān)。作者簽名位天EL期O．OLO．5．AO曲阜師范大學(xué)博士／碩士學(xué)位論文使用授權(quán)書(shū)在口劃“4“預(yù)警、注意狀態(tài)對(duì)不同認(rèn)知方式者錯(cuò)誤記憶的影響系本人在曲阜師范大學(xué)攻讀博士口碩士區(qū)學(xué)位期間，在導(dǎo)師指導(dǎo)下完成的博士口碩士眇學(xué)位論文。本論文的研究成果歸曲阜師范大學(xué)所有，本論文的研究?jī)?nèi)容不得以其他單位的名義發(fā)表。本人完全了解曲阜師范大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門(mén)送交論文的復(fù)印件和電子版本，允許論文被查閱和借閱。本人授權(quán)曲阜師范大學(xué)，可以采用影印或其他復(fù)制手段保存論文，可以公開(kāi)發(fā)表論文的全部或部分內(nèi)容。作者簽名伍叉日期20勿．5另D剔磴轢腸硎紗虧日期彤F如■ABSTRACTSTUDIESHAVESHOWNTHATHUMANMEMORYISNOTANACCURATEREPRODUCTIONOFPASTEVENTS．FALSEMEMORY，LIKETHECORRECTMEMORY，CONTAINSESSENTIALINFORMATIONOFHUMANMEMORY．WITHTHEDEVELOPMENTOFMODEMCOGNITIVEPSYCHOLOGY,THEPHENOMENONOFFALSEMEMORYAREMOREANDMOREATTRACTED．TOEXPLOREFALSEMEMORYWILLHELPPEOPLEUNDERSTANDTHEPOTENTIALPROCESSOFHUMANMEMORY．RESEARCHERSINPREVIOUSSTUDIESTHEFACTORSOFAFFECTINGFALSEMEMORYWITHDRMPARADIGM．MANYSTUDIESHAVEFOUNDTHAT，WARNINGANDATTENTIONSTATEAREIMPORTANTFACTORAFFECTINGTHEFALSEMEMORY．WHETHERWAMINGCANBEEFFECTIVEINIMPROVINGFALSEMEMORY，ITISAVARIETYOFDIFFERENCESBETWEENTHEEXPERIMENTALRESULTS．ATTENTIONTOTHEFALSEMEMORYDOESNOTHAVEAUNIFORMCONCLUSION，THEREAREDIFFERENTSIZESANDEVENOPPOSITEEFFECTSOFVARIOUSEXPERIMENTALSTUDYUNCOMPROMISING．THEREFORE，ITISNECESSARYTOEXAMINEWARNINGANDATTENTION．COGNITIVESTYLEREFLECTSTHEINDIVIDUALINCOGNITIVEPROCESSINGHASADIFFERENTMETACOGNITIVESKILLS，SUCHASATTENTIONCONTROLSKILLS，INFORMATIONORGANIZATIONANDRETRIEVALCAPABILITIES，THEREAREDIFFERENCESINCOGNITIVESTYLESWHETHERTHEFALSEMEMORYEFFECT，F(xiàn)IELDINDEPENDENTARETESTANDFIELD．DEPENDENCEWERETESTEDWHETHERDIFFERENCESEXISTINFALSEMEMORYWORTHEXPLORING．THEREFORE，THISSTUDYFOCUSEDONTHECOGNITIVESTYLESOFDIFFERENTINDIVIDUALSINDIFFERENTWARNINGS，THEDIFFERENTATTENTIONTOTHEWORDBASEDDIFFERENCESINMEMORYPROBLEMS．INTHISSTUDY,DRMPARADIGM，TWOEXPERIMENTSWEREDESIGNED．EXPERIMENTSTOEXPLOREACOGNITIVESTYLE，EARLYWARNINGPROMPTEDTHEIMPACTOFFALSEMEMORY,USING2COGNITIVESTYLEFIELDDEPENDENCE；FIELD．INDEPENDENCE3WARNINGNOWAMING；LEARNINGPHASEBEFORETHEWARNING．ANDTHENTESTPHASEOFRECOGNITIONBEFORETHEWARNING3ITEMTYPESTUDIEDITEMS；THELURE；UNRELATEDITEMSTHREE．FACTORMIXEDDESIGN；OFTHESECOGNITIVESTYLE，EARLYWARNINGPROMPTSWERETESTEDBETWEENTHEVARIABLESWERETESTEDWITHINTHEPROJECTTYPEVARIABLE．EXPERIMENT2TOEXPLORECOGNITIVESTYLE，ATTENTIONSTATUSOFTHEFALSEMEMORYEFFECTUSING2COGNITIVESTYLEFIELD．INDEPENDENCE，F(xiàn)IELDDEPENDENCE2ATTENTIONCONDITIONFOCUS；DIVIDEDATTENTION3ITEMTYPESTUDIEDITEMS；LURE；UNRELATEDITEMSTHREEFACTORMIXEDEXPERIMENTALDESIGN，INWHICHCOGNITIVEWAY,ATTENTIONCONDITIONWERETESTEDBETWEENTHEVARIABLES，ITEMTYPEWERETESTEDWITHINTHEPROJECTTYPEVARIABLE．THERESULTSINDICATED1．DIFFERENTCOGNITIVESTYLESOFINDIVIDUALAREDIFFERENTINTHEERRORMEMORY，F(xiàn)IELD．INDEPENDENTSUBJECTS’ERRORSRATEINRECOGNITIONISHIGHERTHANFIELDDEPENDENTSUBJECTS，F(xiàn)IELD．INDEPENDENTINDIVIDUALSAREMOREVULNERABLETOASSOCIATEDFALSEMEMORY．2．WARNINGBEFORELEARNINGPHASECANIMPROVETHEFALSEMEMORY，REDUCEFALSERECOGNITION，WHILETHECORRECTMEMORYALSOREDUCED．INTHEFACTORSOFEARLYWARNING，F(xiàn)ALSEMEMORYANDREAL

簡(jiǎn)介：分類(lèi)號(hào)學(xué)校代碼10585密級(jí)學(xué)號(hào)105852010200004廣州體育學(xué)院碩士學(xué)位論文廣州體育學(xué)院碩士學(xué)位論文香港地區(qū)民眾對(duì)中國(guó)傳統(tǒng)武術(shù)的社會(huì)功能認(rèn)知研究香港地區(qū)民眾對(duì)中國(guó)傳統(tǒng)武術(shù)的社會(huì)功能認(rèn)知研究學(xué)科門(mén)類(lèi)教育學(xué)一級(jí)學(xué)科體育學(xué)學(xué)科專(zhuān)業(yè)民族傳統(tǒng)體育學(xué)研究方向中國(guó)傳統(tǒng)武術(shù)研究生黃宇帆指導(dǎo)教師李朝旭教授二〇一四年六月本人完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，即研究生在校攻讀學(xué)位期間論文工作的知識(shí)產(chǎn)權(quán)單位屬?gòu)V州體育學(xué)院。廣州體育學(xué)院擁有在著作權(quán)法規(guī)定范圍內(nèi)學(xué)位論文的使用權(quán)，包括（1）已獲學(xué)位的研究生必須按學(xué)校規(guī)定提交學(xué)位論文，學(xué)?？梢圆捎糜坝?、縮印或其他復(fù)制手段保存研究生上交的學(xué)位論文；（2）為教學(xué)和科研目的，學(xué)?？梢詫⒐_(kāi)的學(xué)位論文作為資料在圖書(shū)館、資料室等場(chǎng)所供校內(nèi)師生閱讀，或在校園網(wǎng)上供校內(nèi)師生瀏覽部分內(nèi)容；（3）學(xué)校有權(quán)向國(guó)家主管部門(mén)或其指定機(jī)構(gòu)送交論文的電子版或紙質(zhì)版，允許學(xué)位論文被檢索、查閱和借閱。本人保證遵守上述規(guī)定。（保密的論文在解密后遵守此規(guī)定）作者簽名導(dǎo)師簽名日期日期廣州體育學(xué)院廣州體育學(xué)院學(xué)位論文使用授權(quán)聲明學(xué)位論文使用授權(quán)聲明

簡(jiǎn)介：★F‘，‘I’獨(dú)創(chuàng)性聲明本人提交的學(xué)位論文是在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。論文中引用他人已經(jīng)發(fā)表或出版過(guò)的研究成果，文中己加了特別標(biāo)注。對(duì)本研究及學(xué)位論文撰寫(xiě)曾做出貢獻(xiàn)的老師、朋友、同仁在文中作了明確說(shuō)明并表示衷心感謝。學(xué)位論文作者認(rèn)審A釔簽字日期2．O／年歹月弓J日學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解西南大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)，允許論文被查閱和借閱。本人授權(quán)西南大學(xué)研究生院籌可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。／保密的學(xué)位論文在解密后適用本授權(quán)書(shū)，本論文皿爾保密，口保密期限至年月止。學(xué)位論文作者簽名私PA冠導(dǎo)師簽名磺睇簽字日期汐I(xiàn)牌S月；1日簽字日期勱F≥年S月；1日．’TQ顏色的內(nèi)隱認(rèn)知與認(rèn)知控制關(guān)系圳㈣『『IJFLIILIIFLLLIIII／LLIILIIFILIILLNLR|NL|LJLLL|LLLHIFLLLFFLLLLL|L發(fā)展與教育心理學(xué)專(zhuān)業(yè)碩士研究生張明亮JY2085012指導(dǎo)老師陳安濤教授摘要

簡(jiǎn)介：重慶理工大學(xué)碩士學(xué)位論文面向數(shù)據(jù)資源的認(rèn)知圖推理機(jī)制研究與實(shí)現(xiàn)姓名田華庚申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)計(jì)算機(jī)應(yīng)用技術(shù)指導(dǎo)教師陳莊20110601ABSTRACTIIABSTRACTCOGNITIVEMAPISATOOLOFSOFTCOMPUTINGANDANOVELMETHODFORKNOWLEDGEMANAGEMENTANDKNOWLEDGEREPRESENTATION,ANDITALSOCANBEUSEDTOREPRESENTTHECAUSALITYBETWEENENTITIESINRELATEDFIELDSCOGNITIVEMAPINFERENCEISTHEPROCESSOFREASONINGFROMKNOWNKNOWLEDGETOUNKNOWNKNOWLEDGEBASEDONCOGNITIVEMAPCOGNITIVEMAPCANBEUSEDTOREPRESENTKNOWLEDGEBYMAPDIRECTLY，TOMODELTHECOMPLEXSYSTEM,ANDITHASAPOWERFULABILITYOFNUMERICALREASONINGCOGNITIVEMAPREASONINGCANBEUSEDTOPREDICTTHERESULTOFSPECIFICBEHAVIORSORTOFINDTHEREASONSOFTHEFACTS,THUS,ITISCONSIDEREDASAHOTRESEARCHFIELDINARTIFICIALINTELLIGENCETHESEYEARSHOWEVER,THEPREVIOUSRESEARCHDEPENDEDHEAVILYONTHEEXPERTISEANDIGNOREDTHEOBJECTIVEDATARESOURCE,WHICHMAYLEADTOTHEPHENOMENONOFINFORMATIONLOSSWHILETHECURRENTRESEARCHFOCUSEDONTHEREPRESENTATIONOFCOGNITIVEMAP,THEFOUNDATIONOFCOGNITIVEMAP,ANDTHEAPPLICATIONOFCOGNITIVEMAP,ETCBESIDES,THERESEARCHONCOGNITIVEMAPINFERENCEWASSOFEW,ANDLACKOFCOMPREHENSIVEANDSYSTEMICRESEARCHABOUTINFERENCEMECHANISMANDINFERENCESTRATEGYFIRSTLY,WEDEEPLYANALYSEDTHEDEVELOPMENTOFCOGNITIVEMAPTHEORYANDTHEAPPLICATIONOFCOGNITIVEMAP,POINTINGOUTTHEPROBLEMSOFTHECONTEMPORARYSTUDYTHENWEDESCRIBEDTHECURRENTMETHODSOFCOGNITIVEMAPINFERENCEMATRIXREASONING,HIERARCHICALREASONING,ANDRULEBASEDREASONINGINCLUDEDELABORATELYANDANALYZEDTHESHORTCOMINGOFEACHMETHODWITHLIVINGEXAMPLESFURTHERMORE,WEMAINLYSTUDIEDTHEMATRIXREASONINGINTHISPAPERDIDINTENSIVESTUDYONTRANSFORMATIONFUNCTIONOFCOGNITIVEMAPREASONING,ANDANALYZEDTHEREASONINGABILITYOFBINARYTRANSFORMATIONFUNCTION,THREEVALUEDFUNCTIONANDTHESIGMOIDTRANSFORMATIONFUNCTIONCOMPARATIVELYTHECHARACTERISTICSANDTHEAPPLICATIONSCOPEOFTHESETHREETRANSFORMATIONFUNCTIONSWERESUMMARIZEDBASEDONTHEPREVIOUSSTUDY,WEANALYZEDFOURKEYISSUESINTHEPROCESSOFREASONINGHOWTOGETTHEINITIALCONDITIONSFORREASONING,HOWTOSETTHEREASONINGMODEL,THECHOICEOFTRANSFORMATIONFUNCTION,THEJUDGEMENTOFTHEFINALSTATE,ANDPROPOSEDACOGNITIVEMAPINFERENCEALGORITHMCOMBINEDWITHDATAPREPROCESSINGTECHNIQUES,WEUSEDVISUALCTOIMPLEMENT“COGNITIVEMAPINFERENCESYSTEMBASEDONDATARESOURCES”