cognitive是什么意思

cognitive的中文意思是认识的。

一、读音

英 ['kɒɡnətɪv] 美 ['kɑːɡnətɪv] 　 　

二、含义

adj. 认识的；认知的；有认识力的

三、例证

Thinking in terms of duali**s is common in our cognitive culture.

我们的认识文化通常具有两重性思考。

四、词汇搭配

1、cognitive development 儿童认识能力的发展

2、cognitive learning 认知性学习

3、cognitive psychology 认识心理学

扩展资料

同近义词

1、mental

英 ['mentl] 美 ['mentl] 　 　

adj. 思想的；心理的；精神的；脑力的

n. 精神病患者

It's clear that mental activity does not stop when we're asleep.

很显然，我们熟睡的时候，思想活动仍然不会停下来。

2、reasoning　

英 ['riːzənɪŋ]   美 ['riːzənɪŋ] 　 　

n. 推论；推理；论证

His reasoning didn't make any sense.

他的推论毫无道理。

请教句中more...than...的用法和意思

本句就是 表示比较的句型 ，句中的more rather than less是 宁多勿少 的意思。

本句具体分析如下：And someone 是主语with a history of doing more rather than less 是介词短语作后置定语。其中of doing more rather than less是定语修饰a history.其中more rather than less是动名词的宾语。will go 是谓语into old age 是状语more cognitively sound than someone who has not had an active mind.是形容词短语作伴随状语，（也可看作是双重谓语句型，即谓语动词go即可以表示行为同时也起系动词作用）。其中more sound 是形容词的比较即 意思是''更健全''，cognitively是副词 修饰比较级，意思是''在认知方面''。who引导的是定语从句。

本句的意思是 ：有愿意多做事不愿少做事经历的人的认知力在进入老年时要比那些动脑不那么积极的人更加健全。

cognitively如何翻译？

相比思维不活跃的人,有丰富阅历的人将更成熟、更具备完善的认知.

认知的英文

认知的英文cognize。

短语

martial-cognize 武学修养

cognize perceive 认知

COGNIZE TURBULENCE 认知失谐

cognize e 认知

re-cognize 重新认定

cognize node 认知节点

cognize laws 认识规律

cognize style 认知风格

同根词

词根： cognize

adj.

cognitive 认知的，认识的

cognizant 审理的；已认知的

cognizable 可认识的；可辨识的；可以审理的

cognoscible 可以认识到的；可辨识的

adv.

cognitively认知地

n.

cognition 认识；知识；认识能力

cognizance 审理，审判管辖权；认知；标志

请求英语翻译，非常感谢！

Across the curriculum teachers are being asked to delve into and make use of students’ thinking. Mathematics is no exception. Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’ thinking (Franke, Kazemi, Battey, 2007;Jacobs, Franke, Carpenter, Levi, Battey, 2007; Sfard Kieran, 2001; Silver Stein, 1996). During the past 20 years, researchers investigating cognitively guided instruction have worked with teachers, sharing research

在整个课程教师被要求深入研究和利用学生思维。数学也不例外。数学教育研究人员聚集一致的证据的好处，就读学生的思维（弗兰克，女朋友，和电池，2007；雅可布，弗兰克，木匠，利维，和电池，2007；斯法德和基兰，2001；银和斯坦，1996）。在过去的20年中，研究人员调查认知引导教学工作的教师，共享研究

about the development of students’ mathematical thinking and studying teachers’ use of that information. These researchers have found that teachers readily begin asking

如何培养学生的数学思维和学习的教师信息的使用。这些研究人员发现，教师随时问

students open-ended questions after the students have solved a problem (e.g., “How did you solve that problem?”) and can elicit an initial student explanation.Teachers find it more difficult, however, to follow up on student explanations and pursue students’ thinking in ways that support students as they try to detail their strategies

学生开放式问题后同学们解决了一个问题（如，“你是怎么解决这个问题？“），能引起学生最初的解释。教师更难找到，然而，跟进学生的解释和追求学生的思维方式，支持学生在他们的策略详细

or connect with other students’ strategies (Franke, Fennema, Carpenter, Ansell, Behrend, 1998). Little research-based evidence exists to help teachers make the

或与其他学生的策略（弗兰克，介绍，木匠，安塞尔，和贝伦德，1998）。很少以研究为基础的证据，帮助教师使

transition from asking the initial question to pursuing student thinking. We know little about the details of teacher practice, specifically the kinds of questions a teacher asks when supporting students in making their thinking explicit.

过渡从最初的问题追求学生的思维。我们知道一些关于细节的教师实践，具体的各种问题，老师问时，支持学生在使他们的思维清晰。

英语选词填空

A) tragic B) harmful C) disadvantage D) present E) ready F) wonder G) beneficial H) flexible I) memory J) speak K) highly L) process M) need N) forget O) critically

It is a disgrace that Ms. Chavez continuously spreads misinformation about bilingual education. Too many people accept the idea that children should [68] their home language and learn only in English. Such policies have put language minority children at a [69] and caused them a lot of harm.

As a teacher, I have advocated for children and worked with them for ten years and believe that the learning of other languages, including English, is [70] . While bilingual individuals may he more marketable, studies indicate that their thinking is more [71] than those of monolingual individuals. Being proficient in a language includes more than simply being able to [72] the language; it also means being able to read, write, and think [73] in it.

The length of time it takes to become proficient in a second language depends on many factors including the [74] for well-developed concepts and language skills in the first language. This [75] often takes more than three years.

Children in general are not cognitively [76] to think abstractly, or read and write proficiently in the language they grow up in until after six or seven years. Why does Ms. Chavez want less for language minority children?

It is unfortunate and [77] that because of false