思维作用

基本解释 (translations)

intellection

与思维作用相关的网络例句 [注：此内容来源于网络，仅供参考]

By combining physics teaching with the training of innovative thinking of positive and negative, divergent and concentrative, common and different, abstract and figurative, composite and decomposite and equivalent, we develop students' innovative thinking ability and show the practical value of physics in the ability cultivation of innovative people of talent.

在物理教学中，紧密结合教学内容，通过正向思维和逆向思维、发散思维和收敛思维、求同思维和求异思维、抽象思维和形象思维、分合思维和等效思维等的训练，培养学生创新思维的能力，体现物理学对创新人才培养的作用。

A new model of thinking is developed for a proper understanding of thinking development in terms of the achievements in Developmental Psychology.

4思维的发展模式，提出了思维发展的一个新模式，对正确理解思维发展具有积极作用。

To the at present prevailing invalid view in three value logic of three law about the thinking law, this text set out from dialectics about the dialectical relation principle of the universality and particularity , think the law of identity , law of contradiction , law of excluded middle are for guaranteeing the universal law of people's correct thinking has general guidance functions to human thinking , will not lose efficiency in this concrete scientific field of thinking of three value logic

针对时下流行的关于思维规律前三律在三值逻辑中失效的观点，本文从辩证法关于普遍性与特殊性的辩证关系原理出发，认为同一律、矛盾律、排中律是为了保证人们正确思维的普遍规律对人类思维具有普遍指导作用，不会在三值逻辑这一具体的思维科学领域内失效

Furthermore it enables us to have a better understanding the reality and analyze.Critical thinking plays an important part in cognition activity in our life. It is a necessary bridge and stage to the truth. Its function also shows mat it often provides us some valuable things we need in our cognition activity.

批判性思维在我们的认识活动中占有极为重要的地位：批判性思维是通向真理的必要和必须的环节，批判性思维的作用还表现在它往往为我们的认识活动提供有价值的问题。

There are four findings: 1 metaphor plays a more important role than metonymy in the extension of word meaning; 2 there are two important ways of thinking in the extension of word meaning: metonymical thinking based on contiguity and metaphorical thinking based on similarity.

研究发现：(1)隐喻在词义延伸中发挥的作用大于转喻；(2)在词义延伸中有两种思维结构： 1是以邻近性关系为基础的&部分代整体&的转喻思维结构；另1个是以事物相似性为基础的隐喻性联想思维结构。

There are four findings: 1 Metaphor plays a more important role than metonymy in the extension of word meaning; 2 There are two important ways of thinking in the extension of word meaning: metonymical thinking based on contiguity and metaphorical thinking based on similarity.

研究发现：(1)隐喻在词义延伸中发挥的作用大于转喻；(2)在词义延伸中有两种思维结构：一是以邻近性关系为基础的&部分代整体&的转喻思维结构；另一个是以事物相似性为基础的隐喻性联想思维结构。

In this article, the author analyzes metaphor and metonymy comparatively and points out their respective roles in the semantic extension of a word: Metaphorical thinking and metonymical thinking are two important processes leading to semantic extension, but metaphorical thinking is more important in this respect.

本文通过对比研究，指出隐喻和转喻在词义延伸中所起的作用：隐喻和转喻思维使词义延伸成为可能，而隐喻思维在词义延伸中所起的作用更大。

This article embarks from my school actual situation, elaborated from five aspects raises the student creative thought the necessity and the possibility, the union concrete teaching practice, take applies the heuristic teaching to build the creative thought scene as the student, in the classroom in striation pays great attention to stimulates student"s seeking knowledge desire, lights student"s creative thought desire fire, fully displays the historical data the function, takes to accumulate, the collection source material, the organization discusses, encourages to question, excavates the student latent creation consciousness, raises aspect and so on migration ability which student"s contrast inference extrapolates has carried on the exploration, has yielded the trifle result on the student body, simultaneously to explored the question which discovered to carry on reconsidering, Realized to raises student"s creative thought by no means merit of the first, needs the historical teacher to persevere, relentlessly diligently, also needs unceasingly to summarize, reconsidering, the enhancement in the practice.

本文从我校的实际情况出发，从五个方面阐述了培养学生创造性思维的必要性和可能性，结合具体教学实践，以应用启发式教学为学生营造创造性思维情景；课堂教学中注重激发学生的求知欲望，点燃学生的创造性思维的欲火；充分发挥史料的作用；重视积累、收集素材，组织讨论；鼓励质疑，挖掘学生潜在的创造意识；培养学生的对比推理举一反三的迁移能力等方面进行了探索，在学生身上取得了些许成果。同时对探索中发现的问题进行了反思，认识到培养学生的创造性思维并非一日之功，需要历史教师持之以恒，坚持不懈地努力，也需要在实践中不断总结、反思、提高。

Study 2 used 2(conflict target: supervisor/subordinate)×3(conflict management mode: integrating/obliging/dominating ) design, letting participants to evaluate the effeciency and appropriateness of the management mode used in the contexts. The results showed:(1) the integrating mode were perceived most efficient and appropriage within the three conflict modes;(2) the interaction between the referent role of conflict object and the management mode is significant, which means when the conflict took place with the supervisor, the participants thought the obliging mode was more appropriate and efficient , while when it took place between the subordinate, they thought the dominating mode was more appropriate and efficient than obliging mode.(3)the interaction between SDO and conflict management mode is significant, which means the participants with high SDO would make no preference between obliging and dominating mode, but the participates with low SDO would favor the dominating rather than obliging mode;(4) the interaction between dialectical ways of thinking and conflict management mode is significant, the lower the level of dialectical way of thinking the participants were, the more difference were found between the appraisal of obliging and dominating mode.(5) the moderating effect of SDO and dialectical ways of thinking to the relationship between conflict object and management mode were not significant, which means the relative position of conflict object in China is so strong that can't be affected by SDO and dialectical ways of thinking.

研究二采用2*3（冲突处理方式：迁就/支配/整合）的情境设计，让被试对情境中冲突主角的冲突处理方式进行恰当有效性的评价，结果显示： 1、在与上级或下级发生冲突时，被试对迁就、支配和整合三种策略中整合式的恰当有效性的评价最高；2、冲突对象的相对地位与冲突处理方式之间的交互作用显著，即当与上级发生冲突时，被试认为使用迁就的处理方式比支配的方式更恰当有效，而与下级发生冲突时，被试则认为使用支配的处理方式比迁就的方式更有效； 3、SDO与冲突处理方式之间的交互作用显著，即SDO水平高的被试对迁就式与支配式的认知评价没有差异，而SDO水平低的被试对支配式比迁就式有更高的评价；4、辩证思维水平与冲突处理方式之间的交互作用显著，即低辩证思维水平的个体比高辩证的个体对支配式与迁就式的评价差异更大；5、SDO水平及辩证思维方式水平对冲突对象影响冲突处理方式评价的程度的调节作用不显著。

There were a lot of theoretical research about creative thinking in history, among which the representative theories are as follows:" Four-stage Model" of Wallas,"Structure" of Form Tower School," Disperse Thinking" of J.P.Guilford etc., which offer us fine reference today.

历史上关于创造性思维理论方面的研究很多，其中有代表性的理论主要有以下几种：沃拉斯的&四阶段模型&、格式塔学派的&结构说&、吉尔福特的&发散思维&等等，这些理论为我们今天研究创造性思维提供了很好的借鉴作用。

与思维作用相关的网络解释 [注：此内容来源于网络，仅供参考]

assimilation：吸收

在这个过程中,"吸收"(Assimilation)和"采纳"(Accomodation)是两个关键的环节,正是这两个环节自始至终发挥作用,让学习者建构从简单到复杂的个人观念,这些观念构成了个人对世界的认识模式和解释方式,更进一步形成了丰富的高级思维结构,

cognition：认识

有时同"认识"(Cognition)同义使用. 在心理学中将Cognition译为"认知",被视为知觉、判断、记忆、问题解决及思维的总称. 所以"认识"作为了解事物与现象的作用及其结果的总称,比之"知识"在更广的意义上使用. 但不管怎样,"认识"的力点在于"了解作用",

creativity：创造力

从>[1]看,"创造力"(creativity)被解释为:"对已积累的知识和经验进行科学的加工和创造,产生新概念、新知识、新思想的能力. 大体上由感知力、记忆力、思考力、想象力四种能力所构成. "而对"创造性思维"也强调了智力因素和非智力因素两方面的作用.

delusion：错觉

精神分裂痊癒精神分裂症最典型的症状就是有妄想或是错觉(delusion)以及产生幻觉(hallucination),包括如幻听和看见幻像等. 这里要指出的妄想是思维方式上的错乱,如离奇古怪的想法,而幻觉是由大脑作用到神经系统对感官产生的影响和错乱,

dynamic optimization：动态最优化

博弈论(game theory)、非线性规划(non-linear program)、动态最优化(dynamic optimization)等一类数学工具也都是二战后才有的事. 但是,看了钱教授一系列对数学在经济学中的作用和重要性的论述,我发现隐藏在他字里行间的意思就是:数学能奠定和训练一个人的数学思维,

equilibration：平衡化

复杂思维方式的特征是"不必是线性的、统一的、可测量的,以及确定的,有机变化的模式是通过相互作用(interaction)、交互作用(transaction)、不平衡(disequilibrium)和平衡化(equilibration)而达成演化和发展的模式.

inductance：感应

而且,事物的相互影响不是由于机械原因的作用,而是由于一种'感应'(inductance). "((1),p.304)李约瑟批评了列维─布留尔(Levy-Bruhl)把协调的或联想的思维描述成原始思维的一个变种的观点. 他认为阴阳五行理论所揭示的象征的相互联系,

intellection：思维作用

integumentum 体被 | intellection 思维作用 | intellective 智能的

symbolism：象徵作用

在无意识深层活动的各种过程与一般的正常思维过程是全然不同的,梦的工作就是一个最好的例证. 此外,梦的工作还显示出大室古代的特征,如借助于象征作用(symbolism)--这里主要指性的方面,这在别的精神领域中可能也已经发现了.

Sapir：萨皮尔

"(李瑞华, 1996)萨皮尔(Sapir)和沃尔夫 (Whorf)曾经指出,语言不仅是思维和交际的工具,同时也是社会文化的反映,并制约人们的思维. 思维对语言也起着重要的作用. 卡尔.普莱布拉姆认为:世界各民族之间的相互理解和睦邻关系不仅因为各民族语言的繁杂受到影响,