目的：了解学习困难儿童的智力结构水平。
Objective: To understand the intellectual structure of children with learning difficulties.
本文研究学校地理教材的非智力结构问题。
This paper mainly studies the non-intellective structure of geography textbooks of school (NISGTS).
结论LD儿童智力结构存在缺陷，主观生活质量较差。
Conclusion Children with ld have defect in intelligence structure, and have poor quality of life.
目的：探讨家庭背景和智力结构对儿童学业成绩的影响。
Objective To investigate the effect of family background and intellectual structure on childrens academic achievement.
目的：探讨adhd儿童智力结构及社会适应行为特点。
OBJECTIVE: To explore the characteristics of intelligence and social adaptive ability in children with ADHD.
该文探讨了智力结构随能力、年龄等个体差异而变化的可能性。
This paper discussed the possibility that intelligence structure might be changed with individual differences such as ability and age.
结论：NF 1存在不同程度的智商及智力结构的损害并受病程及受教育程度影响。
Conclusion: the intellectual disability of NF1 is different in degree, and is affected by the degree of education and the course of disease.
目的探讨学习困难儿童的智力结构特征，以便早期发现，早期干预及进行个体化教育。
Objective To evaluate intelligence structure of school children with learning difficulties for early detection, early intervention and individualized education.
论述了智能型教练员应具备强烈的敬业精神、科研意识和高智力结构，并分析了高智力结构的内涵。
An intellectual coach should have strong career spirit, scientific research thinking and high-intelligence structure. The inside meaning of high-intelligence structure was analysed.
可以说，这是因为社会科学的理论和概念结构特别容易理解：人类的智力对人类事务的真相具有特殊的理解能力。
Arguably, this is so because the theories and conceptual constructs of the social sciences are especially accessible: human intelligence apprehends truths about human affairs with particular facility.
该项发现同样表明，大脑中不存在单一结构决定人的一般智力，结构不同的大脑能够产生相同的智力水平。
The finding suggested that no single structure in the brain determines general intelligence and that different types of brain designs can produce equivalent intellectual performance.
但从其理论来源的史诗现、宗教观和结构主义诗学观方面看，“智力空间”是一次有意义但不甚成功的探索。
However, seen from his viewpoints on epic, religion, and structural poetical theory, this paper holds that "Intellectual Position" is a meaningful but unsuccessfully exploration.
智力资本的三个构成——即人力资本、结构资本和关系资本，对组织绩效有显著的影响。
I. The three components of intellectual capital, namely human capital, structural capital and relational capital, have a marked influence on performance.
平衡的膳食结构可能是个体智力及记忆力水平充分发挥的必要营养条件。
The balanced diet may be the necessary nutritional condition for individuals to develop their intelligence and memory fully.
企业智力资本内在结构研究是目前学术界和企业界都非常感兴趣的一个课题。
The internal structure of enterprise intellectual capital is a hot subject nowadays which the academic and business circles are very interested.
近年来一般流体智力的认知结构与老化机制已成为认知研究中的一个热点。
The cognitive structure and the aging mechanism of general fluid intelligence ha ve caught many research interests in recent years.
知识经济使企业的资源结构发生了改变，智力资本成为企业创造价值的关键因素。
Knowledge economy has changed firm resource's structure. Intellectual capital has became a key driver of firm value-creation.
本研究的目的是采用访谈法、问卷法、社会测量法与投射法探讨小学生社会智力的结构。
A study was made to explore pupils social intelligence structure through interview, questionnaire, social test and projective technique.
林崇德的思维结构模型，是其智力理论的核心。
The model of the thinking structure by Lin Chongde is the core of his theory of intelligence.
结果发现儿童学习困难与智力水平及结构有关；
Result The pupils' learning difficulties are correlated with both their intelligence level and structure and their parent's diatheses.
智力资本包括人力资本、组织结构资本、客户资本和关系资本。
It includes human capital, structure organizing capital, customer's capital and relationship capital.
理论家喜欢概念和模型，能看到全局的全貌，能感觉到智力的伸展，结构和清晰的目标和思想的逻辑表达。
Theorists like concepts and models, to see the overall picture, to feel intellectually stretched, structure and clear objectives and a logical presentation of ideas.
智力资本从企业价值的角度可以分为结构化的智力资本、非结构化的内部智力资本和非结构化的外部智力资本三类。
The intellectual capital can be classified as structuralized capital, non-structuralized internal capital and non-structuralized external capital in terms of the company value.
目的探讨不同家庭环境对学龄儿童智能结构和智力发育的影响。
Objective To examine the intelligence ability of school students with different family factors, and its effect on the mental development.
目的探讨不同家庭环境对学龄儿童智能结构和智力发育的影响。
Objective To examine the intelligence ability of school students with different family factors, and its effect on the mental development.
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