实验二设置了年龄、表面相似性、程序相似性三个变量，要求被试解决靶问题，实验仍为个别施测，记录其成绩。
In Experiment Two, we also set three variables: age, superficial similarity and procedural similarity. We ask the subjects to solve the target problems individually and take down their scores.
第一个因素是被试间变量，即不同情境，分为有时间压力组和无时间压力组。
The first between-subject factor included two levels, having time pressure group and no time pressure group.
就是把数目相同的被试分配到自变量的不同水平或不同的自变量上。
Each separate group in the experiment represents a different condition as defined by the level of the independent variable.
第二个因素是被试内变量，即阅读材料的难度，分为容易、中等、难三个水平。
The second within-subject factor is difficulty, included three levels, easy, medium and difficult.
连续估计实验自变量为有无反馈和不同长度的理论时距，因变量为被试连续生成理论时距的时间。
The first experiment explores the effect of feedback, length of interval, and gender on the produced time.
实验一采用自控速的逐词意义判断法，所采用的因变量指标为被试在目标句的动词位置上作出正确判断的百分数和作出判断的反应时。
Experiment 1 used self-pace stop-making sense judgment task, and dependent variables were right judgment percent and reaction time on verb position.
本研究以单纯英语学习困难、中英双语学习困难和正常对照组为被试，考查了80名五年级小学生的语音意识和视觉工作记忆变量。
This study examined the phonological awareness and visual working memory of 80 children in Grade 5 to find out the effects on English learning disability and English-Chinese learning disability.
本研究以单纯英语学习困难、中英双语学习困难和正常对照组为被试，考查了80名五年级小学生的语音意识和视觉工作记忆变量。
This study examined the phonological awareness and visual working memory of 80 children in Grade 5 to find out the effects on English learning disability and English-Chinese learning disability.
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