美国教授约翰·邓洛斯基建议：“先用你最喜欢的笔和颜色阅读课本，然后把重要的想法写在小卡片上，这样做实际上是自我测验。”
John Dunlosky, a professor in the US, suggests that "you start by reading a textbook with your favorite pens and colors, and then write down the important ideas on small cards while doing so you actually try to test yourselves on them."
他们要完成的就是三个测验，叫做自我测验。
What they do is complete this three minute test, called the self test.
去看看男性与女性的生殖道，并试试他们的自我测验！
View male and female reproductive tracts, and try some self tests!
包括一份一般术语的辞汇表、六个临床病例、一份特定题目的基础回顾，还有一些自我测验。
Included are a glossary of common terms, six clinical cases, a basic review of selected topics, and some self-tests.
方法：采用自我概念测验表(SCT)与心理症状自评量表(SCL- 90)对458名医学本科生进行测试。
Methods: the self - concept form (SCT) was adopted to test that of 458 medical undergraduates and the form (SCL-90) of the commenting amount with the psychological symptom.
低测验焦虑者倾向于把失败归因于自我努力不够，而高焦虑者倾向于把失败归因于能力缺乏。
Low testanxious peoples attribute them failure to lack of self effort, high testanxious peoples attribute them failure to lack of ability.
这些专家称，名叫邓尼斯的人可能成为一个牙医（英文与之发音相近），甚至名字以B或C开头的孩子可能在学校测验中表现更差，这些都是由“内隐自我主义”导致的。
These experts claim that 'implicit egotism' is the reason that someone called Dennis might become a dentist or even that a child whose name begins with a B or C may fare worse in school examinations.
这些量表测验的是哪些人相信自我和他人的关系，特别是他们在何种程度上把自己看成区别于他人的或与他人联系的人。
The scales measured what people believe about the relationship between the self and others and, especially, the degree to which they see themselves as separate from others or as connected with others.
采用IAT内隐联想测验测查了上述研究参与者的内隐自尊，采用量表法测得运动员的外显自尊、社会比较倾向水平及自我效能感。
IAT was used to test the implicit self-esteem and scales were used to get scores of explicit self-esteem, social comparison level and self-efficacy level.
所有这一切均源自我们对于狩猎的激情和热爱，对于开发完美迷彩花纹的渴望和追求。我们全身心的投入到测验、努力、实验和对我们所做一切不断提出新的问题。
Driven by both our passion for hunting and intense desire to develop the perfect camouflage pattern, we are devoted to testing, trying, experimenting and questioning everything we do.
结果表明，在不同情境下，无论学习目标高低或时间压力大小，被试的选择题测验成绩均不存在显著差异；而作文成绩均存在显著差异；被试的临场自我调节学习活动存在显著差异；
The results showed that there were significant differences in on-line self-regulated learning activities between two kinds of learning task requirements, as well as between two kinds of time pressure.
结果表明，在不同情境下，无论学习目标高低或时间压力大小，被试的选择题测验成绩均不存在显著差异；而作文成绩均存在显著差异；被试的临场自我调节学习活动存在显著差异；
The results showed that there were significant differences in on-line self-regulated learning activities between two kinds of learning task requirements, as well as between two kinds of time pressure.
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