然而，发表在《公共科学图书馆•综合》一项新的关于自闭症个体的研究表明，对于自闭症这个特殊的群体，需要特制的测验。
However, a new study of Asperger individuals published in the online journal PLoS ONE, suggests specialized testing are needed for this special population.
如果面孔识别能力确实有个体差异，那么对这一能力的测验在目击者证词的评估和某些职位(如保安或检查身份的)的面试中就可以起到重要作用。
If face recognition abilities do vary, testing for this may be important for assessing eyewitness testimony, or for interviewing for some jobs, such as security or those checking identification.
有趣的是，参与瑞文推理测验的自闭症个体的表现与传统韦克斯勒测验的最高分数相关联。
Interestingly, Asperger participants' performance on Raven's Matrices was associated with their strongest peaks of performance on the traditional Wechsler.
完成认知测验时，与受损害个体相比，正常个体步态呈规则周期性、抬脚速度更快，并且头部和躯体的运动也更迅速。
Healthy individuals demonstrated a more periodic gait with regular and higher velocity foot kicks and faster torso and head movement than impaired individuals when completing a cognitive task.
抑郁个体在概念驱动测验中的心境一致性记忆效应与认知加工有关。
Mood congruency memory of depressed people in concept-driven tests may be associated with cognitive process.
动态评估突出社会文化、非智力等因素对个体潜能的影响，比传统测验更准确、有效地评估个体的学习潜能。
Hence its more accurate and more effective evaluation of the individual's learning potential than the traditional testing.
本研究采用内隐联结测验，对个体攻击性结构和自尊关系进行了探讨。
This research explored the relationship between aggressiveness construct and self-esteem using the implicit association test (iat).
运用内隐联想测验对不同印象整饰水平个体的内隐态度进行了研究。
The purpose of this experimental study was to examine the relation of impression management and implicit attitude.
加工速度和工作记忆，这两种基本认知加工元素与个体在智力测验分数上的差异有着紧密的联系。
Processing speed and working memory, the two basic cognitive processing factors have close relationships with the difference in the intelligence test scores.
抑郁个体在回忆测验中存在心境一致性记忆效应，而在再认测验中心境一致性记忆效应不明显。
The mood congruency memory was expressed not in the recognition test, but in the recall test.
目的：探讨概念驱动测验中抑郁个体的心境一致性记忆效应。
To investigate mood congruency memory of depressed people in concept-driven process.
查阅文献汲取前人研究成果，结合专家和个体访谈，提出5 ~ 6年级学习能力结构模型并确定测验的结构和内容。
After drawing forefather 'research production and interviewing with experts and students, we propose the structural model of study ability of 5-6 grade students.
查阅文献汲取前人研究成果，结合专家和个体访谈，提出5 ~ 6年级学习能力结构模型并确定测验的结构和内容。
After drawing forefather 'research production and interviewing with experts and students, we propose the structural model of study ability of 5-6 grade students.
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