它造成一种认知上的盲目性——除了人的驱动力和其所做的选择外，所有的外部因素都变得不可见，并从视野中淡出。
It creates a kind of cognitive blindness—all of the factors external to a person's drive and choices that they've made become invisible and fade from view.
虽然人们对体重的自我认知影响其自尊心、心理健康和健康行为，但是普通人对体重的自我认知与劳动力市场结果之间并没有关联。
We found no relationship between the average person's self-perception of weight and labor market outcomes, although self-perceived weight can influence self-esteem, mental health and health behaviors.
如果达尔文的动力学可以给予我们对付新疾病的灵活性，为什么这种灵活性就不能找到解决新问题的认知方案呢？
If Darwinian dynamics can give us the flexibility to cope with new diseases, why not also the flexibility to find cognitive solutions to novel problems?
麦克达菲说：“下一代工程师将从哪里来是我们的一个难题，认知、教育、劳动力、训练这些是要同时具备的。”
"We've got a problem of where the next generation of engineers are going to come from," McDuffie says. "Awareness, education, workforce, and training all have to come together."
社会层面，文学误读是一种潜在的动力，促进整个社会认知水平与审美能力的提高。
For society, literature misreading is one kind of potential motive force that promotes the improvement of the whole social cognitive level and estheticism.
学习者的学习动力实际上是认知和情感的变化过程。
The learner's motivation for learning is actually a cognitive and affective change process.
动力潜意识取向强调潜意识具有动力特征，而认知潜意识取向却把潜意识描述为意识的分离。
Dynamic unconsciousness insists that unconsciousness is dynamic, whereas cognitive unconsciousness regards it as a process of dissociation.
心理素质包括心理能力（认知因素）、心理动力（人格因素）和心理健康三个因素。
Mental quality includes three factors: mental ability (cognitive factor), mental power (personality factor) and mental health factor.
教师要在自己的职业追求中不断地提高自己的认知动力，并在实现自己的职业理想过程中体会职业的幸福感。
Teachers should constantly improve themselves in their career pursuit of cognitive motivation, and experience in the process of realize their career ideal career happiness.
如果达尔文的动力学可以给予我们对付新疾病的灵活性，为什么这种灵活性就不能找到解决新问题的认知方案呢？
If Darwinian dynamics can give us the flexibility to cope with new diseases why not also the flexibility to find cognitive solutions to novel problems?
基础主义的镜式认知方式认为知识增长动力源于逻辑方法的采用。
According to the cognitive approach of fundamentalism, the increase of knowledge was believed to be the adaptation of logical method.
利用非线性时间序列分析方法，以汉语语言认知为例，探讨语言认知系统的动力学特性。
By using the method of nonlinear time series analysis and taking the Chinese language cognition as an example, the dynamic characteristics of language cognition system are discussed.
个人因素包括自我效能、学习动力、认知风格和能力；
The individual factor includes self-efficacy, study impetus, cognitive style and ability;
目的：了解葛根素对血管性认知功能障碍(VCI)血流动力学的影响。
Objective: To observe the influence of puerarin on haemodynamics in vascular cognitive impairment (VCI) patients.
目的探讨在不同认知作业状态下脑电非线性动力学特性的变化规律，以及脑电非线性动态分析在认知过程研究中的作用。
Objective To investigate the changes of non-linear dynamics properties of EEG under different mental tasks, and the application of non-linear dynamic analysis for cognitive function research.
但是这成为设计能够在认知障碍人群中起效的下一代干预措施的推动力。
But perhaps this can serve as an impetus for the design of a next generation of interventions that could work in people with cognitive impairment.
并通过对组织学习过程的系统动力学分析，建立组织学习过程的系统动力学模型，重点描述认知过程中主体之间的相互关系和各因素的作用。
It also builds systematic dynamics model to illustrate the relationship and function of key factors in recognitive process by analysis on the organization learning process.
最后，分析了建构主义学习理论、分布式认知理论、群体动力学理论、学习型组织理论等对本研究的启示。
Finally, analyzes the constructivist learning theory, distributed cognition theory, group dynamics theory, learning organization theory for the enlightenment of this study.
基于文化的认知语境是联想意义产生的驱动力。
Cognitive context based on culture is the inner force of the processing of associative meaning.
角色采择是宽恕心理机制中最根本的机制，而认知失调是一种动力机制。
Role selection is the most foundational psychological mechanism, and cognitive imbalance is the motivational mechanism.
对此人的阅读与写作的原动力及认知技能进行评估，同时也要对其对这些活动的心理学经验进行评估。
Assess the person's motor and cognitive skills for reading and writing, as well as the person's psychological experience of these activities.
情感因素即“非认知因素”。现代数学教育理论认为：在整个数学教学过程中非认知因素始终发挥着动力、定向、引导、维持和强化等一系列相互联系的作用。
The theory of modem mathematics education believes that non-intelligent factor has been playing an important role in the whole process of teaching and learning , it can't be ignored.
认知驱动力和自 我提高内驱力对学业成就和元认知存在显著回归效应。
Cognitive drive, self-enhancement drive and study performance, metacognition were regressed remarkably.
认知驱动力和自 我提高内驱力对学业成就和元认知存在显著回归效应。
Cognitive drive, self-enhancement drive and study performance, metacognition were regressed remarkably.
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