你们两个组都看到指导语。
有人可能将两个组的指导语都看了。
指导语是人工语法范式的第二个要素。
Instruction is the second factor in artificial grammar model.
语感来自于语言实践，又指导语言实践。
It comes from language practice and guides the practice in return.
衔接、连贯的理论可以用来指导语篇分析。
The theories of cohesion and coherence can be applied to direct discourse analysis.
事实上，外显指导语促进了被试对规则的掌握。
In fact, explicit learning instruction accelerated the subjects' mastery of the rules.
对二者的比较研究可以指导语言实践，因此有重要意义。
The comparative study of the classifier measure words will guide the language practice, hence, it is endowed with great significance.
目的通过规范化指导语言来解除手术患者术前的各种不良情绪。
Objective To relieve all kinds of preoperative adverse moods by using standardized instructions.
实验中，引导内隐学习的指导语为记忆，引导外显学习的指导语为规则发现。
In experiments, instructions for implicit learning are some words about memory; those for explicit learning are some ones about rule.
接受默认的语句类型(SELECT)和开发过程(利用向导指导语句创建过程)。
Accept the defaults for the statement type (SELECT) and development process (guided through statement creation with wizards).
方法采用自尊量表(SES)，以团体测试方式，统一指导语，对470名战士进行测评。
Methods 470 soldiers through group testing and unifying term were investigated by SES.
实验者认为，这个问题要根据受试者是否匆忙而定，所以他们给了每位受试者一张地图和三个指导语中的一条。
The experimenters thought it would depend on how much participants were hurried, so they manipulated this by giving them a map and one of the following three instructions.
我们认识到语言中异态形式一般具有主观性倾向，这对丰富语言学理论和指导语言学实践具有一定的意义。
We also get to realize that the abnormal forms in language generally process a subjective tendency. We think this conclusion will benefit the linguistic theory and guide the linguistic practice.
然而，通过编译时刻的静态分析可以部分确定指导语句的嵌套类型，这些信息可以用于指导后续的编译与优化。
However, by compiling time static analysis, nesting type can be partly determined and this information can be passed to other compiling phases to guide later translation and optimizations.
但是，在实验2中，省略了学习字表，以致于弱化了指导语的作用，但内隐学习依然存在，只是内隐与外显学习效果之间的差异不显著。
But, in experiment 2, even if learning letter list was cancelled so that the function of instructions was weakened, implicit learning still existed.
但是，在实验2中，省略了学习字表，以致于弱化了指导语的作用，但内隐学习依然存在，只是内隐与外显学习效果之间的差异不显著。
But, in experiment 2, even if learning letter list was cancelled so that the function of instructions was weakened, implicit learning still existed.
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