Exploring the metacognitive capacity of animals could become an important criterion in highlighting the similarities and differences between human and animal minds.
探索动物的元认知能力可能成为强调人类和动物思维异同的重要标准。
Their hypothesis is that my wasted deliberation in the drugstore is a metacognitive mistake.
他们的假说是，我在药店浪费掉的那些考虑时间实际上是一种元认知上的错误。
How can metacognitive reading strategies be instructed effectively?
如何有效进行元认知策略训练？
Researches have shown that metacognition can be taught to learners and metacognitive strategies can be trained.
研究证实，元认知可教，学习者的元认知策略使用能力也可以得到培养。
Metacognitive theory mainly includes metacognitive knowledge as well as metacognitive strategy.
元认知理论主要包括元认知知识和元认知策略。
What is the relationship among reading strategies, metacognitive awareness and reading proficiency?
阅读策略、元认知意识和阅读成绩有何密切关系?。
Subjects' metacognitive regulatory skills are more difficult to improve compared with metacognitive knowledge.
元认知策略提高的难度大于元认知知识。
The paper points out that the training on metacognitive strategies should be valued in the teaching of English.
根据调查结果，在教学中应更加注重元认知策略的训练。
This article reports an empirical study on the relationship between metacognitive strategies and English reading.
本文报告了一项有关元认知策略与英语阅读之间关系的实证研究情况。
The performance progress is more significant in the group accepting metacognitive instruction and motivation inspiring.
以元认知训练为主，辅之以动机激发的实验组数学成绩提高更大。
To use Prompting Method by G Polya to form their metacognitive ability and improve their ability to solve math problems.
应用波利亚“提示语”培养解题的元认知能力，改进解题策略；
The results showed: (1) metacognitive awareness in English reading of three- nationality students increased with their grades;
结果表明：（1）3种民族中学生英语阅读的元认知意识水平随着年级的升高呈现出提高的趋势；
As an important metacognitive judgment, judgment of learning is the prediction about the future performance of learned materials.
学习判断是元认知判断的一种重要形式，是对未来回忆成绩的预测。
The on-line metacognitive regulation was both domain-general across different tasks and domain-specific in discovering the rules.
在线元认知调节一方面具有跨任务情境的一致性，另一方面具有规则发现的差异性。
The results proved the feasibility and effectiveness of conducting the combined training of metacognitive and affective strategy training.
元认知和情感策略的综合培训结果证实了培训的有效性和可操作性。
Language learning strategies can be further divided into four general categories: cognitive, metacognitive, social and affective strategies.
学习策略又细分为认知、元认知、社交和情感策略四种。
It draws attention to the influence of individual learner differences and the nature of academic English texts on metacognitive strategies use.
它将关注学习者的个体差异和学术英语文章的本质对元认知策略使用的影响。
Nowadays, numerous researches have found that metacognitive strategies have some close connection with learners' English performance and autonomy.
元认知策略与学习者的学习成绩和自主学习能力有着密切联系。
The experimental class received metacognitive strategy-based training for 13 weeks, while the control class followed the scheduled listening syllabus.
实验班接受13周的基于元认知策略训练的听力教学，对照班则仍按常规方式进行听力教学。
The items of the survey include cognitive strategies, metacognitive strategies, affective strategies, communicative strategies and resources strategies.
调查的项目有认知策略、元认知策略、情感策略、交际策略和资源策略等。
Our research wants to find a way to improve junior middle school students' reading comprehensive abilities through reading metacognitive strategy training.
本研究旨在通过对初中生进行阅读元认知策略训练，来探讨提高其阅读理解能力的途径和方法。
It is evident these restricted beliefs will impede the development of learner autonomy, hence the importance of enhancing students' metacognitive knowledge.
这些带有局限性的语言学习观念反映了大学生薄弱的元认知知识，显然不利于自主学习的开展。
As a higher level of executive learning strategies, metacognitive strategies have drawn the attention of researchers in the fields of education and psychology.
元认知策略作为一种更高层次的学习策略，同时也得到教育界和心理学界研究者的关注。
The training of metacognitive strategies can help regulate one's cognitive process and apply one's stored knowledge consciously to become an autonomous learner.
对元认知策略的训练能使人有意识的调节自己的认知加工过程，自觉的使用学到的知识和策略，培养自主学习能力。
The aim of this paper is to explore an effective way of improving senior school students' listening comprehension through metacognitive-strategy-based instruction.
这篇论文的目的就是探索一条通过元认知策略培训与教学相结合，帮助中学生提高听力的有效途径。
The aim of this paper is to explore an effective way of improving senior school students' listening comprehension through metacognitive-strategy-based instruction.
这篇论文的目的就是探索一条通过元认知策略培训与教学相结合，帮助中学生提高听力的有效途径。
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