Usually they start by giving a survey to figure out what style a student favors, like visual or verbal learning.
通常他们会先做一个调查，找出学生喜欢什么样的学习方式，比如视觉学习或语言学习。
Associative learning theory has been used in studies of memory, learning, and verbal learning.
联想学习理论已经被应用于研究记忆、学习和言语学习的工作中。
In addition, pre-readers were more disadvantageous than novice readers in the verbal learning of bot…
不会阅读者在假词和非词学习中比初学阅读者差，而在非语言的符号学习中没有差异。
Conclusion: Phonological recoding deficit in lexical access was a potential cause of the verbal learning disability or mixed learning disability.
结论：语音解码缺陷可能是语文学习障碍或混合型学习障碍的原因之一。
But when tested again about 75 days after returning from Iraq, they scored significantly worse on tests of attention, verbal learning and visuospatial memory.
而从伊拉克回国后大约75天再次接受测试，受试者在注意力、语言学习和视觉空间的测试上表现明显下降。
Many teachers have an intuitive sense that different students have different learning styles. Some are verbal and some are visual; some are linear, and some are holistic.
许多老师都有一种直觉，不同的学生有不同的学习风格。有些是语言的，有些是视觉的；有些是线性的，有些是整体的。
Gagne categorized the learning outcomes into 5 types: intellectual skills, cognitive strategies, verbal information, motor skills and attitudes.
加涅将学习结果分成5种，即智慧技能、认知策略、言语信息、动作技能和态度。
Teaching with advance organizer startegies can benefit a lot to students' learning of meaningful verbal material by helping them build some connections between new and previous knowledge.
在教学中运用“先行组织者”可以帮助学生通过建立新旧知识的联系而更好地理解言语知识。
The aim of this study is to explore a new direction to teaching English vocabulary by the manifestation of relation between verbal-imagery cognitive style and memory strategies in vocabulary learning.
本研究旨在通过对言语表象认知风格和词汇记忆策略的研究，为英语词汇教学探讨新方向。
There exists a considerable amount of evidence pointing to the superiority of mnemonic techniques over rote repetition in the learning of verbal material.
事实证明讲究词汇的记忆技巧比机械记忆要有效得多。
Nevertheless, a teacher's feedback, either verbal or nonverbal, has a great influence on the students in their learning process.
但这也许连教师自己都未注意到的细微行为会对一个学生对学科的兴趣和动力产生变化。
Nevertheless, a teacher's feedback, either verbal or nonverbal, has a great influence on the students in their learning process.
但这也许连教师自己都未注意到的细微行为会对一个学生对学科的兴趣和动力产生变化。
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