这样的过程不仅是“学”，而且是孔子所说的“时习之”。
Such process involves not just "learning", but also the "constant practice" that Confucius referred to.
上博士时，我学的是心理学，研究儿童习得语言问题。
I did my doctorate in psychology: on how children acquire language.
只有当在合作群体中习得的个体，在后续的测试中独自论证掌控性时，才能完成群体到个体的转移。
Group-to-individual transfer occurs when individuals who learned within a cooperative group demonstrate mastery on a subsequent test taken individually.
心理学中有一个唤作“习得性无助”的领域，研究人们认为自己对所处境况无助时的后果。
There is an area of psychology called "learned helplessness" that concerns itself with the consequences to people when they conclude that they have little choice in what happens to them.
Castel以及肯特州立大学的Sarah K Tauber在他们合作的一项最新研究中发现：假设当我们接触到需要习得的信息时，建立在此时我们自我感觉基础上的关于记忆的预期往往会将我们带入歧途。
Tauber of Kent State University—posits that we make predictions about memory based on how we feel while we're encountering the information to be learned, and that can lead us astray.
小孩习得下列各语言时，漏掉情态助动词理论可能预测到的字序为何？
What would the Modal-Drop theory predict to be possible word orders for a child acquiring each of the following languages?
巴里（奥巴马高中时代的昵称）在夏威夷普纳荷中学读书时，经常和朋友们一起习、投篮、混日子。
Barry spent in his days at the Punahou School in Hawaii studying, shooting hoops and goofing off with his friends.
个体通过在回避一个不愉快的刺激，所习得和记忆时建立的一种条件性回避行为。
Learning that occurs when the subject responds in order to avoid an unpleasant stimulus. The process of learning to emit a behaviour in order to prevent an aversive event.
越南留学生在习得汉语普通话塞音、塞擦音时总是存在一些突出的疑难问题。
When Vietnamese learners try to acquire stops and affricates in Chinese, there are always some prominent troubles.
他认为只有当可理解输入通过情感过滤进入学习者的语言习得机制时，人们才能习得这种语言。
He believes that people acquire a language once the 'comprehensible input' penetrates the affective filter and reaches the learner's innate language Acquisition Device (LAD).
习得英语和意大利语时，这个变量到底发生了什么转变？
What actually happens with this parameter in acquisition of English vs. Italian?
当儿童习得母语时，语境提供语言材料供模仿，并帮助纠正习得过程中的种种误差。
It supplies linguistic models for children to imitate and check against their mistakes during the process of acquiring their mother tongue.
使用二语习得理论，考察越南人对汉语被动句及相关句式、持续体助词“着”、含“半”时量词语、含“多”数量词语、“二”“两”等词语的习得情况。
By applying the relevant SLA theories, this paper makes a research on the Vietnamese learning Chinese grammar, covering the acquisition of passive sentences and some typical words.
当吾人习得更多智能时，便会了解到知识是无止境的。
As one receives more wisdom, one realizes that knowledge has no borders.
王者祝福现在22级时可从训练师处习得而非18级。
专注光环现在42级时可从训练师处习得而非54级。
Concentration Aura is now trained at level 42, down from 54.
虔诚光环现在18级时可从训练师处习得而非22级。
Devotion Aura is now trained at level 18, down from level 22.
神圣愤怒现在28级时可从训练师处习得而非50级。
在研究井间地震和逆VSP联合层析成像时，充分考虑了坡射线在纵、横向非均习介质中的弯曲效应。
The curvature effect of wave rays in vertically and horizontally-nonuniform medium must be considered in making joint tomography of interborehole seismic data and inverse VSP data.
研究还发现，学习者对于语法学习的观念与策略影响其克服母语负迁移能力的提高和英语时间概念的建立，从而影响其英语现在完成时的习得。
The research also finds that learners' beliefs about and strategies for English grammar learning affected the increasing of the level of ability to overcome the negative L1 transfer.
有研究者认为，母语词汇的学习不可能完全是通过刻意学习获得，而很可能是在进行其他学习任务时附带习得的。
Some researchers think that it is impossible for a mother language to be acquired wholly through intentional language learning, and probably through incidental vocabulary acquisition.
自幼喜爱艺术，6岁时开始练字习画，参加过四川省少儿美术展览。
He has loved art since his earlier childhood. He began to practice painting at his 6-year old.
先前的研究表明第二语言时体习得顺序可以由情状体优先假设所预测。
Previous research showed that the developmental sequence of L2 acquisition of this linguistic feature could be predicted by the aspect hypothesis.
本研究旨在考察中国英语学习者的时体习得状况。
This thesis aims to examine how Chinese learners of English develop interlanguage knowledge of tense and aspect.
研究结果表明情状体和语篇结构对中国大学生时体习得产生影响。
The results show that both the lexical aspect and narrative structure affect the distribution of verbal morphology in interlanguage produced by Chinese instructed learners of English.
本研究旨在探究母语为汉语的学生在习得英语现在完成时态时，其过渡语中母语时体特征的表现方式、存在原因和发展趋势。
The present study focuses on three parameters according to the three Characteristics of the Chinese Temporality (CCTs): time-phrase influence, time-space influence and tense choice.
本研究旨在探究母语为汉语的学生在习得英语现在完成时态时，其过渡语中母语时体特征的表现方式、存在原因和发展趋势。
The present study focuses on three parameters according to the three Characteristics of the Chinese Temporality (CCTs): time-phrase influence, time-space influence and tense choice.
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