The schema theory, proposed by the cognition psychologists, presents a very good theoretical frame for the relationship between background knowledge and language comprehension in English reading.
认知心理学家所提出的图式论，为探讨英语阅读教学过程中背景知识与语言理解之间的关系提供了一个很好的理论框架。
In study two, an experiment was designed to explore the relationships among temporal frame, time personality, task cognition and task participation decision.
本文的第二个研究，通过设计情景模拟实验探索时间框架效应下时间个性、任务认知与任务参与决策间的作用关系。
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