第三，学习者的心理亲近度随目标词的词频变化而变化。
Third, learners 'psychological proximity differentiates in accordance with the frequency of target word of learning.
第四，学习者的心理亲近度随目标词的具体性变化而变化。
Fourth, learners 'psychological proximity differentiates with reference to the concreteness of target word of learning.
并提出了一种根据问句目标词共现率来判别句子所属框架的方法。
Besides, a method using target words cooccurrence degree was presented to identify the correct frame for the sentence.
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