...ource theory），即卡里曼（Kahneman，1973）假设，是指人们在完成一项心理作业时，他们的资源或认知资源（cognitive resource）是有一定限度的。这种限度使人们必须把有限的资源有控制地分配到不同的活动或同一活动的不同方面去。
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要尽可能地对熟词词义的提取速度,做到自动、自由地处理熟词,以便腾出有限的认知资源(cognitive capacity),去的阅读活动。
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认知资源理论 cognitive resource theory
Second Positive affect increases, at least maintains the processing capacity as negative affect does. That is under the positive condition, not only can emotion save cognitive resources, but also it can help people to make decision correctly.
其次，积极情绪条件下个体并不缺少加工能力，个体在积极情绪条件下，既可以节省认知资源，又可以做出正确决策。
参考来源 - 情绪影响决策内隐认知机制的实验研究·2,447,543篇论文数据，部分数据来源于NoteExpress
学业情绪具有领域特殊性，与学习动机、元认知、认知资源等有密切关系。
Academic emotions have domain specificity, and also are related to academic motivation, meta-cognition, and cognitive resources.
该理论关注记忆在学习中的作用，主张合理分配认知资源对有效学习至关重要。
The theory stresses the important role of memory in the learning process, advocating that rational allocation of cognitive resources is crucial to effective learning.
转换加工在工作记忆中体现为控制竞争同一认知资源的两项任务间相互转换的过程。
It was presented as controlling switching course between two tasks which compete the same cognitive resources in working memory.
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