Given this dynamic bidirectionality of influences, social cognitive theory rejects a dualism between personal agency and a social structure disembodied from human activity.
考虑到这动态的双向性的影响，社会认识理论排斥个人能动作用与脱离现实的人类活动的社会体系的二元论。
Through reviewing on the nature of human cognition, module theory is about human cognitive and psychological structure with the basis of the analogy between human brain and computer.
模块理论是通过对人的认识特性的考察，在将人脑与计算机进行类比的基础上所提出的关于认知构架，心理结构的理论。
Cognitive learning theory emphasizes the subjective function of organism itself, and it considers that learning is a way of altering cognitive structure.
认知学习理论强调有机体自身的能动作用，认为学习是认知结构的改变过程。
The theory assumes that knowledge is actively constructed in individual cognitive structure and therefore, it is basically individual but depending on the same experience and social communications.
该理论认为知识一定是在个体的认知结构中被主动建构的，因此它基本上是个体性的，但同时依赖于经验和社会交流。
Among them cognitive structure build and construct doctrine theory of studying by theory, offer psychology for probing into teaching foundation;
其中的认知结构理论和建构主义学习理论，为探究教学提供了心理学基础；
It attempts to classify the sports leaning structure for different learning steps, and furthermore to relate them with the behavioristic association theory and cognitive learning theory.
通过客观分析当前运动学习的现状和误区，尝试进行运动学习层次分类，提出各层次学习心理模式并使之与行为主义联结学习理论、认知学习理论联系起来。
Based on the theory of conceptual blending in cognitive linguistics, this paper analyses the blending degree of predicate-object two-character structure and its level distribution.
本文运用认知语言学的概念整合理论对汉语述宾两字组的整合度高低及其层级分布加以探讨。
Schema theory and van Dijk s theory of macro-structure, which originated from cognitive psychology, provide a new approach to foreign language teaching.
以认知心理学为基础的图式理论和vanDijk的宏观结构理论为外语教学开辟了新的研究视角。
Schema theory and van Dijk s theory of macro-structure, which originated from cognitive psychology, provide a new approach to foreign language teaching.
以认知心理学为基础的图式理论和vanDijk的宏观结构理论为外语教学开辟了新的研究视角。
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