The following diagram is a schematic representation of the launcher 下面是launcher的示意圖。
A schematic representation of the proposed treatment of multi - beneficiary accounts 有多名受益人的帳戶的建議處理方法
Figure 2 - 1 shows the schematic representations for four major types of electrically controllable switching elements 圖2 - 1所示為4種主要的電氣控制切換元件的示意圖。
Industrial automation ; computer aided design ; format for the exchange of standard parts data ; express - scheme for schematic representation 工業(yè)自動化.計算機輔助設(shè)計.標(biāo)準(zhǔn)件數(shù)據(jù)交換的格式.示
A process compilation program is developed to generate process flows from schematic representations of planar semiconductor device by two steps : sorting the structures and generating the processes 針對采用平面工藝的半導(dǎo)體器件的結(jié)構(gòu)信息,通過單元排序和工藝流程生成兩個步驟,生成一個可以實現(xiàn)輸入目標(biāo)要求的工藝流程。
4 . the difference between the numbers of representations that was used by students was significant . the order is schematic representation , semantic construction analysis , direct translation , rehearsal representation , other representation types and pictorial representation 4 、小學(xué)六年級學(xué)生在各種問題表征方式的選用次數(shù)上存在顯著差異,按照被選用的次數(shù),這六種表征方式依次為圖式表征、語義結(jié)構(gòu)分析、直譯表征、復(fù)述內(nèi)容、其它表征和圖片表征。
2 . the main effect of problem representation types is significant and this significant difference explained that with schematic representation or semantic construction analysis students had better performance than students with other representations ; direct translation , rehearsal representation , pictorial representation or other representation types had no significant differences in performances 2 、問題表征方式影響小學(xué)六年級學(xué)生數(shù)學(xué)問題的解決,圖式和語義結(jié)構(gòu)分析兩種表征方式下的成績好于復(fù)述內(nèi)容、圖片表征、直譯表征和其它表征方式下的成績。
The within - subject factor , included rehearsal representation , schematic representation , pictorial representation , direct translation , semantic construction analysis and other representations . the second between - subject factor included boys and girls . the results showed that : 1 . the main effect of working memory is significant and this significant difference explained that the higher capacity the better mathematics problem solving performance ; the lower capacity the worse performance 第一個因素是被試間變量,即工作記憶容量,分為高容量組和低容量組;第二個因素是被試內(nèi)變量,即問題表征方式,分為復(fù)述內(nèi)容、圖片表征、圖式表征、直譯表征、語義結(jié)構(gòu)分析和其他表征方式六種;第三個因素是被試間變量,即性別。