| 词汇 | example_english_videotape |
| 释义 | Examples of videotapeThese examples are from corpora and from sources on the web. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors. The behavior of a fetus can then be videotaped while it is in a drug-free state. Removing the nine individuals who viewed videotapes of the lectures had no impact on the total number of changes in behaviors, attitudes, and combined changes. A third coder rated videotapes when scores differed by more than 2 points. Following the two interactions, a triadic family session was videotaped. Dyads also were videotaped during 5 min of interaction. There was a single play session lasting about 20 min, and this was videotaped. Teams of coders scored the videotapes at each age. The episodes were videotaped and the coding was made from the tapes. All the videotapes were coded afterwards by two naive observers. From the videotapes we derived nonverbal and verbal measures of performance at each test session. Three undergraduate students were trained to code the videotapes. A second coder independently recoded 20% of the videotapes so as to provide an estimate of intercoder reliability. All ratings were based on observations of the entire videotaped sequence. Interactions lasted 10 min, and were videotaped for subsequent coding. Chapter 4 first discusses forms of strategy training, such as general study-skills courses, awareness training, peer tutoring, strategies inserted into textbooks, and videotaped mini-courses. Research assistants later rated videotapes of the interactions. The study is based on videotapes of per formances by 15 improv groups and interviews with directors and actors. Sessions were videotaped with a digital time-code accurate to a single frame (33 ms resolution). Twins were videotaped in their homes on one occasion. Here, students are trained in communication skills by conducting patient interviews that are videotaped for later discussion. The interaction between the child and the caregiver during a free play session lasting about 30 minutes was videotaped and audiotaped by the examiner. Nematodes were videotaped for 10 min for subsequent analysis. The data for the next two chapters are drawn from videotapes of therapy sessions. We randomly selected two videotapes from each of the three data sets. Each session lasted for approximately 15 - 20 minutes and was videotaped. Each session was recorded with an analog tape recorder and most were also videotaped. They appeared quite relaxed on the videotapes while they described their classroom and recounted the film. Each participant's story recall performance was audio- and videotaped. Linguistic transcriptions were made from the videotapes of the teacher's production, of the group as a whole, and of the five focus children. Classes were observed and videotaped, and the teacher and student teachers were interviewed at various stages throughout the study. The participants were asked to agree to be videotaped during the meals when they were not in a hurry. All 92 families were videotaped at their homes during mealtime. The 24- and 42month assessments were videotaped and rated for several parenting behaviors by trained coders. Because of the nature of home videotapes, the child was out of view during portions of the filming. The videotapes showed only the children and their actions, not the experimenter nor the actions she modeled. Maternal interaction ratings were based on videotapes of 10 min of free play before developmental testing at 12 months of age. They were first trained to rate scales accurately using videotapes of family interaction. Validation of the phenomenon of autistic regression using home videotapes. Among many other parameters, the symbolic status of all utterances had been determined by regarding the whole situational and communicative context provided in the videotapes. The use of a standardized medication insert, videotaped instructions and better medication labels and instructions could add to this strategy of improving patient information. One coder orthographically transcribed all of the videotapes. Measures of private speech were collected from transcribed videotapes. Research assistants transcribed the videotapes of the parent- child discussions and verified the transcripts for accuracy. In this study, that assumption corresponded to our impressions of the speakers' proficiency as represented on the videotapes. However, careful study of the videotapes of the battery suggested that most children became more, rather than less, relaxed as the session wore on. The discussions between the field engineer, exper t designer, and novice designer were videotaped and transcribed for video protocol analysis. Ratings were derived from the videotapes by a single rater first author!. To enhance consistency across sites, we required staff to attend a 3-day cross-site workshop and to observe videotapes of prototypic administration of each session. The following behaviours were coded from the videotapes of the sessions : (1) response time, (2) recall score and (3) insertion score (see below). When child and parent were seated, the experimenter walked behind the curtain, began the presynchronized videotapes, and videotaped the child. Ten minutes of free play were videotaped for later coding. Signers were asked to practice the sentences and were videotaped doing so without their knowledge. The studies were recorded on videotapes and thefindingswere analyzed. Six one-hour rehearsal sessions and a performance were observed and videotaped for analysis. Using the complete emotional walking patterns, computer simulations are conducted and videotaped. A 50-minute class was videotaped, and three student volunteers from the class viewed the video several days later. All of the children's speech while working alone on the tasks was audio- and videotaped for later analysis. Sessions took about 15-20 min and were videotaped. Participants' responses were videotaped and then scored for accuracy, strictly correct or not, by a deaf research assistant. About 180 minutes of programme (2-6 episodes) per series were randomly selected and videotaped. Autistic children and their parents were videotaped during free play as part of their visit for an ongoing research project. The ensuing interchange was videotaped for at least 5 minutes from behind a one way mirror. A team of three experienced observers (two advanced graduate students and a faculty researcher) trained for 2 months to systematize the scoring of the videotapes. They were rated from videotapes on a 5-point scale ranging from none (0) to extreme (4). The two laboratory assessments were nearly identical and consisted of a series of mostly social events, all of which were videotaped for subsequent coding. Working from the videotapes and arbitrated transcripts, each individual then coded approximately one-third of the delayedrecall sessions. Efforts were made to schedule the lectures when families could participate, and if they were unable to participate, videotapes were shown with consultation available. The single-child play episodes, taken from the original videotapes, were repeatedly reviewed for any regularities and patterns that might begin to emerge. In addition, the videotapes from the sessions were made available for independent observer checks. Infant and maternal behaviors were coded continuously from videotapes, using a computerized, event3. Half the videotapes were cocoded by two raters, who conferenced with a third coder in the case of substantial disagreement. During the second visit, the family was videotaped while engaging in several different structured interaction tasks. All procedures were administered at a child-sized table and videotaped for offline coding. All testing and play sessions were conducted in a carpeted lab room and were videotaped for subsequent analysis. The experimenters had been trained using archival videotapes to estimate children's pointing within 3-5 degrees to targets that were out of camera view. Qualitative methodologies such as observations, interviews with students and teachers, field notes, and videotaping and audio-taping of student-student and student-teacher interactions were employed. The transcripts of the encounters include ones drawn from fieldnotes, videotaped reenacted versions of earlier interactions, and broadcast media. An assistant audiotaped all focus groups and videotaped all except two rural groups. All observations were made directly with the use of red light ; however, trials were also videotaped for later review. Six hours of videotapes were used to supplement diary notes. Two 8 mm videotapes were edited, using a video cassette editor that allowed 30 frames per second precision, to be played as a synchronized pair. All the sessions were videotaped by the experimenter for later coding. Each session was audio- and videotaped with hidden equipment. After 15 min, the bowl was removed and the beetles' movements were videotaped for 1 h under red light conditions. The testing sessions were videotaped for post-test analysis. First a story was created, performed and videotaped. During the administration of the tests both preterms and controls were videotaped. Broadly speaking, the methods used in qualitative research include (participant) observation, interviews (individual or group), content analysis of text, documents, photographs, and audioor videotapes. An identification number was allocated to each dispermic zygote and the enucleation procedure was videotaped. Their digitised portraits were produced from the videotapes or were downloaded from the homepages or press releases. The procedure was videotaped and scored on a variety of scales by two independent raters. Depressed and nondepressed fathers viewed videotapes of unfamiliar infants labeled as normal or depressed. If ratings differed by more than two points, then a third trained coder scored the videotapes. Each interaction was videotaped and coded for specific intrasexual competition tactics. A series of meetings during the ten-day visit was videotaped, allowing an analysis of nonverbal (significantly) as well as linguistic communication. During the videotaping no other family members were in the room, and one of the observers monitored the camera while the other took notes. At an appropriate moment during this condition, parents were also asked to comment on their child's linguistic achievements in each language (on-line videotaped interview). They videotaped the subject while interacting with a personalized museum guide and interviewed the subject afterward, while watching the recording together. These examples are from corpora and from sources on the web. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors. |
反思网英语在线翻译词典收录了377474条英语词汇在线翻译词条，基本涵盖了全部常用英语词汇的中英文双语翻译及用法，是英语学习的有利工具。