具有学习效应的单机可控加工时间排序问题研究

在经典排序问题中，工件的加工时间往往是一个常数，但在现代生产过程中，工件的加工时间受许多因素的影响。因此，研究工件具有学习效应的单机可控加工时间排序问题，其中工件的加工时间是其所在位置的函数，且与加工时间的控制变量有关。目标是求出最优的加工时间控制变量和最优的排序使得目标函数最小，目标函数包括极小化时间表长与控制费用的和、极小化总完工时间与控制费用的和、极小化总完工时间偏差和与控制费用和。证明他们都能转化为指派问题，从而多项式时间可解。并给出数值例子来说明问题是如何求解的。     

文化认同与英语学习:基于非英语专业大学生的历时研究

通过问卷对三个年级557名非英语专业大学生的英美文化认同进行了调查研究,发现总体上这些大学生对英美文化的认同呈上升趋势;文化认同与他们的课外英语学习时间呈弱正相关,而与专业、年龄、英语学习年限呈弱负相关;文化认同与性别、家庭背景和外在动机开始呈正相关而后来却呈负相关,始学年龄则相反;文化认同与内在动机呈显著正相关,而与英语水平呈不显著的正相关。     

Contributing Factors to Temporal and Spatial Associations in Mental Representations of Maps

Abstract

The present work explores an interactive model of spatial and temporal information in map memory. In four experiments, participants learned a map with temporal and spatial information confounded or unconfounded. Attentional and representational levels of information were made apparent through tasks that tap spatial, temporal, or other information. Learning criteria emphasizing sequential order or location imposed differential weighting of the information types in memory. Results indicate that map memory is spatial, but also interacts with the order in which map locations are encountered. Findings show flexibility in allocating attention and information indexing of location and sequential order information in map learning.     

发现学习法在数学教学中的应用

本文结合大学生的思维特点及数学学科的特点，论述了恰当地采用发现学习法将使“教师教的活动与学生学的活动”达到事半功倍的效果。     

多媒体网络在翻译教学中的应用

在传统翻译教学模式下,教师往往是课堂活动的中心,而学生只是被动的接受者,学习积极性不强,而将多媒体网络应用于翻译教学可以很好的解决这一问题。首先分析传统教学的不足之处,然后指出如何利用多媒体网络教学来解决这一系列问题,最终达到提高学生的实际翻译能力的目的。     

Is Route Learning More Than Serial Learning?

Abstract

The nature of route learning in terms of the memorizing of landmarks was investigated. In Experiment 1, participants memorized landmarks while being guided through a computer-simulated hallway (dynamic, with spatial context), or while viewing the landmarks one by one in front of a black background (static, without context). Two more conditions completed the 2 × 2 design. One condition preserved the dynamic landmark viewing properties (observers approached each object, passed it, turned to the next object, and so on), but the background was black (dynamic, without context). In the other condition the observer saw a stationary display of each object within a hallway, but did not approach the object (static, with context). Serial recall was much better after viewing the landmarks in the dynamic presentation format with spatial context than in the other conditions. Experiment 2 showed that the superior performance in the dynamic condition with context was abolished when all hallway segments were equally long. This implies that metric information is a component of route knowledge at a very early stage, which is incompatible with the dominant framework, but is compatible with the alternative framework for spatial microgenesis.     

基于深度学习的目标跟踪技术及其多波段应用研究

目标跟踪是计算机视觉领域中最具挑战性的领域之一。首先，回顾了目标跟踪技术发展现状并总结出目标跟踪的一般流程；其次，分析了卡尔曼滤波、粒子滤波等传统目标跟踪方法的优缺点；再次，依次重点介绍了固定窗跟踪等相关滤波目标跟踪方法，以及全网络自适应目标跟踪等高性能目标跟踪方法；最后，总结了目标跟踪在红外、毫米波、太赫兹等波段的应用，并对多波段融合目标跟踪进行了展望。     

高等学校人才流失实证分析

根据某财经类高校实际资料，分析了高等学校人才流失的现状和原因，提出了解决问题的对策和措施。     

英语主题项目教学实践研究

项目教学是实现综合能力教学的有效途径。在英语教学过程中运用主题项目教学可以弥补授受式教学模式的不足,培养学生自主学习、团队协作、问题解决、积极创新等素质能力。本文以建构主义理论为指导,通过计划—行动—观察—反思,探索出一套实践教学模式:一个中心、二个场所、三个要素、四个步骤,旨在提高学生的综合素质。     

Learning to Reach to Locations Encoded from Imaging Displays

We examined the use of hand gestures while people solved spatial reasoning problem in which they had to infer motion from static diagrams (mental animation problems). In Experiment 1, participants were asked to think aloud while solving mental animation problems. They gestured on more than 90% of problems, and most gestures expressed information about the component motions that was not stated in words. Two further experiments examined whether the gestures functioned in the mechanical inference process, or whether they merely served functions of expressing or communicating the results of this process. In these experiments, we examined the effects of instructions to think aloud, restricting participants' hand motions, and secondary tasks on mental animation performance. Although participants who were instructed to think aloud gestured more than control groups, some gestures occurred even in control conditions. A concurrent spatial tapping task impaired performance on mechanical reasoning, whereas a simple tapping task and restricting hand motions did not. These results indicate that gestures are a natural way of expressing the results of mental animation processes and suggest that spatial working memory and premotor representations are involved in mental animation. They provide no direct evidence that gestures are functional in the thought process itself, but do not rule out a role for overt gestures in this type of spatial thinking.