数字波束形成技术在雷达中的应用

由于电磁工作环境的恶化和大量射频干扰的存在,在极低的信干噪比(SINR)条件下进行目标检测和信息提取十分困难.对于阵列系统,往往采用自适应数字波束形成(ADBF)技术,来抑制强干扰和方向性干扰对有用信号的影响.给出了数字波束形成器的基本原理及其工程实现.     

跑道侵入严重度本体建模及等级划分研究

为研究致险因素对跑道侵入严重度的影响,从知识建模角度出发,构建了跑道侵入严重度划分的领域本体模型.采用石川图针对跑道侵入严重度划分问题进行因果分析;进而以跑道场景要素为导向构建本体模型;应用FaCT++推理机对实际案例分析推理,结合DL query 模块辅助验证推理结果.结果表明,本体推理可以支持跑道侵入严重度划分,验证了模型的有效性.     

基于实测数据的海杂波时空相关性分析

海杂波的相关特性分为时间相关性和空间相关性,二者均与雷达系统参数、环境条件等多种因素有关。文章利用X波段雷达实测海杂波数据,重点研究了不同极化条件下海杂波的时间相关性、高低典型海况和不同入射余角条件下的海杂波距离向和方位向空间相关性。经大量实测数据验证表明,极化方式对海杂波强时间相关性影响较小,海杂波距离向空间相关性受海况影响较大、方位向相邻分辨单元空间相关性较弱,这些结论对于海杂波中目标检测方法优化设计具有重要意义。     

The Space within Fisherman's Folly: Playing with a Puzzle in Mereotopology

Abstract

In this paper we propose a spatial ontology for reasoning about holes, rigid objects and a string, taking a classical puzzle as a motivating example. In this ontology the domain is composed of spatial regions whereby a theory about holes is defined over a mereotopological basis. Within this theory we define a data structure, named chain, that facilitates a clear and efficient representation of the puzzle states and its solution.     

Spatio-Temporal Ontologies and Attention

ABSTRACT

This paper presents a new proposal for the design of spatio-temporal ontologies which has its origin in cognitively motivated spatial semantics. It is shown that selective attention not only plays a central role in the characterization of spatial relations but that the representation of attentional aspects also leads to the possibility of defining an ontological upper structure which systematically covers both the spatial and the temporal domain.     

Expert Algorithmic and Imagistic Problem Solving Strategies in Advanced Chemistry

Abstract

Visualization and imagistic reasoning appear central to expert practice in science; however, expert use of these strategies on authentic tasks has not been examined in detail. This study documents how science experts use both algorithms and imagistic reasoning to solve problems. Using protocol analysis, we report expert chemists' preferential use of algorithms for solving spatial problems and imagistic reasoning for deducing spatial transformations. We observed experts employ algorithms to solve the majority of spatial tasks while reserving imagistic strategies to solve a class of tasks that required translating between representations. Strategy used varied widely among experts and tasks.     

Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

Abstract

Active exploration is reportedly better than passive observation of spatial displacements in real environments, for the acquisition of relational spatial information, especially by children. However, a previous study using a virtual environment (VE) showed that children in a passive observation condition performed better than actives when asked to reconstruct in reality the environment explored virtually. Active children were unpractised in using the input device, which may have detracted from any active advantage, since input device operation may be regarded as a concurrent task, increasing cognitive load and spatial working memory demands. To examine this possibility, 7–8-year-old children in the present study were given 5 minutes of training with the joystick input device. When compared with passive participants for spatial learning, active participants gave a better performance than passives, placing objects significantly more accurately. The importance of interface training when using VEs for assessment and training was discussed.     

Revisiting Perspective-Taking: Can People Maintain Imagined Perspectives?

Abstract

Three experiments were conducted to examine whether people can adopt and maintain imagined perspectives in the absence of target information. The task used entailed providing information about an imagined perspective in advance of target information to examine whether this would facilitate perspective-taking performance and reduce or eliminate alignment effects that are commonly reported in the literature. The three experiments employed different types of spatial environments: an environment learned from navigating a computer screen (Experiment 1), and an immersive environment that was either remote (Experiment 2) or immediate (Experiment 3) at the time of retrieval. Across the three experiments, results showed that information about an imagined perspective can be utilized ahead of target information. Furthermore, they suggested that alignment effects can be reduced as a result of processing information about perspective ahead of target information, but only when reasoning about specific nonimmediate spatial relations (Experiments 1 and 2). Results are discussed in connection with previous findings on spatial updating and the organizational structure of spatial memory.     

Spatial Thinking in Undergraduate Science Education

Spatial thinking is central to many scientific domains and professions spatial ability predicts success and participation in science. However spatial thinking is not is not emphasized in our educational system. This paper presents a selective review of four types of studies regarding spatial thinking in undergraduate science curricula; (1) correlational studies examining the relations between measures of spatial ability and performance in science disciplines, (2) studies that attempt to train aspects of spatial thinking, (3) studies of how students understand specific spatial representations in sciences (4) studies that use dynamic spatial representations to promote scientific understanding. For each type of study, the evidence is critically evaluated and conclusions are drawn about how to nurture spatial thinking in science.