太多的密码，太少的记忆(英文)

密码,已经充斥了我们生活的各个方面,在保护了人们的财富的隐私的同时,它也给人们带来了无限的烦恼。     

试论内隐记忆的本质特征

内隐记忆是一种自动的、不需要有意识参与的记忆.内隐记忆与外显记忆之间具有随机独立性与功能独立性特点.加工说与系统说在内隐记忆的理论建构上各执一词,各有特色,但其总的发展趋势是走向融合.     

遵循记忆规律 提高记忆能力

高中生物学涉及的基本概念、基础知识较多,如果能遵循记忆规律,采取科学的记忆方法来记忆,可起到事半功倍的学习效果,列举了多种记忆规律并举例加以说明。在生物教学过程中,教师要引导学生遵循记忆的客观规律,采取灵活多样的记忆方法来高效地学习。     

Some features of causal reasoning: common sense and physics teaching

The idea of causality is central in science and has long given rise to debate among philosophers and scientists. While the tendency to avoid causality seems to have become dominant in science and philosophy, research in science education has shown the strong presence in common reasoning of causal explanations, often conceived as a ‘mechanism’ capable of accounting for physical transformations. Some researchers have proposed using this common causal reasoning as a basis for teaching–learning sequences, especially in electricity and mechanics. This paper analyses some features of causal reasoning used in physics by students, using questionnaires and interviews involving students and teachers. This study has shown three aspects which are related to one another: a confusion between efficient and contingent causes, between the conditions of occurrence of a phenomenon and the cause actually producing it; a tendency to ‘displace’ causes, skipping intermediate objects; and a difficulty in connecting local causes and global effects. The paper highlights the differences between common reasoning and scientific usage, and their effect on learning. In fact, these trends of reasoning must be taken into account in teaching: they should be considered not only as creating an obstacle to learning physics, but also as resources at the learner’s disposal.     

普通型2019冠状病毒病的临床特征和HRCT表现

目的探讨普通型2019冠状病毒病(COVID-19)患者的临床表现与高分辨率CT(HRCT)的影像特征。方法回顾性分析我院收治的25例COVID-19确诊患者的临床资料及胸部CT检查,进一步分析其临床特征、实验室指标及HRCT影像学特征。结果我院收治的25例COVID-19患者均为普通型,发热(19/25,76%),干咳(18/25,72%);所有患者白细胞计数均正常,淋巴细胞计数不同程度减少(15/25,60%),血沉增快(12/25,48%),C反应蛋白升高(10/25,40%),出现降钙素原降低(2/25,8%);平均住院日为19.8±3.9天,从出现临床症状到CT检查阳性平均时间为4.9±2.7天。首次胸部HRCT病灶分布为单侧9例(36%,左肺4/25,16%;右肺5/25,20%),双侧16例(64%);20例(80%)病灶分布位于周边,5例(20%)位于周边为主及中心同时受累。HRCT表现中单纯磨玻璃影(GGO)为25例(100%),GGO伴局灶性实变为5例(20%),4例(16%)伴片状实变影。在第二次HRCT检查中,大部分患者病灶增多、范围变广,局部病灶融合,并见支气管充气征。结论普通型COVID-19患者临床表现相对较轻,HRCT是其诊断和评估的重要手段。     

从"多"到"一"再回到"多"--从亚里士多德与斯宾诺莎关于本体的学说之比较看哲学发展的趋势

本体是传统西方哲学中的一个根本性的范畴。而亚里士多德和斯宾诺莎分别是古代和近代两位具有代表性的重要哲学家。将他们两人关于本体的学说放在一起加以比较，可以突显出它们之间“多”和“一”的不同，并据此来反照现代性和反现代性之争的本质，以及帮助我们思考哲学发展的最新趋势。     

Categorization and memory retrieval by three-month-olds

84 3-month-olds were tested in 3 studies of the acquisition and long-term retention of category-specific information. Infants who were trained with a perceptibly different member of an alphanumeric category on each of 3 days generalized responding to a novel instance of the original training category but not a novel member of a novel category during a 24-hour novelty test. 2 weeks later, when infants displayed no evidence of remembering their prior training experience, categorization was reinstated if a novel exemplar from the original training category was used as the retrieval cue in a memory reactivation procedure. A novel exemplar from a novel category was not an effective retrieval cue. The effectiveness of the category-specific retrieval cue was a function of its physical similarity to the individual exemplars encountered during training, not testing. The background against which the alphanumeric exemplars were displayed during training was not an effective retrieval cue in either the 24-hour novelty test or the memory reactivation procedure, indicating that all invariant stimulus attributes do not contribute equally as category cues. These data are the first to document retention of category-specific information after extended intervals. A popular account of categorization holds that infants abstract invariant features from individual exemplars and form a schema or distinctive memory representation of these shared features against which subsequent exemplars are compared. The present data provide support for a more parsimonious account of categorization, based on the retrieval of information about individual exemplars, that does not require an assumption of prototype formation.     

运用记忆规律科学组织教学

记忆具有很高的科学性和技巧性,掌握并运用记忆规律,科学组织教学,就能使学生花更少的时间和精力,掌握更多的知识和技能,就可以事半功倍,提高教学效率.     

深圳市中学生出国留学透视

随着国民经济的快速发展和家庭收入的迅速增加,中学生出国留学在深圳市悄然兴起。中学生出国留学的根本原因是什么,有何利弊,此问题已成为市民关注的热点话题,并引起教育界的高度重视。     

口译的基础——从理解到记忆

口译的本质是从源语信息的解码到译语语言的输出,是一个大脑高速运转处理和加工信息的复杂过程。其中对源语的理解和记忆显然是整个口译活动的基础,起着至关重要的作用。阐述了口译中理解和记忆的内在联系,以及两者各自的内在过程,揭示出必须脱离原语语言外壳,抓住信息意义才能进行行之有效的理解和记忆,同时在此基础上对二者的训练策略进行了相应探讨。     

浅谈医学生记忆力的培养

记忆力是医学生综合能力的一个重要方面,做好临床工作不仅需要临床经验,更需要丰富的理论知识做后盾,而纷繁复杂的临床表现和成千上万的药物名称、使用方法、不良反应等都需要记忆,因此在临床课教学中教师应加强学生记忆力的培养,通过多种方法激发、挖掘和提高学生的记忆潜能,为适应未来临床工作奠定坚实基础。     

Control of performance by short-term memory in honeybees

Individual honeybees foraging at a laboratory window were trained with a correction method to choose between blue and yellow targets, one of which contained sucrose solution. There were two trials on each visit, with the locus of the sucrose predictable only on the second. Animals differentially rewarded on Trial 2 for choosing the rewarded color of Trial 1, for choosing the alternative color, or for choosing the target in the rewarded position of Trial 1 independently of its color, all showed a small but persistent preference for the rewarded color, with no significant preference for the rewarded position. When the positions of the colored targets were the same on Trial 2 as on Trial 1 (color and position confounded), there was a more substantial but equally persistent preference on Trial 2 for the rewarded color-position of Trial 1, whether the animals were differentially rewarded for perseveration or for alternation. The results provide further evidence of unlearned control of performance by short-term memory in honeybees but no indication of learned control.     

Technical features in the portal to CADAL

INTRODUCTION The objective of the China-America Digital Academic Library Project (CADAL) is to provide universal access to one million digital books and multimedia resources for teaching and research, and explore the ways of applying multimedia and virtual reality technologies to digital library. Terabyte volume of multimedia data of various types of modality, such as text, image, video, anima- tion, are available in the CADAL, which is one of the distinct characteristic of CADAL. …     

How to improve students' memory in English Teaching

1.Introduction The cultivation of students' memory is toimprove their capacities to enlarge their English vocabulary     

Let's get beyond community and practice: the many meanings of learning by participating

This article is an attempt to tease out what is so often termed learning through participation. Drawing on the analysis undertaken by the Learning Outcomes Thematic Group, the use of the participation metaphor in TLRP projects is discussed. The conclusion arrived at is that its use appears mainly to focus on behaviour and engagement in practices. After looking at the cognitive potential to be found in both cultural psychology and in the work that has its origins in interactionism and developmental psychology, the article cautions against simply seeing participation as another way of looking at behaviour and how it is shaped by context. It calls for a recognition of the cognitive elements in socio-cultural and activity theory frameworks and their capacity to explain how we learn new practices. It argues that a focus on coming to know or sense making requires a discursive shift that allows a rethinking of what is meant by acquisition. The implications of these frameworks for assessment are also touched upon.     

n个超平面分R~K最多能得多少个多面凸集

给出一个用n个超平面来分割K维空间RK,当分得的多面凸集的个数最多时 ,计算所得多面凸集个数的递推公式 .     

论共同侵权行为

我国的共同侵权理论主要包括三种学说:主观共同过错说、客观共同行为说和折中说.评析我国的共同侵权三种学说以及我国现行的共同侵权制度,将对我国共同侵权理论的发展有所裨益.     

Training reading fluency among poor readers of German: many ways to the goal

Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were evaluated. During a 6-week training period, a specific target for children in a computer group was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding phonological unit. Children in a paired reading group read books with an adult tutor. The results showed that, in reading words in which the computer-trained sublexical items were included, both groups exhibited similar improvement. A post hoc analysis suggested that computer training was associated with better reading skills with respect to the trained sublexical items; however, this improvement did not show large generalization effects to the words with the sublexical items. The paired reading group showed a more rapid gain in global word reading fluency than the computer group. Neither of the groups improved their pseudoword reading.