基于位置不确定性的模型误差讨论

空间数据不确定性作为地理空间信息的一个理论问题,当前学术界对它的研究已开展了若干年.通过对空间数据不确定性来源的分析,针对现有误差带的缺陷,重新定义了模型误差的概念,分析了模型误差存在的必然性和重要性,并讨论了影响模型误差的因子和有关模型误差的最新研究成果.     

Evaluating the validity of the Automated Working Memory Assessment

The aim of the present study was to investigate the construct stability and diagnostic validity of a standardised computerised tool for assessing working memory: the Automated Working Memory Assessment (AWMA). The purpose of the AWMA is to provide educators with a quick and effective tool to screen for and support those with memory impairments. Findings indicate that working memory skills in children with memory impairments are relatively stable over the course of the school year. There was also a high degree of convergence in performance between the AWMA and the WISC‐IV Working Memory Index. The educational implications are discussed.     

Issues of validity in science attitude measurement

This article explores the work that Moore and Foy (1997) did in revising and field testing the Scientific Attitude Instrument (SAI). I begin by showing that the empirical work with the revised instrument, the SAI II, raises doubts about the instrument's validity, and I suggest that these doubts seem to coincide rather remarkably with ones raised in an extensive study of science attitude instruments published in the early 1980s. I then consider the field testing of the SAI II in light of alternative approaches to validating instruments, and I show that the revisions made to the SAI leave its validity in question. I end by considering how we might develop guidelines for validating the instruments we use in science education research. J Res Sci Teach 34: 337–341, 1997.     

具有最少采样点的圆度误差测量研究

建立了采样点均匀分布情况下，圆度误差测量采样点数量与测量极限误差之间的定量关系数学模型。根据所得数学模型，对测量坐标值原则下给定圆度误差检测对象的采样点进行规划，求得具有最少采样点的测量方法，并给出了测量实例，对数学模型进行了验证。     

Examining factorial validity and measurement invariance of the Student-Teacher Relationship Scale

The purposes of this study were to (a) test the hypothesized factor structure of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) for 308 African American (AA) and European American (EA) children using confirmatory factor analysis (CFA) and (b) examine the measurement invariance of the factor structure across AA and EA children. CFA of the hypothesized three-factor model with correlated latent factors did not yield an optimal model fit. Parameter estimates obtained from CFA identified items with low factor loadings and R² values, suggesting that content revision is required for those items on the STRS. Deletion of two items from the scale yielded a good model fit, suggesting that the remaining 26 items reliably and validly measure the constructs for the whole sample. Tests for configural invariance, however, revealed that the underlying constructs may differ for AA and EA groups. Subsequent exploratory factor analyses (EFAs) for AA and EA children were carried out to investigate the comparability of the measurement model of the STRS across the groups. The results of EFAs provided evidence suggesting differential factor models of the STRS across AA and EA groups. This study provides implications for construct validity research and substantive research using the STRS given that the STRS is extensively used in intervention and research in early childhood education.     

表头内阻测量的误差分析

本文讨论了表头内阻测量的四种方法,并对各方法进行了误差分析,提出了减小这些误差的具体措施和建议。     

平面度误差测量虚拟实验的三维建模研究

以虚拟实验--平面度误差测量中虚拟对象建模为例,研究了选用3dsmax进行网络三维虚拟实验模型建构的简易流程、模型动作的设置技巧、模型的视觉表现手法以及建模原则等关键问题,以期提高网络三维虚拟实验的开发效率及质量.     

Working collaboratively with teachers to promote effective learning

The work of educational psychologists (EPs) is often focused on those children identified as having special educational needs. This focus may restrict opportunities for EPs to become involved in the wider application of psychology within education. This article explores ways in which EPs can make an effective contribution to the enhancement of learning opportunities for all children by working collaboratively with teachers. As a group of EPs working in the same local education authority (LEA), we undertook a small‐scale action research project with teachers in order to explore ways to promote children's thinking and learning skills. The study involved us working with Year 5 class teachers in three mainstream primary schools over a six‐week period, with the aim of developing materials which helped pupils develop an awareness of their own learning techniques (metacognition) and a positive and confident approach to learning (self‐efficacy). Some of the benefits of and barriers to joint research are considered, as well as implications for future collaborative work between teachers and EPs.     

激光靶测速相对误差影响因素研究

激光靶测速是速度测量的一种重要的实验方法,其测试效率高、精度高、抗干扰能力强、测速范围大、受环境因素影响小,很有工程应用前景。针对激光靶速度的实际工程应用背景,深入、系统地研究了在匀加速阶段和匀速阶段测速时影响测速相对误差的因素,得出了在这两个典型阶段测速时,激光靶的安装位置及其精度与测速相对误差的重要关系。同时,分析得到了在给定测速相对误差前提下,激光靶的最佳安装间距。上述结果对激光靶测速的相关工程应用和相关实验的设计与开发具有重要的指导意义。     

Pathways to understanding mind: construct validity and predictive validity of maternal mind-mindedness

The construct validity of maternal mind-mindedness (MM) was investigated in the context of its relations with children's later understanding of mind. MM measures were obtained from infant-mother (N = 52) interactions at 6 months, and from maternal interviews at 48 months. Children's understanding of mind was assessed using theory of mind (ToM) tasks at 45 and 48 months, and a stream of consciousness (SoC) task at 55 months. One of the early MM measures--mothers' appropriate mind-related comments--was a positive independent predictor of: (a) MM at 48 months, and (b) ToM and SoC performance at 45 to 55 months. Path analyses suggested direct links between mothers' use of appropriate mind-related comments and children's later understanding of mind.     

人体血压测量的质量控制与技术偏差的纠正

血压测量方法是高等护理专业实验教学的重点内容之一,也是临床上诊断疾病,观察治疗效果的重要依据。从血压测量原理出发,介绍了血压测量的规范方法,分析实验教学和临床工作中血压测量的常见技术偏差;探讨了纠正措施和血压测量的质量控制,以提高实验教学效果。     

Working with Boys

The author, a Special Educational Needs Co‐ordinator in an inner city primary school in North London describes an Equal Opportunities project that involved working with boys in a single sex group. The project sought to address theoretical concerns around sex stereotyping, peer group hierarchies and the greater level of alienation from the educational system boys seem to experience at primary stage. The article evaluates the effectiveness of the project to raise awareness and support change in relation to a number of significant issues — racism, sexism, bullying and collaborative group processes.     

从对日外包看软件技能型人才的培养

文章根据对日软件外包业务的特点,从发展的角度分析了对日软件外包人才的模式,从课程建设等方面就对日外包软件技能型人才培养中的相关问题进行了论述。并从对日外包业务对我国企业文化、高等教育等方面的相关影响进行了再思考。