直觉 Fuzzifying 拓扑：邻域系

引入了一种新型的直觉模糊拓扑并研究了其邻域系。这种拓扑可以看做Ying[8]中的Fuzzifying拓扑的自然的推广,因而称之为直觉Fuzzifying拓扑。     

有限拓扑积空间的子基及其应用

得到了有限积拓扑的几个新的子基，诗集 了该新子基的若干应用。     

直觉I-模糊拓扑空间

直觉I-模糊拓扑空间理论是拓扑学中不确定性处理的一个组成部分,开展该理论的研究具有重要的理论依据,通过引入直觉模糊点的直觉I-模糊重域系的概念,证明了直觉I-模糊拓扑空间范畴与直觉I-模糊重域空间范畴是同构的：同时研究了不分明化拓扑空间与直觉I-模糊拓扑空间之间的关系．最后,通过引入可诱导的直觉I-模糊拓扑空间的概念,证明了直觉模糊拓扑空间是可诱导的当且仅当它是满层的且是弱诱导的,这一结论与通常I-拓扑空间的结论是相协调的．     

直觉模糊拓扑的确定

对于任意集合X,我们证明了,在IFWCL（X）（X上的直觉模糊弱闭包算子的全体）,IFWIN（X）（X上的直觉模糊弱内部算子的全体）和IFWOU（X）（X上的直觉模糊弱外部算子的全体）上分别定义适当的序关系,可以使IFWCL（X）,IFWIN（X）以及IFWOU（X）成为和（IFT（X）, ）同构的完备格,其中IFT（X）是X上的直觉模糊拓扑的全体．     

关于凸直觉模糊集的研究

在对凸模糊集理论研究的基础上,介绍凸直觉模糊集、严格凸直觉模糊集、半严格凸直觉模糊集、拟凸直觉模糊集、严格拟凸直觉模糊集和半严格拟凸直觉模糊集的定义,并对几种凸直觉模糊集间的关系进行研究。     

正规直觉模糊子群

本文讨论了直觉模糊子群的一些性质,给出了正规直觉模糊子群的定义,并给出了直觉模糊商群的概念。     

(T,S)-凸直觉模糊集

在K.Atanassov提出的直觉模糊集的概念基础上,利用T-范数和S-范数,定义了(T,S)-凸直觉模糊集,(T,S)-直觉模糊子空间和(T,S)-直觉模糊仿射集,并讨论了(T,S)-凸直觉模糊集的一些性质,(T,S)-直觉模糊子空间和(T,S)-直觉模糊仿射集之间的关系。     

关于子基的正则性

给出了关于子基的正则空间和相对正则性概念,并研究它们的性质.得到一般拓扑学中的正则空间和一般拓扑空间中相对正则性的推广.     

直觉模糊环及其同态

在K.Atanassov引进直觉模糊集的基础上,定义了直觉模糊环,并讨论了它的简单性质.最后在环同态与同构意义下,研究了直觉模糊环的像,逆像.     

L-拓扑空间上的关于拓扑基的近似算子

本文将集合论中的拓扑概念引入到完全分配格上,定义了L-拓扑空间,拓扑基,以及拓扑基的上（下）近似算子等概念,利用格L上拓扑基来刻画关于拓扑基的上（下）近似算子的性质,得到若干结果。从算子论和拓扑论的角度深化了粗糙集与拓扑的内容。     

模糊话语信息的手段及目的

同精确语言一样，模糊语言也是一种有用的表意手段，在言语交际中起着非常重要的作用。由于某些客观原因或为了达到不同的交际目的，人们甚至有意模糊话语信息。     

不分明化拓扑中的半开集和半连续函数

给出了不分明化拓扑空间中半开集和半连续函数的概念,并讨论了它们的某些性质。     

Interpreting evolutionary diagrams: When topology and process conflict

The authors argue that some diagrams in biology textbooks and the popular press presented as depicting evolutionary relationships suggest an inappropriate (anagenic) conception of evolutionary history. The goal of this research was to provide baseline data that begin to document how college students conceptualize the evolutionary relationships depicted in such noncladogenic diagrams and how they think about the underlying evolutionary processes. Study 1 investigated how students (n = 50) interpreted the evolutionary relationships depicted in four such evolutionary diagrams. In Study 2, new students (n = 62) were asked to interpret what the students in Study 1 meant when they used the terms evolved into/from and ancestor/descendant of. The results show the interpretations fell broadly into two categories: (a) evolution as an anagenic rather than cladogenic process, and (b) evolution as a teleological (purpose‐driven) process. These results imply that noncladogenic diagrams are inappropriate for use in evolution education because they lead to the misinterpretation of many evolutionary processes. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:861–882, 2010     

Creativity: The knowledge base and children

Creative or divergent thinking is not done in a vacuum. It depends on and uses a knowledge base. There is too much emphasis on trying to understand the process purely from a procedural point of view and not from the point of view of the necessary knowledge base. Close observation of the creative thinking processes of children illustrates clearly the critical role of the knowledge base.     

用区间数对需求量和生产量进行模糊化来求解经济生产量模型

在基本的生产库存模型中（即在清晰情况下）,为了求解每周期的经济生产量,总是把每天的需求量和生产量看作常量。但是,在实际中每天的需求量和生产量受各方面偶然因素的影响而有一定的变化,变化范围分别是在某个区间内。且每天的需求量和生产量分别落在这两个区间内的可能性差不多,即可认为这两个量是区间数。为此,我们用区间数对其进行模糊化,从而扩展了该模型的应用范围,对实际的应用将更有参考价值。     

The Medieval Kingdom topology: Peer relations in kindergarten children

This research examined the applicability of the Medieval Kingdom social role topology (Adcock & Segal, 1983) with kindergarten children and assessed the association between the social roles children assumed and seven nonbehavioral variables. One hundred and seventy-three children from 10 kindergarten classes in two schools participated. Hypotheses that the Medieval Kingdom topology could be distilled from a sample of kindergarten children and that specific nonbehavioral variables including cognitive ability, physical attractiveness, self-esteem, and chronological age were related to the assumption of leadership roles within the topology were confirmed. Children's gender, birth order, and number of siblings were not found to influence the status within the social hierarchy. The findings suggest that the Medieval Kingdom is a potentially useful heuristic for understanding the peer relationships of young children.     

Ability grouping and science education reform: Policy and research base

This article reviews current policy trends concerning the practice of ability grouping in K–12 science education. Relevant statements of key policy-making, policy-influencing organizations such as the NSTA, AAAS, NSF, the National Research Council, the U.S. Office of Education Department of Civil Rights, NAACP, the National Governors' Association, programs related to the Jacob Javits Grants for the Gifted and Talented, and others are summarized. The author's interpretation of the various positions are presented herein. The article also explores the research base supporting the various policies on grouping by examining selected general research literature on grouping, followed by research that is science education specific. Methodological issues color the research findings. The ethical and pragmatic implications of developing research and policy are discussed. The conclusions are that there is a dearth of recent empirical research specifically related to ability grouping in science, and that the time is ripe for the concerted development of a research agenda by key players in science education reform. Moreover, as controversial and value-laden as the topic is, it should be noted that grouping practices alone are unlikely to influence science education reform unless considered in the context of comprehensive restructuring efforts at the local school level.     

Spinning fantasy: themes, structure, and the knowledge base

The influence of the child's knowledge base, in terms of event schemas, on symbolic play behavior was investigated. The pretend play behavior of 10 mother-child (2-0 to 2-4) dyads was observed in 2 play contexts. Play was examined for thematic content and the following structural components: self-other relations, substitute/imaginary objects, action integration, and planfulness. The highest levels of symbolic play behavior emerged in pretense episodes whose thematic content was event based. Additionally, thematic content affected the respective roles of mother and child in the construction of pretense. In pretense activity based on themes with which the child was familiar (e.g., routine events), the child, as well as the mother, participated in advanced levels of symbolic play activity, coconstructing pretense. In pretense based on themes unfamiliar to the child, the mother was almost exclusively responsible for the pretense. Thus, the development of child symbolic play appears to be related to the knowledge base in that its emergence is domain-specific--limited to themes for which the child has knowledge--before being more widely manifested.