(f,g)-反演的函数方程的通解

马欣荣建立了迄今为止广泛的一对反演公式(f,g)-反演,它完全取决于所给的一对函数f,g是否满足函数方程g(a,b)f(x,c)-g(a,c)f(x,b)+g(b,c)f(x,a)=0.本文就f,g为多项式和无穷级数时给出了上述方程的通解.     

Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)

Some researchers, including B. K. Hofer and P. R. Pintrich (1997) Hofer, B. K. and Pintrich, P. R. 1997. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning.. Review of Educational Research, 67(1): 88–140. [Crossref], [Web of Science ®] , [Google Scholar] and W. A. Sandoval (2005) Sandoval, W. A. 2005. Understanding students' practical epistemologies and their influence on learning through inquiry.. Science Education, 89: 634–656. [Crossref], [Web of Science ®] , [Google Scholar], argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995 Plato. 1995. Phaedrus, Edited by: Nehamas, A. and Woodruff, P. Indianapolis, IN: Hackett.  [Google Scholar], p. 64).     

多圆柱上Hardy空间的(e)方程的标准解算子

以Hardy空间函数为系数的被限制到(e)方程式的(0 ,1)形式标准解算子通过Szeg(o)用核的积分算子表示,证明了在多圆柱上以Hardy空间函数为系数的被限制到(e)方程式的(0,1)形式标准解算子不是Hilbert-Schmidt算子.     

Border Region Government Supplementary Directive on Winter Study This Year (August 22, 1944)

Subregion special commissioners and district (city) chiefs (mayors): Regarding the opening of this year's winter study movement, we have already sent out instructions in Directive No. 55, June 3, 1944. Now, as the winter season daily comes nearer and each area must make specific plans and preparations in advance, we herewith present a supplementary directive on questions related to the tasks of this year's winter study program.     

一个条件等式--有奖解题擂台(62-2)解答

<中学数学教学>2003年第4期有奖解题擂台(62)第2题中,王勇老师提出如下问题:     

False memories and the source monitoring framework: Reply to Reyna and Lloyd (1997)

Reyna and Lloyd [Learn Individ Differ 9 (1997) 95.] reviewed a wide range of studies on false-memory effects, and argued that all of the findings supported fuzzy trace theory (FTT) and that many of them challenge the source monitoring framework (SMF). The present paper provides a brief overview of the SMF and corrects a number of misconceptions in Reyna and Lloyd's review, with the aim of providing a more complete understanding of how the SMF can be used to understand false-memory phenomena.     

近十年司马迁思想研究综述（1997-2006）

围绕着司马迁思想问题,史学界近年来从多个角度就其历史哲学思想、经济思想、民族思想、人文思想等方面进行了考察研究。综合这种考察有助于从整体把握司马迁思想,从而为研究、挖掘司马迁思想的时代价值提供新的借鉴。     

我国产权理论研究(1997-2006年)的基本情况与态势

产权与经济发展存在着内在联系,倍受经济学界的关注。纵观近10年来产权理论的研究成果,国内学者们在产权问题的许多方面达成了共识,取得了突破性进展,并在总结中外实践经验的基础上进行了有益探索。但是,在不断完善社会主义市场经济体制的实践中,对于加快构建中国特色的社会主义现代产权理论的研究仍待进一步深化。     

上海大学学报1997-2004年载文分析

Statistical analysis of various data for the papers published in Journal of Shanghai University (English Edition) from 1997 to 2004 was made. The issues examined include numbers of published papers, disciplinary distribution, constituents of anthors, proportions of collaborated papers contributed by multiple authors and papers based on cooperation between different institutions, publishing retardation, and citation of references. Suggestions are made for further improving the quality of the Journal.