“I Don't Have Time to Dig Back Through This”: The Role of Semantic Search in Supporting Physician Information Seeking in an Electronic Health Record

The purpose of the study was twofold: to understand how usability affected physicians' performance as they used an electronic health record (EHR) and to ascertain whether use of a semantic search feature would better support physician performance during an information‐seeking task. Participants (n = 10) were asked to complete two search tasks to find pertinent patient information. In the first task, participants located the information as they normally would (through browsing the EHR). In the second task, participants employed a semantic search tool. Upon task completion, participants were interviewed to further understand their perceptions and information‐seeking behavior in an EHR. Statistically significant results confirmed that participants were able to more efficiently navigate through an EHR in terms of time and number of clicks when using the semantic search feature. Moreover, participants were more confident in the accuracy of their answers when using semantic search compared with the browsing method. Implications for practice are discussed.     

Hyperlink format, categorization abilities and memory span as contributors to deaf users hypertext access

Sixty deaf and hearing students were asked to search for goods in a Hypertext Supermarket with either graphical or textual links of high typicality, frequency, and familiarity. Additionally, they performed a picture and word categorization task and two working memory span tasks (spatial and verbal). Results showed that deaf students were faster in graphical than in verbal hypertext when the number of visited pages per search trial was blocked. Regardless of stimuli format, accuracy differences between groups did not appear, although deaf students were slower than hearing students in both Web search and categorization tasks (graphical or verbal). No relation between the two tasks was found. Correlation analyses showed that deaf students with higher spatial span were faster in graphical Web search, but no correlations emerged between verbal span and verbal Web search. A hypothesis of different strategies used by the two groups for searching information in hypertext is formulated. It is suggested that deaf users use a visual-matching strategy more than a semantic approach to make navigation decisions.     

Sharing,Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings

Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application was designed to facilitate collaborative work and track the quantity of text written by users and their respective use of time. A final written assessment was conducted to compare the level of academic achievement between the control group and the experimental. A significant difference in academic achievement resulted.     

无显示屏多功能计算器设计研究

系统采用盛群公司的HT46F49E单片机为主控单元,使用矩阵式键盘和LED阵列作为输入输出设备,应用单片机将输入值或内部值进行运算后把结果输出到对应键盘上的LED灯显示,并以语音的形式读出相应的数字．系统可进行常用的四则运算和查看并以语音读出日历、时间、星期．具有结构新颖、电路简单等优点,避免了传统的显示屏显示参数的弊端,特别适合盲人、老人使用．     

Contrasting computer input devices for teaching children with severe learning difficulties to read

Many teachers make the assumption that CAL systems which use a touch screen are more effective for children with severe learning difficulties than those which use a concept keyboard. These two experiments look at which is more effective in helping these children to maintain a previously acquired sight vocabulary, and to learn new sight words. It was predicted that the touch screen would prove more effective because it places fewer information processing demands on pupils. Surprisingly, no difference was found between the two systems.     

基于Windows的离线关键词语音识别系统设计与实现

由于传统人机交互大多使用键盘、鼠标等交互方式,速度较慢,因此语音识别开始受到越来越多人的青睐。但语音识别也存在如扩展性太差、可复制性不好造成单个产品价格过高、过于依赖外部条件导致对自身使用有所限制等问题。设计并实现一种基于本地的语音识别系统,通过构建抽象语法树,实现语音控制操作。实验结果表明,该系统的离线识别准确率可达70%以上,可以在局域网内实现语音操作。     

How the second screens change the way people interact and learn: the effects of second screen use on information processing

The use of a second screen can enhance information processing and the execution of search tasks within a given period. In this study, we examined the learner's attentional shift (AS) between two screens and controlled secondary tasks (STs) in the media multitasking setting and its effect on the learning process. In particular, we analyzed how cognitive and emotional learning effects can be explored depending on the role of this setting. A between-subject experiment was conducted with 69 participants (simultaneous vs. sequential use of a second screen in terms of open versus closed STs). The findings showed that there was a greater difference in emotional learning effects than in cognitive learning effects for participants who used a second screen. In terms of estimated emotional learning effects of media multitasking, participants engaged in sequential use demonstrated lower anxiety levels and higher competence beliefs during learning compared to participants who were engaged in simultaneous use. Moreover, an interaction effect occurred in the AS between the two screens and in controlled STs of recognition memory. These results indicate that attentional change and controlled STs are key predictors of learning effects in the media multitasking environment.     

现代汉语动作动词句时制义探析

本文通过对大量语料的分析和研究发现,句子的功能类型、句子所出现的上下文语境以及所使用的语体等因素对句子的规约性时制义具有制约作用。词汇手段在语法上表现的时制信息并不是其词汇义所对应的具体时间信息,而是由其具体词汇义所承载的抽象时制信息。ST是汉语句子构建绝对时制义的最终参照点,RT和ET总是位于ST的同侧。     

商务汉语考试（BCT）机考测试结果检验

商务汉语考试（BCT）是为测试第一语言非汉语者从事商务活动的汉语水平而设立的国家级标准化考试。BCT有纸笔考试和机考两种并行的考试形式,以满足汉语考试用户的不同需求。本文将机考（CBT）的考试结果与纸笔考试（PBT）的结果进行初步的分析比较,在此基础上对BCT机考的设计作出评价。比较的结果显示：BCT纸笔考试和机考的考试结果总体上比较接近,输入汉字与手写汉字的样本在判断考生的书面表达能力上都能提供足够的信息,因此对两种媒介的考试进行统一的分数解释是可行的。     

专业网站零输入导航引擎设计与实现

针对专业网站术语繁多,网络搜索专业性强的需求特点,设计了一个无需输入、只根据用户上网浏览的信息特点,自动提取与发掘用户需求的导航引擎,避免因用户专业水平所限,而无法搜索到大量专业信息。详细介绍了导航引擎的核心信息挖掘模块的设计原理和启发式挖掘算法,并对设计的算法进行了测试与分析。     

基于行为特征的ATM机用户身份识别研究

传统自动柜员机（ATM）监控系统以摄像为主,不能及时检测用户身份是否异常。提出一种基于行为特征的ATM机用户身份实时识别方法,采集用户输入密码时的触屏行为特征数据,通过SVM分类算法判断该用户行为是否属于合法用户。该方法不仅要求用户输入的账户密码正确,还要求该用户的行为特征与预设定的合法用户行为特征一致。实验结果表明,通过数据预处理和SVM分类算法参数优化后的ATM机用户身份识别系统识别精确度达到97.9769%,比没通过数据预处理和SVM分类算法参数优化后的识别精确度高出4.5769%。     

Shorter Method for Computing the Coefficient of Correlation

ABSTRACT

Handwriting is used throughout the school day and is important to demonstrate knowledge. This research evaluated how handwriting instructional practices and intrinsic and extrinsic factors in actual classroom settings impacted learning handwriting over the course of the school year. Findings indicated that extrinsic factors (educational instructional practices, spatial constraints) and intrinsic factors (task cognitive complexity) influenced handwriting performance, but not always in the same way for writing product and process measures. In addition, stronger relationships were found between writing process measures and handwriting fluency than legibility. Even though handwriting improved over the school year, some instructional practices resulted in a widening performance gap as the school year progressed. The impact of these findings for implementing and differentiating handwriting instruction and guiding future research is discussed.     

基于一阶有限差分商的带噪语音端点检测方法

语音识别中的端点检测技术是语音识别的基础,低信噪比环境下的端点检测很大程度决定语音识别工作的有效进行.提出了一种利用一阶有限差分商结合折半查找来判定语音端点检测的方法,提高了端点检测的准确率.仿真实验表明,在噪声环境下该方法较好地实现了语音端点检测.     

Handwriting in signing deaf middle-school students and relationship with text composition and spelling

We set out to (i) assess the handwriting skills of signing deaf students, and (ii) examine the extent to which their text composition and spelling performances are linked to their handwriting efficiency. We asked 15 prelingually and profoundly deaf middle-school students (M = 15.18 years), all sign-language users, and a group of hearing students matched on chronological age (M = 15.32 years) to write the letters of the alphabet and their firstname and surname from memory as a handwriting assessment, and to compose a text describing their bedroom. Results showed that even though the deaf students formed legible letters in both handwriting tasks, they spent more time producing the alphabet letters, and composed shorter texts that were less fluent and contained more phonologically inaccurate spelling errors. Analysis of correlations between handwriting and text production (including spelling) measures revealed strong and significant relationships for the deaf students. This study showed that handwriting difficulties, in terms of executing the letters of their firstname and surname, as well as retrieving the letters of the alphabet from memory, persist in 15-year-old signing deaf students, and represent a constraint during text production, impairing spelling as well as text content richness and word fluency.     

Keyboarding compared with handwriting on a high-stakes writing assessment: Student choice of composing medium, raters’ perceptions, and text quality

This article examines the influence of keyboarding versus handwriting in a high-stakes writing assessment. Conclusions are based on data collected from a pilot project to move Old Dominion University's Exit Exam of Writing Proficiency from a handwritten format into a dual-option format (i.e., the students may choose to handwrite or keyboard the exam). This test case is used to demonstrate the complex implications for a writing assessment tool when universities aim to accommodate students’ various methods of physically creating a text. Discussion includes speculation about the format of the writing component on the SAT. It is argued that by analyzing the differences in high-stakes exams when students keyboard and when they handwrite, researchers can better understand how the material conditions for composing influence students and raters. It is concluded that if handwriting and keyboarding represent even slightly different composing skills and cognitive processes, then high-stakes writing assessments should aim to accommodate students by providing methods of textual production with which students are most comfortable, even as this accommodation produces new challenges for the creators and managers of large-scale writing assessments.     

Minimalist Instruction for Learning to Search the World Wide Web

This study examined the efficacy of minimalist instruction to develop self-regulatory skills involved in Web searching. Two versions of minimalist self-regulatory skill instruction were compared to a control group that was merely taught procedural skills to operate the search engine. Acquired skills were tested on Web search tasks and search tasks in an online library catalogue. Self-regulatory skill instruction was found to increase practice time by 25%. However, it did not enhance search performance on the test tasks. Explanations are advanced for these findings and topics for further research are identified.     

Visual stimulation using microcomputers

ABSTRACT

The dominant approach to the education of young visually handicapped children currently hinges on the idea of encouraging the use of sight through visual stimulation. This takes various forms, including the optimization of the child's visual environment, training children to use their sight efficiently, and photo‐stimulation to alter the early development of the brain. It is argued that microcomputers have an important part to play in providing visual stimulation. VDU monitors can present materials in a ‘back‐lit’ manner, avoiding the problem of occlusion of the light source. Moreover, input devices such as the touch‐sensitive screen allow children to interact directly with the images on the computer screen, ensuring that the visual stimulus received is related to their own actions.