古本《老乞大》的选择问句

古本《老乞大》的选择问句包括一般和特殊两类。一般类指反复问和列项问两种,反复问包括“VPNeg”和“VPNegVP”两种格式,“VPNeg”式称代性否定词只有“不曾”,“VPNegVP”VP的构成有动宾、动补和状中多种形式,列项选择问有简单式、复杂式和“是”字连接式。一般选择问少用连接词,选肢之间绝大多数要间入句中语气词“那”,这和元代北方官话选择问的总体特征是一致的。特殊选择问句“(不)VP那怎么(什么)”是我们考察的重点。     

变论域模糊控制器及其应用

介绍变论域模糊控制器的控制机理,利用一些假设推导出一种新的变论域伸缩因子的微分方程模型,并得到它的表达式.仿真试验验证了在输出论域上使用这种伸缩因子的变论域模糊控制器可以取得很好的控制效果.和普通模糊控制器比较,这类变论域模糊控制器控制灵敏且几乎无超调,具有较高的普适性.     

变论域模糊PID控制在数字随动实验系统中的应用

该文提出了一种变论域模糊自适应PID控制方法,利用变论域思想,设计了一种基于模糊规则的伸缩因子控制器,动态地调整模糊控制器的量化因子和比例因子。利用MATLAB的RTW/RTWT功能在实验室的数字随动系统上分别对PID控制、模糊PID控制、变论域模糊PID控制三种方法进行了实验对比,结果表明变论域模糊PID控制方法超调量小,调节时间短,具有更好的动态响应性能和自适应能力。     

一种变论域自适应模糊跟踪系统的设计

文章提出一类改进的自适应模糊跟踪系统,选择误差向量作为模糊系统的输入向量,并将变论域思想与之相结合,构成了一种跟踪系统的设计方法,该方法利用李雅普诺夫稳定性理论,证明了其可行性,仿真结果验证了其有效性.     

MATLAB环境下变论域模糊控制算法的仿真方法

针对目前比较流行的变论域模糊控制算法,提出了一种在Matlab/simulink环境下的实现方法.通过使用S-函数,扩展了simulink的仿真功能.并给出一个非最小相位系统的仿真实例.结果表明,由S-函数构成的变论域模糊控制器取得较好的控制性能.     

变论域模糊自适应PID控制

模糊自适应PID控制器具有PID控制精度高,又具有模糊控制器快速、适应强的特点,工业控制中应用广泛.但是传统的模糊控制精度低,常常影响模糊自适应PID控制效果.因此,通过改变模糊输入和输出变量的论域,提出了一种基于新型伸缩因子的变论域模糊自适应PID控制方法.该方法以简单函数作为伸缩因子,简单方便,计算量小,并给出其严格性证明.仿真结果显示,该方法超调量小,控制精度高,控制效果明显好于模糊自适应PID控制器.     

基于变论域模糊PID的温度控制

针对弹丸应变实验系统温度8控制过程中具有非线性、大时滞及温度难以精确控制等问题,引入变论域思想,利用变论域思想的伸缩因子改变控制系统模糊规则的论域,结合PID控制和模糊PID控制的优点,从而形成变论域模糊PID自适应温度控制系统,设计了变论域模糊PID的温度控制方法。利用MATLAB仿真结果标明:与模糊PID算法比较,变论域模糊PID温度控制算法在超调量、鲁棒性和动态响应速度方面均具有明显优势。     

一类改进的自适应模糊控制器的设计

提出一类改进的自适应模糊控制器,将变论域思想与自适应模糊控制器相结合,构成变论域直接型自适应模糊控制器。该方法利用李雅普诺夫稳定性理论,证明了其可行性。仿真结果验证了该方法的有效性。     

否定概念的逻辑分析

否定概念属于形式逻辑概念中的一种。对否定概念人们至今还存在着许多模糊、简单甚至是错误的认识。应当从语言逻辑学的角度，以对否定概念的结构层次的分析为纲，对否定概念涉及到的自身的定义、概念的论域等问题进行探讨。     

基于一般关系下的双论域变精度粗糙集模型

通过引入迪卡尔乘积,定义了双论域上的一般关系及其迪卡尔乘积多数包含关系,提出了一般关系下的双论域变精度粗糙集模型,这是对一般关系下的双论域粗糙集模型的推广;最后讨论了与该模型相关的性质.     

《元曲选》宾白选择问句考察

《元曲选》宾白的选择问句以使用关联词为主要形式,由“是、可是、也是、还是、也、却是”等关联词构成不同的选择问格式。我们通过对《元曲选》宾白的穷尽性调查分析,认为其选择问句具有如下特点：关联词比现代汉语丰富,其中“是、可是”出现频率较高;选择问句的格式比现代汉语复杂。     

The Course Experience Questionnaire: Altering question format and phrasing could improve the CEQ's effectiveness

Two studies considered whether the Course Experience Questionnaire's (CEQ) question format was the most appropriate for the CEQ's purpose. In the first, comparisons were made against two alternative but minimalist variations on the standard format. None of three tests showed the standard format to be superior. In the second, students reported the thinking used in deciding their responses on a sample of specific CEQ questions. Those reports uniformly showed responses to be decided by the recall of particular, concrete and personal experiences prompted by a question, and not by the overviewing implicitly assumed by the standard format. The implications drawn are that the systematic trialing of alternative question forms could well result in improved performance of the CEQ as an instrument, and that those alternative forms should probably be constrained to those directly prompting the recall of personal experience, but in more guided fashion than seems presently to occur.     

疑问句的非典型语义预设初探

语义预设可区分为典型语义预设和非典型语义预设。是非疑问句和正反疑问句的预设通常是一个不相容选言命题;选择疑问句的预设,一般是一个不相容选言命题,有时则是一个相容选言命题;特指疑问句的预设,通常就是用“有X或某X”取代问句中的疑问词后所得的陈述句。疑问句的预设是问者的预设,不是答者的可能回答。     

Finding the right problem

In an educational setting, a solution that has worked for one problem may not work for the same problem that occurs at a different time in a different work conditions. However, administrators and teachers resort to quick solutions to the perceived problem, consequently affecting not only the curriculum but also the students ’ learning. This paper shows how administrators and teachers can find problems prior to problem solution by taking three steps: (1) Examining the interconnectivity of things; (2) Exploring possible and alternative problems and (3) Asking the right question. The paper demonstrates not only how these steps operate in specific situations encountered by administrators and teachers but also how finding the problem can be an effective tool in performing their respective roles.     

Unmasking the unasked: correcting the record about assessor masking as an explanation for effect size differences

Ainsworth et al.’s paper “Sources of Bias in Outcome Assessment in Randomised Controlled Trials: A Case Study” examines alternative accounts for a large difference in effect size between 2 outcomes in the same intervention evaluation. It argues that the probable explanation relates to masking: Only one outcome measure was administered by those aware of participants’ treatment assignment. This paper shows this conclusion is not substantiated by the evidence: The original paper fails to exclude alternative explanations, and what it takes as positive evidence for the preferred explanation is actually negative. While accepting the importance of masking in randomised controlled trials, this paper concludes that the original question was based on a misconception about effect sizes: Seen correctly as a measure of whole study design, the question of effect size difference between different outcome measures does not need asking.     

The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents

The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants read four primary-source documents and were asked to generate up to 10 questions based on those documents. Results indicate that students generated significantly fewer higher-order integration questions without instructional support. These results are replicated with an alternative document set to demonstrate that the effects found were not due to the specific historical topic.     

Satisfied Fools: Using J. S. Mill's Notion of Utility to Analyse the Impact of Vocationalism in Education within a Democratic Society

This paper proposes a new interpretation of John Stuart Mill's notion of utility, which is used to provide a utilitarian justification for an eclectic, rather than a vocational, education. Vocational education is strongly promoted in recent policy documents, which makes it important to raise the question of justification. Many existing interpretations of Mill's utilitarianism argue for a hierarchy of pleasures. Although this enables one to justify an eclectic education, it is an interpretation that could be dismissed as ‘un‐utilitarian’. This paper proposes an alternative interpretation of Mill's notion of utility as a hierarchy of preferences. Our interpretation not only provides grounds for justifying an eclectic or critical education, it is also consistent with utilitarianism as an ethical theory. The paper also shows how the resultant curricula will better support democracy and participation in civil society.     

Cognitive Goods,Open Futures and the Epistemology of Education

What cognitive goods do children plausibly have a right to in an education? In attempting to answer this question, I begin with a puzzle centred around Joel Feinberg's observation that a denial of certain cognitive goods can violate a child's right to an open future. I show that propositionalist, dispositionalist and objectualist characterisations of the kinds of cognitive goods children have a right to, run in to problems. A promising alternative is then proposed and defended, one that is inspired in the main by Wittgenstein's ‘hinge’ epistemology as developed in his posthumous On Certainty.     

Children's conceptions of the earth,sun and moon

Understanding of the Earth/Sun/Moon system represents a major cultural nexus in the history of ideas as well as being an important conceptual area in junior science teaching. The situation is one in which the objects in question can be observed but do not lend themselves to hands‐on experience in the case of the Sun and Moon or to obvious meaningful experience of the system in the case of the Earth.

Children from 9 to 12 years of age were questioned using a clinical interview technique and stimulus materials, about the shape, size and motion of the Earth, Sun and Moon. A number of alternative views appear to be held. The use of a similar procedure with a group of children would seem to offer a powerful teaching methodology in which both teacher and students gain from the dialectic learning situation that is developed by this technique ‐ apart from providing insights concerning children's understanding.     

Adult students,adult education,and the Ed.D.: An alternative residency experience

The increase of part-time adult students in Ed.D. programs calls into question the effectiveness and feasibility of the traditional, full-time residency. Adult education concepts provide a basis for designing an alternative residency which offers a quality academic and socialization experience. The Syracuse University alternative residency for the Ed.D. in Adult Education provides a model which can be adapted to other institutions and programs.Prior to joining the SU faculty, she had extensive experience as a postsecondary continuing education administrator. For almost three years she has been the Alternative Residency advisor for the Program's Ed.D. students.