图像批量入库及图像数据库的构建与实现

采用Delphi7.0 SQL Server2000实现了图像数据的批量存储、读取、更新与维护,另外采用将bmp格式转化为jpg格式的算法有效地实现了图像数据库的压缩,对于海量图像数据的存储和管理具有一定的实用价值。     

基于Vision Builder AI的生物医学图像智能化自动处理分析

针对目前生物医学实验室在图像处理分析中存在的软件功能单一、针对性不强等问题,提出使用Vision Builder AI根据具体特定的需要建立生物医学图像处理分析程序,并在微球图像、红细胞图像、花粉分层图像等生物医学图像的分析处理中进行了实际的应用。实验表明,利用VBAI可简单、快捷地针对不同生物医学图像建立相应检测处理程序,可快速自动地对大量图像进行分析,得到准确、客观、量化的数据,VBAI是实验室快速建立生物医学图像处理与分析检测程序的有力工具。     

基于ITK和VTK的三维成像实现

介绍了Fast Marching快速行进图像分割和Marching Cubes步进立方体2种算法的原理,利用ITK的图像读取与处理功能及VTK在可视化方面的突出能力,将二者有机地集成起来,通过ITK和VTK实现这2种算法,最终生成三维立体医学图像。实验结果验证了该方法可以得到病理部位的详细特征,在医学图像三维成像方面有良好的性能。     

基矛Stream流实现SQL Server图像字段的存取

研究了SQL Server数据库图像字段数据的存取方法,包括图像数据的存储、显示方法和技巧。基于Stream流实现数据库图像字段的存取,对图像数据的存储、读取进行了较为详细的分析。通过内存流的方式完成图像的存取,编写代码简单,大大提高存取效率。     

基于VC6.0的24位真彩色图像读取与显示

在图像处理软件的设计中正确认识图像文件的结构至关重要。对BMP图像的文件结构进行了系统介绍。通过一个24位真彩色图像的实例,分析了真彩色图像的基本结构,给出了一种在VC6.0环境下读取与显示24位真彩色图像的方法。     

X射线实时成像图像采集在Windows操作系统中的开发与实现

针对X射线数字成像检测技术实时成象的要求,开发图像采集应用程序,在PCI总线下解决了图像数据传输数量大的问题,减少了对总线占用的时间;开发的软件采用Windows操作系统作为平台,实现了图像数据经过处理后的实时显示.     

Delphi存取数据库图像解决方案

通过具体实例详细说明了在Delphi中如何存取数据库的图像,以及如何用Delphi读取在Access中编辑的OLE对象,同时给出了程序源代码。     

用API函数优化图像处理程序

VB是非常易用的程序设计语言，但是编制的程序效率低，特别是在进行图像处理时。本利用API函数给出了优化VB图像处理程序的简单易行的方法，使得一般的图像处理工作都可在VB下较快速地实现。     

基于粒子图像相关测速技术车牌定位算法的研究

本文介绍了一种基于粒子图像分布相关法测速原理的车牌定位算法,根据车牌字符笔画两个边缘互相关值最大这一特征,利用粒子图像分布相关法测速原理快速定位车牌,并针对相关法运算量大的特点提出了改进方法。同时,还探讨了自然条件下光照不均的车牌图像预处理的改进措施。     

用摄像头获取任意大小JPG格式图像

批量获取图像文件,并处理视频设备读取的图像文件,将所读取的图像文件形成文件大小合适、格式符合要求的图像.     

Inspecting a picture before reading affects attentional processing but not comprehension

Abstract

This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n?= 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction.     

Hemispheric object naming and interhemispheric transfer functions in reading disordered subjects

This study measured unilateral, tachistoscopic naming reaction times of normal and reading disordered children to objects representing two levels of picture vocabulary age. Results of an ANCOVA procedure on the latency data showed main effects for group and stimuli, but not visual field. The latency results suggested parallel, central picture naming operations for each group, with the reading disordered children evidencing significantly longer naming reaction times to each level of stimuli. Arc Sine transformed error data were submitted to an analysis of co-variance procedure and showed a significant stimuli x group interaction. Post hoc tests showed accelerated error rates following right hemispheric stimulation, suggesting anomalous interhemispheric transfer of visual images in the present group of reading disordered children. In addition, left hemispheric stimulations produced significantly more naming errors for the reading disordered subjects as compared to the normal children. Such findings may suggest that a group of higher-ordered processing operations may accompany reading disorders.     

An Eye-Tracking Study of Learning From Science Text With Concrete and Abstract Illustrations

This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading conditions: (a) text only; (b) text with a concrete illustration; and (c) text with an abstract illustration in a pretest, immediate, and delayed posttest design. Results showed that the text illustrated by either the concrete or the abstract picture led to better learning than did the text alone. Eye-fixation data revealed that the abstract illustration promoted more efficient processing of the text. Analyses of the gaze shifts between the 2 types of external representation indicated that the readers of the text with the abstract illustration made a greater effort to integrate verbal and pictorial information. Furthermore, relations between online and offline measures emerged.     

Phonemic awareness,naming, visual symbol processing,and reading

This study examined differences between adequate and poor readers in phonemic awareness, rapid continuous and confrontation naming, and visual symbol processing. It also investigated which of these skills make independent contributions to word recognition, pseudoword reading, and reading comprehension. Subjects were 170 school referrals of average intelligence, aged 6 to 10 years. The strongest differentiators of adequate and poor readers, with IQ and reading experience controlled, were phonemic awareness, naming speed for letters and pictured objects, and visual symbol processing. Letter naming speed made the largest independent contribution to word recognition, phonemic awareness to pseudoword reading, and object naming speed to reading comprehension. Confrontation picture naming accounted for minimal variance in reading skills, when IQ was controlled. It was concluded that tasks of naming speed, phonemic awareness, and visual symbol processing are valuable components of a diagnostic battery when testing children with possible reading disability.     

论如何进行儿童图画书创编

图画书已经成为儿童文学中不可或缺的重要且基础的一类,是儿童早期阅读中非常重要的资源。师范生在大量阅读图画书的前提下,应该逐步进入图画书的创编。在进行图画书创编时可以从续编或仿编开始,逐渐进入创造性创编。从传统故事、成长经验、阅读体验中提取故事因子,注意文字的简洁、童趣和节奏感,用图画的造型、色彩、布局和图画的细节展现故事,重视讲述故事时的图文结合点,做到真正意义上的创造性创编。     

Language Impairment at School Entry and Later Reading Disability: Connections at Lexical Versus Supralexical Levels of Reading

This study employed the distinction between lexical and supralexical processes in reading in order to gain a more fine-grained picture of the relationships between early language impairment and later reading disabilities. We hypothesized that early semantic-syntactic deficits would be only weakly related, if at all, to the characteristically modular word recognition processes involved in reading isolated words and pseudowords. On the other hand, early language deficiencies were expected to be significantly associated with processes operating beyond the level of individual words when children are required to read and understand connected text. These predictions were tested using data from a longitudinal study of over 500 unselected children followed from kindergarten to the end of Grade 1. Both traditional categorical analyses of specific subgroups with early language impairment or later reading disability as well as dimensional (regression) analyses were carried out. As predicted, higher order language was found to be related to supralexical aspects of reading after controlling IQ, age, gender and socioeconomic status, with only a weak and statistically marginal association with lexical processing. With biosocial variables and phonological awareness partialled out, higher order language was unrelated to lexical aspects of reading. These data highlight the multicomponential nature of reading and suggest that different measures of reading cannot simply be regarded as interchangeable measures of a single undifferentiated reading construct.     

Extending the theoretical foundations of multimedia learning: Activation,integration, and validation occur when processing illustrated texts

BackgroundText illustrated by pictures (i.e., multimedia material) is often used to improve learning outcomes. To support learning, it is essential to understand and specify the ongoing cognitive processes when processing illustrated texts.AimsWe focus on three cognitive processes identified when processing non-illustrated texts: activation, integration, and validation. In three experiments, we investigated whether the three processes occur during the processing of illustrated texts and whether the processes differ between illustrated and non-illustrated texts.SamplesExperiment 1 had 170 participants, Experiment 2 had 221 participants, and Experiment 3 had 132 participants.MethodAll experiments used an adapted version of the contradiction paradigm. In Experiments 1 and 2, participants read texts that contained information that was consistent vs. inconsistent with a later sentence (target sentence). It was additionally varied whether a picture illustrated the consistent vs. inconsistent information. In Experiment 3, only the pictures were consistent or inconsistent with the target sentence. We measured reading times for the target sentence and the following sentence (spillover sentence).ResultsIn all three experiments, reading times were significantly longer in the inconsistent than in the consistent conditions. This prolongation of reading times was not affected by the picture in Experiments 1 and 2.ConclusionOur results indicate that activation, integration, and validation processes are similar when processing non-illustrated and illustrated texts (Experiments 1 and 2) and also occur when information is presented across text and picture (Experiment 3). We discuss the implications for the theoretical foundations of multimedia learning.     

基于英文绘本的儿童英语阅读教学策略建构

语言学习依赖于大量的阅读,儿童只有"培养广泛的阅读兴趣,扩大阅读面,增加阅读量,多读书,读好书,好读书,读整本的书",他们的语言能力才会得到长足的发展。目前我们儿童英语学习低效的原因也和缺少阅读、缺少语言环境有关。近年来,笔者在教学中倡导开展英文绘本阅读,扩大儿童的英语阅读量,让儿童尽可能多地接触原汁原味的英语,这无疑是提升儿童英语水平的一条有效途径。     

加强绘本阅读教学打开幼儿心灵世界的研究

绘本是早期阅读的重要形式,在绘本阅读教学中,教师应注重培养幼儿自主阅读习惯,促进幼儿思维发展。文章立足幼儿实际,从幼儿绘本阅读兴趣的培养,幼儿思维、语言能力的发展以及思想品质的提升等方面进行研究,意在使幼儿因绘本阅读而更智慧,因绘本阅读而更懂得生活之美。     

核心素养视角下英语绘本阅读教学探研

在核心素养培养理念下,教师英语教学过程中要积极创新教学手段。在阅读教学方面,教师可结合学生的兴趣引入英语绘本阅读。文章阐述英语绘本教学的基本特点和意义,并从绘本选择、阅读氛围、方法指导、阅读活动等方面提出绘本阅读的具体策略。