关于C语言教学中内存分析的几点思考

介绍了在C语言程序设计过程中内存和变量的关系,对集中内存的分区进行了说明,然后分析了内存泄漏的原因,并提出了相应的预防措施.     

关于C++内存使用技术的探讨

内存的使用技术是所有程序设计员都重视的问题,C 内存使用,特别是动态内存使用技术更是C 程序设计员长期探讨的问题.合理使用内存是提高程序可靠性和适用性的一种有效方法,但如果动态内存使用不当,容易造成内存泄漏.文章讨论了C 内存分配及动态内存的分配和回收的方法及存在的问题和解决办法.     

C＋＋动态内存分配研究

本文介绍了C＋＋中内存的分配方式及动态内存分配中常见的内存错误及处理方法．     

基于Android的内存泄漏与溢出研究

内存的泄漏与溢出是在进行Android开发时最常见且棘手的问题之一。为了提高Android开发的质量和效率,总结了Android的内存泄漏与溢出的常见类型和解决方法。内存泄漏的常见类型有集合类泄漏、传入Activity的Context造成的内存泄漏、非静态内部类创建静态实例和线程造成的内存泄漏等|内存溢出的常见类型有由强引用造成的内存溢出、由大量图片显示导致的内存溢出、从数据库中取出大量数据造成的内存溢出、代码中存在死循环或循环产生过多重复对象实体造成的内存溢出等,并提出了由图片造成的内存溢出的新的解决方法。     

Java软引用防止内存泄漏技术的研究

GC自动地进行内存管理,但长时间对象强引用而忘了释放,可能导致内存泄漏,软引用有较强的引用功能,在程序中申请内存时,GC自动判断是否处于软可及状态的对象。当内存不够时才回收这些由软引用的对象,从而保证了内存不溢出。     

C/C＋＋数据内存分配和指针使用中若干问题的分析

从C/C＋＋编译器对数据进行内存分配的策略人手,详细阐述了内存分配策略,并对指针使用中的若干问题进行分析,给出解决策略,确保合理、正确的使用指针,从而避免产生异常和内存错误,保证程序的健壮性和正确性.     

嵌入式JVM内存管理研究

将Java成功地移植到嵌入式系统的关键是虚拟机(JVM)技术.Java虚拟机是一种软件,对Java程序而言,它表现为具有单一硬件和操作系统特性的软件“计算机”,它能够使采用Java编程语言编写的程序无需修改就可以运行在大多数操作系统和硬件平台上.JVM具有自动内存回收功能,但是在嵌入式系统中,却不能采用传统的内存回收算法,因为这样的算法不能有效消除Java程序中的内存泄漏,从而会影响嵌入式系统的稳定性.本文分析了产生这种内存泄漏的原因,并提出了一种适应于嵌入式系统的JVM内存回收机制.     

微机内存剖析与使用

内存管理是计算机操作系统中非常重要的一项功能，在ＤＯＳ操作系统下，内存管理一直是令ＤＯＳ用户较为头痛的问题；在Ｗｉｎｄｏｗｓ操作系统下，内存使用量很大，而内存的大小对Ｗｉｎｄｏｗｓ的运行性影响是很大的，所以一个ＤＯＳ用户或一个Ｗｉｎｄｏｗｓ用户深入了解内存的分布以及管理操作方法是非常重要和必要的，本文对此作了阐述。     

论C/C＋＋内存管理中静态区、栈和堆的相互关系

汇编语言是一门面向计算机硬件的符号化的机器语言,通过对汇编语言可以加深对计算机内部原理的理解.本文借助汇编语言低级化的特点,详细地分析了C/C＋＋内存管理中静态区、栈和堆的内在联系和区别.     

内存的选择、维护及故障排除

组成电脑的部件有十几个,其中被称为心脏部分就是CPU和内存。这里重点阐述有关内存的选购、由内存引起的故障类型和内存不能读写软件故障的解决办法。     

Mind wandering,control failures,and social media distractions in online learning

Mind wandering often leads to performance and accuracy errors during activities that are demanding and require concentration. Students are often asked to concentrate on demanding tasks in their studies, and by the nature of this principle, off-task thinking would inherently be prohibitive to their success. Further, the distracting nature of social media and technology may greatly increase the likelihood of mind wandering when students are engaged in online learning, requiring them to engage with said technology. To examine the relationships among working memory, interest, mind wandering and performance, 126 participants from at a large Midwestern state university completed three complex span tasks, responded to mind-wandering probes while watching two online lectures and rated interest in the lecture topics. Higher levels of mind wandering predicted lower levels of academic performance. Lower levels of working memory capacity predicted higher levels of mind wandering and lower levels of academic performance. Higher levels of topic interest predicted lower levels of mind wandering. A novel mind wandering probe, thinking about or using another technology, accounted for 29% of all off-task thinking.     

预期记忆及其老化研究

预期记忆是与追溯记忆相对的一类独特记忆，即当没有直接的外部提示时，在未来特定条件下从事先前计划好的活动的记忆，可以是习惯性的或情节性的、单活动的或双活动的、时间性的或事件性的。解释预期记忆老化的理论主要有自启层次理论、任务类型理论和加工关系理论。研究预期记忆，有助于全面认识人类的记忆，特别是记忆老化的机制，有助于切实提高个体应对生活的适应能力。     

Children’s Memory: A Primer for Understanding Behavior

This paper provides the opportunity to understand children’s behavior from a memory viewpoint. For the last three decades, cognitive developmentalists have been asking the question, “what develops in children’s memory?” Four answers to this question are presented, complete with explanations, examples, and possible applications where appropriate. The purpose of the paper is to provide early childhood educators and other practitioners who work with children a different lens through which to view children’s behavior. The memory view is compatible with current best practices in early childhood education, and may provide practitioners an additional viewpoint from which to draw when implementing developmentally appropriate practice.     

“阅读记忆”能否直接作为文学创作的精神资源？

“阅读记忆”不能直接成为作家创作的精神资源,否则无论有意或无意都只是一种机械的“模仿”。就目前阅读视野看,把“阅读记忆”直接转化为作家创作的精神资源（仅以经典文本研究为视角）的情形大致有三种：一是对局部细节的“记忆”模仿,二是对故事整体的“记忆”模仿,三是对复合文体的“记忆”模仿。作家只能把“阋读记忆”作为间接因素化为文学创作的精神资源,并对其进行深加工处理,使其成为自己生活经验的有机部分,并以自己生命体验而再度出发,才能真正创作出令人信服的经典。     

Reading comprehension difficulties in children

This paper reports two studies investigating the nature of comprehension deficits in a group of 7–8 year old children whose decoding skills are normal, but whose reading comprehension skills are poor. The performance of these poor comprehenders was compared to two control groups, Chronological-Age controls and Comprehension-Age controls. The first study examined whether these comprehension difficulties are specific to reading. On two measures of listening comprehension the poor comprehenders were found to perform at a significantly lower level than Chronological-Age controls. However, they did not differ from a group of younger children matched for reading comprehension skills. This indicates that the observed comprehension difficulties are not restricted to reading, but rather represent a general comprehension limitation. The second study investigated whether these comprehension difficulties can be explained in terms of a memory deficit. The short-term and working memory skills of these three groups were examined. The poor comprehenders did not differ from their Chronological-Age controls on either of these tasks. In conclusion, it is argued that working memory processes are not a major causal factor in the creation of the comprehension difficulties identified in the present group of poor comprehenders.     

数据存贮新技术综述

数据存贮技术是实现网络宽带通信的关键技术.文章集中介绍了两种数据存贮技术：光存贮技术和网络存贮技术.光存贮技术是硬件存贮技术的发展方向;网络存贮技术是解决光速极限的最有力手段.此外文章对这些技术的应用进行了较深入的分析,并指明了这些技术未来的发展方向.     

Working Memory, Motivation, and Teacher-Initiated Learning

Working memory is where we “think” as we learn. A notion that emerges as a synthesis from several threads in the research literatures of cognition, motivation, and connectionism is that motivation in learning is the process whereby working memory resource allocation is instigated and sustained. This paper reviews much literature on motivation and working memory, and concludes that the apparent novelty of the proposal offered to describe motivation in terms of working memory results from the apparent lack of cross-channel exchange among these research traditions. The relation between working memory and motivation is explored in the context of the interactive compensatory model of learning (ICML) in which learning is considered to result from the interaction of ability, motivation, and prior learning. The ICML is recast in light of the revised definition of motivation offered here. This paper goes on to suggest ways in which a range of teaching and learning issues and activities may be reconceptualized in the context of a model emphasizing a learner's working memory that makes use of chunks of previously acquired knowledge.     

对外显和内隐记忆发展的反思

在对外显和内隐记忆发展的研究中存在的问题进行反思的基础上．提出：(1)知识基础和年龄都有可能是影响外显和内隐记忆发展的因素．有必要区分记忆发展中的功能发展和知识基础发展;(2)在以往的研究中忽视了对测验的知识及被试的知识基础变量的控制,这可能是导致目前记忆发展研究,尤其是内隐记忆发展研究出现矛盾的一个重要原因;(3)对外显记忆也应该进行意识的“纯净”提取,这样它与内隐记忆发展才有可比性。     

Verbal Short‐term Memory Performance in Pupils with Down Syndrome

Research has shown that verbal short‐term memory span is shorter in individuals with Down syndrome than in typically developing individuals of equivalent mental age, but little attention has been given to variations within or across groups. Differences in the environment and in particular educational experiences may play a part in the relative ease or difficulty with which children remember verbal material. This article explores the performance of 26 Egyptian pupils with Down syndrome and 26 Egyptian typically developing children on two verbal short‐term memory tests: digit recall and non‐word repetition tasks. The findings of the study revealed that typically developing children showed superior performance on these tasks to that of pupils with Down syndrome, whose performance was both lower and revealed a narrower range of attainment. Comparisons with the performance of children with Down syndrome in this study suggested that not only did the children with Down syndrome perform more poorly than the typically developing children, their profile also appeared worse than the results of studies of children with a similar mental age with Down syndrome carried out in western countries. The results from this study suggested that, while deficits in verbal short‐term memory in Down syndrome may well be universal, it is important to recognise that performances may vary as a consequence of culture and educational experiences. The significance of these findings is explored with reference to approaches to education and how these are conceptualised in relation to children with disabilities.