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991.
WU Jing YE Xiu-qing GU Wei-kang 《浙江大学学报(A卷英文版)》2007,8(6):841-848
This paper proposes a new adaptive post-filtering algorithm to remove coding artifacts in block-based video coder. The proposed method concentrates on blocking and ringing artifacts removal. For de-blocking, the blocking strength is identified to determine the filtering range, and the maximum quantization parameter of the image is used to adapt the 1D fuzzy filter. For de-ringing, besides the edge detection, a complementary ringing detection method is proposed to locate the neglected ringing blocks, and the gradient threshold is adopted to adjust the parameter of 2D fuzzy filter. Experiments are performed on the MPEG-4 sequences. Compared with other methods, the proposed one achieves better detail preservation and artifacts removal performance with lower computational cost. 相似文献
992.
Kristin French Michael J. Beran Kimberly Andrews Espy David A. Washburn 《Learning & behavior》2018,46(3):281-293
Executive functions (EF) have been studied extensively in children and adults. However, EF tasks for young children can be difficult to administer and interpret. Espy (1997, Developmental Neuropsychology, 13, 495–499) designed the Shape School task to measure inhibition and switching in preschool-aged children. Shape School presents cartoon-like characters that children must flexibly name by their color, their shape, or both, depending on cues that indicate the appropriate rule. Shape School has been found to be age sensitive as well as predictive of performance on other EF tasks. We presented a computerized analogue of Shape School to seven rhesus macaques. Monkeys were trained to categorize characters by color or shape, or to inhibit this response, depending on whether the characters had eyes open, eyes closed, or wore hats. Monkeys performed above chance on the inhibition and switching components of the task. Long runs of a single classification rule and long runs of noninhibition trials had no significant impact on performance when the rule changed or inhibition was required. This nonverbal adaptation of Shape School can measure EF in nonhuman animals and could be used in conjunction with other EF tasks to provide a clearer picture of both human and nonhuman executive functions. 相似文献
993.
孙业朋 《上海大学学报(英文版)》2005,9(6):471-475
1IntroductionIn recent years , the nonlinear integrable latticeequations have been extensively studied ,such as theAblowitz-Ladik lattice[1], the Toda lattice[2], thedifferential-difference KdVequation[3]and so on[4-7].Inthe theory of nonlinear integrable lattice equations ,ani mportant subject is to search for new Lax integrablelattice equations .In addition,several methods for de-termining exact solutions of soliton equations havebeen developed . The Darboux transformation ( DT)method pl… 相似文献
994.
Hui-ying Miao Meng-yu Wang Jia-qi Chang Han Tao Bo Sun Qiao-mei Wang 《Journal of Zhejiang University. Science. B》2017,18(12):1093-1100
Glucosinolates, anthocyanins, total phenols, and vitamin C, as well as antioxidant capacity, were investigated in Chinese kale sprouts treated with both glucose and gibberellic acid (GA3). The combination of 3% (0.03 g/ml) glucose and 5 μol/L GA3 treatment was effective in increasing glucosinolate content while glucose or GA3 treatment alone did not influence significantly almost all individual glucosinolates or total glucosinolates. The total phenolic content and antioxidant activity of Chinese kale sprouts were enhanced by combined treatment with glucose and GA3, which could be useful in improving the main health-promoting compounds and antioxidant activity in Chinese kale sprouts. 相似文献
995.
996.
Mareike Kunter Martin Brunner Jürgen Baumert Uta Klusmann Stefan Krauss Werner Blum Alexander Jordan Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2005,8(4):502-520
Der Beitrag besch?ftigt sich mit dem Mathematikunterricht der PISA-Schülerinnen und -Schüler in Deutschland und berichtet
über Ergebnisse aus einer Zusatzstudie zu PISA 2003. Aufbauend auf der mathematik-didaktischen Rahmenkonzeption von PISA,
die Unterricht als Gelegenheitsstruktur für verst?ndnisvolle Lernprozesse versteht, wurden Schülerinnen und Schüler und ihre
Mathematiklehrkr?fte zu Merkmalen der Unterrichtsqualit?t befragt.
Es zeigen sich schulformspezifische Unterrichtskulturen: Ein kognitiv aktivierender Umgang mit mathematischen Inhalten ist
eher in Gymnasien zu beobachten, w?hrend vor allem in Hauptschulen die Unterrichtsform mit geringem kognitiven Gehalt und
ausgepr?gter Unterstützung überwiegt. Dennoch wird die Angebotsstruktur des Mathematikunterrichts von Jugendlichen an Hauptschulen
positiv beurteilt, w?hrend Gymnasiasten ihren Unterricht eher kritisch bewerten. Diese Differenzen sind vor allem durch Unterschiede
in der individuellen Lernunterstützung durch die Lehrkr?fte zu erkl?ren, welche von Schülerinnen und Schülern an Hauptschulen
als besonders ausgepr?gt, an Gymnasien eher als gering beschrieben wird. 相似文献
997.
Jan Olsson 《International Journal of Science and Mathematics Education》2018,16(4):715-735
This study investigates how students’ reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively. 相似文献
998.
In this paper, we describe an experiment that compared the use of a Tangible User Interface (physical objects augmented with digital information) and a set of Contrasting Cases as a preparation for future learning. We carried out an experiment (N?=?40) with a 2?×?2 design: the first factor compared traditional instruction (“Tell & Practice”) with a constructivist activity designed using the Preparation for Future Learning framework (PFL). The second factor contrasted state-of-the-art PFL learning activity (i.e., students studying Contrasting Cases) with an interactive tabletop featuring digitally enhanced manipulatives. In agreement with prior work, we found that dyads of students who followed the PFL activity achieved significantly higher learning gains compared to their peers who followed a traditional “Tell & Practice” instruction (large effect size). A similar effect was found in favor of the interactive tabletop compared to the Contrasting Cases (small-to-moderate effect size). We discuss implications for designing socio-constructivist activities using new computer interfaces. 相似文献
999.
Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students’ interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers’ reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students’ understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers’ knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers. 相似文献
1000.