语义矢量空间模式（SVSM）及其试验评价——自然语言处理与文献自动标引

本文介绍一种基于句法分析和格式语义结构，被称为“语义矢量空间模式”的文献自动标引／检索技术。在此模式中，自然语言文献和检索提问均表示为语义矩阵。通过计算语义矩阵的相似值，检索系统可以预测文献与给定提问之间的相关度，从而达到检索相关文献的目的。初步试验结果表明，若文献及检索提问较长，特别是以原文献作为提问样本时，此检索技术与康奈尔大学的ＳＭＡＲＴ系统相比，在检全率、检准率和相关排序有效性方面均有所改进     

The World of Popular Music

Tony Palmer's All You Need is Love: The Story of Popular Music (New York: Viking Press, 1976---$15.00)

Ron Schaumburg's Growing Up with the Beatles (New York: Pyramid Books, 1976---$5.95, paper)

Paul Gambaccini's Paul McCartney in His Own Words (New York: Flash Books/Quick Fox Inc., 1976---$3.95, paper)

Ritchie Yorke's The History of Rock 'n Roll (New York: Methuen/Two Continents, 1976---$5.95, paper)

Sharon Lawrence's So You Want to Be a Rock & Roll Star (New York: Dell, 1976---$1.75, paper)

Geoffrey Stokes' Star-Making Machinery: The Odyssey of an Album (Indianapolis: Bobbs-Merrill Co., 1976---$8.95)

Dave Dexter, Jr.'s Playback: A Newsman/Record Producer's Hits and Misses from the Thirties to the Seventies (New York: Billboard Publications, Inc., 1976---$9.95)

Ralph J. Gleason's Celebrating the Duke, and Louis, Bessie, Billie, Bird, Carmen, Miles, Dizzy, and Other Heroes (New York: Delta Books, 1976---$3.95, paper)

Alec Wilder's American Popular Song: The Great Innovators, 1900-1950 (New York: Oxford University Press, 1975---$6.95, paper)     

A Modified News Micropayment Model for Newspapers on the Social Web

This theoretical article explores the idea of small, per-article payments for the newspaper industry. The article examines existing academic and industry literature on micropayments, as well as explores underlying theories in media management and economics, marketing, behavioral economics, sociology, computer information systems, and mass communication. The authors propose a “Modified News Micropayment Model” that contains 4 primary drivers that make the idea of micropayments a feasible and attractive idea for news industries in the Social Web environment—socialization/sharing, a microearn component, local focus, and a centralized banking system. The model is presented and discussed, and future directions for research are offered.     

Educational Performance Indicators and LEA League Tables

Abstract

A common procedure for using examination results as performance indicators is based upon residuals from regression analysis. These analyses are typically applied to aggregated data: this paper demonstrates that such procedures give unstable results. It is suggested that aggregate‐level analyses are uninformative and that useful comparisons cannot be obtained without employing multilevel analyses using student‐level data.     

Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension

The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction.     

The Attentional Blink in Developing Readers

The attentional blink refers to a reduction in accuracy that occurs when identifying the second of two targets presented within approximately 500 msec of each other. This research explored individual differences in the attentional blink in a sample of 86 children (aged 8–10) with normally developing reading skills. The attentional blink was examined in relation to general reading performance as well as specific orthographic and phonological reading subprocesses. No associations were evident between attentional blink duration and reading ability. However significant correlations did exist between each of the three reading measures and mean second target correct given first target correct (T2|T1) performance across all lags, with less skilled readers exhibiting inferior performance regardless of the temporal lag between first and second targets. Performance on a rapid naming task mediated some of the relationship between mean T2|T1 performance and reading, yet the association remained significant when this factor was accounted for.     

From knowing to doing: assessing the skills used to teach reading and writing

Reading and Writing - This study presents results from a project to develop and pilot a new type of performance assessment of the skills used when teaching reading and writing. To provide context...     

Preanalytical considerations in blood gas analysis

Blood gas testing is a commonly ordered test in hospital settings, where the results almost always have the potential to dictate an immediate or urgent response. The preanalytical steps in testing, from choosing the correct tests to ensuring the specimen is introduced into the instrument correctly, must be perfectly coordinated to ensure that the patient receives appropriate and timely therapy in response to the analytical results. While many of the preanalytical steps in blood gas testing are common to all laboratory tests, such as accurate specimen labeling, some are unique to this testing because of the physicochemical properties of the analytes being measured. The common sources of preanalytical variation in blood gas testing are reviewed here.