自适应遗传模拟退火的Web日志关联挖掘

提出一种基于自适应遗传模拟退火策略的Web日志关联规则挖掘算法。该算法在遗传模拟退火策略基础上,引入自适应的交叉概率和变异概率,使其具有较强的全局搜索能力,有效地避免了早熟的现象。实验结果证明,该算法能有效地解决Web日志关联规则挖掘问题。     

基于Ajax自适应考试系统的设计与实现

Ajax是Web2.0的重要技术内容,它创建接近本地桌面应用的直接、高可用、更丰富、更动态的Web用户界面。计算机化自适应考试是现代测验研究中的一个新领域,它对于提高测验效率与质量有着重要意义。在考试系统项目中使用Ajax技术和计算机自适应原理,能有效提高系统的稳定性、快速反应能力。     

Conceptions of giftedness and expertise put to the empirical test

Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap by conducting an empirical comparison of the major approaches to giftedness and expertise currently in use: the IQ model, the performance model, the moderator model, and the systemic model. The four models were tested in a longitudinal study with a sample of N = 350 German students attending university preparatory schools; 25% of the sample had been assigned to special classes for the gifted. The construct and predictive validity of the four models were tested by means of structural equation modeling. Theoretical considerations along with our results indicated a differentiation among the models whereby some could only predict while others could also explain the emergence of excellent performance and thereby yield valuable information for the design of interventions. The empirical comparison of the approaches showed that they were unequally suited for the two challenges. For prediction purposes, the performance approach proved best while, for explanations, the moderator and systemic approaches were the most promising candidates. Even so, the latter did demonstrate conceptual and/or methodological problems. The IQ approach was superseded by the other approaches on both prediction and explanation. Implications and limitations of the findings are discussed.     

Fictitious Academic Expertise and Processing Resources

A previous study showed that pairs of students interacting in a second language produced more words when they were assigned a fictitious expert position in a specific competence dimension than when they were assigned a nonexpert position. It has also been shown that the usual level of expertise has an impact on the assigned fictitious expertise effect. The present study was designed to determine whether the processing capacity allotted to the current task could partly determine performance. A given position of expertise may demand a large or small attentional capacity. Two experiments were conducted using a dual-task paradigm. As expected, the different expertise positions led to different reaction times on the secondary task. The second experiment showed that the impact of assigning a position of expertise to students depends on their usual academic standing. This study supports the idea that in interactive situations, performance variations as a function of the expertise position can be partially explained by differences in the processing resources allocated to the task. Implications for teaching are discussed.     

Training and psychosocial patterns during the early development of Portuguese national team athletes

This study explored the early development of expert athletes compared to a group of athletes that did not achieve an expert level of performance despite being involved in youth events with their national squads. In particular, the activities, training patterns, and psychosocial influences that characterized their paths in competitive sports were examined. Male and female participants (N?=?42) from different sports were interviewed. Overall, athletes showed several commonalities. However, experts were selected to national squads later and also started thinking about investing in becoming elite athletes later. Non-experts revealed more parental pressure and less individual training with coaches.     

图像分割的自适应K均值聚类算法研究

使用K均值聚类算法完成对图像的分割是一种常见的分割技术,针对传统的K均值聚类算法的不足,提出了使用直方图波形的有效波峰个数自适应确定K值的大小,实验结果表明,该方法简单、灵活、容易实现,并能取得较好的结果。     

自适应学习系统中双向适应交互评价实证研究

随着信息技术的快速发展,网络学习已经成为人们生活中不可或缺的一种学习方式。以实现网络个性化学习为目标的自适应学习系统成为提高网络学习质量的重要研究课题。然而目前大多数自适应学习系统仅具有单向适应能力,即实现了系统根据用户特性适应性向学习者呈现学习资源、过程和策略的功能。尽管这种功能有助于解决学习者认知超载和网络迷航问题,一定程度上提高了学习效率,但学习者在此系统中是一种被动学习,不利于培养学习者自主学习能力和创新能力,也不利于促进学习者对知识的主动建构,还容易使学习者产生惰性。因此,应该充分考虑学习者和系统之间的主客体关系,在自适应学习系统中建立双向适应交互,即用户主动选择资源的适应性交互和系统主动推送资源的自适应交互。双向适应交互最为关键的是用户模型,而认知风格是用户模型中影响学习者个体差异的一个重要元素。从学习效率和使用感受两个层面实证评价双向适应交互性,以及认知风格对其的影响发现:采用自适应学习方式,学习者具有更积极的学习态度,能够取得更好的学习绩效;但认知风格会影响到自适应学习和适应性学习的绩效。     

Emotion regulation and motor performance: an integrated review and proposal of the Temporal Influence Model of Emotion Regulation (TIMER)

ABSTRACT

Adaptive regulation of emotions is imperative for successful sport performance. However, the lion’s share of mainstream emotion regulation (ER) literature is founded on perspectives prioritising mental health, not performance. Consequently, ER strategies are predominantly classified as adaptive or maladaptive based on effectiveness in achieving targeted mental health outcomes. These conventional mental health classifications can catalyse misapplication of ER strategies within sport and other motor performance contexts when (1) ER motives are instrumentally directed towards performance enhancement and (2) Minimal consideration is given to the consequences of ER on the coordination and execution of motor actions. Herein, we review the current state of relevant ER research within and outside of sport contexts. We also present a novel conceptual framework, the Temporal Influence Model of Emotion Regulation (TIMER). TIMER proposes that ER strategies exert distinct, temporally dependent demands upon perceptual-cognitive and motoric resources. These unique regulatory profiles influence subsequent motor performance outcomes. Critically, the degree to which regulatory strategies are appropriate or ideal varies given environmental constraints along with performers’ affective and performance goals. The model includes testable hypotheses to guide theoretical and applied research in the domain of ER within sport and other motor performance contexts.     

A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support

Despite increased acknowledgement of the significance of situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or situational (i.e., variation in time) effects. Additionally, we studied whether adaptive support during teacher-student interactions contributes to student engagement following that interaction. A cross-classified multilevel analysis of 324 video- and audio-recorded secondary school teacher-student interactions showed that situational factors and error were the strongest source of variability in student engagement. Other than expected, teacher-related and dyad-related variability were limited. Although behavioral engagement after teacher-student interaction was significantly higher than pre-interaction student engagement, higher post-interaction levels were not related to the level of adaptive support provided during the teacher-student interaction. These findings imply that situational factors deserve more attention in engagement research, for example by investigating what situational factors contribute to engagement. For teachers, the time-variant, situation-dependent nature of engagement opens up valuable opportunities to actively design optimal learning situations.     

Adverse and adaptive childhood experiences are associated with parental reflective functioning in mothers with substance use disorder

Mothers with a substance use disorder (SUD) are at risk for maladaptive parenting practices, and have heightened likelihood of having experienced childhood adversity themselves. In addition, parental reflective functioning (PRF), a capacity underlying sensitive caregiving, is often low in mothers with SUD. This study examines the relationship between PRF and aversive (emotional, physical, sexual abuse and neglect) and adaptive (safety and competence) experiences, in different developmental phases (early childhood, latency, and adolescence) in mothers with a SUD. A sample of 43 mothers with small children were interviewed with the Parental Developmental Interview to assess PRF, and they completed the Traumatic Antecedents Questionnaire regarding aversive and adaptive experiences. In addition, we used the Hopkins Symptoms Checklist-10 to control for mental health status and a battery of neuropsychological tests to control for executive functions. Results indicated that adaptive experiences in early childhood were positively related to PRF, and that experience of emotional abuse was negatively related to PRF. When separating the group of mothers in two sub-groups based on PRF level, results showed that mothers with negative to low PRF had significantly more experiences of adversities in early childhood and latency, and significantly less adaptive experiences in early childhood, latency and adolescence, compared to mothers with moderate to high PRF. In addition, mothers with adequate to high PRF reported experiencing significantly more types of adaptive experiences, and significantly less adversities compared to mothers with negative to low PRF. Results are discussed in relation to developmental trauma, resilience, epistemic trust and mistrust.