Inoculation and Mental Processing: The Instrumental Role of Associative Networks in the Process of Resistance to Counterattitudinal Influence

This investigation introduced the concept of associative networks to the resistance domain. A four-phase experiment was conducted involving 298 participants. The results confirmed the role of known elements in the process of resistance: the core elements of threat, issue involvement, and counterarguing output facilitated resistance, as did the more recently introduced element of attitude certainty. Also, the results indicated that inoculation treatments modified the structure of associative networks, planting additional nodes and increasing the linkages between nodes. Subsequently, changes in the structure of associative networks contributed to resistance to counterattitudinal attacks.     

Two scalable algorithms for associative text classification

Associative classification methods have been recently applied to various categorization tasks due to its simplicity and high accuracy. To improve the coverage for test documents and to raise classification accuracy, some associative classifiers generate a huge number of association rules during the mining step. We present two algorithms to increase the computational efficiency of associative classification: one to store rules very efficiently, and the other to increase the speed of rule matching, using all of the generated rules. Empirical results using three large-scale text collections demonstrate that the proposed algorithms increase the feasibility of applying associative classification to large-scale problems.     

Reading aloud: Dissociating the semantic pathway from the non-semantic pathway of the lexical route

According to dual-route models of reading,consistency effects in pseudoword reading areevidence for the activation of lexicalinformation. We investigated whether thislexical interference has a semantic or anon-semantic origin. In Experiment 1,participants named aloud a set of words andpseudowords. The consistency effect in readingpseudowords co-occurred with associativepriming effects in reading words but not withsemantic priming effects. In Experiment 2, onlywords were presented. Comparable effects ofboth associative priming and semantic primingin naming words were found. This patternprovides evidence for the existence of alexical non-semantic pathway in reading aloud.It also shows that this pathway is sensitive toassociative relations among words. Finally, itcalls into question the likelihood of afeedback mechanism from the semantic system tothe orthographic input lexicon.     

从社会文化角度透视英汉词语的联想意义

词语语义可分为概念意义和联想意义，联想意义与社会化密切相关。同一指称概念的词语会产生附加在概念意义之上的不同的联想意义。从社会化视角研究英汉词语联想意义的差异有助于理解联想意义的化制约性和交际价值性。提高跨化交际的能力，     

How is knowledge generated about memory encoding strategy effectiveness?

This study evaluated how people learn about encoding strategy effectiveness in an associative memory task. Individuals studied two lists of paired associates under instructions to use either a normatively effective strategy (interactive imagery) or a normatively ineffective strategy (rote repetition) for each pair. Questionnaire ratings of imagery effectiveness increased and ratings of repetition effectiveness decreased after task experience, demonstrating new knowledge about strategy effectiveness. Cued recall confidence judgments, measuring confidence in recall accuracy, were almost perfectly correlated with actual recall and strongly correlated with postdictions—estimates of recall for each strategy. A structural regression model revealed that postdictions mediated both changes in second-list predictions and changes in strategy effectiveness ratings, implicating accurate performance estimates based on item-level monitoring as the key to updating strategy knowledge.     

结合环的一些交换性结果

满足多项式恒等式环的结构问题是环论一个主要内容,尤其是交换性问题.本文对一些结合环的结构进行了研究,得到了一些新的交换性定理.推广了文献[1]中的结果.     

BCI——代数的结合理想

本文引进BCI-代数的结合理想,讨论了它的性质,得到理想成为结合理想的充要条件。借此给出了结合BCI-代数的理想刻画,BCI-代数结合的充要条件是它的每个理想是结合的。     

Cost-effective on-demand associative author name disambiguation

Authorship disambiguation is an urgent issue that affects the quality of digital library services and for which supervised solutions have been proposed, delivering state-of-the-art effectiveness. However, particular challenges such as the prohibitive cost of labeling vast amounts of examples (there are many ambiguous authors), the huge hypothesis space (there are several features and authors from which many different disambiguation functions may be derived), and the skewed author popularity distribution (few authors are very prolific, while most appear in only few citations), may prevent the full potential of such techniques. In this article, we introduce an associative author name disambiguation approach that identifies authorship by extracting, from training examples, rules associating citation features (e.g., coauthor names, work title, publication venue) to specific authors. As our main contribution we propose three associative author name disambiguators: (1) EAND (Eager Associative Name Disambiguation), our basic method that explores association rules for name disambiguation; (2) LAND (Lazy Associative Name Disambiguation), that extracts rules on a demand-driven basis at disambiguation time, reducing the hypothesis space by focusing on examples that are most suitable for the task; and (3) SLAND (Self-Training LAND), that extends LAND with self-training capabilities, thus drastically reducing the amount of examples required for building effective disambiguation functions, besides being able to detect novel/unseen authors in the test set. Experiments demonstrate that all our disambigutators are effective and that, in particular, SLAND is able to outperform state-of-the-art supervised disambiguators, providing gains that range from 12% to more than 400%, being extremely effective and practical.     

试论编辑发现的思维品质

编辑发现的实质是编辑迅速捕捉、感知和整合信息,并挖掘其传播价值的能力.本文论述了编辑发现的五种思维品质:直觉思维、灵感思维、发散思维、联想思维、超前思维.     

会意字会意语境分析及其教学

本文以《现代汉语常用字表》中的3500个现代常用汉字字形为研究对象,筛选得出会意字300多个。通过对这些会意字进行源流考察,尝试从会意语境的角度对其进行分析,文中将会意字的会意语境分为共通语境、特定语境和特殊语境三个类别,并倡导在会意字教学过程中使用会意情境教学。