基于脑机接口技术的病房呼叫系统研究

针对有肢体障碍但大脑思维正常的患者,特别是重症患者使用病房呼叫系统不便的问题,提出了一种基于脑机接口技术的病房呼叫系统.该系统通过提取被试的脑电信号并进行处理来实现对病房呼叫系统按键开关的控制,当陪护人员不在病房时,一旦出现紧急情况,患者可以通过大脑想象手的运动来控制呼叫系统,达到自救目的.     

无线供能技术在智能轮椅供电系统中的应用

利用基于谐振的无线供能技术对智能轮椅进行无接触充电设计,并利用BCI技术实现对轮椅充电开关的控制,为有肢体障碍但脑部思维正常的人乘坐轮椅出行提供一种电能补充途径.     

海森堡模型中的量子纠缠

量子纠缠是量子信息处理的重要资源,海森堡模型是一种简单的能够在固态系统中实现的模型,研究海森堡模型中的纠缠将极大地推动固态量子计算机的发展。本文简单介绍了海森堡模型,外磁场和Dzyaloshinskii-Moriya（DM）相互作用参量对系统纠缠的影响,以及现阶段的研究进展。此外,文章还进一步提出了在该领域的研究中需要解决的一些问题。     

提问交互模型（QICT）教学应用方法的实践研究

提问交互模型（QICT）是异步在线交流环境中促进学生批判性思维的有效工具,其教学应用方法结合了脚手架的思想和异步在线交流的特点．将整个批判性思维的教学过程分为预备、教师引导、学习伙伴引导和自我引导四个阶段。研究结合“传播学”课程教学．以课程网站的论坛为异步在线交流平台,运用实验研究法、问誊调查法和内容分析法对QICT模型的教学应用方法进行了实践研究。研究发现．QICT模型的教学应用方法对学生批判性思维具有促进作用．证明该方法对批判性思维教学具有积极影响。同时还发现,教师引导阶段对后续学习伙伴引导阶段和自我引导阶段起到良好的示范作用．地位至关重要。     

Cross-cultural language learning and web design complexity

Accepting the fact that culture and language are interrelated in second language learning (SLL), the web sites should be designed to integrate with the cultural aspects. Yet many SLL web sites fail to integrate with the cultural aspects and/or focus on language acquisition only. This study identified three issues: (1) anthropologists’ cultural models mostly adopted in cross-cultural web user interface have been superficially used; (2) web designers deal with culture as a fixed one which needs to be modeled into interface design elements, so (3) there is a need for a communication framework between educators and design practitioners, which can be utilized in web design processes. This paper discusses what anthropology can contribute to language learning, mediated through web design processes and suggests a cultural user experience framework for web-based SLL by presenting an exemplary matrix. To evaluate the effectiveness of the framework, the key stakeholders (learners, teachers, and designers) participated in a case scenario-based evaluation. The result shows a high possibility that the framework can enhance the effective communication and collaboration for the cultural integration.     

Characterizing navigation in interactive learning environments

Interactive learning environments (ILEs) are increasingly used to support and enhance instruction and learning experiences. ILEs maintain and display information, allowing learners to interact with this information. One important method of interacting with information is navigation. Often, learners are required to navigate through the information space of an ILE, a process which can be quite difficult and cognitively exacting as the information space becomes very large and complex. Proper design can make this process less exacting and, at the same time, facilitate better learning of the information space. However, this is not easy to do, especially for ILEs. Frameworks can assist in the effective analysis and design of interactive environments. However, there is lack of conceptual frameworks for guiding the analysis and design of navigation in ILEs. This paper tries to address this issue by presenting a framework which can be used to characterize navigation within ILEs. To create this framework, this paper brings together research from various disciplines, such as human-computer interaction design, educational multimedia design, cognitive technologies and learning sciences. This framework prescribes a three-stage process for designing and analyzing navigation: 1. content structuring; 2. information navigation modeling; 3. interface presentation structuring. By bringing these three stages together, it is intended to provide a conceptual framework to assist and guide designers in the proper analysis and design of navigation in ILEs.     

从间接言语行为分析电影《蒙娜丽莎的微笑》的师生互动

本文基于语用学的间接言语行为理论来分析电影《蒙娜丽莎的微笑》的师生互动,得出以下两点启发:1.教师在教学中适当运用间接言语行为可增强师生互动;2.教师需重视培养学生在有效沟通中的语用能力。     

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。     

CTC与CTCS2交互流程及实际问题分析

以铁路客专列控中国列车控制系统(Chinese Train Control System,CTCS)、中国列车控制(Chinese Train Control,CTC)工程大范围推广实施为项目背景,介绍了这2大系统的软件接口设计及方法,并对两者系统在接口时的一些关键细节进行深入探讨。对目前工程实施中出现的较严重问题加以分析,提出了合理可行的意见,此方案基本上已在大部分铁路局实施。     

Police-Civilian Interaction,Compliance, Accommodation,and Trust in an Intergroup Context: International Data

Abstract

Prior cross-cultural research has produced models of police-civilian interaction that highlight the effect of officers’ communication accommodation and reported trust in police on attitudinal outcomes. The present study, conducted in Korea, Japan, Guam, and Canada and involving 684 university students, continued this program of research by testing a theoretical model exploring the influence of perceived police officer communication accommodation and reported trust in police on attitudes about compliance with police requests. Findings indicated that across study locations perceived police officer communication accommodation predicted trust in police which, in turn, predicted attitudes about compliance with police requests.