试论内隐记忆的本质特征

内隐记忆是一种自动的、不需要有意识参与的记忆.内隐记忆与外显记忆之间具有随机独立性与功能独立性特点.加工说与系统说在内隐记忆的理论建构上各执一词,各有特色,但其总的发展趋势是走向融合.     

Designing Adaptive Interventions for Online Collaborative Modeling

One of the characteristics of collaborative learning is that it offers opportunities for learners to reflect and justify their work, to compare, understand and criticize their peers' work, and to iterate through these processes as needed. This paper presents a design of a system that supports learners in taking advantage of these collaboration affordances in the context of collaborative modeling. The main focus is the automatic generation of adaptive interventions for the process of qualitative modeling of physical phenomena. Students interact with the learning environment by running a simulation, using visual tools for qualitative modeling, and communicating with each other through special tools and free text. The system tracks and analyses learners' activities that relate to the subject matter tasks as well as to the communication between the learners and generates interventions accordingly. The layered interventions are designed also to integrate communication and content issues.     

一种基于Rough集的不一致和不完全决策表处理方法

本文利用Rough集理论针对不一致和不完全数据,提出了一种基于匹配度和覆盖度的处理方法.数据实验证明了该方法的可行性和有效性.     

A pooled-neighbor swarm intelligence approach to optimal reactive power dispatch

INTRODUCTION The reactive power dispatch is aimed at mini- mizing the active power loss in the transmission network by allocating the reactive power generation under several security constraints. The reactive power dispatch problem has significant influence on secure and economic operation of power systems. The reac- tive power generation affects the overall generation cost via transmission loss. A procedure which allo- cates the reactive power generation so as to minimize the transmissio…     

Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of condition, students solved a set of problems pertaining to the division of fractions by fractions. This mathematics content was representative of challenging sixth grade mathematics Common Core State Standard (6.NS.A.1). Students randomly assigned to receive text-based feedback (Condition A) or image-based feedback (Condition B) outperformed those randomly assigned to the correctness only group (Condition C). However, these differences were not statistically significant (F(2,108) = 1.394, p = .25). Results of this study also demonstrated a completion-bias. Students randomly assigned to Condition B were less likely to complete the problem set than those assigned to Conditions A and C. To conclude, we discuss the counterintuitive findings observed in this study and implications related to developing and implementing feedback in online learning environments for middle school mathematics.     

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of inclusion and exclusion in two schools with segregated classes for this group, called introductory classes. The analytical framework is Niklas Luhmann’s theory of autopoietic social systems, where inclusion is defined as the requirements for participation set by a system, and exclusion accordingly as being unable to meet these requirements. The article displays different constellations of inclusions and exclusions for newly arrived students in the educational system: in school organisations, organisation-based interactions and informal networks of students. It will be showed that introductory classes erect several barriers towards newly arrived students’ inclusion, especially towards those students who are placed at the basic level of the schools’ hierarchy of performances. As a consequence of multiple educational exclusions, informal networks emerge as alternative socialities that include and exclude students on the basis of mother tongue.     

关于双非线性抛物组解的有界性

单个双非线性抛物方程解的有界性结果推广到对角型双非线性抛物组情形时，无论对结构系数的可积性要求或对未知解的可积性要求．都要相应加强，本文考虑一类特殊结构双非线性对角型抛物组，在相应于单个双非线方程情形的同样可积性限制下，得到解的有界性。     

我国贫富差距形成的原因及对策

我国居民的贫富差距接近了国际公认的警戒线，并有继续扩大之趋势。贫富差距已受到社会各界广泛关注。调节收入分配，缩小贫富差距，必须坚持从我国实际情况出发，制订正确的政策，实施自己的可持续发展战略措施。     

复杂系统范式下社会科学的模型化进路

模型化一直是社会科学重构认识论逻辑的有力途径。基于计算机模拟技术的发展,社会科学的建模路径从基于变量走向基于对象,特别是基于主体的建模。基于主体的模型一方面将社会系统整体的自下而上的突现过程展示出来,另一方面将系统要素之间交互作用受到的自上而下的整体性约束予以形式化,为动态地理解社会系统的生成和演化机制提供了新的认知模式与方法论工具,以一种复杂系统思维推动了社会科学朝着“问题导向”的趋向发展。     

On modeling and analyzing multi-agent systems using n-calculus

Dynamic architecture of multi-agent systems （MAS） is important for critical systems. As the existing formal specifications of MAS cannot describe its dynamic architecture, a formal approach using n-calculus is presented, which is suited for the describing and analyzing of concurrent MAS with dynamic topology, n-calculus describes the belief-desireintention （BDI） model that represents agent＇s mental states and provides many useful facilities to analyze MAS model such as deadlock, behavior equivalence, and model checking. To illustrate the favorable representation capability of n-calculus, an example of dynamic multi-agent systems in e-commerce is provided. Finally, by using an existing n-calculus supporting tool, MAS model and some key behaviors properties are analyzed and verified.