语音结构与名词短语内部功能范畴的句法位置

功能范畴在音韵上/形态上缺乏独立性。在语音结构上,功能范畴可以左向依附,而轻声的功能范畴则强制性地左向依附,这就造成了句法结构跟语音结构的不一致。在名词短语中,的处于最高的核心位置D,因轻声而左向依附于毗邻的黏附组,其句法位置要通过相关的句法语义行为进行辨识;个处在较低的核心位置Cl,功能范畴Num与D介于它跟左向的黏附组之间,个的句法位置可以通过语音实现其上层的功能范畴进行辨识。     

在减速器测绘中学习润滑方法

减速器测绘是机械制图课程的实践教学环节。在教学过程中,由于学生对润滑知识的空白和减速器教学模型存在缺陷等原因,学生在测绘中对涉及润滑部分的原理结构不清楚,产生了很多疑问,直接影响到测绘的教学效果。针对这一问题,本文对减速器润滑原理及润滑部分的主要结构进行了阐述。     

概率度量空间中压缩型映象的不动点定理

本文在概率度量空间（E，F，Δ）中引进了一类新的压缩型映象，研究了这类压缩映射的不动点的存在性和唯一性问题，推广了现有文献的若干结果。     

压缩映像原理的简单应用——Banach空间等价范数与Lipschitz条件

观察Lipschitz条件与范数等价的命题在形式上的一致性,证明推导了结论:范数可以成为一个压缩映像,并利用这一思想来讨论范数一致收敛的问题.     

R(L)型诱导空间及连通性

用R(L)-值下半连续函数引入了R(L)型诱导空间的概念．讨论了它的一些基本性质．证明了R(L)型诱导空间保持笛卡尔积；(L^x，δ)是连通空间当且仅当其R(L)型诱导空间是连通空间，给出了LF拓扑空间集与R(L)型诱导空间集之间建立的映射和生成映射ω的可交换性．     

某类带非光滑系数的超复方程

本文研究一类带非光滑系数的超复方程其中A,B,F∈L.,(E),p>2,我们引入空间P_1(n)和P_(?)(n),利用压缩映象原理,得到了方程(Ⅰ)的解的连续性定理和表示定理。     

失重状况下平放长圆柱型腔体内液体晃动的特性

本文对(g=0)失重状况下平放长圆柱型腔体内液体的晃动特性进行了研究。运用映射的方法,得到了液体晃动的各阶主振型晃动频率与解析解。研究结果表明:在完全失重的状况下,该种腔体内液体的晃动频率与充液比无关,仅只与液体的表面张力系数以及质量密度有关。     

英汉空语类的句法分布探究

空语类由乔姆斯基于上个世纪八十年代初提出,立刻引起了各国语言学者的密切关注。深入了解和探讨空语类及其在英汉语言中的句法分布,对揭示英汉语言的句法特征起着至关重要的作用,同时也检验了普遍语法原则,并为更好地解释汉语的语法现象提供了新的视角。     

Fostering Understanding by Structural Alignment as a Route to Analogical Learning

The purpose of this study was to extend previous research on the conditions that may promote understanding and abstraction via structural alignment, that is, through a comparison between two partially understood situations. Structural alignment is a route to analogical reasoning which differs from the typical route where an analogy is made by eliciting an unknown situation from a very familiar one. Ninety-nine eighth graders were presented with two pairs of scenarios; the first depicting two phenomena of heat flow and the second, two phenomena of the changing state of matter. Participants were randomly assigned to five different conditions which varied in the degree to which they required a comparisonbetween the phenomena in the scenario pairs. For each pair of scenarios, participants were asked to describe the differences between the two phenomena, explain what happens in the phenomena, rate the similarity between the two, and justify the ratings. Results show that analogical reasoning was promoted more in the condition where participants were asked to jointly interpret the phenomena depicted in the scenarios. For both pairs of scenarios, students in this condition reached a deeper understanding; they were more able to identify alignable differences between the phenomena, and recognize the abstract and general higher-order relational structure implied by the perceptually different situations.     

模和拟共形映射

研究了模和拟共形映射，得到了一个同胚为拟共形映射的几个条件。