评价情报检索系统性能的新方法--加权中值法

查全率和查准率被大多数情报检索系统作为评价系统性能的方法,但人们已逐渐认识到它们的局限性.本文通过对三组情报检索系统用户相关性判断分布规律实验的数据分析,使用了一种基于用户相关性判断分布规律的方法--加权中值法,对情报检索系统的性能进行评价,并通过倾斜度的计算分析用户相关性判断的态度.     

What can Interpersonal Process Recall (IPR) offer academic development?

Abstract

Academic development is often seen as a compliance activity, divorced from the teaching context and what teachers are trying to achieve in their classroom. In this case study, we researched Interpersonal Process Recall (IPR) as a reflective, non-judgmental approach to help tutors identify coherence between their teaching intentions and practice. Our results provided evidence that IPR helped tutors reflect on ways to improve their teaching. It also led to unexpected ‘discoveries’ not typically afforded by conventional academic development. We conclude that IPR offers a formative, teacher-focussed and contextual approach that has not been clearly defined in the literature. We offer the IPR model followed in this study for academic developers and researchers alike.     

在追求和追忆之间徘徊——重读丽尼的《鹰之歌》

从现代人类生存的角度重读丽尼的《鹰之歌》,将发掘主体意象“鹰”和“南方”以新的意义,进一步的开掘中发现了一种人生困境:人生——在追求和追忆之间徘徊。     

《丽水学院学报》2000～2004年载文分析

采用文献计量学方法,对《丽水学院学报》(原《丽水师范专科学校学报》)2000~2004年出版的5卷30期刊载的文章总数、作者总数、页码总数、篇均页数、出版时滞、第一作者职称分布情况、第一作者所在地区分布情况、栏目分布情况、内外稿分布情况、科研基金论文情况及论文的引文情况等进行逐项统计分析。     

Finnish students’ reasons for their achievement in classroom activities: focus on features that support self-regulated learning

The aim of this study was to investigate how finnish students explain factors that contribute to their achievement in classroom learning activities and whether these factors are related to support of self-regulated learning (SRL) in classroom. Over seven weeks, 24 primary school students were videotaped during their typical classroom activities in 28 lessons to capture moments when they succeeded in learning tasks. From the video observations, 62 episodes were edited and used in stimulated recall interviews in which students were asked to report the reasons they related to their achievement in learning situations. Data-driven content analysis was used to analyse the open-ended interview data. The video observation data were analysed and sorted into theory-driven categories in order to find out how SRL was supported in classrooms. The results showed that students describe achievement through the actions that they took in the learning situations, such as being able accomplish the task. The reasons given for their achievement dealt with ability to accomplish the tasks or doing academic activities in order to achieve in the task. Furthermore, the students recognised classroom activities that support SRL, acknowledging their contribution to their achievement, mostly through the support that they received from their teachers and peers.     

Sex differences in object location memory: Some further methodological considerations

Previously it has been reported that female performance on the recall of objects and their locations in a spatial array is superior to that of males. This may reflect underlying information-processing biases whereby males organize information in a self-referential manner while females adopt a more comprehensive approach. The known female advantage in verbal memory may, however, account for this sex difference. In an initial experiment we found no overall sex differences in object or object-location memory. The inclusion of a verbal distracter task revealed gender-congruent biases in performance. A final study examined some methodological issues associated with the design of item arrays. After controlling for differences in item distinctiveness, performance on object-location was found to be substantially influenced by the distance that items were displaced in the array. These findings demonstrate that certain methodological factors can significantly affect the attentional and mnemonic processes that operate when performing tasks of this nature and can negate underlying sex differences in performance.     

The effects of headlines and summaries on news comprehension and recall

In two experiments, we attempted to analyze the effects of newspaper article headlines and summaries on final comprehension and recall. During the first experiment, the participants consisted of 117 high school students from the 9th grade, 68 from the 11th grade, 79 first year Psychology students from the Autonoma University of Madrid and 66 fifth year Journalism students from the Complutense University of Madrid. The subjects were randomly required to read a news report in one of the following experimental conditions: (1) the whole news article (headline, summary and text), (2) the headline and text, (3) the summary and text, and (4), the text only. The data from immediate and delayed free recall tasks were recorded. The results showed that the structure of the news article did not influence the recall and that there were differences among groups in the amount and quality of recall. The headline and the summary modified by the use of macrostructural criteria constituted additional elements introduced into the second experiment to provide a contrast with the original headline and summary. The results showed that an improvement in article recall did occur with the modified version in comparison with the original version. These two experiments have confirmed that the aims and criteria of journalists differ from those held by the authors of scientific texts and question whether the reading strategies applied are the same in both cases.     

试论提存取回权

提存取回权是提存制度的重要组成部分，完善提存取回权旨在完善提存制度，因此需要规范提存取回权的行权时间、行权主体、行权程序、行权的法律后果以及特殊时效下提存取回权存在的必要性。我国现行《合同法》《提存公证规则》对提存取回权有所规范，但是市场经济的发展对提存取回权的设立及其价值出现了新的要求。德国民法典与法国民法典均是提存制度的良好参照文本，因此借鉴两国相关规定有利于更好的完善提存制度，规范提存取回权．同时，国家政治经济和社会文化特性决定了我们不能单纯移植外国相关立法，而应在结合我国国情的前提下寻求一个适合我国现在经济发展状况的立法模式．     

爱、回忆与感伤：文艺的内容、形式与风格

艺术家们本身固有的对这个世界的爱连同他们对爱的全部体验，构成了艺术家们之所以执笔为文的最根本的动因。是爱，面不是其他什么构成了艺术创作的全部内容，创作是艺术家们“审美的回忆”，“回忆”构成了文艺作品的全部形式。“爱”的内容与“回忆”形式的完善统一所呈现出的风格便是“感伤”，“感伤”不止是某一流派的风格，它应当是艺术整体风格的呈现。     

The accuracy of the 24-h activity recall method for assessing sedentary behaviour: the physical activity measurement survey (PAMS) project

Sedentary behaviour (SB) has emerged as a modifiable risk factor, but little is known about measurement errors of SB. The purpose of this study was to determine the validity of 24-h Physical Activity Recall (24PAR) relative to SenseWear Armband (SWA) for assessing SB. Each participant (n = 1485) undertook a series of data collection procedures on two randomly selected days: wearing a SWA for full 24-h, and then completing the telephone-administered 24PAR the following day to recall the past 24-h activities. Estimates of total sedentary time (TST) were computed without the inclusion of reported or recorded sleep time. Equivalence testing was used to compare estimates of TST. Analyses from equivalence testing showed no significant equivalence of 24PAR for TST (90% CI: 443.0 and 457.6 min · day^–1) relative to SWA (equivalence zone: 580.7 and 709.8 min · day^–1). Bland–Altman plots indicated individuals that were extremely or minimally sedentary provided relatively comparable sedentary time between 24PAR and SWA. Overweight/obese and/or older individuals were more likely to under-estimate sedentary time than normal weight and/or younger individuals. Measurement errors of 24PAR varied by the level of sedentary time and demographic indicators. This evidence informs future work to develop measurement error models to correct for errors of self-reports.