"武科应试器械"考论

从体育文化角度对古代“武科”考试内容、应试器械等进行系统研究。结果显示:“武科”,又称“武举”,创立于唐武则天长安二年(702年),废于清末光绪二十七年(1901年8月29日),历经一千二百年。考试分外场(以长垛、马射、步射、刀术、枪术、翘关等体育项目为主)和内场(策论)。唐“武科”主要外场器械为弓箭,辅从刀、枪等。宋以弓箭刀枪为主同时将弩踏等作为考试项目。明代“武科”项目沿袭唐宋,外场器械未有变化。清代开始增加了“技勇”项目,分别为开硬弓、舞大刀、掇石。课题研究旨在为我国民族传统体育学的长足发展提供实质性的理论文献资料。     

Personal reactions to ‘strange’ situations: Attachment styles and acculturation attitudes of immigrants and majority members

A growing number of studies examine the influence of individual factors on acculturation attitudes of immigrants, but few studies focus on majority members’ attitudes. In this paper, two studies are reported on the relation between attachment styles and acculturation attitudes of both immigrants (N=177) and majority members (N=243) in the Netherlands. Until now very few studies have associated cultural adjustment with attachment styles. This is remarkable, because attachment theory refers to interaction with others in new situations. Four different styles of attachment (the secure, dismissing, preoccupied and fearful attachment styles) are related to Berry's classification of acculturation attitudes. People, both immigrants and majority members, with a secure attachment style were positive towards integration, whereas people with a dismissing attachment style were not. Dismissing immigrants were more positive towards separation. Whereas both immigrants and majority members with a secure attachment style showed a similar pattern of correlations between attachment and acculturation, they seem to react quite differently, and even in opposite ways, when they have a preoccupied attachment style. Yet, the different reactions may be caused by the same psychological process: The existential ambivalence of preoccupied people may lead to diverse reactions.     

Can constrained relevance feedback and display strategies help users retrieve items on mobile devices?

Searching online information resources using mobile devices is affected by small screens which can display only a fraction of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ) and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm, coupled with the sampled display, is the most effective. Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J. Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.), Springer 2005, ISBN 3-540-25295-9     

Neuroanatomy Learning: Augmented Reality vs. Cross-Sections

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures.