Enhancing young children's arithmetic skills through non-intensive,computerised kindergarten interventions: A randomised controlled study

Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls in the posttest. However the effects of training held in grade 1, playing serious counting games improving number knowledge and mental arithmetic performances, and playing serious comparison games, only enhanced the number knowledge proficiency in grade 1. The value of these short periods of intensive gaming in kindergarten are discussed as a look-ahead approach to enhance arithmetic proficiency.     

基于FPGA的频率计电路设计

本文介绍了数字频率计设计的基本原理,对频率计所采用各种硬件除法进行了比较,提出了倍频计数法测量数字高频的实现方案,并给出了频率计设计的硬件电路原理和软件实现,结果表明这种方法实现了频率计的高速和高精度。     

一种新的基于图像边缘检测的室内人数统计方法

在分析基于图像处理的人数统计方法基础上,提出基于图像边缘检测的人数统计新方法。分别采集室内彩色背景图像和目标图像,分别计算灰度图像的边缘检测结果,求出二者的差值图像后,连接边缘、填充为连通区域,计算目标图像中的人数。实验证明：该方法能满足室内人数比较多的人数统计要求,具有速度快和准确率较高的优点。     

《纳西东巴古籍译注全集》中的年号纪年经典

《纳西东巴古籍译注全集》中有部分年号纪年经典。它们有较高的学术研究价值,同时纪年跋语中的疑难问题也需要进行考辨。     

Making Sense of your Usage Statistics

Usage statistics are a key decision making tool for most librarians. In this tactics session, Bob Schufreider showed how some libraries are using their vendor's usage statistics to inform purchase decisions and justify expenses, discussed the latest technologies and standards designed to make collection and integration of these statistics less time-consuming and more effective, and outlined some of the problems and pitfalls encountered with the collection of usage statistics.     

Cognitive processes related to counting in students with special educational needs

This study is aimed at the mechanisms used by students with an intellectual disability in the counting process. The assessment of the counting process is carried out through experimental tests inspired by the basic principles of Gelman and Gallistel, namely one‐to‐one, stable order, cardinality, abstraction and order irrelevance. This is a comparative study of participants with a developmental age of between 4 and 5 years, in two populations: a group of students with intellectual disability attending special education (SEN) schools, with chronological ages of between 8 and 12 years,whose developmental age was determined by the Cambrodí Dimensional Method, and another group of students without intellectual disability attending mainstream schools (MS). The data do not show significant differences between the one‐to‐one and stable order principles with respect to the variables MS and SEN, while significant differences are demonstrated for the principles of cardinality, abstraction and order irrelevance.     

Numerical competence in young children and in children with mathematics learning disabilities

A longitudinal study was conducted on 82 children to investigate, firstly the numerical competence of young children and the predictive value of (pre)-numerical tests in kindergarten, and, secondly, whether children's knowledge of the numerical system and representation of the number size is related to their computation and logical knowledge and to their counting skills. In an additional cross-sectional study on 30 children with a clinical diagnosis of mathematical learning disability (MLD) of 8,5 years, age- and ability-matched with 2 × 30 children the same parameters of numerical competence were assessed. The longitudinal data showed individual differences in numerosity, as well as the relationship between a delay in arithmetics in grade l and problems on numerosity in kindergarten. In the cross-sectional results some evidence was found for the independence of numerical abilities in MLD-children. About 13% of them had still severe pre-numerical processing deficits (in number sequence production, cardinality skills and logical knowledge) in grade 3. About 67% had severe difficulties in executing calculation procedures and a lack of conceptual knowledge. A feature of 87% of the MLD-children was severe translation deficits, with a significantly worse knowledge of number words compared with the knowledge of Arab numerals. Finally a severe deficit in subitizing was found to be present in 33% of the MLD children. On a group level the processing deficits were linked to understanding numerosity, since the ability-matched younger children and the MLD-children had the same pre-numerical and numerical profile. Implications for the assessment of mathematical disabilities and the value of TEDI-MATH® as an instrument in this process are discussed.     

Acquisition of the cardinal word principle: The role of input

We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training is consistent with previously hypothesized mechanisms based on juxtaposing a set's cardinal label with its count in close temporal contiguity (e.g., 0105 and 0175), as well as general theories of comparison and categorization (e.g., Gentner, 2005). In Study 2, we asked parents to read picture books to their preschool children and found that they rarely provide cardinal labels immediately followed by counting, even when asked to read a book about number.     

Customer Satisfaction Management with “Counting Opinion” Surveys

This article tracks how Ajax Library Services, located in suburban Toronto, followed up on its designation as the only ISO‐certified library in North America by its adoption of the computer‐based, computer‐survey tools of Counting Opinions. Use of the online survey tool helped to inspire reforms in customer service, collection development and many other library policies. And, with before and after data reports, library administration could see how the library's users reacted to the changes. This intermixing of quantitative and qualitative data represents a level of customer‐opinion‐and‐data analysis seldom seen in public libraries. Collecting Opinions has expanded its public library analytical utilities to include access to data on additional public libraries so that customers can do statistical rankings to rank their own service levels to other libraries who serve communities with similar demographics.     

对外汉语教材等级词频统计模块构建——一种辅助对外汉语教材词汇难度评量的工具

在对外汉语教材的编著过程中,用词频度和难度直接影响教材编著的质量。根据《汉语水平词汇与汉字等级大纲》(以下简称《大纲》)8000多等级用词目、词性、难度等级三个属性,设计并实现对外汉语教材编著系统难度等级词频统计模块,并在20万教材语料基础上,进行实验。实验证明,在速度上取得了较为良好的效果。