英语成对词的结构和功能探究

英语成对词是英语惯用语的一个重要组成部分，在结构上体现了英语合成短语的结构特征。虽然属于口语语体，但经常运用于其他语体，具有丰富的话语和文体功能。     

Longitudinal Genetic Analysis of Early Reading: The Western Reserve Reading Project

We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later. Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness, letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills.     

单线双竖井的铁路隧道内列车活塞风的计算方法

针对单线双竖井机械通风的铁路隧道,以流体力学的恒定流理论为计算依据,推导出在隧道内列车活塞风计算方法.     

超性别意识与双性和谐--论迟子建小说价值关怀的独立操守

在女性意识张扬得如此激越的当下文坛，年轻的女作家迟子建却始终以人的视角来观照文学人生。这种超性别意识的价值关怀使她的文本营构了一幅双性和谐的图景，而这种惯例化写作的超越也将是艰难的。     

孪生素数猜想不可证

本文证明了著名的黎曼猜想,连续统假设,第五公设,亲和数,Mersenne素数,偶完全数,孪生素数,以上均为不可证。     

场景赋能:场景化设计及其教育应用展望——兼论元宇宙时代全场景学习的实现机制

随着元宇宙时代的到来,5G、大数据、云计算、拓展现实(XR)和人工智能等技术得以广泛应用,人类已进入到场景(CT)时代。场景化正在不断影响并渗透教育领域,并促进教育领域进行快速地自我革新与升级。场景化特征包括智能动态性、联结共创性和情感连接性。研究从资源沉浸、人本服务、技术适宜三个维度,遵循多资源适配、多模态混合、多场景延续的原则,从场景洞察、场景制造、场景应用、场景优化四个步骤展开场景化设计;进而从数据内容、技术支持和过程体验三个方面,得出数据驱动、技术融合和多模态沉浸体验的全场景学习实施策略。由此,在元宇宙时代,教育场景化设计将从智慧学习场景流、泛在教育生态、虚实融合、全域交互、全纳教育五个方面,赋能全场景学习的实现和应用。     

Severe developmental language disorder — Reading and spelling

Linguistic awareness i.e. the ability to identify phonemes, to segment words into syllables and to rhyme is highly correlated with reading/spelling proficiency. Children with severe developmental language disorders DLD (syntagmatic type) have been shown to specifically lack linguistic awareness. Two non-identical twin boys with severe, specific DLD were studied longitudinally with respect to their linguistic, neurolinguistic and pragmatic development. In spite of poor linguistic awareness, the boys acquired normal reading/spelling skills. This might be due to the early and massive language training they were given. However, the boys differ considerably in some aspects of reading and spelling performance. These findings are discussed with reference to their different neurolinguistic and pragmatic profiles.     

以双锥辊轴向轧机轧制成形锥齿轮的实验研究

论述了锻造锥齿轮的现状，提出以双锥辊轴向轧机轧制成形代替一般锻压初锻造成形锥齿轮，降低了设备投资；介绍了双锥辊轴向轧机的原理、结构、基本技术参数和模具设计，进行了铅试件轧制成形实验研究，得到良好效果．     

线性双端口网络的参数表征法及其意义

对线性双端口网络的表征加以说明,根据其参数中所选激励变量的不同,导致所描述的方程组和与其对应的参数组也不同的特点,整理出参数表征法归纳表,并对相关的物理意义给予了讨论。     

Colorado longitudinal twin study of reading disability

The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties, and to present some initial assessments of the stability of reading performance and cognitive abilities in this sample. Preliminary examination of the test scores of 124 twins with a history of reading difficulties and 154 twins with no history of reading difficulties indicates that over the 5- to 6-year interval between assessments, cognitive and reading performance are highly stable. As a group, those subjects with a history of reading difficulties had substantial deficits relative to control subjects on all measures at initial assessment, and significant deficits remained at follow-up. The stability noted for all cognitive and achievement measures was highest for a composite measure of reading, whose average stability correlation across groups was 0.80. Results of preliminary behavior genetic analyses for this measure indicated that shared genetic influences accounted for 86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties, respectively. In addition, genetic correlations reached unity for both groups, suggesting that the same genetic influences are manifested at both time points.