基于词表示模型的领域文献数据可视分析方法

随着科学技术的发展,科研文献数量越来越大,如何从海量文献信息中找出特定领域的研究主题、有影响力的学者和高水平论文是一个巨大的挑战。为此提出一种基于词表示模型的领域文献数据可视分析方法,首先利用词嵌入模型 word2vec 向量化推荐领域相关的关键词,根据这些词向量之间的近似度筛选出领域相关的论文;然后应用 BERTopic 模型从领域论文摘要中提取主题;基于 PageRank 算法计算论文影响力,应用综合考虑作者署名顺序、发表论文数量和论文影响力的作者影响力评价方法 Author-Rank 计算作者的影响力;最后使用多视图协同和交互的可视化方法帮助研究人员从领域的主题词频、主题演变、文献影响力和引用关系、作者影响力等多个角度对特定领域进行快速理解和分析。将该方法应用于食品安全领域的文献数据分析,应用结果和用户测试说明了其有效性。     

文本自动摘要的方法研究

文本自动摘要能够对文献进行提炼、浓缩,使人们快速准确的了解文献内容。本文介绍了文本自动摘要的原理和四种方法：基于统计的自动摘要、基于理解的自动摘要、基于信息抽取的自动摘要和基于结构的自动摘要。     

基于文档库的信息服务问答系统

当前信息环境下,非结构化文本是各类信息的重要组成部分,如何针对用户信息需求,从文本数据中快速提取所需信息,为用户提供快速高效的信息获取方式成了当前信息服务领域亟待解决的问题.该文基于语义检索以及抽取式文档阅读理解模型,研究了如何快速有效地从大型文档库中根据用户问题提取出所需答案信息的技术,构建了基于文档库的信息服务问答系统.对于解决当前海量信息环境下快速有效的帮助用户获取所需信息,提升信息服务效率具有重要意义.实验表明,该系统可以快速精确的定位用户所提问题的答案,帮助用户快速有效的获取所需信息.     

Access数据库中心OLE对象的巧妙插入

作者使用Access创建了一个科技论文文摘数据库系统，以便用数据库系统来保存科技论文文摘信息。在这个系统中，由于要保存的论文摘要和参考文献的文字数较多，超出了Access数据库中文本数据类型的最长255个字符数的限制，因而必须将这两个字段设为OLE对象类型，以便能将论文摘要和参考文献两个字段作为Word文档嵌入数据库中。然而，当每次输入一条记录时，对于     

基于层次狄利克雷过程的交互式主题建模

随着信息技术的快速发展,大量的文本数据产生、被收集和存储.主题模型是文本分析的重要工具之一,被广泛地应用于分析大规模文本集.然而,主题模型通常无法直观而有效地结合用户的领域专业知识对模型结果进行修正.针对这一问题,提出了一个交互式可视分析系统,帮助用户对主题模型进行交互修正.首先对层次狄利克雷过程进行了改进,使其支持单词约束;然后,使用矩阵视图对主题模型进行展示,并使用语义相关的词云布局帮助用户寻找单词约束,用户通过添加单词约束迭代优化主题模型;最后,通过案例分析及用户研究来评价该系统的可用性.     

基于用户本体模型的文本信息过滤方法研究

随着互联网信息的快速剧增,文本过滤技术成为互联网内容处理的关键技术,对海量信息处理具有很重要的意义.目前研究热点是基于语义的过滤方法,但是这些方法一般都需要大量规则和领域知识的支持,可用性不是很好.为了使机器更好地理解用户需求和文本内容,使过滤结果更能反映用户的真正需求,提高文本过滤的准确率和召回率,提出了基于用户本体模型UOM的文本信息过滤方法.该方法主要包括UOM构建、文本结构分析、文本概念提取和语义相关度计算等.基于UOM(User Ontology Model)的过滤方法,不仅可以表示复杂的用户需求,而且还避免了领域本体的构建,因而其有效性和实用性得到了很大的提高.通过在网络教学资源的智能按需服务系统中的实际运用,表明此方法能更有效地为用户提供过滤服务.     

可视化文本分类树浏览机制

为了高速度、高质量地浏览网络上的大量中文文本，提出了一种文本凹凸树结构的可视化浏览机制，并给出其彤式描述．通过以关键字和概念词典标注的最小概念集标识结点建立文本分类的层次树结构，为用户快速洲览文本提供有效路径．通过统计方法进行文本摘要抽取，按大纲、逻辑主题词段落和摘要洲览文本内容，提高了搜索查询速度与阅读效率，满足了用户快速、主动浏览文本的需求．     

融合上下文信息和关键信息的文本摘要

文本摘要的一个迫切需要解决的问题是如何准确地概括文本的核心内容.目前文本摘要的主要方法是使用编码器-解码器架构,在解码过程中利用软注意力获取所需的上下文语义信息.但是,由于编码器有时候会编码过多的信息,所以生成的摘要不一定会概括源文本的核心内容.为此,该文提出一种基于双注意指针网络的文本摘要模型.首先,该模型使用了双注...     

话题内相关文本的内容计算

信息的暴涨给文本处理带来了更多的挑战。话题检测能够把大量的信息以话题为单位有效地组织起来,然而最终用户有可能并不需要涉及某一话题的所有文本,而是仅仅关心该话题的具体内容。在我们根据相关文本智能表达话题内容推送给用户之前,自动从相关文本中挑选符合用户需求的文本是一个非常有意义的工作。本文致力于相同话题文本之间的内容比较,目的是有效地选出满足需求的文本。我们通过对话题进行重新定义,并根据此定义设定了话题和文本的表示方法,给出了基于该表示方法的话题和文本之间的内容比较计算方法。最后,通过实验说明了这一系列方法的有效性。
     

简述EndNote在Word文档中的应用

随着计算杌技术及网络技术的发展,文献资源的数量得到了飞速发展,在用Microsoftwo砌撰写论文的过程中,如果要插入参考文献,需要依次输入参考文献的编号。一篇论文的写作中往往引用的文献很多,EndNote能帮助用户在写论文的过程中方便引用参考文献,并能解决修改论文后参考文献重新编排的问题。本文主要介绍了EndNote在Word文档中的应用问题。     

基于移动Web技术的电子报纸阅读系统

现在是“互联网+”时代,为了满足人们从传统阅读转向网络阅读,特别是移动方式的阅读,开发了基于HTML5的移动电子报纸阅读系统.解决了用户由传统PDF文件阅读到具有丰富体验的HTML5文档的阅读.重点介绍了系统的后台、Android客户端的技术实现,以及通过JSon技术实现前后台之间的信息交互.     

基于加权TextRank的中文自动文本摘要

现有中文自动文本摘要方法主要是利用文本自身信息,其缺陷是不能充分利用词语之间的语义相关等信息。鉴于此,提出了一种改进的中文文本摘要方法。此方法将外部语料库信息用词向量的形式融入到TextRank算法中,通过TextRank与word2vec的结合,把句子中每个词语映射到高维词库形成句向量。充分考虑了句子之间的相似度、关键词的覆盖率和句子与标题的相似度等因素,以此计算句子之间的影响权重,并选取排序最靠前的句子重新排序作为文本的摘要。实验结果表明,此方法在本文数据集中取得了较好的效果,自动提取中文摘要的效果比原方法好。     

Summarization of scientific documents by detecting common facts in citations

Reading scientific articles is more time-consuming than reading news because readers need to search and read many citations. This paper proposes a citation guided method for summarizing multiple scientific papers. A phenomenon we can observe is that citation sentences in one paragraph or section usually talk about a common fact, which is usually represented as a set of noun phrases co-occurring in citation texts and it is usually discussed from different aspects. We design a multi-document summarization system based on common fact detection. One challenge is that citations may not use the same terms to refer to a common fact. We thus use term association discovering algorithm to expand terms based on a large set of scientific article abstracts. Then, citations can be clustered based on common facts. The common fact is used as a salient term set to get relevant sentences from the corresponding cited articles to form a summary. Experiments show that our method outperforms three baseline methods by ROUGE metric.     

一种话题敏感的抽取式多文档摘要方法

抽取式摘要的核心问题在于合理地建模句子,正确地判断句子重要性。该文提出一种计算句子话题重要性的方法,通过分析句子与话题的语义关系,判断句子是否描述话题的重要信息。针对自动摘要任务缺乏参考摘要作为训练数据的问题,该文提出一种基于排序学习的半监督训练框架,利用大规模未标注新闻语料训练模型。在DUC2004多文档摘要任务上的实验结果表明,该文提出的话题重要性特征能够作为传统启发式特征的有效补充,改进摘要质量。     

The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests

Eye-tracking technology can reflect readers' sophisticated cognitive processes and explain the psychological meanings of reading to some extent. This study investigated the function of diagrams with numbered arrows and illustrated text in conveying the kinematic information of machine operation by recording readers’ eye movements and reading tests. Participants read two diagrams depicting how a flushing system works with or without numbered arrows. Then, they read an illustrated text describing the system. The results showed the arrow group significantly outperformed the non-arrow group on the step-by-step test after reading the diagrams, but this discrepancy was reduced after reading the illustrated text. Also, the arrow group outperformed the non-arrow group on the troubleshooting test measuring problem solving. Eye movement data showed the arrow group spent less time reading the diagram and text which conveyed less complicated concept than the non-arrow group, but both groups allocated considerable cognitive resources on complicated diagram and sentences. Overall, this study found learners were able to construct less complex kinematic representation after reading static diagrams with numbered arrows, whereas constructing a more complex kinematic representation needed text information. Another interesting finding was kinematic information conveyed via diagrams is independent of that via text on some areas.     

Supporting middle school students' online reading of scientific resources: moving beyond cursory,fragmented, and opportunistic reading

The abundant scientific resources on the Web provide great opportunities for students to expand their science learning, yet easy access to information does not ensure learning. Prior research has found that middle school students tend to read Web‐based scientific resources in a shallow, superficial manner. A software tool was designed to support middle school students in reading online scientific resources through three key strategies: making explicit a skim–read–summarize structure for online reading, using prompts to guide students' reading and foster articulation of thinking, and connecting reading to learning purposes. This study examined the differences between regular and guided online reading performed by eight pairs of sixth graders in a science inquiry project. The students' online reading processes and conversations were captured by a screen‐recording programme. Analysis of 60 h of screen videos showed that the students' online reading in the regular condition was cursory, fragmented, and opportunistic, while the structured online reading was more deliberate, thorough, and purposeful. Overall, the results suggest that middle school students' online reading of scientific resources needs to be guided.     

Social media and relationship development: The effect of valence and intimacy of posts

Social media is becoming an increasingly common part of everyday life. Many social media sites (e.g. Facebook, Twitter and LinkedIn) support new interpersonal interaction methods, some of which are neither directed nor reciprocated. For example, social media users can read online 'posts' (self-disclosures) of their friends without interacting with those friends. This is vastly different to traditional face-to-face communication. Our study investigated how reading online 'posts' affects relationship development. Using a longitudinal design sampling 243 participants, we focused on the effect of the posts' valence and intimacy. We found that high intimacy posts or negative posts decreased the social attractiveness of the self-discloser. The perception of the posts and the receiver's feelings of homophily to the self-discloser mediated this relationship. Studies of offline interpersonal interaction have found similar results. In offline communication, self-disclosure perception and homophily also mediate relationship outcomes. This suggests that reading posts on social media and interacting in real life trigger similar or identical relationship formation pathways. These results support the argument that passive consumption is a new method of interaction that does not fundamentally change human psychology. While novel, passive consumption is still based on the same principles as offline communication.     

基于FPGA的闪存XX29F系列读写装置的设计

针对机载电子设备电路板件大量使用各类XX29F系列存储器的现状,为满足对该系列存储器读写操作的需要,基于FPGA设计一款针对各类XX29F系列存储器的读写装置.在对该装置功能、设计方案进行系统诠释的基础上,给出装置各模块的硬件电路设计,并基于Verilog语言开发相应模块的软件代码,最后利用RS232串口,控制对装置读写数据与上位机软件进行通信.实验结果表明,该装置读写操作简单,性能稳定可靠,可应用于飞机各类含XX29F系列存储器板件修理与测试中.     

Children's text messaging: abbreviations,input methods and links with literacy

This study investigated the effects of mobile phone text‐messaging method (predictive and multi‐press) and experience (in texters and non‐texters) on children's textism use and understanding. It also examined popular claims that the use of text‐message abbreviations, or textese spelling, is associated with poor literacy skills. A sample of 86 children aged 10 to 12 years read and wrote text messages in conventional English and in textese, and completed tests of spelling, reading and non‐word reading. Children took significantly longer and made more errors when reading messages written in textese than in conventional English. Further, they were no faster at writing messages in textese than in conventional English, regardless of texting method or experience. Predictive texters were faster at reading and writing messages than multi‐press texters, and texting experience increased writing, but not reading, speed. General spelling and reading scores did not differ significantly with usual texting method. However, better literacy skills were associated with greater textese reading speed and accuracy. These findings add to the growing evidence for a positive relationship between texting proficiency and traditional literacy skills.