为初级用户和中间用户提供帮助的方法研究

以交互在各类设计产品中的影响为基础,分析了使用产品的2种用户(初级用户和中间用户)的划分方法和这2种用户使用产品时的方式、特点。以此为依据,同时分析了多种现有产品提供帮助的方法,结合用户的行为方式和认知模型深入分析并阐述了为初级用户和中间用户提供帮助的方法,并且证明了此种帮助的可能性与合理性。     

初学者学习C语言中常见问题的探讨

C语言是编程领域中很有影响力的一种程序设计语言。它简洁、紧凑，使用方便、灵活，并且具备高级语言和低级语言的特征。由于C语言的编译系统对语法的检查不如其他语言那么严格，因此C语言对使用者的要求比较高。笔者结合实际教学中的经验，分类列举出C语言中常见的错误进行分析与探讨，以此对初学者给予借鉴。     

初学C语言编程易犯的错误及其改正

对初学C语言时常见的几个错误进行分析,指出其出错的原因,并给出修正的方法,为程序设计的初学者指出正确的学习思路和方法,利于加深理解相关的知识点,巩固基础知识,提高解决实际问题的能力.     

初学表面麻醉下手法小切口白内障摘除＋人工晶体植入术100眼手术分析

目的探讨初学表面麻醉下手法小切口白内障摘除＋人工晶体植入术的效果。方法初学者采用手法小切口白内障摘除＋人工晶体植入术,对前100例（100眼）白内障患者的手术效果进行回顾性分析;并按手术顺序比较100例中前50例（A组）和后50例（B组）患者的表面麻醉效果、术后并发症、术后视力和手术时间。结果全部患者均在表面麻醉下完成手术,100%植入人工晶体。A组、B组术后第1天裸眼视力分别为0.27±0.18,0.28±0.20,2组比较差异无统计学意义（t=-0.29,P=0.77）;术中并发症A组9眼（18%,9/50）、B组3眼（6%,3/50）,2组比较差异无统计学意义（χ2=0.00,P=0.15）;手术时间A组（28.00±4.01）min、B组（18.00±3.65）min,2组比较差异有统计学意义（t=5.77,P=0.00）。结论在老师指导下、经过100眼手术,不断总结经验,初学者能顺利地独立开展批量表面麻醉下手法小切口白内障摘除＋人工晶体植入术。     

Bothered by abstraction: The effect of expertise on knowledge transfer and subsequent novice performance.

Although experts should be well positioned to convey their superior knowledge and skill to novices, the organization of that knowledge, and particularly its level of abstraction, may make it difficult for them to do so. Using an electronic circuit-wiring task, the authors found that experts as compared with beginners used more abstract and advanced statements and fewer concrete statements when providing task instructions to novices. In a 2nd study, the authors found that beginner-instructed novices performed better than expert-instructed novices and reported fewer problems with the instructions when performing the same task. In Study 2, the authors found that although novices performed better on the target task when instructed by beginners, they did better on a different task within the same domain when instructed by experts. The evidence suggests that the abstract, advanced concepts conveyed by experts facilitated the transfer of learning between the different tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Les enfants en cours d'apprentissage de la lecture per?oivent-ils la syllabe à l'écrit?

The goal of this study was to test if apprentice readers (6-7 to 7-8 years old) and beginner readers (8-9 to 10-11 years old) perceive syllabic units in written words. The paradigm of illusory conjunctions was used because it can determine the infra-lexical units identified at the first steps of the written stimuli process. Two experiments were conducted on children from the first (6-7 years old) to the last years (10-11 years old) of the learning-to-read process. Results have shown that children perceive syllables in letter sequences as soon as the end of the first year of the learning- to-read process. The perception of these units is the result of two information sources: the syllabic phonology and the orthographic redundancy. The syllable could then be a pertinent unit in the learning-to-read process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)