基于词性特征的明喻识别及要素抽取方法

比喻是一种利用事物之间的相似点建立关系的修辞方式。明喻是比喻中最常见的形式,具有明显的喻词,例如"像",用于关联本体和喻体。近年来高考语文散文类鉴赏题中多有考查明喻句的试题,为了解答此类鉴赏题,需要识别比喻句中的本体和喻体要素。该文提出了基于词性特征的明喻识别及要素抽取方法。首先将句子中词向量化表示与词性特征向量化表示进行融合,将融合后的向量输入到BiLSTM中进行训练,然后利用CRF解码出全局最优标注序列;最后得到明喻识别和要素抽取的结果。公开数据集上的实验结果表明,该方法优于已有的单任务方法;同时也将该文方法应用于北京高考语文鉴赏题中比喻句的识别与要素抽取,验证了方法的可行性。     

校园环境的人文气息——南安一中校园中心环境设计

文章结合南安一中的修建性规划,阐述如何在规划过程中结合校园原有建筑的布局,划分合理的功能区;通过对校园环境的塑造,融合新旧建筑的差异,力争营造出具有传统园林特点的,富有人文气息的现代气质的学校。     

天津电力公司供用电大厦方案设计

结合天津电力公司供用电大厦方案设计，强调在滨水地区建筑设计中应寻求建筑与环境的协调，寻求对自然环境因素的充分利用，突出滨水特点。     

江南私家园林中的隐喻

简单介绍了隐喻主义理论，从江南私家园林的园名、建筑、假山、水池和植被等方面分析了江南园林中的隐喻，归纳出江南园林隐喻的特点，指出隐喻很大程度上丰富了江南园林的文化内涵，对中国当代遣园有一定的借鉴作用。     

Two analogy strategies: the cases of mind metaphors and introspection

Analogical reasoning is often employed in problem-solving and metaphor interpretation. This paper submits that, as a default, analogical reasoning addressing these different tasks employs different mapping strategies. In problem-solving, it employs analogy-maximising strategies (like structure mapping, Gentner, D., & Markman, A. B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52, 45–56); in metaphor interpretation, analogy-minimising strategies (like ATT-Meta, Barnden, J. A. (2015). Open-ended elaborations in creative metaphor. In T. R. Besold, M. Schorlemmer, & A. Smaill (Eds.), Computational creativity research: Towards creative machines (pp. 217–242). Berlin: Springer). The two strategies interact in analogical reasoning with conceptual metaphors. This interaction leads to predictable fallacies. The paper supports these hypotheses through case-studies on “mind” metaphors from ordinary discourse, and abstract problem-solving in the philosophy of mind, respectively. It shows that (1) default metaphorical interpretations for vision- and space-cognition metaphors can be derived with a variant of the analogy-minimising ATT-Meta approach, (2) philosophically influential introspective conceptions of the mind can be derived with conceptual metaphors only through an analogy-maximising strategy, and (3) the interaction of these strategies leads to hitherto unrecognised fallacies in analogical reasoning with metaphors. This yields a debunking explanation of introspective conceptions.     

Effects of different metaphor usage on hypertext learning

There are many studies that offer different opinions on the effects of hypertext usage as an educational tool. Given the differences of opinion, it is useful to research the effects of metaphor usage in hypertext education and the use of hypertext as an educational tool. In this study, the effects of metaphors' uses in constructing the characteristics of the hypertext teaching have been approved. A between-group design experiment was conducted to study the effects of four metaphors on four different groups. Survey results emphasise the importance of metaphor usage and the manner in which metaphor is used. It was also discovered that metaphor usage in the hypertext teaching affects the construction duration of the hypertext but does not have any effects on the acquisition of knowledge.     

The concept of psychological regression: Metaphors, mapping, Queen Square, and Tavistock Square.

The term “regression” refers to events in which an individual changes from his or her present level of maturity and regains mental and behavioral characteristics shown at an earlier point in development. This definition has remained constant for over a century, but the implications of the concept have changed systematically from a perspective in which regression was considered pathological, to a current view in which regression may be seen as a positive step in psychotherapy or as a part of normal development. The concept of regression, famously employed by Sigmund Freud and others in his circle, derived from ideas suggested by Herbert Spencer and by John Hughlings Jackson. By the 1940s and '50s, the regression concept was applied by Winnicott and others in treatment of disturbed children and in adult psychotherapy. In addition, behavioral regression came to be seen as a part of a normal developmental trajectory, with a focus on expectable variability. The present article examines historical changes in the regression concept in terms of mapping to biomedical or other metaphors, in terms of a movement from earlier nativism toward an increased environmentalism in psychology, and with respect to other historical factors such as wartime events. The role of dominant metaphors in shifting perspectives on regression is described. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

隐喻在现代景观设计中的运用

结合“隐喻”一词的定义,阐述了景观隐喻的概念及分类,从隐喻主题和景观设计语言的对应关系出发,重点研究隐喻的不同主题和隐喻在景观设计不同层面上反映,并探讨了隐喻手法在景观设计中的现实意义,以期指导城市景观设计。     

Aging and inhibition processes: The case of metaphor treatment.

The inhibitory deficit hypothesis has often been cited as a possible explanation for cognitive changes related to age. The aim of this study was to develop a new procedure for evaluating effortful inhibition on the basis of the comprehension of metaphors. Our experiment was carried out on younger and older adults, in whom we also measured inhibitory capacity, working memory, and processing speed. The results show that older participants required a longer time and made more frequent errors in rejecting metaphors versus literally false statements. The interference effect was predicted by the psychometric tests designed to evaluate inhibition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Entry into imaginary space: Metaphors of transition and variations in the affective quality of potential space in children’s literature.

In this article the authors use the imaginal worlds of three children’s stories to explore variations in the affective quality of potential space. Lewis Carroll’s Alice in Wonderland, C. S. Lewis’ The Lion, the Witch, and the Wardrobe, and Norton Juster’s The Phantom Toolbooth, each contain a metaphor of transition in which the protagonist moves from the real space of the narrative into the imaginary space where the action takes place—the protagonists are altered and alter their own worlds. The authors will use these metaphors as analogues to differing qualities of imaginary space, including the collapse of meaning in schizoid states, the play of meaning in mentalization and the adventurousness of negotiating separation. These metaphors of transitioning into imaginary space may be used to think about disruptions in development as they manifest in clinical process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)