钢板在线测宽测长测厚系统的开发及应用

本文介绍了钢板在线测宽测长测厚系统的测量原理、测量设备及测量特点,分析了该系统的测量精度。结果表明,该系统测量精度高,现场适应性强,具有较高的使用价值。     

提高天井贯通精度的施测实践

贯通测量是地下开采矿山井巷施工的重要环节。通过宏达矿业公司在天井贯通测量中应用手持激光测距仪配合半圆、挂罗盘测角的施测实践及分析,提出了消弱磁干扰和减小垂曲误差影响的实用方法,一方面提高了测量精度,另一方面也提高了测量人员在天井测量过程中的安全性。     

微波测水自动控水技术在水钢烧结系统的生产应用

微波测水与其他测水方式相比较具有抗干扰性强,控制滞后相对较小,测量准确,安全可靠的特点,经过近几年的生产实践及不断完善,技术趋于成熟,可作为红外线测水后的一项升级换代技术,是烧结混合料测水技术的一个发展方向。本文介绍了微波测水自动控制系统的功能、微波测水与红外线测水的对比、微波测量水分自动加水在实际生产过程中应用情况、主要技术经济指标情况以及存在的不足。     

高速高精度测量系统IMS原理及应用

为了提高产品质量．日益增长的工业自动化生产．过程使得测厚系统更加广泛的应用于钢铁企业及非钢企业。个简要介绍了IMS测厚系统的原理及组成。IMS系统通常巾前端测量位置，测量信号处理过程系统及周边设备组。     

KELK测宽仪在承钢热带厂的应用

本文阐述了KELK测宽仪的测量原理及在线应用情况。基于先前在光电仪表方面的成功应用经验和对CCD摄像头及边缘检测技术的改进，KELK测宽仪目前已成为带钢生产线精确和先进的宽度测量设备。     

激光炉衬测厚过程中的准确度保证措施

激光炉衬测厚等激光测形类测量过程，具有测量要求高、仪器精密、操作复杂、准确度难以验证等特点，所以往往无法提供其准确度能够满足规定要求的证据。以LR2000激光炉衬测厚仪为例，从计量角度介绍了其系统组成，剖析了激光测形原理及影响测量准确的4个主要因素，相应提出了4条准确度保证措施并进行了测量误差估算举例。最后根据使用经验指出：只要注意测量过程控制，激光测形完全能够做到准确、可靠。     

RTK在测量中的应用

RTK技术以其灵活的地物点坐标采集方式为数字化测图提供了更多的选择。本文主要介绍了RTK测量技术的工作原理和基本构成,GPS网的技术设计及测量。结合测区实际情况分析RTK技术在山区进行测图的可行性,并且详述了RTK的图根控制测量和外业数据采集的步骤。完成RTK外业数据采集和内业成图工作,并总结归纳。     

上海高新技术企业 英国SGS ISO9001认证企业

温度及阴极压降测量：开启温度及阴极压降测量仪，把温度和阴极压降测量探头套插在测枪上．当测量准备好（绿指示灯亮）即可按以下图示进行测量了．用时20秒     

f_x—3600P电子计算器在工程测量计算中的运用

本文根据测量作业中所常用的高斯公式,戎格公式,及视距和量距计算公式等,编制了适合于f_x—3600p电子计算器的计算程序。能适用大平板仪测图、经纬仪加小平板仪测图、及各种测角交会的野外作业及室内计算。文中所介绍的各种测量计算程序的编制结构和方法,也可供同类型计算器如:EL—5002、f_x—180p及f_x—2700p等编制计算程序时使用和参考。     

玲珑金矿负230 大型贯通测量工程的误差预计与贯通实施

介绍了玲珑金矿负230 大型贯通工程的紧迫性,提出了在导线中加测陀螺坚强边的测量方案,并详细介绍了加测陀螺坚强边后的误差预计。通过误差预计,论证了测量方案的可行性与优越性。在此方案指导下的贯通实施的情况及最后贯通成果。指出了矿山大型贯通工程中加测陀螺坚强边的重要意义。     

Developmental changes in the attribution of blame.

A story completion test was constructed to measure developmental changes in the methods used by children to assign blame in situations where the cause of unpleasant events was left ambiguous. Ss were 115 elementary school children between the ages of 5 and 12 years. The tendency to blame others decreased with age whereas responses involving sharing of blame or recognition of impersonal and accidental causes increased with age. The story completion method provides a simple way of measuring behavior in this important area of personality development. The findings suggest that a valuable tool for personality assessment of children could be constructed from the stories used in the present study together with story completion items designed to tap mechanisms for coping with other critical stress situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading storybooks to kindergartners helps them learn new vocabulary words.

In sessions conducted individually, 45 kindergartners who were nonreaders listened to an adult read the same storybook twice, 2–4 days apart, and then completed a posttest measuring their knowledge of the meanings of 22 unfamiliar words, half of which had appeared in the story. Some target words occurred twice in the story and some only once, so children heard some words 4 times and some words twice. Children recognized the meanings of significantly more words from the story than words not in the story, indicating that storybook reading was effective for building vocabulary. Gains were greater among children with larger entering vocabularies. Four exposures to words appeared to be necessary but not sufficient for higher rates of word learning. Findings confirm that story listening contributes modestly to young children's vocabulary growth. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in memory for prose: The question of sensitivity to passage structure.

The hypothesis that older adults remember prose less well than young adults because they are less sensitive to the structure of prose passages was investigated in three experiments. In Experiments 1 and 2, older adults (aged 54–85) recalled less information than younger ones (aged 20–36) from stories having various structures, but there was no evidence that older people were insensitive to story structure. The pattern of recall of information high and low in the story structure was similar for young and old for each story examined. Experiment 3 extended the findings to recall of full-length essays and their summaries. These results suggest that the old are as sensitive to passage structure as the young. In addition, comparisons across the three experiments suggest that other frequently invoked explanations of age deficits in prose recall, such as individual differences in verbal ability and the nature of the materials used, cannot explain our results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Responses to "neutral" pronoun presentations and the development of sex-biased responding.

Investigated whether 36 kindergarten and 36 1st-grade children, like college students, would give male-biased responses to a "he" presentation and examined how Ss would respond to the use of "they" and "he or she" pronoun presentations. The effects of pronoun use on memory were also investigated, as were possible sex differences in responding. Each S was assigned to 1 of 3 pronoun presentation groups, each of which contained an equal number of girls and boys. Ss in the different groups listened to the exact same story except that Group I Ss heard the pronoun "they" used throughout the story, Group 2 Ss heard "she" or "he" used throughout the story, and Group 3 Ss heard the pronoun "he" throughout the story. Ss were then asked to retell the story and were shown pictures of a boy and a girl and asked to indicate which one the story was about. Results support the pronomial dominance theory of pronoun functioning for young children. Results also support the hypothesis that boys initially use a self-imaging response to neutral presentations. The time of transition away from this response was identified as the 1st-grade level. There was no indication that kindergarten or 1st-grade girls use the self-imagining approach. The "they" presentation appeared to be the most neutral. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pictures, imagery, and retarded children's prose learning.

96 10–16 yr old educable mental retardates were randomly assigned to 1 of 4 experimental conditions to listen to a 20-sentence story: Picture Ss viewed illustrations of the story, imagery Ss were instructed to generate mental pictures of the story, repetition control Ss heard each sentence of the story twice, and control Ss simply listened to the story once. Planned comparisons revealed that picture Ss recalled more story information than did Ss in all other groups. Differences among the other conditions, age by conditions interactions, and age differences per se were not statistically significant. A number of theoretically and practically interesting issues are discussed in the context of recent prose learning findings with normal children. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specific impact of radio and television on children's story comprehension.

A cross-media comparison of TV and radio elucidated the specific strengths of each medium for transmitting explicit and implicit story content. 48 elementary school children in 2 age groups (6.5–8 yrs and 9–10.5 yrs) were exposed to an animated audiovisual (TV) and an audio (radio) story. A narration of the original story text served as the common soundtrack. The design was counterbalanced for story-medium combinations and orders. Except for the inclusion of characters, recall of the explicit story content was equivalent across media. However, recall of details from the story was improved with a TV presentation. Recognition of expressive language was facilitated by a radio story, whereas picture sequencing was augmented by a TV story. The radio story also elevated the use of knowledge unrelated to the story for inferences by younger Ss and verbal sources for both ages, whereas the TV story enhanced inferences based on actions. Findings emphasize the need to consider the differential impact of media for conveying explicit and implicit content. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

This is like that: The use of earlier problems and the separation of similarity effects.

Novices attempting to solve a problem often are reminded of an earlier problem that illustrated a principle. Two experiments examined how these earlier problems are used and how this use is related to these remindings. Subjects studied four probability principles with related word problems. Test problems varied in their similarity to the study problems on story lines, objects, and correspondence of objects (variable roles). Experiment 1 tested whether remindings cue the principle or serve as the sources of detailed analogies. When the appropriate formula was provided with each test, the similarity of story lines had no effect, but object correspondences had a large effect. These results support an analogical account in which mapping is affected by the similarity of objects between study and test problems. Experiment 2 began to separate the aspects of similarity affecting the access and use of earlier problems by showing that, with confusable principles, similar story lines increased the access, but did not affect the use. The access appears to be sensitive to the relative similarity of examples because with distinctive principles, similar story lines had little effect. Discussion focuses on the further specification of the processes of noticing and analogical use of earlier problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental imagery helps eight-year-olds remember what they read.

To determine whether 8-yr-olds can use mental imagery to improve their memory of prose they read, 43 experimental Ss were given practice constructing mental images of progressively longer prose passages (sentences, paragraphs, and a short story) and were shown examples of good images. 43 controls were exposed to the prose material, but did not practice constructing mental images. Experimental Ss read 17 segments of a short story and constructed a mental image for each segment after reading the segment. Control Ss read the same story segments and were instructed to "do whatever you can or have to" in order to remember the story. Experimental Ss answered significantly more short-answer questions about the story than controls did. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental differences in the use of distinctiveness, consensus, and consistency information for making causal attributions.

Examined developmental differences in the use of distinctiveness, consensus, and consistency information for making causal attributions. 144 1st, 3rd and 6th graders and college students were presented with brief story pairs consisting of an act manifested by an agent toward a target person. Each story in a pair was accompanied by a different level of a particular type of information (e.g., high consensus for one and low consensus for the other). Ss were asked to make causal inferences about both the agents and the targets. Results reveal significant age-related differences in the ability to use each type of information. Young children's use of distinctiveness information yielded the predicted agent attributions significantly more often than it yielded the predicted target attributions, while the reverse was true for consensus information. Findings are interpreted in terms of causal principles: Information was used in the predicted manner at a younger age when a covariation principle was required than when a discounting principle was required. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)