计算机性能指标MIPS的适用性分析

长期以来，ＭＩＰＳ一直被视为衡量计算机运算速度的主要性能指标之一。近年来，由于计算机结构的变化，使人们开始意识到以ＭＩＰ衡量计算机的运算速度存在着问题，但，迄今为止，人们对这一问题还没有完全认识清楚，还在以不同的方式使用着ＭＩＰＳ。本文从ＭＩＰＳ的定义出发，结合实例，全面地分析了以ＭＩＰＳ值度量计算机或比较不同的计算机的运算速度所存在的问题以及可能导致的错误结论。进一步地，本文还讨论了在一定的限制     

The role of computer tools in experts’ solving ill-structured problems

The focus of this study is first, the qualitative changes within the human agent as a result of extensive computer tool use (over 5 years), also described as the effect of tool use [Pea, R. D. (1985). Beyond amplification: using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167–182; Salomon, G. (1990). Cognitive effects with and of computer technology. Communication Research, 17(1), 26–44], and second, the “quantitative changes in accomplishment” of the human agent in the presence of computer tools, also described as effect with-tools [Pea (1985, p. 57); Solomon (1990)]. This research used ill-structured problem solving as the task and experts with more than 6 years of domain and tool experience to document the changes in their knowledge structures. The study also compared the differences between the ill-structured problem solving with and without the computer tool to identify differences that may be a result of the computer’s presence.     

Rethinking scaffolding in the information age

This paper addresses the use of scaffolding in learning contexts that incorporate technologically based novel problems. We suggest that in computer contexts extended conceptualisations of scaffolding are needed in order to gain greater insights into teaching and learning processes. Our work has revealed that traditional forms of scaffolding, based on the “expert’s” view of how the problem should be solved, need to be modified in order to accommodate the child’s perspective and that three different types of scaffolding which we refer to as cognitive, technical and affective can be conceptualized. This paper discusses the ways in which the performance of pairs of children is enhanced in such scaffolding contexts, to include more examples of metastrategic processes and strategies for problem-solving, than when the pairs are left to spontaneously solve the problems. This study provides additional support that cognitive, affective and technical scaffolding are beneficial for learning and that children are able to support each others learning via sharing strategies and articulating the reasons behind them to each other.     

Constructing essentialism: Computers and Composition and the “‘risk’ of essence”

Feminist authors in Computers and Composition have generally favored social constructionist approaches to identity, yet a subtle reliance on essentialist assumptions about women (sometimes tied directly to the body) still exists. In order to explore this phenomenon, I rely on the theories of Diana Fuss and Elizabeth Grosz to unpack the essentialist/constructionist binary. Then, relying on Laura Brady's explication of “strategic” and “tactical” deployments of essentialism in composition studies, I discuss two previous articles in Computers and Composition that successfully negotiated issues of women's identity partly through essentialist assumptions. The ways in which the articles under discussion here essentialized teenage girls become stepping stones toward a reconstruction of girls’ identities. Thus, although essentialism can be problematic, feminists interested in writing and technology can still take what Diana Fuss calls a “‘risk’ of essence” to further feminist goals.     

Basic program for determining the best identification scores possible from the most typical examples when compared with an identification matrix of percent positive characters

A BASIC program entitled MOSTTYP is given for evaluation of the quality of identification matrices by calculating the best identification scores that an entirely typical example of each group could achieve. The program is intended to supplement the method of identification of unknowns with presence-absence properties by comparison with a matrix of percent positive characters.     

‘Use’ discourses in system development: Can communication be improved?

This paper aims to provide a basis for renewed talk about use in computing. Four current discourse arenas are described. Different intentions manifest in each arena are linked to failures in translation, different terminologies crossing disciplinary and national boundaries non-reflexively. Analysis of transnational use discourse dynamics shows much miscommunication. Conflicts like that between the Scandinavian System Development School and the usability approach have less current salience. Renewing our talk about use is essential to a participatory politics of information technology and will lead to clearer perception of the implications of letting new systems becoming primary media of social interaction.     

Semantic Web Technologies for supporting learning assessment

The use of Semantic Web Technologies in eLearning has become more significant in recent years. A topic that has received less attention to date is the use of such technologies for supporting assessment processes. In this paper, an approach that makes use of Semantic Web Technologies to support the assessment of open questions in eLearning courses is described. This methodology combines domain ontologies, semantic annotations and semantic similarity measurements. It also incorporates an algorithm for extracting knowledge from students’ answers. It has been applied in different courses and the results are also reported and discussed. In our approach, the behaviour of the algorithm for calculating the referred semantic similarity is defined by the teacher.     

Reflecting upon the Past,Sitting with the Present,and Charting our Future: Gail Hawisher and Cynthia,Selfe Discussing the Community of Computers & Composition

This interview with Gail Hawisher and Cynthia Selfe highlights themes of collaboration and access, in addition to the importance of the work people in the community of computers and writing contribute nationally and internationally to the field, to rhetoric and composition, and to other disciplines. Both Hawisher and Self reflect upon thirty years of scholarship in Computers and Composition as well as discuss present initiatives with the Digital Archives of Literacy Narratives and Computers and Composition Digital Press, in addition to charting our future with a turn to the global.     

The Ergonomics Society The Society's Lecture 1985

Psychophysiological effects of computer system response time (slow vs. rapid) and method of pay (incentive vs. nonincentive) were assessed in a computer-based data entry task among forty-five professional typists. Cardiovascular responses (i.e., heart rate and blood pressure) were monitored on a regular basis over four consecutive workdays. Heart rate and blood pressure did not vary singificantly with slow or rapid response times. Incentive pay, however, significantly increased blood pressure and decreased heart rate variability across the workdays compared to nonincentive pay. Irrespective of response time or method of pay, performance of the data entry task for sustained periods of time was associated with reduced heart rate and increased heart rate variability. This temporal effect was indicative of reduced effort or increased mental fatigue. The results of this study suggest that incentive pay programmes in data entry work may produce stress-related physiological reactivity among healthy workers.     

Children's talk in cooperative groups

Abstract Whilst cooperative group learning using computers undoubtedly encourages students' verbal interactions, few studies have focused upon the nature of these interactions. Many researchers have suggested there is a need to know how students interact with each other particularly in relation to group structures, tasks and software types. This study was undertaken to investigate the verbal interactions of students (about 10-years old) when working in cooperative groups structured on ability (either homogeneous and heterogeneous) using simulation and word processing software. It was found that the largest element of students' talk when working in cooperative groups of either structure was cognitively oriented; that students situated in homogeneous groups are likely to produce more socially oriented talk than those in heterogeneous groups; that students working with word processing rather than simulation software are likely to produce more socially oriented and off-task talk; and those using simulation software are more likely to use talk indicative of higher-order cognitive processing. In general, this study found that task, software and to a lesser extent, group structure, influenced the interactions of students working in cooperative groups with CAL.