让Office XP读出声音来

阐述在Office2002 XP中开发"从文本到语音"的语音合成功能,首先介绍了在Word中开发的程序和步骤,接着介绍了在PowerPoint中开发的方法和程序,最后介绍了如何在Access中进行开发的过程.     

流动注射分析专家系统的自然语言理解

本文提出自然语言理解技术作为流动注射分析专家系统的人机交互模式,并对自然语言理解程序的三个组成部分—词法分析、语法分析和语义分析的具体实现方法进行了阐述。同时说明了如何用PROLOG语言设计流动注射分析专家系统的自然语言理解模块。     

面向对象程序的类信息的抽取规则

通过计算机自动实现对程序的理解是目前国内外研究的热点内容。以面向对象程序为研究对象,提出了一种从面向对象程序中抽取类信息的规则,利用该规则可以将程序中的类以及其它程序信息抽取出来,并以UML类图形式表示出来,进而为计算机自动实现对程序的理解奠定基础。在本文中描述了产生UML类图中的各类规则,包括了类、属性、操作、对象、关系、继承、关联和接口等。最后介绍了该规则的一个应用实例。     

基于话题和修辞识别的阅读理解why型问题回答

针对阅读理解问答中的why型问题,提出基于问题话题和话题间因果修辞关系识别的答案句抽取方法.抽取时利用机器学习方法,选择可识别出对应问题话题的句子特征、问题话题与句子上下文之间因果关系特征,对篇章内的句子按照成为答案句的概率进行排序.对应问题话题的句子识别利用基于idf和语义角色的相似度;因果修辞关系的识别利用线索短语、特定语义角色、从文档集中挖掘的词间蕴含的因果关系概率信息、句子上下文的位置与表达形式.Remedia语料上的实验结果表明,该方法明显提高了why型问题回答的性能.     

Web应用日志分析系统分析与设计

互联网的蓬勃发展为生活、学习、工作提供了诸多便利,但随之而来的网络安全隐患日趋明显.应用日志分析作为一种重要的信息安全保障措施,有效地弥补了传统安全防御技术的缺陷.主要分析了传统日志分析的常用方法,并在此基础上,提出了一种新的日志读取方法和模式匹配算法.通过测试表明,这些改进对提高日志的分析效率起到了积极效果.     

Cognitive load in hypertext reading: A review

A process model of hypertext reading was used to generate predictions about the effects of hypertext features on cognitive processing during text navigation and comprehension. We evaluated the predictions of the model with respect to the extant literature, focusing on studies in which versions of hypertexts were compared. Consistent with our predictions, the increased demands of decision-making and visual processing in hypertext impaired reading performance. Individual differences in readers, such as working memory capacity and prior knowledge, mediated the impact of hypertext features. For example, readers with low working memory and low prior knowledge were usually disadvantaged in hypertext. Some benefits were observed for learners with low prior knowledge, however, if the hypertext structure was hierarchical and consistent with that of the knowledge domain. We also surveyed the effectiveness of structural features designed to reduce cognitive load, including graphical overviews, restricted access to links, and visible link types. Complex graphical overviews did not reliably enable learning and navigation, whereas navigational support from restricted access and visible link types were helpful. We identified gaps in the empirical literature and suggested future studies to investigate cognitive processes in hypertext reading.     

Self-regulated learning through writing on computers: Consequences for reading comprehension

The overall aim for the present study was to analyze the consequences for reading ability among the children of a computer supported self-regulated learning environment in grade two. By means of a quasi-experimental design in a natural setting, an experimental group (n = 39) was compared to a control group from a national sample (n = 3409) on reading comprehension. The statistical analyses showed that the experimental group achieved better on reading comprehension both as a group (p < .001) as well as girls (p < .001) and boys (p < .05) separately. The proportion of high achievers was higher, and the proportion of low achievers was lower in the experimental group. In order to explain the level of reading comprehension in the experimental group Structural Equation Modelling (SEM) was used. The main explanatory factor for reading comprehension was writing with β = .44. As a tentative conclusion it was suggested that the extended writing in combination with the self-regulated learning environment can promote reading comprehension in grade two, whereas home literacy had no impact on reading comprehension in this context.     

Cognitive load and instructionally supported learning with provided and learner-generated visualizations

This study investigated, whether learning from science texts can be enhanced by providing learners with different forms of visualizations (pictures) in addition to text. One-hundred-two 9th and 10th graders read a computer-based text on chemical processes of washing and answered questions on cognitive load (mental effort, perceived difficulty) and comprehension (retention, transfer, drawing). Instruction varied according to a 2 × 2-factorial design with ‘learner-generated pictures’ (yes, no) and ‘provided pictures’ (yes, no) as factors. Results indicate positive main effects of provided pictures on all three comprehension measures and negative main effects on both cognitive load measures. Additional analyses revealed a mediation effect of perceived difficulty on retention and transfer, that is learning with provided pictures decreased cognitive load and enhanced comprehension. Furthermore, results show a positive main effect of learner-generated pictures on drawing and mental effort, but no mediation effect. Taken together, computer-based learning with provided pictures enhances comprehension as it seems to promote active processing while reducing extraneous cognitive processing. Learners, generating pictures, however, seem to have less cognitive resources available for essential and generative processing, resulting in reduced comprehension. These results are in line with cognitive load theory, cognitive theories of multimedia learning, and generative theories of learning.     

The Package Blueprint: Visually analyzing and quantifying packages dependencies

Large object-oriented applications are structured over many packages. Packages are important but complex structural entities that are difficult to understand since they act as containers of classes, which can have many dependencies with other classes spread over multiple packages. However to be able to take decisions (e.g. refactoring and/or assessment decisions), maintainers face the challenges of managing (sorting, grouping) the massive amount of dependencies between classes spread over multiple packages. To help maintainers, there is a need for at the same time understanding, and quantifying, dependencies between classes as well as understanding how packages as containers of such classes depend on each other.In this paper, we present a visualization, named Package Blueprint, that reveals in detail package internal structure, as well as the dependencies between an observed package and its neighbors, at both package and class levels. Package blueprint aims at assisting maintainers in understanding package structure and dependencies, in particular when they focus on few packages and want to take refactoring decisions and/or to assess the structure of those packages. A package blueprint is a space filling matrix-based visualization, using two placement strategies that are enclosure and adjacency. Package blueprint is structured around the notion of surfaces that group classes and their dependencies by their packages (i.e., enclosure placement); whilst surfaces are placed next to their parent node which is the package under-analysis (i.e., adjacency placement). We present two views: one stressing how an observed package depends upon the rest of the system and another stressing how the system depends upon that package.To evaluate the contribution of package blueprint for understanding packages we performed an exploratory user study comparing package blueprint with an advanced IDE. The results show that users of package blueprint are faster in analyzing and assessing package structure. The results are proved statically significant and they show that package blueprint considerably improves the experience of standard browser users.