Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year.

To explore how online speech processing efficiency relates to vocabulary growth in the 2nd year, the authors longitudinally observed 59 English-learning children at 15, 18, 21, and 25 months as they looked at pictures while listening to speech naming one of the pictures. The time course of eye movements in response to speech revealed significant increases in the efficiency of comprehension over this period. Further, speed and accuracy in spoken word recognition at 25 months were correlated with measures of lexical and grammatical development from 12 to 25 months. Analyses of growth curves showed that children who were faster and more accurate in online comprehension at 25 months were those who showed faster and more accelerated growth in expressive vocabulary across the 2nd year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Segmentation in reading and film comprehension.

When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters’ goals, to update these representations at natural boundaries in activity. However, the converging predictions of these theories had previously not been tested directly. Two studies provided evidence that changes in situational features such as characters, their locations, their interactions with objects, and their goals are related to the segmentation of events in both narrative texts and films. A 3rd study indicated that clauses with event boundaries are read more slowly than are other clauses and that changes in situational features partially mediate this relation. A final study suggested that the predictability of incoming information influences reading rate and possibly event segmentation. Taken together, these results suggest that processing situational changes during comprehension is an important determinant of how one segments ongoing activity into events and that this segmentation is related to the control of processing during reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

汾酒的优质高产实践与认识

总结汾酒高产实践,认识汾酒高产规律,探索人工控温发酵、液态发酵、发酵醅的酸度、新产汾酒总酸、总酯、优化大曲等多项工艺和指标与实现优质高产的关系。提出应用汾酒理化分析、大曲理化分析、微生物选育应用、汾酒贮存老熟研究,挖掘各香型白酒之间巨大的“空间地”,应用微生物非均相设计和数学方法来提高汾酒质量以实现汾酒的优质高产。     

Semantic meaning and pragmatic interpretation in 5-year-olds: Evidence from real-time spoken language comprehension.

Recent research on children’s inferencing has found that although adults typically adopt the pragmatic interpretation of some (implying not all), 5- to 9-year-olds often prefer the semantic interpretation of the quantifier (meaning possibly all). Do these failures reflect a breakdown of pragmatic competence or the metalinguistic demands of prior tasks? In 3 experiments, the authors used the visual-world eye-tracking paradigm to elicit an implicit measure of adults’ and children’s abilities to generate scalar implicatures. Although adults’ eye-movements indicated that adults had interpreted some with the pragmatic inference, children’s looks suggested that children persistently interpreted some as compatible with all (Experiment 1). Nevertheless, both adults and children were able to quickly reject competitors that were inconsistent with the semantics of some; this confirmed the sensitivity of the paradigm (Experiment 2). Finally, adults, but not children, successfully distinguished between situations that violated the scalar implicature and those that did not (Experiment 3). These data demonstrate that children interpret quantifiers on the basis of their semantic content and fail to generate scalar implicatures during online language comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comprehension as a basis for metacognitive judgments: Effects of effort after meaning on recall and metacognition.

We examined free recall and metacognitive judgments of ambiguous sentences studied with and without clues to facilitate their comprehension. Sentences were either studied without clues, with clues meaningfully embedded, or with clues following a 10-s interval delay. After presentation, subjects made judgments of comprehension (JCOMPs) or judgments of learning (JOLs). Puzzling over the meaning of sentences for several seconds prior to receiving the clue enhanced recall compared with studying sentences without clues or with embedded clues. This benefit of effort after meaning was not reflected in JCOMPs or JOLs. Rather, sentences considered relatively easy to understand received higher JOLs regardless of experimental condition. Although effort after meaning enhanced recall, subjects displayed no awareness of this benefit in their judgments. Our study adds to a growing literature showing students’ ignorance of factors affecting their own learning, which have important implications for education. Making learning conditions more difficult, thus requiring students to engage more cognitive effort, often leads to enhanced retention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Studio Mumbai Architects ( Bijoy and Prija Jain)

Studio Mumbai Architects presents an exquisite architectural poiesis through the crafting or weaving of the building with the landscape, and the crafted fabrication of the building itself. The result is a choreographed architecture, compelling also in its Zen-like sparseness and delightful elegance. The intense sensuality of the practice's work is palpable without ideological mediation, through the modulation of light, material crafts, tactility, contrasting colours, and a heightened awareness of the site. Seeking ‘tradition’ through materiality and crafting, the architects incorporate ‘local’ construction techniques as a Modernist aestheticisation of the unselfconscious tradition. Secret gardens, structures embedded in the landscape inviting flexible uses, materials that interact with garden, sky and weather, and the transformative effects of time (weathering) are just some of the terms of engagement for the work of Studio Mumbai. Very few architects since Geoffrey Bawa have established such a compelling and instructive relationship with the landscape, as this requires the patient botanical metaphor of cultivation. The question of landscape is not just a pictorial one, but one that must be substantiated by ecological and sustainable programmes. Directed by Bijoy and Priya Jain, Studio Mumbai is a collaborative, multidisciplinary firm integrating architecture, landscape and interior design with product and furniture design. With a focus on crafting, the practice maintains its own established, year-round fabrication facilities in two locations where the timber structures, finished carpentry and furniture are handcrafted for each of its projects. Here, teams of skilled craftspeople, many originating from a long lineage of regional artisans, collaborate in a flexible and highly precise manufacturing process. Copyright © 2007 John Wiley & Sons, Ltd.     

数据挖掘在软件维护中的应用

软件维护是软件过程中十分重要但又难度较大的一个阶段,数据挖掘技术在软件维护中的应用大大改善了这一现状.本文从技术的适用性、一般应用步骤和主要应用领域等方面介绍了数据挖掘在软件维护中应用的发展历程,并在此基础上研究了所用到的关键技术及存在的问题.最后展望了未来的发展趋势.     

Hough变换在指针式仪表判读中的应用

Hough变换在指针式仪表判读中的应用含读数的判读以及误差分析两步.前者步骤包括:利用CMOS摄像头采集获取原始图像,对图像进行增强和滤波处理,完成平滑滤波和中值滤波,并找出秒针、分针、时针对应的三个局部最大值,采用Hough变换判读手表读数;后者则根据相应公式估算分针和时针的读数误差,其自动判读系统可精确到一个像素.     

浅析CET-4阅读理解题型及对策

分析了近7年四级考试阅读理解部分的全部问题,用图表、文字说明了五类题型的比例和特点,并提出了相应的教与学的策略.     

Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?

In this study, we examined the relationship of growth trajectories of oral reading fluency, vocabulary, phonological awareness, letter-naming fluency, and nonsense word reading fluency from 1st grade to 3rd grade with reading comprehension in 1st, 2nd, and 3rd grades. Data from 12,536 children who were followed from kindergarten to 3rd grade longitudinally were used. These children were administered Dynamic Indicators of Basic Early Literacy Skills subtests, Peabody Picture Vocabulary Test—Third Edition, and reading comprehension (Stanford Achievement Test, 10th ed.) tasks multiple times in each year. Students' initial status and rate of growth in each predictor within each grade were estimated using individual growth modeling. These estimates were then used as predictors in dominance regression analyses to examine relative contributions that the predictors made to the outcome: reading comprehension. Among the 1st-grade predictors, individual differences in growth rate in oral reading fluency in 1st grade, followed by vocabulary skills and the autoregressive effect of reading comprehension, made the most contribution to reading comprehension in 3rd grade. Among the 2nd- and 3rd-grade predictors, children's initial status in oral reading fluency had the strongest relationships with their reading comprehension skills in 3rd grade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)