Chinese-based research on subject-covered information retrieval supervised by textual semantic domain

By means of analysis of artificial intervention in ready-retrieved text, training set used to compare with new texts from large-scale real texts corpus is provided. It is based on the data-originated presentation of training set that a special formula to calculate semantic cohesion between new texts and training set is devised. The semantic cohesion of new text is the average value of semantic evaluation of all elements involved, and semantic evaluation of an element depends on its semantic relevance with the training set and on the semantic ratio of its domain to synonymous domain. In terms of empirical verification a conclusion is drawn that semantic cohesion is the key measurement standard of textual retrieval. Despite the advantages of textual retrieval, limitations of formula-raised condition and analyst＇s accomplishments make the analysis involved in this paper imperfect.     

创造性思维培养与表现——刍议创意素描教学

创意素描教学,就是要培养学生创造性思维能力,掌握创意设计的理念和方法,通过对学生创造性思维的培养,从具象到抽象、从写实到意象的训练,学生无限的创造力一定会大大激发出来。     

网络监察民警培训中教学质量提升途径的探索

在新形势新任务要求下,网络监察民察的培训存在很大的难度。本文首先介绍了网络监察民警培训的必要性,然后重点从培训课程体系、师资队伍建设、教学的方式方法和实训教学环节等方面进行了探讨,以确保培训教学质量的稳步提升。     

艺术设计教学中实战课题把握能力分析

课题设计的实战训练模式是高校艺术设计专业中、高年级专业课程教学中实践环节普遍操作的重要训练形式。因此在方案设计展开前,对课题的系统把握能力也就成为课题设计训练成败的先决性因素。本文正是由此进行系统探析学生在具体课题实战训练中,把握课题应着力培养与调度的综合知识能力。     

以就业为导向构建高职嵌入式系统专业体系

本文首先对当前嵌入式系统人才市场进行分析,并进一步剖析了相关岗位和能力需求,根据以上分析,提出在课程体系设置、实训基地建设以及师资队伍建设上的一些思路。     

Growing fuzzy topology adaptive resonance theory models with a push-pull learning algorithm

A new incrementally growing neural network model, called the growing fuzzy topology ART (GFTART) model, is proposed based on integrating the conventional fuzzy ART model with the incremental topology-preserving mechanism of the growing cell structure (GCS) model. This is in addition, to a new training algorithm, called the push-pull learning algorithm. The proposed GFTART model has two purposes: First, to reduce the proliferation of incrementally generated nodes in the F2 layer by the conventional fuzzy ART model based on replacing each F2 node with a GCS. Second, to enhance the class-dependent clustering representation ability of the GCS model by including the categorization property of the conventional fuzzy ART model. In addition, the proposed push-pull training algorithm enhances the cluster discriminating property and partially improves the forgetting problem of the training algorithm in the GCS model.     

基于CAT技术的视唱练耳训练系统构思

介绍一种基于CAT技术的视唱练耳训练系统的构思,提出一种新的视唱练耳训练方法的思路,对该CAT系统及其具体的操作思路做了阐述。     

Expert-novice knowledge of computer programming at different levels of abstraction

Computer programming knowledge can be classified into five levels of abstraction: objective, conceptual, functional, logical, and physical. An experiment was carried out to determine whether the mastering of knowledge at different levels of abstraction changed with the level of skill. Ten experts and ten novices in C computer programming participated in the experiment. The subjects' knowledge at the five levels of abstraction was tested through 20 multiple-choice questions. The experimental results indicated that knowledge differences between experts and novices at an abstract level or a concrete level depended on what abstract or concrete knowledge was implied. Experts had better abstract knowledge than novices at the conceptual and functional levels but not at the objective level. Experts had better concrete knowledge than novices at the physical level but not at the logical level. The classification of computer programming knowledge in levels of abstraction and the experimental results helped in clarifying a general finding from previous studies that experts had better abstract knowledge than novices.     

Severe motor disability affects functional cortical integration in the context of brain-computer interface (BCI) use

The purpose of this study was to investigate cortical interaction between brain regions in people with and without severe motor disability during brain-computer interface (BCI) operation through coherence analysis. Eighteen subjects, including six patients with cerebral palsy (CP) and three patients with amyotrophic lateral sclerosis (ALS), participated. The results showed (1) the existence of BCI performance difference caused by severe motor disability; (2) different coherence patterns between participants with and without severe motor disability during BCI operation and (3) effects of motor disability on cortical connections varying in the brain regions for the different frequency bands, indicating reduced cortical differentiation and specialisation. Participants with severe neuromuscular impairments, as compared with the able-bodied group, recruited more cortical regions to compensate for the difficulties caused by their motor disability, reflecting a less efficient operating strategy for the BCI task. This study demonstrated that coherence analysis can be applied to examine the ways cortical networks cooperate with each other during BCI tasks. PRACTITIONER SUMMARY: Few studies have investigated the electrophysiological underpinnings of differences in BCI performance. This study contributes by assessing neuronal synchrony among brain regions. Our findings revealed that severe motor disability causes more cortical areas to be recruited to perform the BCI task, indicating reduced cortical differentiation and specialisation.     

The retention of skills acquired through simulator-based training

This study examined the loss of skills across a nine month retention period following a simulator-based training programme developed to enhance the watchstanding skills of merchant marine cadets. The mitigation of decay as a function of a retraining experience was also evaluated. Two groups of merchant marine cadets were tested immediately preceding and following the programme and again nine months later. One group was given a refresher experience and tested six months into the retention interval. The evaluations were unobtrusive ratings of six watchstanding skill areas based upon performance during a 30-min simulated watchkeeping scenario. Generally, the results indicated that: (1) watchstanding skills improved following training; (2) skills declined over the nine month retention interval; and (3) refresher training was effective in terms of skill loss mitigation for some skill areas.