Implicit Motor Learning in Parkinson's Disease.

Objective: This study examined whether disruption of performance is moderated in Parkinson's disease (PD) patients who acquire their motor behaviors in an implicit manner. Method: Twenty-seven patients with PD learned a hammering task in errorless (implicit) or errorful (explicit) conditions and were tested for robustness of motor performance under a secondary task load, which required them to continuously count backward as they performed the hammering task. Results: Patients in the errorless (implicit) motor learning condition exhibited robustness to secondary task loading, whereas patients in the errorful (explicit) motor learning condition did not. Conclusions: Implicit motor learning techniques should be considered by PD rehabilitation specialists in cases in which existing disruption to movements is exacerbated by conscious control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An original approximate method for estimating the invariant probability distribution of a large class of multi-dimensional nonlinear stochastic oscillators

This paper proposes an original method for obtaining analytical approximations of the invariant probability density function of multi-dimensional Hamiltonian dissipative dynamic systems under Gaussian white noise excitations, with linear non-conservative parts and nonlinear conservative parts. The method is based on an exact result and a heuristic argument. Its pertinence is attested by numerical tests.     

NMDA Receptor Modulation of Incidental Learning in Pavlovian Context Conditioning.

Rats exposed to a footshock show conditional fear when reexposed to the shock context. Immediate presentation of shock after placement in the context significantly reduces this fear. Preexposure to the context in the absence of shock, coupled with a minimum preshock interval during training, overcomes this immediate shock deficit. Because rats learn about the context during preexposure and express that learning after being reinforced, the context preexposure effect is an aversive analogue of latent learning. The authors examined the effect of the N-methyl-D-aspartate (NMDA) receptor antagonist D,L-2-amino-5-phosphovalerate (APV) on the facilitatory effect of context preexposure. Rats were preexposed to a chamber after APV administration. The next day they were placed in the same chamber without drug and received shock 35 s later. APV blocked the facilitatory effect of preexposure. Therefore NMDA receptors are important for contextual latent learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于支持向量机的多类分类研究

现今流行的分类方法的重要基础是传统的统计学，前提是要有足够的样本，当样本数目有限时容易出现过学习的问题，导致分类效果不理想。引入支持向量机方法，它基于统计学习理论，采用了结构风险最小化原则代替经验风险最小化原则，较好的解决了小样本学习的问题；又由于采用了核函数思想，把非线性空间的问题转换到线性空间，降低了算法的复杂度。对其相关内容包括优化算法及多类分类问题的解决进行了研究，最后用一个实例说明了该方法的可行性和有效性。     

双电池系统电源选择器MAX1773/1773A

MAX1773／MAX1773A是用于双电池系统的电源选择器，它允许外部控制器去管理双电池组、适配器输入、电池充电器和系统负载所需的电源连接。文中介绍了MAX1773／1773A的特点、引脚功能、内部结构和工作原理，给出了MAX1773/MAX1773A的典型工作电路。     

Quality Control for Scalable Media Processing Applications

Many media processing applications create a load that varies significantly over time. Hence, if such an application is assigned a lower processing-time budget than needed in its worst-case load situation, deadline misses are likely to occur. This problem can be dealt with by designing media processing applications in a scalable fashion. A scalable media processing application can run in multiple qualities, leading to correspondingly different resource demands. The problem we consider is to find an accompanying quality control strategy, which minimizes both the number of deadline misses and the number of quality changes, while maximizing the quality of processing. We present an initial approach to the above problem by modeling it as a Markov decision process (MDP). Our model is based on measuring relative progress at milestones. Solving the MDP results in a quality control strategy that can be applied during runtime with only little overhead. We evaluate our approach by means of a practical example, which concerns a scalable MPEG-2 decoder.     

An intelligent web-page classifier with fair feature-subset selection

The explosion of on-line information has given rise to many manually constructed topic hierarchies (such as Yahoo!!). But with the current growth rate in the amount of information, manual classification in topic hierarchies results in an immense information bottleneck. Therefore, developing an automatic classifier is an urgent need. However, classifiers suffer from enormous dimensionality, since the dimensionality is determined by the number of distinct keywords in a document corpus. More seriously, most classifiers are either working slowly or they are constructed subjectively without any learning ability. In this paper, we address these problems with a fair feature-subset selection (FFSS) algorithm and an adaptive fuzzy learning network (AFLN) for classification. The FFSS algorithm is used to reduce the enormous dimensionality. It not only gives fair treatment to each category but also has ability to identify useful features, including both positive and negative features. On the other hand, the AFLN provides extremely fast learning ability to model the uncertain behavior for classification so as to correct the fuzzy matrix automatically. Experimental results show that both FFSS algorithm and the AFLN lead to a significant improvement in document classification, compared to alternative approaches.     

基于支持向量机的缓存预估模型的设计与实现

采用支持向量机(SVM)对网络业务流数据进行预测估计，通过训练样本，从而获得样本以外数据的分布规律。在此基础上，设计了一种网络排队队列缓存的预估模型。实验表明，该模型具有较高的训练效率和很高的估计精确度。     

Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success.

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)