Age of acquisition: Its neural and computational mechanisms.

The acquisition of new skills over a life span is a remarkable human ability. This ability, however, is constrained by age of acquisition (AoA); that is, the age at which learning occurs significantly affects the outcome. This is most clearly reflected in domains such as language, music, and athletics. This article provides a perspective on the neural and computational mechanisms underlying AoA in language acquisition. The authors show how AoA modulates both monolingual lexical processing and bilingual language acquisition. They consider the conditions under which syntactic processing and semantic processing may be differentially sensitive to AoA effects in second-language acquisition. The authors conclude that AoA effects are pervasive and that the neural and computational mechanisms underlying learning and sensorimotor integration provide a general account of these effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

煤矿局部通风的设计与应用技术

分析了现有煤矿局部通风工程中普遍存在的问题，采用符合矿井实际的设计和施工技术，就能在使用过程中获得显著效果，可大大减少漏风，提高有效风量，满足安全生产的需要，从而解决长距离独头掘进通风的难题。     

David W. Johnson: Award for Distinguished Contributions of Applications of Psychology to Education and Training.

Provides the biography of David W. Johnson and announces that he has won the Award for Distinguished Contributions of Applications of Psychology to Education and Training for programmatic research, comprehensive research reviews, and revision of theory over four decades of persistence that have provided the knowledge foundation for cooperative learning, constructive controversy, conflict resolution, and peer mediation training. A selected bibliography is also provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education-driven research in CAD

We argue for a new research category, named education-driven research (EDR), which fills the gap between traditional field-specific research that is not concerned with educational objectives and research in education that focuses on fundamental teaching and learning principles and possibly on their customization to broad areas (such as mathematics or physics), but not to specific disciplines (such as CAD). The objective of EDR is to simplify the formulation of the underlying theoretical foundations and of specific tools and solutions in a specialized domain, so as to make them easy to understand and internalize. As such, EDR is a difficult and genuine research activity, which requires a deep understanding of the specific field and can rarely be carried out by generalists with primary expertise in broad education principles. We illustrate the concept of EDR with three examples in CAD: (1) the Split and Tweak subdivisions of a polygon and its use for generating curves, surfaces, and animations; (2) the construction of a topological partition of a plane induced by an arbitrary arrangement of edges; and (3) a romantic definition of the minimal and Hausdorff distances. These examples demonstrate the value of using analogies, of introducing evocative terminology, and of synthesizing the simplest fundamental building blocks. The intuitive understanding provided by EDR enables the students (and even the instructor) to better appreciate the limitations of a particular solution and to explore alternatives. In particular, in these examples, EDR has allowed the author to: (1) reduce the cost of evaluating a cubic B-spline curve; (2) develop a new subdivision curve that is better approximated by its control polygon than either a cubic B-spline or an interpolating 4-point subdivision curve; (3) discover how a circuit inclusion tree may be used for identifying the faces in an arrangement; and (4) rectify a common misconception about the computation of the Hausdorff error between triangle meshes. We invite the scientific community to encourage the development of EDR by publishing its results as genuine research contributions in peer-reviewed professional journals.     

内容寻址网络中内容的有效定位

P2P(Peer—to—Peer)的最基本的问题是如何高效地查找到存放文件的节点。本文提出在保持内容寻址网络(Content Addressable Network：CAN)现有特性的基础上建立一种更快捷有效的内容定位结构：基于快捷链接和最小距离的内容定位。本文首先介绍了内容寻址网络的基本工作原理，然后详细描述了基于快捷链接和最小距离进行内容定位的方法，并通过仿真证实了该方法很大程度上改善了CAN的性能。     

Revising threshold functions

A revision algorithm is a learning algorithm that identifies the target concept, starting from an initial concept. Such an algorithm is considered efficient if its complexity (in terms of the resource one is interested in) is polynomial in the syntactic distance between the initial and the target concept, but only polylogarithmic in the number of variables in the universe. We give an efficient revision algorithm in the model of learning with equivalence and membership queries for threshold functions, and some negative results showing, for instance, that threshold functions cannot be revised efficiently from either type of query alone. The algorithms work in a general revision model where both deletion and addition type revision operators are allowed.     

Interactive simulated patient—an advanced tool for student-activated learning in medicine and healthcare

An advanced learning system for interactive simulation of patient cases (ISP) is described. The system was designed to meet specific pedagogical needs where student activation and problem orientation were two of the key issues. The system includes features such as video based illness history-taking function using free text input, highly interactive physiological examination procedures, extensive laboratory tests and detailed user feedback. The system was constructed mainly in Authorware Professional, starting more than 10 years ago, and it is now available in refined versions in different languages. Twelve pedagogical and three technical features were initially defined for the project. All of these aims were fulfilled. The ISP system has been successfully used in education, and in international collaboration, including three applicability field tests. The system is also a powerful research tool for studying for instance medical decision-making.     

Context-gated knowledge partitioning in categorization.

According to the knowledge partitioning framework, people sometimes master complex tasks by creating multiple independent parcels of partial knowledge. Research has shown that knowledge parcels may contain mutually contradictory information, and that each parcel may be used without regard to knowledge that is demonstrably present in other parcels. This article reports 4 experiments that investigated knowledge partitioning in categorization. When component boundaries of a complex categorization were identified by a context cue, a significant proportion of participants learned partial and independent categorization strategies that were chosen on the basis of context. For those participants, a strategy used in one context was unaffected by knowledge demonstrably present in other contexts, suggesting that knowledge partitioning in categorization can be complete. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

神经网络系统学习过程初探

本文给出了神经网络系统学习过程的一个随机模型--马尔柯夫模型,从最大熵原理的 观点讨论神经网络系统的学习过程,提出将神经网络系统的学习过程分为两个阶段的想法并 给出学习过程的算法.     

Visual thinking in arts education: Homage to Rudolf Arnheim.

The influence of Arnheim's work on the author's research began with an experiment on the perception of visual balance. Two later research projects emerged from the profound influence of Arnheim's stance toward creation in the visual arts as a serious, cognitive endeavor. A series of meta-analyses were first conducted to test the claim that learning in the arts transfers to nonarts cognitive domains, but little evidence was found. Past research on the transfer hypothesis was found to be lacking because of its failure to assess learning in the parent domain. Therefore, a new research project was carried out to identify kinds of learning in the parent domain of visual arts. We identified eight thinking dispositions developed in serious visual arts classes, setting the stage for more plausible transfer studies. This study demonstrates that the visual arts inculcate basic skills in perception and cognition that exist both in the arts and sciences. All of the skills the authors describe can, with some modification, be transferred to the science laboratory. As Rudolf Arnheim has taught us, visual thinking is everywhere. (PsycINFO Database Record (c) 2010 APA, all rights reserved)