Implicit, long-term spatial contextual memory.

Learning and memory of novel spatial configurations aids behaviors such as visual search through an implicit process called contextual cuing (M. M. Chun & Y. Jiang, 1998). The present study provides rigorous tests of the implicit nature of contextual cuing. Experiment 1 used a recognition test that closely matched the learning task, confirming that memory traces of predictive spatial context were not accessible to conscious retrieval. Experiment 2 gave explicit instructions to encode visual context during learning, but learning was not improved and conscious memory remained undetectable. Experiment 3 illustrates that memory traces for spatial context may persist for at least 1 week, suggesting a long-term component of contextual cuing. These experiments indicate that the learning and memory of spatial context in the contextual cuing task are indeed implicit. The results have implications for understanding the neural substrate of spatial contextual learning, which may depend on an intact medial temporal lobe system that includes the hippocampus (M. M. Chun & E. A. Phelps, 1999). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From children's hands to adults' ears: Gesture's role in the learning process.

Children can express thoughts in gesture that they do not express in speech--they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches--more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

It's a sign of the kind: Gestures and words guide infants' inductive inferences.

The role of words and gestures in guiding infants' inductive inferences about nonobvious properties was examined. One hundred seventy-two 14-month-olds and 22-month-olds were presented with novel target objects followed by test objects that varied in similarity to the target. Objects were introduced with a novel word or a novel gesture or with no label. When target and test objects were highly similar in shape, both 14- and 22-month-olds inferred that these objects shared a nonobvious property, regardless of whether the objects were labeled with a word or a gesture or with no label. When objects were labeled with the same word, both 14- and 22-month-olds generalized the nonobvious properties to objects that shared minimal perceptual similarity. Finally, when objects were labeled with the same gesture, 14-month-olds, but not 22-month-olds, generalized the nonobvious properties to objects that shared minimal perceptual similarity. These results indicate that 14-month-olds possess a more generalized symbolic system as they will rely on both words and gestures to guide their inferences. By 22-months of age, infants treat words as a privileged referential form when making inductive inferences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can being scared cause tummy aches? Naive theories, ambiguous evidence, and preschoolers' causal inferences.

Causal learning requires integrating constraints provided by domain-specific theories with domain-general statistical learning. In order to investigate the interaction between these factors, the authors presented preschoolers with stories pitting their existing theories against statistical evidence. Each child heard 2 stories in which 2 candidate causes co-occurred with an effect. Evidence was presented in the form: AB→E; CA→E; AD→E; and so forth. In 1 story, all variables came from the same domain; in the other, the recurring candidate cause, A, came from a different domain (A was a psychological cause of a biological effect). After receiving this statistical evidence, children were asked to identify the cause of the effect on a new trial. Consistent with the predictions of a Bayesian model, all children were more likely to identify A as the cause within domains than across domains. Whereas 3.5-year-olds learned only from the within-domain evidence, 4- and 5-year-olds learned from the cross-domain evidence and were able to transfer their new expectations about psychosomatic causality to a novel task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Precipitation behavior of σ phase in fusion zone of dissimilar stainless steel welds during multi-pass GTAW process

The purpose of this study is to investigate the precipitation characteristics of σ phase in the fusion zone of stainless steel welds at various welding passes during a tungsten are welding (GTAW) process. The morphology, quantity, and chemical composition of the δ-ferrite and σ phase were analyzed using optical microscopy (OM), a ferritscope (FS), a X-ray diffractometer (XRD), scanning electron microscopy (SEM), an electron probe micro-analyzer (EPMA), and a wavelength dispersive spectrometer (WDS), respectively. Massive δ-ferrite was observed in the fusion zone of the first pass welds during welding of dissimilar stainless steels. The σ phase precipitated at the inner δ-ferrite particles and decreased δ-ferrite content during the third pass welding. The σ and δ phases can be stabilized by Si element, which promoted the phase transformation of σ→ϱ+λ₂ in the fusion zone of the third pass welds. It was found that the σ phase was a Fe−Cr−Si intermetallic compound found in the fusion zone of the third pass welds during multi-pass welding.     

Activation of action rules in action observation.

Visually perceiving an action may activate corresponding motor programs. This automatic motor activation can occur both for higher level (i.e., the goal of an action) and for lower level (i.e., the specific effector with which it is executed) aspects of an action. The authors used a tool-use action paradigm to experimentally dissociate priming effects for observing the target, the movement, or the target-to-movement mapping of a tool-use action. In 3 experiments, participants took turns in acting, observing the tool-use action of another person in trial n-1, and executing an action in trial n. Trial transitions from n-1 to n were manipulated in 4 conditions with (a) mapping repeated and movement and target changed, (b) target repeated and movement and mapping changed, (c) movement repeated and target and mapping changed, or (d) all components repeated. Results indicate priming effects for repeating the target-to-movement mapping (i.e., the action rule) of a tool-use action and suggest that a rather abstract action schema is activated during action observation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

High‐error approximate dictionary search using estimate hash comparisons

A method for finding all matches in a pre‐processed dictionary for a query string q and with at most k differences is presented. A very fast constant‐time estimate using hashes is presented. A tree structure is used to minimize the number of estimates made. Practical tests are performed, showing that the estimate can filter out 99% of the full comparisons for 40% error rates and dictionaries of up to four million words. The tree is found to be efficient up to a 50% error rate. Copyright © 2006 John Wiley & Sons, Ltd.     

灵活运用数据库设计理论

简介了关系模型、键、完整性规则、E-R模型、函数依赖、模式分解和关系模式的范式等数据库技术基础和规范化设计理论，从键和完整性规则的实现、数据冗余的特殊情况和字典设计等方面论述了在实际设计工作中如何灵活运用关系数据库设计理论。     

An actor-critic algorithm for constrained Markov decision processes

An actor-critic type reinforcement learning algorithm is proposed and analyzed for constrained controlled Markov decision processes. The analysis uses multiscale stochastic approximation theory and the envelope theorem' of mathematical economics.