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)     

Serial deployment of attention during visual search.

This study examined whether objects are attended in serial or in parallel during a demanding visual search task. A component of the event-related potential waveform, the N2pc wave, was used as a continuous measure of the allocation of attention to possible targets in the search arrays. Experiment 1 demonstrated that the relative allocation of attention shifts rapidly, favoring one item and then another. In Experiment 2, a paradigm was used that made it possible to track the absolute allocation of attention to individual items. This experiment showed that attention was allocated to one object for 100-150 ms before attention began to be allocated to the next object. These findings support models of attention that posit serial processing in demanding visual search tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling language acquisition in atypical phenotypes.

An increasing number of connectionist models have been proposed to explain behavioral deficits in developmental disorders. These simulations motivate serious consideration of the theoretical implications of the claim that a developmental disorder fits within the parameter space of a particular computational model of normal development. The authors examine these issues in depth with respect to a series of new simulations investigating past-tense formation in Williams syndrome. This syndrome and the past-tense domain are highly relevant because both have been used to make strong theoretical claims about the processes underlying normal language acquisition. The authors conclude that computational models have great potential to advance psychologists' understanding of developmental deficits because they focus on the developmental process itself as a pivotal causal factor in producing atypical phenotypic outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prolog逻辑程序的测试方法

Prolog逻辑程序设计语言具有不同于传统程序设计语言的特点.本文根据测试Prolog程序的实践,提出了一系列为Prolog程序生成测试用例的准则.按这些准则测试实际程序效果良好.这是在逻辑程序测试新领域迈出的一步.     

面向对象的程序设计语言CLUSTER86的设计与实现

本文介绍了笔者设计并实现的一种新型的面向对象的程序设计语言,着重讨论了在设计过程中采用的新的概念,并和其它类似语言作了比较.     

“菜鸟“小议

近年来,"菜鸟"作为一个新兴词语在网络上广为流传,甚至波及到社会生活的方方面面.通过语素分析和近义比较,可以来考察此词的读音和意义.     

What do we learn from binding features? Evidence for multilevel feature integration.

Four experiments were conducted to investigate the relationship between the binding of visual features (as measured by their aftereffects on subsequent binding) and the learning of feature-conjunction probabilities. Both binding and learning effects were obtained, but they did not interact. Interestingly, (shape-color) binding effects disappeared with increasing practice, presumably because of the fact that only 1 of the features involved was relevant to the task. However, this instability was only observed for arbitrary, not highly overlearned combinations of simple geometric features and not for real objects (colored pictures of a banana and strawberry), where binding effects were strong and resistant to practice. These findings suggest that learning has no direct impact on the strength or resistance of bindings or on speed with which features are bound; however, learning does affect the amount of attention particular feature dimensions attract, which again can influence which features are considered in binding. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

C语言编程在智能化重力加速度测试仪中的应用

在基于单片机的智能化重力加速度测试仪中采用Ｃ语言编程简化了程序设计任务，对于汇编语言难于处理的浮点数运算及汉字打印输出可通过Ｃ语言编译器的内部库函数调用实现，介绍了一种专为８０５１系列单片机设计的Ｃ语言编译器Ｆｒａｎｋｉｌｉｎ Ｃ５１，它具有代码优化功能，能产生极高效率的机器码，并且提供了丰富的内部函数库。描述了Ｃ５１函数库所支持的ＩＥＥＥ标准浮点数的内存格式以及采用ｓｐｒｉｎｔｆ（）函数处理包括     

三太子智能页面描述语言文本（1.0版）

本文给出一种全新的页面描述语言文本，它是一种真正的程序设计语言，而且是一种面向对象的智能语言。本语言已具有绿色软件的品格。     

Compile-time copy elimination

Single-assignment and functional languages have value semantics that do not permit side-effects. This lack of side-effects makes automatic detection of parallelism and optimization for data locality in programs much easier. However, the same property poses a challenge in implementing these languages efficiently. This paper describes an optimizing compiler system that solves the key problem of aggregate copy elimination. The methods developed rely exclusively on compile-time algorithms, including interprocedural analysis, that are applied to an intermediate data flow representation. By dividing the problem into update-in-place and build-in-place analysis, a small set of relatively simple techniques—edge substitution, graph pattern matching, substructure sharing and substructure targeting—was found to be very powerful. If combined properly and implemented carefully, the algorithms eliminate unnecessary copy operations to a very high degree. No run-time overhead is imposed on the compiled programs.