软件可靠性的UML建模研究与设计

本文提出了一个针对软件可靠性建模和评估的UML剖面,标识了这个剖面的主要组成包并且给出了需要包括在这些包中的基本元素的详细定义。     

The digital divide: the special case of gender

Abstract This paper examines the evidence for the digital divide based on gender. An overview of research published in the last 20 years draws to the conclusion that females are at a disadvantage relative to men when learning about computers or learning other material with the aid of computer-assisted software. The evidence shows that the digital divide affects people of all ages and across international boundaries. We suggest that the digital divide is fundamentally a problem of computer anxiety whose roots are deep in socialization patterns of boys and girls and that interact with the stereotype of computers as toys for boys. A model of the digital divide is presented that examines gender stereotypes, attribution patterns, and stereotype threat as antecedents of computer anxiety. Computer anxiety in turn leads to differences in computer attitudes and computer performance. A number of suggestions are offered to reduce the impact of the digital divide.     

A Model for Adapting Explanations to the User's Likely Inferences

In order to generate natural, high quality textual presentations in technical domains, good explanations must not only be adapted to the knowledge attributed to the intended audience, but they must also take into account the inferential capabilities of the addressees. In this paper, we present a model for anticipating contextually-motivated inferences addressees are likely to draw. This model is used to motivate choices in presenting or omitting individual pieces of information; it takes into account the addressees' domain expertise and expectations about logical consequences of purposefully presented information. Several kinds of empirical evidence are incorporated into a text planning process that aims at exploiting conversational implicature, so that a most suitable portion of the plan can be selected for being uttered explicitly. This way, our method adds to discourse planners based on Rhetorical Structure Theory (RST) the ability to omit easily inferable information. Thus, it overcomes one of the main shortcomings of RST. In the course of this process, rules anticipating user inferences are invoked to determine contextually justified derivability of information. In this manner, text variants can be composed on the basis of a text plan entailing annotations about the inferability of pieces of information. Moreover, pragmatically-motivated preference criteria can be used to choose among several plausible variants. The model is formulated in a reasonably domain-independent way, so that the rules expressing aspects of conversational implicature can be incorporated into typical RST-based text planners.     

Attentional processes in stereotype formation: A common model for category accentuation and illusory correlation.

Stereotype formation may be based on the exaggeration of real group differences (category accentuation) or the misperception of group differences that do not exist (illusory correlation). This research sought to account for both phenomena with J. K. Kruschke's (1996, 2001, 2003) attention theory of category learning. According to the model, the features of majority groups are learned earlier than the features of minority groups. In turn, the features that become associated with a minority are those that most distinguish it from the majority. This second process is driven by an attention-shifting mechanism that directs attention toward group-attribute pairings that facilitate differentiation of the two groups and may lead to the formation of stronger minority stereotypes. Five experiments supported this model as a common account for category accentuation and distinctiveness-based illusory correlation. Implications for the natures of stereotype formation, illusory correlation, and impression formation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What do you learn about someone over time? The relationship between length of acquaintance and consensus and self-other agreement in judgments of personality.

Theory and research examining length of acquaintance and consensus among personality judgments have predominantly examined each dimension of personality separately. In L. J. Cronbach's (1955) terminology, this trait-centered approach combines consensus on elevation, differential elevation, and differential accuracy in personality judgments. The current article extends D. A. Kenny's (1991, 1994) weighted average model (WAM)--a theoretical model of the factors that influence agreement among personality judgments--to separate out two of Cronbach's components of consensus: stereotype accuracy and differential accuracy. Consistent with the predictions based on the WAM, as length of acquaintance increased, self-other agreement and consensus differential accuracy increased, stereotype accuracy decreased, and trait-level or raw profile correlations generally remained unchanged. Discussion focuses on the conditions under which a relationship between length of acquaintance and consensus and self-other agreement among personality evaluations emerges and how impressions change over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A question of belonging: Race, social fit, and achievement.

Stigmatization can give rise to belonging uncertainty. In this state, people are sensitive to information diagnostic of the quality of their social connections. Two experiments tested how belonging uncertainty undermines the motivation and achievement of people whose group is negatively characterized in academic settings. In Experiment 1, students were led to believe that they might have few friends in an intellectual domain. Whereas White students were unaffected, Black students (stigmatized in academics) displayed a drop in their sense of belonging and potential. In Experiment 2, an intervention that mitigated doubts about social belonging in college raised the academic achievement (e.g., college grades) of Black students but not of White students. Implications for theories of achievement motivation and intervention are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stereotype threat and working memory: Mechanisms, alleviation, and spillover.

Stereotype threat (ST) occurs when the awareness of a negative stereotype about a social group in a particular domain produces suboptimal performance by members of that group. Although ST has been repeatedly demonstrated, far less is known about how its effects are realized. Using mathematical problem solving as a test bed, the authors demonstrate in 5 experiments that ST harms math problems that rely heavily on working memory resources--especially phonological aspects of this system. Moreover, by capitalizing on an understanding of the cognitive mechanisms by which ST exerts its impact, the authors show (a) how ST can be alleviated (e.g., by heavily practicing once-susceptible math problems such that they are retrieved directly from long-term memory rather than computed via a working-memory-intensive algorithm) and (b) when it will spill over onto subsequent tasks unrelated to the stereotype in question but dependent on the same cognitive resources that stereotype threat also uses. The current work extends the knowledge of the causal mechanisms of stereotype threat and demonstrates how its effects can be attenuated and propagated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coping With Stereotype Threat: Denial as an Impression Management Strategy.

Four experiments tested the hypothesis that people who are concerned with impression management cope with stereotype threat through denial. Consistent with this hypothesis, temporary employees threatened by a stereotype of incompetence (Study 1) and hostel-dwelling older adults (Study 2) were more likely to deny incompetence if they were high in impression management. African Americans (Study 3) showed a similar pattern of denying cognitive incompetence, which emerged primarily when they were interviewed by a White experimenter and had attended a predominantly Black high school. In Study 4, White students who expected to take an IQ test and were threatened by a stereotype of being less intelligent than Asians were more likely to deny that intelligence is important if they were high in impression management. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于UML Profile的WEB布局建模

在WEB系统开发时可以使用UML对系统的结构和行为建模,但是却不能对界面布局建模,设计者只能用勾绘草图等方法来进行界面布局设计,这给UML设计者带来很大的不便。文中基于UML2．0的扩展机制并结合UML2．0的图交换规范建立的WEB布局元模型,很好地解决了这一问题,使得Web布局建模可以统一在UML语言和工具中,并为界面的自动化生成提供了基础。     

Stereotype threat in criminal interrogations: Why innocent Black suspects are at risk for confessing falsely.

Little theoretical attention has been paid to evidence that Blacks are overrepresented in samples of false confessors compared to Whites. One possible explanation is that innocent Black suspects experience stereotype threat in interrogations and that this threat causes Black suspects to experience more arousal, self-regulatory efforts, and cognitive load compared to White suspects. These psychological mechanisms could lead innocent Black suspects to display more nonverbal behaviors associated with deception and, ironically, increase the likelihood that police investigators perceive them as guilty. In response, investigators might engage in more coercive tactics and exert more pressure to confess on Black suspects than White suspects. This could increase the need to escape interrogation and the likelihood of doing so by confessing falsely more for Blacks than for Whites. I present these hypotheses within a social psychological framework, and discuss future directions for testing the model and theoretical and practical implications of such work. (PsycINFO Database Record (c) 2011 APA, all rights reserved)