共查询到19条相似文献，搜索用时 171 毫秒
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陈月红 《广东技术师范学院学报》2005,27(4):6-8
利用已有的集值映射的C-上半连续与C-下半连续的概念,推广了文献[3]中的某些结论.本文还引进了集台一种弱的紧性概念:C-上紧、C-下紧的性质,并在F(x0)分别是C-上紧、C-下紧的较弱条件下,给出了集值映射的C-上半连续与C-下半连续的一个刻划. 相似文献
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章的目的是要把各类下半连续型集值映射的定义推广到不带有任何度量的拓扑空间中并且作仔细的比较．同时，一些例子被研究．特别地，中证明了：一个几乎下半连续映射F不必是次下半连续的，但是，次下半连续映射必定是几乎下半连续的． 相似文献
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为了获得在图像拓扑意义下上半连续KKM映射的KKM点集的通有稳定性,即在Baire分类意义下,绝大多数KKM映象的KKM点都是本质的.通过构造上半连续KKM映射G所组成的集合M,并定义M上的KKM映射的图像之间的Hausdorff度量,证明了M是完备度量空间.然后利用usco方法,在证明了M上的KKM点集映射F是紧值上半连续的,从而由Fort定理得到F在M上是通有连续的,即F是通有稳定的. 相似文献
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《淮北师范大学学报》2016,(4)
文章给出关于集值映射的若干反例.包括Housdorff空间中下半连续但不是上半连续的例子;赋范空间中,ε上半连续但不是上半连续,下半连续但不是ε下半连续的例子.通过这些反例,能清楚地知道单值映射与集值映射连续性的差异.了解这些差异,有助于把单值映射的重要性质推广到集值映射.这些例子是首次给出的. 相似文献
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在进行数据分析时用集值映射代替传统的单值映射可以有效减少误差，因此关于集值映射的研究是十分重要的.前人已讨论了全局单调上半连续且有有限个集值点的集值映射的迭代根问题，现在进一步研究分段严格递增的单集值映射的迭代根问题并给出了迭代根的构造. 相似文献
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本文讨论了集值映射的LooseNash平衡的稳定性，得到大多数（在Baire分类的意义下）集值映射的LooseNash平衡点集是稳定的。 相似文献
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引入集值映射的锥选择及连续锥选择概念,给出了集值映射连续锥选择的存在性条件以及锥下半连续集值映射的逼近连续锥选择的存在性条件。 相似文献
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钟超瑾 《广东教育学院学报》2009,29(3):48-51
给出E-凸集上函数的半连续性与E-拟凸性之间的关系：M是R^n中的非空E-凸集,E（M）是凸集,f是M上的上半连续（或下半连续）实值函数,那么f是M上的E-拟凸函数当且仅当存在a∈（0,1）,使得f（aE（x）＋（1-a）E（y））≤max{f（E（x））,f（E（y））},∨x,y∈M． 相似文献
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根据距离空间中函数在某点的上极限、下极限的定义及函数在某点上半连续、下半连续的定义，证明了函数在某点上半连续的等价条件。 相似文献
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在拓扑向量空间中通过集值映射建立拟锥,在此基础上利用拟锥引入较锥凸映射更一般的若干具控制结构的广义似凸映射和控制连续等概念,讨论它们之间的相互关系,并给出了一些性质。 相似文献
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基于由Motilal Panigrahi提出的拟凸模糊映射、严格拟凸模糊映射和强拟凸模糊映射的概念,深入讨论了三者之间的相互关系,分析了三种映射互相转化的条件及如何削减某些凸性规划条件和简化模糊规划问题。 相似文献
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This study investigates the effects of concept and vee mappings under cooperative, cooperative-competitive and individualistic learning modes, ability levels and gender on students' attitudes towards concept and vee mappings, the three learning modes, ecology and genetics. A pre-test-post-test experiment, with control groups, involving 808 eleventh grade (fourth form) students, was used for data collection. Students taught the use of concept and vee mappings, under cooperative conditions, developed superior positive attitudes towards the two heuristics, ecology and genetics, compared with those taught under cooperative-competitive and individualistic conditions. Statistically significant differences in their attitudes were due mainly to treatment and ability. High ability students developed the most superior positive attitudes to concept and vee mappings, ecology and genetics. Students' attitudes towards cooperation were mostly positive but totally negative to individualisation and mostly negative to competition. Students' positive attitudes to ecology and genetics correlated negatively with their attitudes towards competition and individualisation. The implications of the study's findings for the teaching of science are addressed. 相似文献
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在CAT(0)空间中对三个渐进非扩张映像构造了迭代算法,在适当的条件下证明了该算法强收敛于它们的公共不动点,所得结果推广了最近一些学者的研究结论. 相似文献
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This study verified the efficacy of concept and vee mapping heuristics under cooperative (CP), cooperative–competitive (CP-CM) and individualistic whole (IW) class learning conditions in improving students' achievement in ecology and genetics. A total of 808 tenth-grade students were involved in the study. The results showed that the experimental groups taught with concept and vee mappings under the three learning modes achieved significantly better than the control groups. Students in the CP-CM condition in all groups achieved significantly better than their counterparts in the other two groups, whereas the CP-CM experimental group students achieved significantly best. A significant interaction between treatment and ability suggested that an element of competition, when combined with small group cooperation, favored students of lower ability. 相似文献
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This article reports two experiments in which the artificial orthography paradigm was used to investigate the mechanisms underlying learning to read. In each experiment, participants were taught the meanings and pronunications of words written in an unfamiliar orthography, and the statistical structure of the mapping between written and spoken forms (O-P) was manipulated independently of the mapping between written forms and their meanings (O-S). Our results support three main conclusions. First, the statistical structure of O-P and O-S mappings determined how easily each of those mappings was learned, suggesting that the learning of both mappings engages a common statistical learning mechanism. Second, learning to read is a cooperative process, in that learning in any particular component of the reading system is influenced by knowledge stored in the rest of the system. Finally, knowledge of sublexical regularities can be acquired as the result of exposure to words embodying those regularities. 相似文献
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万有Teichmuller空间的研究中有三个非常重要的量：单位圆到自身的拟对称映射的极值最大伸缩商,拟对称最大伸缩商以及边界伸缩商．对于拟对称映射的最大伸缩商,有一个平行于一般极值伸缩商与边界伸缩商充要条件的问题,证明了对于一些特殊的拟对称映射,问题的答案是否定的． 相似文献