首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
The purpose was to compare the performance of normal and educable mentally retarded children on pattern recognition tasks. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of children to find: (a) duplicate patterns and same elements as presented in model pattern sequences; (b) opposite patterns and same elements as presented in model pattern sequences; and (c) duplicate patterns but different elements than presented in model pattern sequences. The normal and mentally retarded children were matched on mental age derived from individual and group intelligence tests. Results indicated significant differences in performance measures between groups and various pattern tasks. The data support the suppositions that: (a) mentally retarded children and normal children show the same type of progression through the hierarchical arrangement of pattern tasks; and (b) mentally retarded children show a slower progression through the hierarchy than normal children when matched on mental age. Educational implications from this study are discussed.  相似文献   

2.
随着模式识别技术的迅速发展，其重要的学术价值和广泛的应用领域越来越受到人们的重视。培养具备良好科研能力和素养的研究型人才已成为模式识别课程的主要教学目标。文章对当前模式识别课程教学模式和方法进行简单剖析，结合学校实际在优化教学模式和教学内容、整合教学资源、调整实践教学方法等方面提出了相应的改革思路，旨在激发学生对模式识别课程学习的主动性，培养学生的创新思维能力，提高其综合运用相关知识的能力。  相似文献   

3.
Using 1025 junior secondary class three (ninth grade) students and twelve science teachers, this study investigated the effects of cooperative, competitive, and individualistic science laboratory interaction patterns on students' achievement in science and the level of acquisition of practical skills. A 3 × 3 (interaction pattern by ability) factorial model was employed for data gathering. Significant main and interaction effects were found for both dependent measures. The cooperative group was found to be superior on the achievement measure with no difference between the competitive and individualistic groups. The competitive group, however, outperformed the others in practical skills. Additional data indicated that the mixed ability cooperative group did significantly better than the mixed ability competitive group in achievement but not in practical skills. In sum these data are supportive of the differential effects of cooperative, competitive, and individualistic goal structures on cognitive and psychomotor tasks. Results are discussed in terms of their implications for more productive science laboratory work.  相似文献   

4.
When rats learn to anticipate a sequence of stimulus events, such as a serial pattern of different food quantities, they are sensitive to the rule-based formal structure relating the magnitude of successive stimuli. Earlier research has shown that if formal structure is simple (e.g., if a single “less than” rule relates the size of each successive quantity), patterns are learned faster than if formal structure is complex (e.g., if two or more rules such as “less than” and “greater than” relate successive pattern quantities). Two experiments tested the hypothesis that pattern length modulates the role of pattern complexity. We predicted that pattern length and pattern complexity interact in determining pattern difficulty. That is to say, long complex patterns should be learned more slowly than short complex patterns. However, long simple patterns should be learned faster than short simple patterns. In Experiment 1, rats ran a straight runway to receive repeated sequences of food quantities. The long-monotonic group received a formally simple 18-10-6-3-1-0 pattern, in which each number represents a quantity of food pellets. The long-nonmonotonic group received a formally complex 10-1-3-6-18-0 pattern. Similarly, the short-monotonic and short-nonmonotonic groups received 18-1-0 and 1-18-0 patterns. Pattern tracking—fast and slow running in anticipation of large and small quantities of food, respectively—was taken as an index of pattern learning. In Experiment 2, comparable patterns were used, but rats leverpressed in a discrete-trial procedure; response latencies measured pattern tracking. In both experiments, rats learned formally simple patterns faster than they did formally complex patterns. In Experiments 1 and 2, but less clearly in Experiment 2, the predicted interaction was obtained. The results support and generalize the idea that rats encode and use some representation of the formal rule structure of serial patterns as they learn them.  相似文献   

5.
Knowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, the ability of children to recognize complex patterns early in their kindergarten year was assessed in two experiments. One experiment showed that the children were significantly less accurate on patterns made of progressively higher numbers or of letters that came progressively later in the alphabet than on patterns made of clock faces that showed increasing amounts of time or were made of rotating objects. There was an interaction between the type of element of which the pattern was composed and the pattern’s orientation. A second experiment showed that symmetric patterns were easier than growing patterns, and there were effects of orientation and the elements of which a pattern was composed, as well as interactions. This research indicates that instruction on clock faces and rotating objects should precede instruction on letters and numbers, and that symmetric patterns can also be easily understood.  相似文献   

6.
In actual engineering practice, the stress increment within a composite foundation caused by external loads may vary simultaneously with depth and time. In addition, column installation always leads to a decay of soil permeability towards the column. However, almost none of the consolidation theories for composite foundation comprehensively consider these factors until now. For this reason, a stress increment due to external loads changing simultaneously with time and depth was incorporated into the analysis, and three possible variation patterns of soil’s horizontal permeability coefficient were considered to account for the detrimental influence of column installation. These three patterns included a constant distribution pattern (Pattern I), a linear distribution pattern (Pattern II), and a parabolic distribution pattern (Pattern III). Solutions were obtained for the average excess pore water pressures and the average degree of consolidation respectively. Then several special cases were discussed in detail based on the general solution obtained. Finally, comparisons were made, and the results show that the present solution is the most general rigorous solution in the literature, and it can be broken down into a number of previous solutions. The consolidation rate is accelerated with the increase in the value of the top to the bottom stress ratio. The consolidation rate calculated by the solution for Pattern I is less than that for Pattern II, which in turn is less than that for Pattern III.  相似文献   

7.
理想点法在药品质量评价中的应用   总被引：1，自引：0，他引：1  
以氨苄青霉素的产品质量为例，应用一新法－理想点法，对药品质量进行了综合评价，并将评价结果与模式识别法的评价结果进行比较，证实理想点法可以对符合药典标准的产品质量作进一步的评价，而且方法简单，结果准确。  相似文献   

8.
模式识别是人的一项基本智能,兼有认识和区别的双重功能。机器模式识别已有成果主要是在区别方面且存在所谓"小样本"问题。而人在认识和区别方面没有表现出上述问题。本文在对模式识别进行述评和对认知心理学进行简要介绍的基础上,提出一种新的模式识别方法—认知模式识别,并对模式识别学科性质、机器模式识别存在问题和与人在模式识别方面存在的主要差异进行了讨论,并预测了认知模式识别的发展趋势。  相似文献   

9.
In Experiment 1, three groups of rats were trained on one of three serial patterns consisting of different numbers of .045-g food pellets, either the simple strong monotonie pattern 14-7-3-1-0 (Group SM) or one of two complex weak monotonie patterns, 14-5-5-1-0 (Group 5-5) or 14-9-1-1-0 (Group 1-1). Learning to anticipate the terminal 0-pellet element occurred faster in Group 1-1 than in Group SM, which in turn learned faster than Group 5-5. In Experiment 2, Groups SM, 5-5, and 1-1 were trained on the first four elements of the patterns experienced by their Experiment 1 counterparts and then were tested for their ability to extrapolate the series to include the addition of a 0-pellet element in the fifth position. Extrapolation behavior was better in Group 1-1 than in Group SM, which in turn performed better than Group 5-5. The results were shown to be consistent with a memory-discrimination model of serial learning and inconsistent with a rule-learning model based on pattern complexity.  相似文献   

10.
This study examined the effects of realism on subjects’ recognition memory for computergraphics. Children and adults in six age groups (N = 189) were presented with pictorial computergraphic materials at three levels of realism: low (abstract or schematic—images reduced to simple flat shapes), medium (linear—simple line drawings), and high (realistic—photographic images and detailed drawings). Pictorial content was sampled widely from existing computer materials with each image containing only one pictorial element: person, animal, or object. Recognition memory was tested at immediate and a week’s delay. Recognition of the three kinds of image showed an unusual pattern of decline over time with the initial advantage for realistic and abstract computergraphics disappearing at a week’s delay, while recognition for linear images was superior to that of realistic and abstract. Although recognition memory increased with age, no interaction between age and realism was found. That is, all age groups, 6 years through middle age, retained the linear computergraphics best. Discussion includes interpretations of these findings and their instructional implications.  相似文献   

11.
Classification consistency and accuracy are viewed as important indicators for evaluating the reliability and validity of classification results in cognitive diagnostic assessment (CDA). Pattern‐level classification consistency and accuracy indices were introduced by Cui, Gierl, and Chang. However, the indices at the attribute level have not yet been constructed. This study puts forward a simple approach to estimating the indices at both the attribute and the pattern level through one single test administration. Detailed elaboration is made on how the upper and lower bounds for the attribute‐level accuracy can be derived from the variance of error of the attribute mastery probability estimate. In addition, based on Cui's pattern‐level indices, an alternative approach to estimating the attribute‐level indices is also proposed. Comparative analysis of simulation results indicate that the new indices are very desirable for evaluating test‐retest consistency and correct classification rate.  相似文献   

12.
Two versions of a technical film, captioned at approximately 8th- and 11th-grade reading levels, were shown to 32 hearing-impaired college students. Fifteen of these students also received supplementary instruction from a teacher. Data from a comprehension test were analyzed with a four-factor experimental design to determine effects of instruction, level of captioning, test type (recall or recognition), and subject reading ability. Significant effects were found for instruction, test type, and reading ability. In addition, there was a significant three-way interaction between instruction, caption level, and reading ability. While both high and low reading groups benefited from instruction when students viewed 8th-grade level, modified captions, only the high reading group benefited from instruction when they viewed the 11th-grade level, original captions.This research was conducted in the course of an agreement with the U.S. Office of Education.  相似文献   

13.
Three studies tested the notion that rats would treat brain-stimulation reward (BSR) as a stimulus alphabet from which rules could be abstracted to learn serial patterns. In Experiment 1, rats learned to track a serial pattern of 18-10-6-3-1-0 pulses of BSR, responding fast in anticipation of large quantities of BSR and slowly or not at all in anticipation of small quantities of BSR. In Experiment 2, rats learned to track a formally simple 18-6-1-0 pattern faster than a formally complex 18-1-6-0 pattern in a within-subjects procedure, indicating that rats can learn to discriminate between simple and complex pattern structures. Finally, in Experiment 3 rats learned either a formally simple 25-18-10-3-1-0 or a formally complex 25-3-10-18-1-0 pattern whose successive elements were separated by an embedded three-element 6-6-0 subpattern. Rats learned to “chunk together” the dispersed pattern elements, and rats receiving the simple pattern learned to track their pattern, whereas rats receiving the complex pattern did not. The latter results suggest that when simple pattern structure is available, rats can simultaneously track rule structures in at least two memory locations. The results of these experiments, using a new testing procedure and, presumably, a new stimulus alphabet, generalize and extend the idea that rats can abstract relational rules to learn serial patterns.  相似文献   

14.
创建"职教哲学"框架结构的逻辑思考   总被引：1，自引：0，他引：1  
随着教育结构的调整和教育资源的重新配置，职教已从普教中分离出来了，作为一种新兴的教育模式和体系，需要从哲学的高度上研究职教内在关系及规律等深层次理论问题，职教哲学正是适应这种需要而提出来的。本主要研究职教哲学的主体分、中介论和本体论等3个总体要素以及构成以上“三论”的9个项目要素和27个具体要素的界定、关系和否定生成形成，构建职教哲学的框架结构，探索职业教育的一般规律。  相似文献   

15.
Abstract

The present classroom experiment used an analysis of variance for a 2x3x2 factorial experiment to investigate the relative effectiveness of inductive and deductive methods and to determine interaction among ability, sex, and method variables. Data were derived from a recognition and transfer criterion administered immediately after the 5 week instruction period and 2 weeks later. Obtained F values favored the inductive treatment (p.<.01) in each case and method by sex interaction was noted for the total score variable of the delayed test (p.<.05). It was concluded that the inductive method is superior in the teaching of morphological and syntaxical concepts regardless of Ss’ verbal ability level, and an investigation of the treatment by sex interaction suggests that inductive methods may be more effective with female Ss.  相似文献   

16.
图案造型在图案教学中占有比较重要的地位。图案造型是一种艺术形象创造,它能培养学生的造型能力和创造能力。通过对图案造型的认识、理解来培养学生的认知能力、表现能力和创造才能。创造才能的培养贯穿于图案造型、以后的整个专业课程和专业能力的培养之中。  相似文献   

17.
The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students’ algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT‐M) to determine whether the pattern of relations is similar for different types of higher level maths achievement. Structural equation modelling was used to test the effects of working memory, 3D spatial ability, and computational fluency on both types of higher order maths achievement. Computational fluency had the strongest effect on algebra achievement, with 3D spatial ability and working memory showing moderate effects. In contrast, 3D spatial ability had a stronger effect on SAT‐M scores than did computational fluency. Computational fluency and 3D spatial ability completely mediated the effect of working memory for both algebra and SAT‐M achievement.  相似文献   

18.
徐复祚的戏曲理论属于曲学体系。他继承与发展了前人对戏曲创作要求的本色理论 ,在品评作家作品的过程与本身的创作实践中明确了对于戏曲创作的本色当行的要求 ,将本色理论提升到一个相当高的程度。其次 ,徐复祚十分强调戏曲创作的音律 ,特别是曲韵。作为传奇作家 ,他在用韵方面属于“《中原音韵》派”,但又并非一味死守《中原音韵》,体现了文艺创作过程中形式服从于内容的客观要求。另外 ,徐复祚的戏曲理论还涉及到了叙事理论即文论的探讨 ,从叙事文学的角度来阐发戏剧故事 ,注意到了戏剧的虚实问题。  相似文献   

19.
Over the past 20 years, many theories on achievement motivation have been established to understand the complex interaction of motivational variables and identify the conditions that can enhance individuals' motivation. This review explores the role of conceptions of ability, its relations to other major motivational frameworks and factors affecting individuals' conceptions of ability, with the goal of identifying the major contributions to the research knowledge base. Research findings show that beliefs about the nature of ability are critical elements to all other major theories. Conceptions of ability and all other major theories directly affect motivational patterns and outcomes. Finally, based on the literature reviewed, a conceptual theoretical model is proposed.  相似文献   

20.
This study investigated the effects of organizational signals, need for cognition, and verbal ability on recall and recognition of information from an expository text. Ninety-two undergraduate students completed the Need for Cognition scale (Cacioppo, Petty, & Kao, 1984) and read a text that either: (a) contained organizational signals in the form of an overview, headings, and a summary or (b) contained no signals. Consistent with our primary hypothesis, there was a marginal tendency for organizational signals to interact with need for cognition to influence conditional recall of expository text information. Specifically, need for cognition was related marginally to conditional recall only in the "no signals" condition. Organizational signals, need for cognition, and verbal ability contributed significantly to prediction of performance on three measures of text recall. By contrast, performance on the recognition test was influenced by an interaction between organizational signals and verbal ability. Implications of the findings are discussed. Copyright 2000 Academic Press.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号