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1.
介绍粗糙集理论的发展状况,重点总结目前粗糙集理论的几种应用形式,即粗糙集理论与知识发现相结合、粗糙集理论与专家系统相结合、粗糙集理论与神经网络相结合以及粗糙集理论与其他智能技术相结合;同时也探讨了粗糙集理论研究中存在的一些问题。 相似文献
2.
提出了一种基于粗糙集理论的数据挖掘算法模型,该模型可以直接将发现的知识转化为可用的规划,并通过实例验证了该方法的有效性。 相似文献
3.
在对研究信息系统中知识不完全、不确定问题的两种重要理论粗糙集和模糊集进行比较分析的基础上,结合模糊集和粗糙集各自的优点,针对信息系统中数据量庞大且属性值大多是连续的、很多数据对象具有相同或相似性质的情况,提出一种基于模糊等价关系的粗糙集方法,实现了粗糙集理论与模糊集理论的有机结合;并通过一个应用实例,证明了此方法的有效性． 相似文献
4.
粗糙集理论是一种新型的处理模糊和不确定知识的数学工具,已经在很多领域得到了广泛的应用。详细介绍了粗糙集理论的基本内容,并且给出了粗糙集理论在决策分析方面的一个应用实例,很好的证明了该理论的有效性。 相似文献
5.
粗糙集理论及其应用 总被引：6，自引：0，他引：6
宋笑雪 《咸阳师范学院学报》2005,20(2):30-31,34
粗糙集理论是一种新的处理不确定知识的数学工具。目前已在神经网络、机器学习、数据挖掘、模式识别与分类、故障检测等方面得到了广泛应用。首先描述了粗糙集的基本概念，包括不可区分关系、上下近似、知识约简及规则的确定性因子；然后对粗糙集在神经网络、机器学习、数据挖掘等领域中的应用进行了论述。 相似文献
6.
罗世尧 《乐山师范学院学报》2005,20(12):18-19
粗糙集理论和模糊集理论都是研究信息系统中知识的不完善、不准确问题，前者基于信息系统中知识的不可分辨性，后者基于信息系统中知识的模糊性，将二者结合形成了模糊粗糙集。模糊度是模糊集的一种重要的数字特征，我们用模糊度来刻画模糊集的整体模糊程度。本文讨论模糊粗糙集的性质，定义了模糊粗糙集的模糊度。并在此基础上，分别给出了模糊粗糙集的Minkowski模糊度，Haming模糊度，Euclid模糊度。 相似文献
7.
基于粗糙集理论的电力电子电路故障诊断 总被引：1，自引：0，他引：1
基于粗糙集理论，提出了一种电力电子电路故障诊断的新方法：粗糙集方法。简单介绍了粗糙集理论，详细叙述了利用粗糙集理论诊断电力电子电路的过程。文章以三相可控整流电路为例，利用粗糙集理论，对故障信息中样本的故障征兆进行处理，通过知识约简，删除多余的征兆属性，形成诊断的确定性规则，实现故障分类。仿真实例表明，与以往的诊断方法比较，该方法不仅准确可靠，而且直观方便。 相似文献
8.
粗糙集理论被广泛应用于人工智能、模式识别、数据挖掘和知识发现等领域。而对象的属性约简是是粗糙集理论中的重要问题之一。由于属性约简计算量较大,影响了的粗糙集的实际应用。本文用RBF神经网络高效和OLS对称性的特点,研究粗糙集属性的约简,解决了属性约简的难题,完成了算法的实现,取得了较好的效果。 相似文献
9.
粗糙集是一种处理不精确、不一致、不完整数据,并从中发现隐藏的知识规则,揭示其潜在规律的数学方法。将粗糙集理论引入到企业员工考评系统中,对企业员工各项考核指标进行分析评价并约简,去除冗余指标,提取出关键考核指标,再进一步分析去除冗余指标后的数据,从中发现规律并提取出本质的考核规则。 相似文献
10.
知识熵可以用来衡量知识粒度的大小,本文将粗糙集的外边界熵与粗糙集本身的粗糙度结合起来,给出了外边界知识粒度大小的一种新的度量,从而更准确的刻划了粗糙集的粗糙性。 相似文献
11.
Zeng Peng Wang Shaodi 《东南大学学报》1996,(1)
ＲｅｓｅａｒｃｈｏｎＡｃｏｕｓｔｉｃａｌＥｎｖｉｒｏｎｍｅｎｔＰｌａｎｎｉｎｇｏｆＨａｒｂｏｕｒＣｉｔｉｅｓＬｉｕＸｉａｏｔｕ（柳孝图）（ＤｅｐａｒｔｍｅｎｔｏｆＡｒｃｈｉｔｅｃｔｕｒｅ，ＳｏｕｔｈｅａｓｔＵｎｉｖｅｒｓｉｔｙ，Ｎａｎｊｉｎｇ２１０... 相似文献
12.
Accurate wave forecasting with a couple of hours of warning time offers improvements in safety for maritime operation-related activities. Autoregressive (AR) model is an efficient and highly adaptive approach for wave forecasting. However, it is based on linear and stationary theory and hence has limitations in forecasting nonlinear and non-stationary waves. Inspired by the capability of empirical mode decomposition (EMD) technique in handling nonlinear and non-stationary signals, this paper describes the development of a hybrid EMD-AR model for nonlinear and non-stationary wave forecasting. The EMDAR model was developed by coupling an AR model with the EMD technique. Nonlinearity and non-stationarity were overcome by decomposing the wave time series into several simple components for which the AR model is suitable. The EMD-AR model was implemented using measured significant wave height data from the National Data Buoy Center, USA. Prediction results from various locations consistently show that the hybrid EMD-AR model is superior to the AR model. This demonstrates that the EMD technique is effective in processing nonlinear and non-stationary waves. 相似文献
13.
This article investigates adult learning in an action research (AR) project called ‘Play in physiotherapy with children’, conducted in Tromsoe Municipality, Norway, in 2010–2011. The project's objective was to explore how a play-based intervention approach would affect professional collaboration and child development. It was designed as a small-scale project, organized around two children with motor delay and their professional teams of teachers, physiotherapists and special pedagogue in two different kindergartens. It was situated in the kindergartens, and lasted for 16 weeks. The professional participants were invited into a process of action–reflection cycles as co-researchers. Video was a core tool in the design. Treatment sessions with the children were filmed during the action phases, and were the focus of attention in the reflection meetings. The two professional teams evaluated the video-reflection meetings as crucial to their learning and change. The focus in the article is on the learning in the reflection meetings during the AR process. We discuss two aspects of the space of reflection that was created during the project. First, we look into the role of video in reflection, and discuss how this can be understood with the help of concepts from Bourdieu's ‘theory of practice’. Second, we reflect on the role of play and playfulness in reflection and change among grown-ups. To do this, we use perspectives from phenomenological theory on play and playfulness from Buytendijk and Gadamer. We conclude that the use of video-reflection is a potent tool in AR processes. Concepts from Bourdieu's ‘theory of practice’ illuminate why, and also contribute to the understanding of the experienced change. Further, we argue that theory on play can help AR practitioners to understand the mechanisms of engagement and involvement that are crucial in AR processes. 相似文献
14.
叶廷东 《广东轻工职业技术学院学报》2011,(4):1-5
针对WSN流量预测,基于AR模型提出一种WSN流量双卡尔曼并行递推预测算法,该算法使用两个Kalman滤波器,交替进行AR模型参数的递推辨识与时变数据中真实值的最优估计,根据序列数据的最新信息实时修正AR模型参数进行动态预测。同时针对大步长的流量预测,引入滚动修正思想,克服动态预测算法存在间隔时间过长的缺点,降低多步预测误差。实验研究表明,利用研究的双卡尔曼并行递推算法使用AR模型进行多步预测,从原理设计和实现算法上,实现了WSN流量的准确预测。 相似文献
15.
This paper presents a view of action research (AR) as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its social science versions, it is harmful to the teacher–student relationship and teachers have been mislead into an impoverished idea of professional development. The impossible challenge for action research is to recover its original intention; impossible because the landscape of educational policy militates against it. The authors challenge Higgin's deep pessimism, his versions of AR and his negative account of the intellectual capacity of teachers. We argue that AR does empower teachers, integrates theory and practice and is alive and well, even though conditions in schools are not optimum. This argument is exemplified with numerous illustrations of actual AR projects, which evidence teachers’ participatory and collaborative work, in which they engage in positive change. There is scope for teachers wishing to develop ‘customised’ AR projects of their own in current conditions which have transformative potential in changing the practice of the individual teacher. This in turn supports building and participating in a ‘community of practice’, which strengthens the communal endeavour to contribute to good teaching and good education. 相似文献
16.
抑制扩频系统中窄带干扰的新卡尔曼滤波算法 总被引：1，自引：0，他引：1
A new Kalman filtering algorithm based on estimation of spread spectrum signal before suppression of narrowband interference （NBI） in spread spectrum systems, using the dependence of autoregressive （AR） interference, is presented compared with performance of the ACM nonlinear filtering algorithm, simulation results show that the proposed algorithm has preferable performance, there is about 5 dB SNR improvement in average. 相似文献
17.
Nonlinear errors always exist in data obtained from tracker in augmented reality （AR）, which badly influence the effect of AR. This paper proposes to rectify the errors using BP neural network. As BP neural network is prone to getting into local extrema and convergence is slow, genetic algorithm is employed to optimize the initial weights and threshold of neural network. This paper discusses how to set the crucial parameters in the algorithm. Experimental results show that the method ensures that the neural network achieves global convergence quickly and correctly. Tracking precision of AR system is improved after the tracker is rectified, and the third dimension of AR system is enhanced. 相似文献
18.
FENG Yan CHEN Yi-min School of Computer Engineering Science Shanghai University Shanghai P.R. China 《上海大学学报(英文版)》2006,(5)
1IntroductionAugmented reality(AR)is a newtechnique based onvirtual reality,which has attracted much attention inrecent years.AR is used to describe a system thatenhances the real world by superi mposing computer-generated information on top of it.It supp… 相似文献
19.
Jan Bijstra Sandy Jackson Paul van Geert 《European Journal of Psychology of Education - EJPE》1991,6(3):291-301
One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution. 相似文献
20.
First-generation college students face unique obstacles that can erode their psychological well-being, academic motivation, and educational development during school-to-college transitions. Although research shows attribution-based interventions foster academic attainment among at-risk students (Hamm et al., 2020; Perry & Hamm, 2017), little is known about treatment efficacy for students with socioeconomic risk factors such as first-generation status (Gutiérrez, 2008). In a randomized treatment study, we administered attributional retraining (AR) to first- and continuing-generation college students who differed in academic control beliefs (low, high) in an online two-semester introductory psychology course. For low-control first-generation students, AR recipients outperformed their no-AR peers by a letter-grade (B vs. C+) and were 55% less likely to drop the course. AR-grade efficacy was mediated by causal attributions and control beliefs in a path sequence specified by Weiner’s (1979, 1985, 2018) attribution theory. AR decreased attributions to uncontrollable causes, which negatively predicted final course grade and increased academic control beliefs, and these positively predicted final course grade. These findings advance motivation intervention research by demonstrating that an AR treatment can have salutary benefits for first-generation students mediated by theory-derived cognitive processes. 相似文献