带钢热连轧AGC系统实时仿真

设计了基于数字信号处理器(DSP)的热连轧自动厚度控制(AGC)实时仿真器,建立了调厚过程压下系统和变形区的动态模型.仿真时,仿真器实时并行地计算带钢和轧机的模型,计算机控制系统的控制器运行AGC软件,两者通过内存映像网实时交换数据,通过虚拟的对象实现了对AGC软件的实时离线调试.     

基于内存数据库的HLR/AUC系统的设计与实现

针对基于商用数据库的HLR/AUC系统在实时性和安全性方面的不足，提出引入内存数据库来解决该问题，并指出需要解决初始数据装入和数据一致性问题。同时设计并实现了一种基于内存数据库的高性能系统。     

C++中内存分区及堆、栈概念详解

使用C 编程时,内存分为五个区：堆、栈、自由存储区、全局/静态存储区与常量存储区。用new来分配堆,用delete来释放；它的操作灵活,可用空间大,但容易产生碎片。栈由编译器自动分配释放,有专门的入栈出栈指令,具有较高的效率。在编程时根据实际情况合理选择堆或者栈,可以提高程序的效率与可靠性。     

基于实时网络的分布仿真系统设计

分析了基于以太网的分布式仿真技术在使用复杂仿真模型时的局限性,提出了基于实时网络的分布仿真系统的设计方法。针对共享内存实时网络数据吞吐量大、实时性能好的特点,设计了仿真系统体系结构,共享内存数据分发和消息传递机制,仿真系统管理方案和时间管理机制。并以此为基础,设计了一个作战仿真系统。所提出的设计方法适合于高精度模型的性能级交互仿真,以及有实物参与的分布交互仿真系统。     

素描教学中对学生"目识心记"的培养

阐述在素描教学中引入“目识心记”手段的培养方法、作用和效果,并就学生素描学习和表现的观察方法进行了较深入的论述,揭示了它与个人素描能力的互动作用是一个良性的发展过程。     

英语学习过程中的语篇理解与记忆

连贯是语篇的主要特征,也是理解的基础,如何以获取的信息为线索构建语篇连贯是理解的关键.语篇理解离不开语境,从语篇推导语境可以利用词汇间语义关系的线索建立认知语境、激活图式.理解和记忆有着密切的联系,理解是记忆的前提,同时语篇理解对工作记忆造成巨大的负担.运用语篇理解策略可以加速语言处理提高英语学习效率和质量.     

含时滞的双向联想记忆神经网络的全局吸引性和全局指数稳定性

本文研究了具有时滞的双向联想记忆神经网络模型,在非线性神经元激励函数是Lipschitz连续的条件下,通过构造适当的泛函,得到了该系统的平衡点是全局吸引和全局指数稳定.     

Interactions between working memory and selective attention

Event-related potential (ERP) was used to examine the interactions between working memory and se- lective attention. We combined two unrelated tasks, one requiring working memory and the other se- lective attention, which were performed by some undergraduates. The ERP results revealed that both congruent and incongruent stimuli in the selective attention task evoked an N400 component, reaching the peak point at around 500 ms. The N400 evoked by incongruent stimuli was more negative than that of congruent, which indicated the difference of semantic N400. Furthermore, working memory load had a significant influence on the N400 evoked by selective attention task in parietal region. And working memory load showed difference in the ERPs of working memory retrieval in central and parietal regions. The ERPs of probe under high working memory load were more positive from 350 to 550 ms post-stimulus; however, stimulus type of selective attention had no influence on working memory re- trieval. The present study shows that working memory does not play a major role in the selective at- tention, especially in ignoring distracter, but it influences the performance of the selective attention as the background. The congruency of target and distracter in the selective attention task does not influ- ence the working memory retrieval.     

ERP dissociation and connection between implicit and explicit memory

ERP dissociations between implicit and explicit memory have been confirmed by a large amount of evidence in theories of human memory. However, similarities between the two forms of memory have scarcely been studied. A possibility is that while implicit memory and explicit memory have independ- ent components, they might additionally have shared components. To explore this question, an ERP experiment was conducted with a study-to-test paradigm, in which participants performed a "shallow" (color) study task or a "deep" (pleasant) study task, followed by either a lexical decision (implicit) test (Section 1) or a recognition (explicit) test (Section 2). An interference task was performed concurrently with either the encoding or the retrieval phase of the memory task for encoding interference condition or retrieval interference condition. We compared ERP signatures of implicit and explicit memory as a function of depth of processing or interference. Under the action of the same variables, 300―500 ms old/new ERP effects of implicit and explicit memory showed the same trend. These effects maybe all link with a perceptual representational system. 500―700 ms old/new ERP effects of the two memories were dissociated. They may probably reflect voluntary and involuntary recollection respectively. These results suggested that implicit and explicit memories are not completely independent of each other, but have both independent and shared components.     

不同年级学生的工作记忆研究

从小学三年级、五年级、初中二年级、高中二年级中分别挑选被试对象各80人，进行工作记忆广度测量。结果发现：1．工作记忆广度的发展随着年级的增长而发展；2．各年级学生的两项工作记忆广度测试成绩与语文、数学成绩有较高的正相关。结论：工作记忆与学生的学业成绩关系密切，即工作记忆是有效学习的前提。