DSS的实现与研究

在ＭＩＳ应用和专项ＤＳＳ开发的基础上，从决策支持系统通用化的角度，利用结构化方法和ＩＤＳＳ、ＧＤＳＳ等最新研究成果，提出了设计ＤＳＳ的一种思路和方法。     

基于Petri网的光学专家系统体系结构设计的研究

用Petri网本身表示知识,Petri网的标识来表示光学专家系统的内存工作区,达到以Petri网为工具描述整个专家系统的体系结构的目的,也使得Petri的并发运行过程可以规范刻画光学专家系统的并行推理过程.使得透镜组的设计可以规范化,将丰富的镜头人工设计经验应用在人工智能专家系统上.通过Petri网知识分析论证能否保证该人工智能专家系统的鲁棒性.     

思维网探索

本文试图以网络描述人的思维过程。在日常推理或专家系统中，规则以不同形式互相连接，一些前提或结论常以“与”关系或者“或”关系相连。在一些推理命题中，规则与规则常连接着同样的前提或结论；或者由既是前一个规则的结论，又是后一个规则的前提的事件相连接。这样的推理问题形成一个复杂的规则网，这也是现实中最普遍与最实际的推理模式。为了建立起思维网的理论，本文提出一些基本概念，如规则的“头”、“尾”以及“核”；还提出“枝集”、“汇集”以及“可达集”与“必达集”等概念。本文还定义了“真值函数”的运算，并讨论了与人类思维过程相关的思维网的背景和意义，作者试图在思维网中找出人类逻辑思维活动如演绎、归纳、综合与分析的映像。     

The role of operating premises and reasoning paths in upper elementary students’ problem solving

The validity of students’ reasoning is central to problem solving. However, equally important are the operating premises from which students’ reason about problems. These premises are based on students’ interpretations of the problem information. This paper describes various premises that 11- and 12-year-old students derived from the information in a particular problem, and the way in which these premises formed part of their reasoning during a lesson. The teacher’s identification of differences in students’ premises for reasoning in this problem shifted the emphasis in a class discussion from the reconciliation of the various problem solutions and a focus on a sole correct reasoning path, to the identification of the students’ premises and the appropriateness of their various reasoning paths. Problem information that can be interpreted ambiguously creates rich mathematical opportunities because students are required to articulate their assumptions, and, thereby identify the origin of their reasoning, and to evaluate the assumptions and reasoning of their peers.     

包含度理论

不确定性是复杂系统的特征。在人工智能与专家系统中，不确定性的研究越来越具有重要意义。Ｚａｄｅｈ［１］于１９６５年提出模糊集，把经典集合扩充到模糊集合，从而解决了“对象”的不确定性。本文引进了包含度的概念，解决了“关系”的不确定性。同时指出，包含度不仅是各种不确定性推理方法的概括，而且解决了知识获取与矛盾规则排除两个重要问题。     

Semantic contamination and mathematical proof: Can a non-proof prove?

The way words are used in natural language can influence how the same words are understood by students in formal educational contexts. Here we argue that this so-called semantic contamination effect plays a role in determining how students engage with mathematical proof, a fundamental aspect of learning mathematics. Analyses of responses to argument evaluation tasks suggest that students may hold two different and contradictory conceptions of proof: one related to conviction, and one to validity. We demonstrate that these two conceptions can be preferentially elicited by making apparently irrelevant linguistic changes to task instructions. After analyzing the occurrence of “proof” and “prove” in natural language, we report two experiments that suggest that the noun form privileges evaluations related to validity, and that the verb form privileges evaluations related to conviction. In short, we show that (what is judged to be) a non-proof can sometimes (be judged to) prove.     

模糊集的相对扰动

在模糊推理的理论研究中,模糊推理方法的扰动性分析是一个重要的研究方向,即讨论模糊推理前件的变化对后件的影响。本文给出模糊集的相对扰动的概念,讨论由模糊集运算产生的相对扰动,以及模糊推理的相对扰动性,给出一些有趣的性质。     

民机虚拟维修训练方法研究

维修训练方法的研究主要研究如何根据训练目标以及受训者的知识水平与特点,为其提供合适的训练内容,以支持受训者进行维修训练。本文中将以基于案例的推理技术为理论基础,在分析训练目标与训练任务以及学员知识水平的基础上,生成维修训练策略流程,从而支持学员完成维修训练。     

CBR-GA算法中案例相似度的研究

为了解决遗传算法(GA)中好的建筑块被破坏的问题,作者提出了CBR-GA算法.在构建案例库的过程中,基于案例相似度判断是否将新案例加入案例库.本文以4阶欺骗问题为例,分析了不同的案例相似度对CBR-GA算法性能的影响.     

Are self-constructed and student-generated arguments acceptable proofs? Pre-service secondary mathematics teachers’ evaluations

This study examined 14 pre-service secondary mathematics teachers’ productions and their evaluations of self-constructed and student-generated arguments in the domains of algebra, geometry, and number theory. Pre-service secondary mathematics teachers’ (PSMTs) evaluations of their own arguments indicate if they considered self-productions as proofs from a learner perspective. Similarly, PSMTs’ evaluations of student-generated arguments indicate if they decided given students’ productions could be counted as proofs from a teacher perspective. Our results show that the majority of PSMTs suspected that their invalid productions did not qualify as proofs. Furthermore, the PSMTs who were confident with their work and claimed that they had constructed a proof were more likely to make a correct judgment on four of the six student-generated arguments. We discuss implications of these findings for supporting PSMTs’ learning of proof and future research on the construction-evaluation activity.