P-集合(packet sets)是由内P-集合X■(internal packet set X■)与外P-集合XF(outer packet set XF)构成的集合对;或者,(X■,XF)是P-集合。P-集合具有动态特性。P-集合的动态特性来自对集合X的属性集合α给予部分属性补充和部分属性删...P-集合(packet sets)是由内P-集合X■(internal packet set X■)与外P-集合XF(outer packet set XF)构成的集合对;或者,(X■,XF)是P-集合。P-集合具有动态特性。P-集合的动态特性来自对集合X的属性集合α给予部分属性补充和部分属性删除。利用P-集合的结构与动态特性,给出了F-记忆信息生成概念、F-记忆信息的度量与F-记忆信息的F-记忆圆概念,提出了F-记忆信息存在性定理、F-记忆信息恢复定理与F-记忆信息特性定理。利用这些结果,给出了F-记忆信息的应用。指出P-集合是研究动态信息系统的一个新的数学模型与数学方法。展开更多
This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,m...This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.展开更多
For a physics system which exhibits memory,if memory is preserved only at points of random self-similar fractals,we define random memory functions and give the connection between the expectation of flux and the fracti...For a physics system which exhibits memory,if memory is preserved only at points of random self-similar fractals,we define random memory functions and give the connection between the expectation of flux and the fractional integral.In particular,when memory sets degenerate to Cantor type fractals or non-random self-similar fractals our results coincide with that of Nigmatullin and Ren et al.展开更多
The present study intends to investigate the effect of working memory on listening process and its relationship with listening comprehension.The results indicate that working memory is an effective predictor for EFL l...The present study intends to investigate the effect of working memory on listening process and its relationship with listening comprehension.The results indicate that working memory is an effective predictor for EFL listening comprehension,i.e.learners with larger working memory capacity are more likely to have better abilities in listening comprehension,and that although L1 working memory span is significantly correlated with L2 working memory span,L2 working memory span plays a more effective role in differentiating learners' EFL listening comprehension.Additionally,this study provides some pedagogical implications on EFL teaching.展开更多
文摘P-集合(packet sets)是由内P-集合X■(internal packet set X■)与外P-集合XF(outer packet set XF)构成的集合对;或者,(X■,XF)是P-集合。P-集合具有动态特性。P-集合的动态特性来自对集合X的属性集合α给予部分属性补充和部分属性删除。利用P-集合的结构与动态特性,给出了F-记忆信息生成概念、F-记忆信息的度量与F-记忆信息的F-记忆圆概念,提出了F-记忆信息存在性定理、F-记忆信息恢复定理与F-记忆信息特性定理。利用这些结果,给出了F-记忆信息的应用。指出P-集合是研究动态信息系统的一个新的数学模型与数学方法。
文摘This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.
文摘For a physics system which exhibits memory,if memory is preserved only at points of random self-similar fractals,we define random memory functions and give the connection between the expectation of flux and the fractional integral.In particular,when memory sets degenerate to Cantor type fractals or non-random self-similar fractals our results coincide with that of Nigmatullin and Ren et al.
文摘The present study intends to investigate the effect of working memory on listening process and its relationship with listening comprehension.The results indicate that working memory is an effective predictor for EFL listening comprehension,i.e.learners with larger working memory capacity are more likely to have better abilities in listening comprehension,and that although L1 working memory span is significantly correlated with L2 working memory span,L2 working memory span plays a more effective role in differentiating learners' EFL listening comprehension.Additionally,this study provides some pedagogical implications on EFL teaching.
