智能测控系统中动态规则检验的实现

提出了一种动态规则设定和检验的实现方法。该方法可在不改变智能测控系统主体程序的情况下,灵活地改变其工作方式;不仅占用系统资源极少,而且提高了系统的运行效率;有效地解决了测控系统中难以实现动态规则的设定和检验问题。给出了其具体实现,该方法有广泛的适用性。

基于ZigBee的无线智能灯光墙控器的设计

介绍了一种基于ZigBee协议栈的智能灯光墙控器的工作原理,给出了智能灯光墙控器的结构原理及其应用电路,这种电路利用人体发出的红外线,传感器外加菲涅尔透镜,很容易检测出传感器所覆盖的区域是否有人员存在,来控制灯的开关状态,以达到节能的目的。同时,还可以通过上位机进行远程控制,对同一个网络的各个终端设备进行监控。

动态未知环境下基于相对坐标系的移动机器人实时运动规划

提出了一种简单、新颖的在动态未知环境下的移动机器人运动规划方法．此方法基于相对坐标系，通过传感器信息实时调整机器人的行为来实现规划．在规划过程中，机器人有两种行为：向目标运动和避碰，且避碰行为具有优先权．机器人两种行为的切换是基于加速度空问的，首先解决的是避碰问题，而向目标运动是作为避碰的反问题来考虑的．仿真研究验证了此规划方法的有效性。

AUV内部通讯总线设计

设计了基于CAN协议的AUV内部通讯总线系统 .系统通过协议转换器的模块化、可配置性设计满足AUV系统对其内部通讯总线的开放性要求 .协议转换器内部的容错处理能力以及紧急事件处理节点的设计为增强AUV系统的可靠性和容错能力、为避免AUV在深海工作环境下丢失增加有力的保障措施

PCM控制的新型气液位置伺服系统的研究

本文提出了一种新型气液缸和气液位置伺服系统。该系统采用气液连动控制，充分发挥液压与气动各自的优点，大大提高了位置控制精度，同时克服单纯气动的特点。在气液回路上，利用两位三通阀、“ＰＣＭ”阀组及油开关阈实现分区控制和准确定位，解决了快速性和定位精度之间的矛盾，通过分析和实验研究表明，此方案是可行的。

基于MAX197的电量测控系统

利用单片机技术设计多路电量测控系统,实现对电量的精确测量、控制,同时输出人工智能或位式开关控制信号。系统以单片机为核心,利用模数转换器MAX197构成多路测量电路,利用放大器构成输出电路,实现多路一一对应的闭环测量控制。系统软件采用PID控制器。实践表明:可根据需要增减系统信号采样通道的数目,采用软件抗干扰措施,采样数据可靠性高。采用参数密码保护和自检系统,有效防止由于错误控制而引起的不可预知的甚至危险的后果。输入输出硬件结构简单,系统低成本高速度,具有较好的测量控制精度。

Alternative splicing of the FMR1 gene in human tissues of fetal and adult

To study the time- and tissue-specificity of alternative splicing of the FMR1 gene, we analyzed the alternative splicing pattern of the FMR1 gene in human tissues from adult and fetus using RT-PCR coupled with capillary electrophoresis. Seven alternative splicing variants of FMR1 were found in adult liver and lung. The major three alternative splicing variants of the FMR1 gene in all analyzed fetal tissues were same, though the number of minor isoforms and the relative abundance of major isoforms were different. The major difference of the alternative splicing pat tem between adult and fetus was in exon 12 and 17. The results suggest that the alternative splicing pattern of the FMR1 gene is non-tissue-specific in the same developmental stage and a developmental switch may be present.

语前聋小儿人工耳蜗植入术后的言语康复

An Approach to the Rehabilitation of Prelingually Deaf Children After Cochlear Implantation Zheng Xiujin(Medical Psychology) Directed by Professor Yin WenGang Abstract Objective: To sum up the acquirement rule of speech and language capability which is for the prelingually deaf children after cochlear implantation by listening and language rehabilitation training and to investigate the factors that affect rehabilitation speed. Method: Sixty-four children received a cochlear implant at the age of 2 to 5 years from 2001 to 2005. They begin to be trained under group pattern after switch on 1 month. The whole training program lasted more than 7 months; after that, according to the teacher’s plan the training program was to be continued at home. Result: The period is 108±7.7 days that they can pronounce correctly 50 percent of all of simple-finals and compound-finals, the period is 115.0±7.8 days that they begin auditory repeating, the period is 135.3±10.9 days that they can speech the first specific word independently and the period is 200.3±13.9 days that they can speak 70 words and come into tri-gamut-word and two-word sentence period. The patient that is the group at the age of 2-3 years can take part in normal kindergarten after switch on about 10 months. There are no significant differences in various grades of speech-language development with different age groups and so do with different sex groups. There are significant differences in various grade of speech-language development with various IQ group (P<0.01) and so do with using and not using hearing aids before implantation. Conclusion: From the research we find that the speech and language development sequence is the same level between the prelingually deaf children of 2 to 5 years who received cochlear implant after speech training and normal children and which are stages of uncomplicated sound production, continuous syllabic (babbling), speech sprout, single-word utterances and two-word utterances in proper order. The time is short significantly and the reason is that cognition capability is enhanced along with the increase of age. The intelligence is main factor that affect rehabilitation speed and the speed in the group of high IQ is faster than common IQ. It is not because of the dominance cognition of the senior group that makes the increasing of the rehabilitation, it even makes slowly. The reason of which is that the senior group are exposed the language environment too late to achieve speech and language development. So we should perform an operation and training early. The effectiveness of rehabilitation after cochlear implantation is improved by using hearing aids before implantation. The reason is auditory stimulate can be benefit of to deaf children. The rehabilitation speeds in the children at the age of 2 to 5 years have nothing to do with sex. Key words: cochlear implant; speech therapy; paediatric rehabilitation

3-5岁幼儿认知灵活性的发展

To test preschoolers’ development of cognitive flexibility--an ability to solve a problem in one way and to then switch solution strategies, and the mechanism involved in the development, 3-5-year-olds are asked to perform switching tasks in which the experimenter manipulates the way the stimuli are presented: consecutive or simultaneous; the way the switching happens: between dimensions or within a dimension; the conceptual domains involved: shape, color, number and direction; the specific labels used. The main results of this work are presented below: (1) 3-5-year-olds’ cognitive flexibility develops with age, yet its development is not of the same speed in extra-dimensional switch tasks and inter-dimensional reversal tasks. 3-year-olds manifest some cognitive flexibility, but their performance is significantly worse than that of 4- and 5-year-olds. For the 3-year-olds, in reversal tasks, although 80% of the children passed the post-switch phrase in color task; less then 60% children passed the post-switch phrase in shape, number and direction tasks. In extra-dimensional tasks, 3-year-olds performance is worse than that in the reversal tasks. Less than 50% of the children passed the tasks. Children’s cognitive flexibility develops fast from 3-year-olds to 4-year-olds. Both 4-year-olds and 5-year-olds demonstrate high flexibility without significant difference between them. (2) Children’s flexibility in the conceptual domains of shape, color, number and direction follows different developing patterns. In inter-dimensional reversal tasks, 3-year-olds’ performance is not the same in the 4 conceptual domains, but the difference among the domains is insignificant in 4-and-5-year-olds. In extra-dimensional switching tasks, children’s performance on the 4 domain tasks is significantly different from one another in 3-, 4-, and 5-year-olds. (3) The way the stimuli are presented affects children’s development of cognitive flexibility. In inter-dimensional reversal tasks, 3-year-olds’ performance in consecutive presentation is significantly better than that in simultaneous presentation. 4- and 5-year-olds’ performance in the 2 presentations is not significantly different from each other. In extra-dimensional switch tasks, 3-, 4-, and 5-year-olds’ performance in the consecutive presentation is not significantly better than that in the simultaneous presentation (4) 3-, 4-, and 5-year-olds’ self-issued labeling aids their performance on the switching tasks. Children’ performance in the labeling condition is significantly better than that of no labeling. (5) 3-5-year-olds’ cognitive flexibility is highly correlated with their working memory and inhibition. Children’ development of cognitive flexibility is a process that involves activation of working memory and inhibition, in which the complexity of the task also plays a role.

运动与重定向时物-我、物-物空间表征的使用

Eight experiments tested how object array structure and learning location influenced the establishing and utilization of self-to-object and object-to-object spatial representations in locomotion and reorientation. In Experiment 1 to 4, participants learned either at the periphery of or amidst regular or irregular object array, and then pointed to objects while blindfolded in three conditions: before turning (baseline), after rotating 240 degrees (updating), and after disorientation (disorientation). In Experiment 5 to 8, participants received instruction to keep track of self-to-object or object-to-object spatial representations before rotation. In each condition, the configuration error, which means the standard deviation of the means per target object of the signed pointing errors, was calculated as the index of the fidelity of representation used in each condition. Results indicate that participants form both self-to-object and object-to-object spatial representations after learning an object-array. Object-array structure influences the selection of representation during updating. By default, object-to-object spatial representation is updated when people learned the regular object-array structure, and self-to-object spatial representation is updated when people learned the irregular object array. But people could also update the other representation when they are required to do so. The fidelity of representations will confine this kind of “switch”. People could only “switch” from a low fidelity representation to a high fidelity representation or between two representations of similar fidelity. They couldn’t “switch” from a high fidelity representation to a low fidelity representation. Leaning location might influence the fidelity of representations. When people learned at the periphery of object array, they could acquire both self-to-object and object-to-object spatial representations of high fidelity. But when people learned amidst the object array, they could only acquire self-to-object spatial representation of high fidelity, and the fidelity of object-to-object spatial representation was low.