流程企业综合集成柔性体系结构研究

本文首先论述了体系结构研究的重要性 ,简要综述了体系结构研究的 4个发展阶段 ,并提出了研究体系结构的谱系概念 .在空间结构的研究中 ,提出了 5个视图与 9种过程流的描述方法和以扁平化递阶 -分散混合集成为特征的柔性体系结构 .本文还提出了体系结构中时间结构的概念及其应用 .

面向装配作业的多机器人合作协调系统

分布、自主、协调与合作是多机器人系统的发展趋势。本文作者在研究易于协调合作的多机器人系统的基础上，采用分层递阶和多Ａｇｅｎｔ概念，构造了一个装配系统－ＭＲＯＣＡＳ系统。该系统具有任务自动建模分解，快速重组、良好柔性、友好人机界面，各机器人具有一定自主能力等特点，它实现了在较复杂环境下快速完成装配作业。

幼儿分类能力发展及促进的实验研究

Classification is a kind of basic cognitive process, and category is an important way for human beings to define the world. At the same time, categories are organized in a hierarchical way, which makes it possible for human beings to process information efficiency. For those reasons, the development of classification ability is always one of the foci in developmental psychology. By using the methods of spontaneous and trained classification of both familiar stimuli materials and artificial concepts, this research explored the 4-6 year old children's classification criteria. And by the artificial concept system formed in these classification criteria experiments, the mastery degree of class hierarchy in these young children was analyzed. The main results and conclusions are: 1) The classification ability increases quickly among kindergarteners from 4 to 6 year old: the 4 year old children seemed unable to classify objects by classificatory criteria, however, the 6 year ones had shown the ability in many experimental conditions. But the main basis of classificatory criteria in these young children, including 6 year old ones, was the functional relation of the objects but the conceptual relations, and their classification criteria was not consistent because they seem to be easily affected by experimental conditions. 2) The age of 5 is a more sensitive period of classification ability development: for the children of 5 year old, it was found that their classification ability was easily enhanced by training. The zone of proximal development in classification ability by category standard could probably lie in this period of age. 3) Knowledge is an important factor that affects young children's classification ability, meanwhile, their classification activity are affected by cognitive processing ability: young children exhibited different classification ability as they had different understanding of stimuli materials. Kindergarteners of different age were significantly different in their classification ability as the difference in cognitive processing ability, even if they had the same knowledge about the stimuli materials. 4) Different properties of class hierarchy are different in difficulty for young children: the 5-6 year old children showed that the could master the transitivity of the class hierarchy. No matter under what learning condition, they could answer most of the transitivity questions correctly and infer the property of the sub-class according to that of the super-class. The young children at 5-6 years old had mastered the branching property of class hierarchy at a relative high level, but their answers were easily affected by the hints in the questions. However, it seemed that the asymmetry of class hierarchy was difficult for young children to learn. Because young children could not understand the class inclusion relation, they always drew wrong conclusions about super-class from sub-class in their classification.