基因芯片PCR温度模糊自整定PID控制算法的研究

在核酸扩增反应仪中,基因芯片核酸扩增反应过程要求实现温度高精度快速跟踪控制,常规温控方案和算法难以实现。将模糊推理系统与常规PID控制方式相结合,采用模糊自整定PID控制算法实现了温度快速跟踪控制。实验结果表明:模糊自整定PID控制算法比常规PID算法具有更强的鲁棒性,能够克服控制对象热惯性参数时变性的影响,降低了输出温度最大超调量,提高了稳态精度。

辽东湾隐蔽油气藏地球物理识别技术研究

In China and world, more than half the recent basin discovered reserves involve lithologic hydrocarbon reservoir reserves. The major target for further hydrocarbon basin exploration is the subtle reservoir. The Liaodong Bay prospect is much important in Bohai Sea, which includes Liaoxi low uplift, Liaodong uplift, Liaoxi sag and Liaozhong sag. After dozens years’ exploration in Liaodong Bay, few unexplored big-and-middle-sized favorable structural traps are remained and most of the stock structure targets are bad for fragmentary. Thus seeking for new prospect area and making a breakthrough, have become the unique way to relieve the severe exploration condition in Liaodong Bay. Technique Route Based on the petrophysical property of target area, the seismic forward inference of typical subtle trap model is expanded with analysis of logging, seismic and geologic data. According to petrophysical characteristics and forward inference and research on seismic response of actual seismic data in target area, the optimization of geophysical technique is used in subtle trap identification and the geophysical identification technique system of subtle reservoir is formed. The Key Research ① Petrophysical Model The petrophysical parameter is the basic parameter for seismic wave simulation. The seismic response difference of rocks bearing different fluids is required. With the crossplot of log data, the influence of petrophysical parameters on rock elastic properties of target area is analyzed, such as porosity, shale index, fluid property and saturation. Based on the current research on Biot-Gassmann and Kuster-Toksoz model, the petrophysical parameter calculator program which can be used for fluid substitution is established. ② S-wave evaluation based on conventional log data The shear velocity is needed during forward inference of AVO or other elastic wave field. But most of the recent conventional log data is lack of shear wave. Thus according to the research on petrophysical model, the rock S-wave parameter can be evaluated from conventional log data with probability inverse method. ③ AVO forward modeling based on well data For 6 wells in JZ31-6 block and 9 wells in LD22-1 block, the AVO forward modeling recording is made by log curve. The classification of AVO characteristics in objective interval is made by the lithologic information. ④ The 2D parameter model building and forward modeling of subtle hydrocarbon trap in target area. According to the formation interpretation of ESS03D seismic area, the 2D parameter model building and seismic wave field forward modeling are carried on the given and predicted subtle hydrocarbon trap with log curve. ⑤ The lithology and fluid identification of subtle trap in target area After study the seismic response characteristics of lithology and fluid in given target area, the optimization of geophysical technique is used for lithology identification and fluid forecast. ⑥The geophysical identification technique system of subtle reservoir The Innovative Points of this Paper ① Based on laboratory measurement and petrophysical model theory, the rock S-wave parameter can be evaluated from conventional log data with probability inverse method. Then the fluid substitution method based on B-G and K-T theory is provided. ② The method and workflow for simulating seismic wave field property of subtle hydrocarbon trap are established based on the petrophysical model building and forward modeling of wave equation. ③ The description of subtle trap structural feature is launched. According to the different reflection of frequency wave field structural attribute, the fluid property of subtle trap can be identified by wave field attenuation attribute and absorption analysis. ④ It’s the first time to identify subtle trap by geophysical technique and provide exploration drilling well location. ⑤ The technique system of subtle reservoir geophysical identification is formed to provide available workflow and research ideas for other region of interest.

地震波谱元法数值模拟和偏移研究

With the development of both seismic theory and computer technology, numerical modeling technology of seismic wave has achieved great advancement during the past half century. The current methods under development include finite differentiation method (FDM), finite element method (FEM), pseudospectral method (PSM), integral equation method (IEM) and spectral element method (SEM). They exert their very important roles in every corner of seismology and seismic prospecting. Large quantity of researches towards spectral element method in the end of last century bring this method to a new era, which results in perfect solution of many difficult problems. However, parts of posterior works such as seismic migration and inversion which base on spectral element method have never been studied widely at least up to the present whereas are of importance to seismic imaging and seismic wave propagation. Based on previous work, this paper uses spectral element method to investigate the characteristics and laws of the seismic wave propagation in isotropic and anisotropic media. By thoroughly studying this high-accuracy method, we implement a kind of reverse-time pre- and post-stack migration based on SEM. In order to verify the validity of the SEM method, we have simulated the propagation of seismic wave in several different models. The simulation results show that: (1) spectral element method can be used to model any complex models and the computational results are comparable with the expected results and the analytic results; (2) the optimum accuracy can be achieved when the rank is between 4 and 9. When it is below 4, the dispersion may occur; and when it is above 9, the time step-length will be changed accordingly with the reducing space step-length in order to keep the computation stability. This will exponentially increase the computation time and at the same time the memory even if simulating the same media. This paper also applies explosive reflection surface imaging technology, time constancy principle of wave-filed extrapolation and least travetime raytracing technology of surface source to SEM pre- and post-stack migration of isotropic and anisotropic media. All imaging results derived by the above methods agree well with the real geological models and the position of interface and inflexions can also return to their right location well. This indicates that the method proposed in this paper is a kind of technology with high accuracy and robust stability. It can serve as an alternative method in real seismic data processing. All these work can boost the development of high-accuracy seismic imaging, and therefore have significant inference value.

地震层析成像与天山地区的壳幔深部结构研究

The Tien Shan is the most prominent intracontinental mountain belt on the earth. The active crustal deformation and earthquake activities provide an excellent place to study the continental geodynamics of intracontinental mountain belt. The studies of deep structures in crust and upper mantle are significantly meaningful for understanding the geological evolution and geodynamics of global intracontinental mountain belts. This dissertation focuses on the deep structures and geodynamics in the crust and upper mantle in the Tien Shan mountain belt. With the arrival time data from permanent and temporal seismic stations located in the western and central Tien Shan, using seismic travel time tomographic method, we inversed the P-wave velocity and Vp/Vs structures in the crust and uppermost mantle, the Pn and Sn velocities and Pn anisotropic structures in the uppermost mantle, and the P-wave velocity structures in the crust and mantle deep to 690km depth beneath the Tien Shan. The tomographic results suggest that the deep structures and geodynamics have significant impacts not only on the deformations and earthquake activities in the crust, but also on the mountain building, collision, and dynamics of the whole Tien Shan mountain belt. With the strongly collision and deformations in the crust, the 3-D P-wave velocity and Vp/Vs ratio structures are highly complex. The Pn and Sn velocities in the uppermost mantle beneath the Tien Shan, specially beneath the central Tien Shan, are significantly lower than the seismic wavespeed beneath geological stable regions. We infer that the hot upper mantle from the small-scale convection could elevate the temperature in the lower crust and uppermost mantle, and partially melt the materials in the lower crust. The observations of low P-wave and S-wave velocities, high Vp/Vs ratios near the Moho and the absences of earthquake activities in the lower crust are consistent with this inference. Based on teleseismic tomography images of the upper mantle beneath the Tien Shan, we infer that the lithosphere beneath the Tarim basin has subducted under the Tien Shan to depths as great as 500 km. The lithosphere beneath the Kazakh shield may have subducted to similar depths in the opposite direction, but the limited resolution of this data set makes this inference less certain. These images support the plate boundary model of converge for the Tien Shan, as the lithospheres to the north and south of the range both appear to behave as plates.

3-7岁儿童对情景化习俗道义情境中社会行为的认知发展

Children’s understanding of deontic rules and theory of mind (ToM) were the two research domains for children’s social cognition. It was significant for understanding children’s social cognition to combine the researches in the two domains. Children at 3, 5 and 7years were required to answer three questions according to the stories which happened in children’s familiar context. The three questions were designed to address the three problems:⑴Development of 3-7-Year-old children’s understanding about how the deontic rules were enacted or changed.⑵ Development of 3-7-Year-old children’s understanding about that the deontic rules and the actor’s mental states could impact on his behaviors.⑶ Development of 3-7-Year-old children’s capacity to integrate the deontic rules and mental state to evaluate the actor’s behavior. The results showed that: ① The 3-7-Year-old children had known that deontic rules were established by the authority’s speech act. But there were still some irrelevant factors which influenced the children’s judgments, such as the authority’s desire. ② The children gradually recognized the relationship between actors should do something and they will do the same thing. 3-year-old children could recognize such relationship in a way, but their predictions were usually influenced by some irrelevant factors. The children at 5 and 7 years old understood this relationship more steady. ③ In deontic context, more and more children predicted the actors’ behaviors according to the actors’ mental states as they grown up. The ratio that the 3-7-Year-old children predicted the actors’ behavior according to their false belief about the deontic rules was smaller in deontic context compared with the children’s performance in traditional false belief task. This maybe indicated that the deontic context influenced the children’s inference stronger than the physical context. ④ When they could get the actors’ desires and the deontic rules, all the children could predict the actors’ behaviors according to their desires, but not the deontic rules. It meant that all the children could understand that the actors’ desire mediated between the deontic rules and their behaviors. But when the actors wanted to transgress the deontic rules, all the children’s predications became less accurate. ⑤ When they assigned criticism, more and more children could discriminate different behaviors as a result of diverse mental states although they all transgressed the deontic rules. But the most part of children overweighed the deontic rules but overlooked the actors’ mental state about the deontic rules; their criticism to behaviors which transgressed the deontic rules just differ in quantity according to diverse mental states, that is: if the actors known the rules or want to transgress the rules, then punished more, and if the actors didn’t know the rules or transgress the rules accidentally, then punished a little.

学前儿童朴素生物学“理论”的发展——对“生长”认知的实验研究

There is a debate in cognitive development theory on whether cognitive development is general or specific. More and more researchers think that cognitive development is domain specific. People start to investigate preschoolers' native theory of human being's basic knowledge systems. Naive biology is one of the core domains. But there is argument whether there is separate native biological concepts among preschoolers. The research examined preschoolers' cognitive development of naive biological theory on two levels which is "growth" and "aliveness", and it also examined individual difference and factors that lead to the difference. Three studies were designed. Study 1 was to study preschoolers' cognition on growth, which is a basic trait of living things, and whether children can distinguish living and non-living things with the trait and understanding the causality. Study 2 was to investigate preschoolers' distinction between living things and non-living things from an integrated level. Study 3 was to investigate how children make inferences to unfamiliar things with their domain specific knowledge. The results showed the following: 1. Preschoolers gradually developed naive theory of biology on growth level, but their naive theory on integrated level has not developed. 2 Preschoolers' naive theory of biology is not "all or none", 4- and 5-year-old children showed some distinction between living and non-living things to some extent, they use non-intentional reason to explain the cause of growth and their explanation showed coherence. But growth has not been a criteria of ontological distinction of living and non-living things for 4- and 5-year-old children, most 6-year-old children can distinguish between living and non-living things, and these show the developing process of biological cognition. 3. Preschoolers' biological inference is influenced by their domain-specific knowledge, whether they can make inference to new trait of living things depends on whether they have specific knowledge. In the deductive task, children use their knowledge to make inference to unfamiliar things. 4-year-olds use concrete knowledge more often while the 6-year-old use generalized knowledge more frequency. 4. Preschoolers' knowledge grow with age, but individuals' cognitive development speed at different period. Urban and rural educational background affect cognitive performance. As time goes by, the urban-rural knowledge difference to distinguish living and nonliving things reduces. And preschoolers' are at the same developmental stage because the three age groups have similar causal explanation both in quantity and quality. 5. There is intra-individual difference on preschoolers' naive biological cognition. They show different performance on different tasks and domains, and their cognitive development is sequential, they understand growth earlier than they understand "alive", which is an integrated concept. The intra-individual differences decrease with age.

小学儿童空间物体位置编码的实验研究

As a key issue in spatial cognitive developmental research, the coding of object location plays an important role in children's cognitive development. The development of location coding is a precondition for children's adaptation to their environments, and the development of corresponding ability could enhance children's adaptation ability and improve their synthetic diathesis. In this paper, under the improved paradigm of object searching, 7-, 9- and 11-year-olds of urban primary school students were involved in two studies including the total of four experiments. The children were examined upon the ability to encode target location in terms of the distance between two landmarks, three points on a line, the intersection of two lines, or the corresponding points on two parallel lines. The experiments were designed to explore the primary school children's cognitive developmental process upon spatial object location and the correlative restricting factors. From the studies, the following conclusions were drawn: 1)The ability of 7-year-olds to represent target location in terms of the relationships of points and lines is in the inceptive stage and appears unstable. Meanwhile, the same ability of 9-year-olds is in a state of fast developing. The 9-year-olds' performance depends on how difficult the task is. It is stable when task is easy while unstable when task becomes difficult. The ability of 11-year-olds reaches much-developed state and the group's performance is independent of the difficulty of tasks. 2) The correlate coefficient is significant between Raven Standard Inference ability levels and the performance of representing target location in terms of the relationships of points. Those children with good performance in Raven Standard Inference Test have good performance in target location coding. The case is true for all different age groups. As of the task in terms of the relationships of lines, the correlate coefficient between Raven Standard Inference ability levels and children's performance of representing target location is found significant only for the 7-year-olds' group. The case is not true for the groups of 9- and 11-year-olds. It is also found that the correlate coefficient is significant between the sum of performance and Raven Standard Inference ability levels, and that is true for all age groups. 3) Effects from task variable exist upon children's above-mentioned cognitive performance. The effects are different according to different difficulty levels of tasks. Also, they are different according to the different ages. 4) The subjects who failed in the 'no cues for encoding given' situation were able to improve their performances when the cues of encoding were given. Therefore it is possible to improve the primary school children's corresponding cognitive performance by providing the cues of encoding. 5) Two kinds of efficient strategies were used to solve the problem. They are trial-comparison strategy and anticipation-directed strategy.

相同知识背景下技能之间迁移机制的研究

Since the middle of 1980's, the mechanisms of transfer of training between cognitive subskills rest on the same body of declarative knowledge has been highly concerned. The dominant theory is theory of common element (Singley & Anderson, 1989) which predict that there will be little or no transfer between subskills within the same domain when knowledge is used in different ways, even though the subskills might rest on a common body of declarative knowledge. This idea is termed as "principle of use specificity of knowledge" (Anderson, 1987). Although this principle has gained some empirical evidence from different domains such as elementary geometry (Neves & Anderson, 1981) and computer programming (McKendree & Anderson, 1987), it is challenged by some research (Pennington et al., 1991; 1995) in which substantially larger amounts of transfer of training was found between substills that rest on a shared declarative knowledge but share little procedures (production rules). Pennington et al. (1995) provided evidence that this larger amounts of transfer are due to the elaboration of declarative knowledge. Our research provide a test of these two different explanation, by considering transfer between two subskills within the domain of elementary geometry and elementary algebra respectively, and the inference of learning method ("learning from examples" and "learning from declarative-text") and subject ability (high, middle, low) on the amounts of transfer. Within the domain of elementary geometry, the two subskills of generating proofs" (GP) and "explaining proofs" (EP) which are rest on the declarative knowledge of "theorems on the characters of parallelogram" share little procedures. Within the domain of elementary algebra, the two subskills of "calculation" (C) and "simplification" (S) which are rest on the declarative knowledge of "multiplication of radical" share some more procedures. The results demonstrate that: 1. Within the domain of elementary geometry, although little transfer was found between the two subskills of GP and EP within the total subjects, different results occurred when considering the factor of subject's ability. Within the high level subjects, significant positive transfer was found from EP to GP, while little transfer was found on the opposite direction (i. e. from GP to EP). Within the low level subjects, significant positive transfer was found from EP to GP, while significant negative transfer was found on the opposite direction. For the middle level subject, little transfer was found between the two subskills. 2. Within the domain of elementary algebra, significant positive transfer was found from S to C, while significant negative transfer was found on the opposite direction (i. e. from C to S), when considering the total subjects. The same pattern of transfer occurred within the middle level subjects and low level subject. Within the high level subjects, no transfer was found between the two subskills. 3. Within theses two domains, different learning methods yield little influence on transfer of training between subskills. Apparently, these results can not be attributed to either common procedures or elaboration of declarative knowledge. A kind of synthetic inspection is essential to construct a reasonable explanation of these results which should take into account the following three elements: (1) relations between the procedures of subskills; (2) elaboration of declarative knowledge; (3) elaboration of procedural knowledge. 排Excluding the factor of subject, transfer of training between subskills can be predicted and explained by analyzing the relations between the procedures of two subskills. However, when considering some certain subjects, the explanation of transfer of training between subskills must include subjects' elaboration of declarative knowledge and procedural knowledge, especially the influence of the elaboration on performing the other subskill. The fact that different learning methods yield little influence on transfer of training between subskills can be explained by the fact that these two methods did not effect the level of declarative knowledge. Protocol analysis provided evidence to support these hypothesis. From this research, we conclude that in order to expound the mechanisms of transfer of training between cognitive subskills rest on the same body of declarative knowledge, three elements must be considered synthetically which include: (1) relations between the procedures of subskills; (2) elaboration of declarative knowledge; (3) elaboration of procedural knowledge.

印象形成中同化和对比效应研究

Impression formation is an important aspect of person perception and has important interpersonal consequences. There are assimilation and contrast effects in impression formation and is still considerable debate regarding the best way to account for them. This present research used trait-implying sentences as priming materials, trait inferences sever as self-generated primes, examined the effect of different trait knowledge in assimilation and contrast effects. Experiment 1 determined the priming and target stimuli of this research by pretest. In experiment 2, participants read trait-implying sentences and resulted in trait inference as self-generated primes, examined the influence of trait activation on impression formation. The results indicated that participants instructed to memorize trait-implying sentences showed assimilation effect, whereas participants instructed to form impression from trait-implying sentences showed contrast effect. Difference to previous studies that emphasized the impact of awareness of the prime in impression formation, this research paid attention to the impact of different trait knowledge that resulted from trait inference. Experiment 3 studied the influence of actor salience on impression formation. The results indicated that when trait-implying sentences that described actors with names and were accompanied with photos of the actors, participants showed contrast under both memorization and impression instructions. Experiment 4 studied the influence of attribution context on assimilation and contrasts. The results showed that contrast ensued when trait-implying sentences were accompanied with the information that suggested a person attribution, whereas assimilation ensued when that information suggested a situation attribution, independent of processing goals. Experiment 5 made a direct test of the effect of different trait knowledge in impression formation. The results discovered that when abstract trait concepts were activated they act as a general interpretation frame in encoding stage, whereas when specific actor-trait links were activated, the activated information is likely to be used as a comparative standard in judgment stage. All studied indicated that there are two types of activated trait knowledge in trait inference: abstract trait concepts versus specific actor-trait links. When trait inference activated abstract trait concepts, the activated information serves as interpretation frame and lead to assimilation effect during impression formation, when trait inference activated specific actor-trait links, the activated information is more likely to be used as a comparative standards and resulted in contrast effects. These findings have important implications for understanding the mechanism of impression formation and practical values for interpersonal communication.