Additional pandaloid shrimps from the South China Sea (Crustacea : Decapoda : Caridea), with description of one new species

The present paper reports 22 pandaloid shrimp species from the South China Sea and its adjacent area, including two new records of the South China Sea, 14 new records of the Nanshan Islands, and one new speices. Heterocarpus chani, new species, type localities from the Philippines and Nansha Islands, is distinguished from its allied species, H. gibbosus Bate, 1888, H. tricarinatus Alcock & Anderson, 1894 and H. lepidus De Man, 1917, by the third maxilliped with a short rudimentary exopod.

弱各向异性介质中传播的地震波及其速度重建

We begin our studies to make the best of information of seismic data and carry out the description of cracks parameters by extracting anisotropic information. The researching contents are: (1) velocity and polarization anomaly of seismic wave (qP and qSV wave) in weak anisotropic media; (2) reflection seismic synthetic record in anisotropic media; (3) multiple scattering induced by cracks; (4) anisotropic structure inversion and velocity reconstruction with VSP (Vertical Seismic Profile) data; (5) multi-parameters analysis of anisotropy in time-domain and depth-domain. Then we obtain results as follows: (1) We achieve approximate relation of qP and qSV wave's velocity and polarization property in weak anisotropic media. At the same time, we calculate anisotropic velocity factors and polarization anomaly of several typical sedimentary rocks. The results show there are different anisotropic velocity factors and polarization anomaly in different rocks. It is one of the primary theoretical foundation which is expected to identify lithology; (2) We calculate reflection seismic synthetic record with theoretical model; (3) We simulate scattering induced by cracks with Boundary Element Method. Numerical studies show that in the presence of cracks; spatial and scale-length distributions are important and cannot be ignored in modeling cracked solids; (4) From traveltimes information of VSP data, we study the velocity parameter inversion of seismic wave under isotropic and anisotropic models, and its result indicate that the inversion imaging under anisotropic model will not destroy the original features of isotropic model, but it will bring on some bigger error if we adopt the method of isotropic model for anisotropic model data. Further more, basing on the study we develop the CDP mapping technology of reflecting structure under isotropic and anisotropic models, and we process real data as a trial of the methods; (5) We study the problem of initial model reconstruction of anisotropic parameters structure represented by Anderson parameter in depth domain for surface data.

各向异性介质中的地震面波和S波分裂

Surface wave propagation in the anisotropic media and S-wave splitting in China mainland are focused in this M.S. dissertation. We firstly introduced Anderson parameters in the research of surface wave propagation in the anisotropic media were deduced, respectively. By applying the given initial model to the forward calculation of Love wave, we compared dispersion curves of Love wave in the anisotropic media with the one in the isotropic media. the results show that, although the two kind of results are similar with each other, the effect of anisotropy can not be neglected. Furthermore, the variation of anisotropy factors will result in the variation of dispersion curves, especially for high-mode one. The method of grid dispersion inversion was then described for further tectonic inversion. We also deduced inversion equation on the condition that the layered media is anisotropic, and calculated the phase-velocity partial derivatives with respect to the model parameters, P- and S-wave velocities, density, anisotropic parameters for Rayleigh wave and Love wave. Having analyzed the results of phase-velocity partial derivatives, we concluded that the derivatives within each period decreased with the depth increasing, the phase-velocity of surface wave is sensitive to the S-wave velocities and anisotropic factors and is not sensitive to the densities of layers. Dispersion data of Love wave from the events occurred during the period from 1991 to 1998 around the Qinghai and Tibet Plateau, which magnitudes are more than 5.5, have been used in the grid dispersion inversion. Those data have been preprocessed and analyzed in the F-T domain. Then the results of 1°*1° grid dispersion inversion, the pure path dispersion data, in the area of Qianghai and Tibet Plateau were obtained. As an example, dispersion data have been input for the tectonic inversion in the anisotropic media, and the results of anisotropic factors under the region of Qianghai and Tibet Plateau were initially discussed. As for the other part of this dissertation. We first introduced the phenomena of S-wave splitting and the methods for calculation the splitting parameters. Then, We applied Butterworth band-pass filter to S-wave data recorded at 8 stations in China mainland, and analyzed S-wave splitting at different frequency bands. The results show the delay time and the fast polarization directions of S-wave splitting depend upon the frequency bands. There is an absence of S-wave splitting at the station of Wulumuqi (WMQ) for the band of 0.1-0.2Hz. With the frequency band broaden, the delay time of S-wave splitting decreases at the stations of Beijing (BJI), Enshi (ENH), Kunming (KMI) and Mudanjiang (MDJ); the fast polarization direction at Enshi (ENH) changes from westward to eastward, and eastward to westward at Hailaer (HIA). The variations of delay time with bands at Lanzhou (LZH) and qiongzhong (QIZ) are similar, and there is a coherent trend of fast polarization directions at BJI, KMI and MDJ respectively. Initial interpretations to the results of frequency band-dependence of S-wave splitting were also presented.

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.