一种新的光学非球面度计算方法

提出了一种新的、能完全统一二次非球面与高次非球面的非球面度计算,且能直接得出最接近球的球心位置的计算方法面积长度法.该方法的计算内涵是两条相似曲线分别与某一固定点围成的面积应相等,且两条曲线的长度应非常接近.计算实例表明该方法计算结果准确,且易于编程,运算速度快.

机器人语言研究

本文从信息控制的角度出发将机器人语言定义为能处理某些特定的“外部设备”的计算机程序设计语言。并将机器人语言成份分为两大部分,即机器人核心语言和机器人专用语言。然后分别综述了机器人专用语言和机器人核心语言的进展情况。

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.

basic research in computer science and software engineering at sklcs

The State Key Laboratory of Computer Science (SKLCS) is committed to basic research in computer science and software engineering. The research topics of the laboratory include: concurrency theory, theory and algorithms for real-time systems, formal specifications based on context-free grammars, semantics of programming languages, model checking, automated reasoning, logic programming, software testing, software process improvement, middleware technology, parallel algorithms and parallel software, computer graphics and human-computer interaction. This paper describes these topics in some detail and summarizes some results obtained in recent years.

extending the boundary of spreadsheet programming: lessons learned from chinese governmental projects

ICSE

Theoretical and experimental research on time-optimal trajectory planning and control of industrial robots

提出了一种用于工业机器人时间最优轨迹规划及轨迹控制的新方法，它可以确保在关节位移、速度、加速度以及二阶加速度边界值的约束下，机器人手部沿笛卡尔空间中规定路径运动的时间阳短。在这种方法中，所规划的关节轨迹都采用二次多项式加余弦函数的形式，不仅可以保证各关节运动的位移、速度 、加速度连续而且还可以保证各关节运动的二阶加速度连续。采用这种方法，既可以提高机器人的工作效率又可以延长机器人的工作寿命以PUMA560机器人为对象进行了计算机仿真和机器人实验，结果表明这种方法是正确的有效的。它为工业机器人在非线性运动学约束条件下的时间最优轨迹规划及控制问题提供了一种较好的解决方案。