(8)The core features of CSCL_ Social situation, collaborative knowledge processes and their design
- 格式:pdf
- 大小:65.18 KB
- 文档页数:8
Introduction to Artificial Intelligence智慧树知到课后章节答案2023年下哈尔滨工程大学哈尔滨工程大学第一章测试1.All life has intelligence The following statements about intelligence arewrong()A:All life has intelligence B:Bacteria do not have intelligence C:At present,human intelligence is the highest level of nature D:From the perspective of life, intelligence is the basic ability of life to adapt to the natural world答案:Bacteria do not have intelligence2.Which of the following techniques is unsupervised learning in artificialintelligence?()A:Neural network B:Support vector machine C:Decision tree D:Clustering答案:Clustering3.To which period can the history of the development of artificial intelligencebe traced back?()A:1970s B:Late 19th century C:Early 21st century D:1950s答案:Late 19th century4.Which of the following fields does not belong to the scope of artificialintelligence application?()A:Aviation B:Medical C:Agriculture D:Finance答案:Aviation5.The first artificial neuron model in human history was the MP model,proposed by Hebb.()A:对 B:错答案:错6.Big data will bring considerable value in government public services, medicalservices, retail, manufacturing, and personal location services. ()A:错 B:对答案:对第二章测试1.Which of the following options is not human reason:()A:Value rationality B:Intellectual rationality C:Methodological rationalityD:Cognitive rationality答案:Intellectual rationality2.When did life begin? ()A:Between 10 billion and 4.5 billion years B:Between 13.8 billion years and10 billion years C:Between 4.5 billion and 3.5 billion years D:Before 13.8billion years答案:Between 4.5 billion and 3.5 billion years3.Which of the following statements is true regarding the philosophicalthinking about artificial intelligence?()A:Philosophical thinking has hindered the progress of artificial intelligence.B:Philosophical thinking has contributed to the development of artificialintelligence. C:Philosophical thinking is only concerned with the ethicalimplications of artificial intelligence. D:Philosophical thinking has no impact on the development of artificial intelligence.答案:Philosophical thinking has contributed to the development ofartificial intelligence.4.What is the rational nature of artificial intelligence?()A:The ability to communicate effectively with humans. B:The ability to feel emotions and express creativity. C:The ability to reason and make logicaldeductions. D:The ability to learn from experience and adapt to newsituations.答案:The ability to reason and make logical deductions.5.Which of the following statements is true regarding the rational nature ofartificial intelligence?()A:The rational nature of artificial intelligence includes emotional intelligence.B:The rational nature of artificial intelligence is limited to logical reasoning.C:The rational nature of artificial intelligence is not important for itsdevelopment. D:The rational nature of artificial intelligence is only concerned with mathematical calculations.答案:The rational nature of artificial intelligence is limited to logicalreasoning.6.Connectionism believes that the basic element of human thinking is symbol,not neuron; Human's cognitive process is a self-organization process ofsymbol operation rather than weight. ()A:对 B:错答案:错第三章测试1.The brain of all organisms can be divided into three primitive parts:forebrain, midbrain and hindbrain. Specifically, the human brain is composed of brainstem, cerebellum and brain (forebrain). ()A:错 B:对答案:对2.The neural connections in the brain are chaotic. ()A:对 B:错答案:错3.The following statement about the left and right half of the brain and itsfunction is wrong ().A:When dictating questions, the left brain is responsible for logical thinking,and the right brain is responsible for language description. B:The left brain is like a scientist, good at abstract thinking and complex calculation, but lacking rich emotion. C:The right brain is like an artist, creative in music, art andother artistic activities, and rich in emotion D:The left and right hemispheres of the brain have the same shape, but their functions are quite different. They are generally called the left brain and the right brain respectively.答案:When dictating questions, the left brain is responsible for logicalthinking, and the right brain is responsible for language description.4.What is the basic unit of the nervous system?()A:Neuron B:Gene C:Atom D:Molecule答案:Neuron5.What is the role of the prefrontal cortex in cognitive functions?()A:It is responsible for sensory processing. B:It is involved in emotionalprocessing. C:It is responsible for higher-level cognitive functions. D:It isinvolved in motor control.答案:It is responsible for higher-level cognitive functions.6.What is the definition of intelligence?()A:The ability to communicate effectively. B:The ability to perform physicaltasks. C:The ability to acquire and apply knowledge and skills. D:The abilityto regulate emotions.答案:The ability to acquire and apply knowledge and skills.第四章测试1.The forward propagation neural network is based on the mathematicalmodel of neurons and is composed of neurons connected together by specific connection methods. Different artificial neural networks generally havedifferent structures, but the basis is still the mathematical model of neurons.()A:对 B:错答案:对2.In the perceptron, the weights are adjusted by learning so that the networkcan get the desired output for any input. ()A:对 B:错答案:对3.Convolution neural network is a feedforward neural network, which hasmany advantages and has excellent performance for large image processing.Among the following options, the advantage of convolution neural network is().A:Implicit learning avoids explicit feature extraction B:Weight sharingC:Translation invariance D:Strong robustness答案:Implicit learning avoids explicit feature extraction;Weightsharing;Strong robustness4.In a feedforward neural network, information travels in which direction?()A:Forward B:Both A and B C:None of the above D:Backward答案:Forward5.What is the main feature of a convolutional neural network?()A:They are used for speech recognition. B:They are used for natural languageprocessing. C:They are used for reinforcement learning. D:They are used forimage recognition.答案:They are used for image recognition.6.Which of the following is a characteristic of deep neural networks?()A:They require less training data than shallow neural networks. B:They havefewer hidden layers than shallow neural networks. C:They have loweraccuracy than shallow neural networks. D:They are more computationallyexpensive than shallow neural networks.答案:They are more computationally expensive than shallow neuralnetworks.第五章测试1.Machine learning refers to how the computer simulates or realizes humanlearning behavior to obtain new knowledge or skills, and reorganizes the existing knowledge structure to continuously improve its own performance.()A:对 B:错答案:对2.The best decision sequence of Markov decision process is solved by Bellmanequation, and the value of each state is determined not only by the current state but also by the later state.()A:对 B:错答案:对3.Alex Net's contributions to this work include: ().A:Use GPUNVIDIAGTX580 to reduce the training time B:Use the modified linear unit (Re LU) as the nonlinear activation function C:Cover the larger pool to avoid the average effect of average pool D:Use the Dropouttechnology to selectively ignore the single neuron during training to avoid over-fitting the model答案:Use GPUNVIDIAGTX580 to reduce the training time;Use themodified linear unit (Re LU) as the nonlinear activation function;Cover the larger pool to avoid the average effect of average pool;Use theDropout technology to selectively ignore the single neuron duringtraining to avoid over-fitting the model4.In supervised learning, what is the role of the labeled data?()A:To evaluate the model B:To train the model C:None of the above D:To test the model答案:To train the model5.In reinforcement learning, what is the goal of the agent?()A:To identify patterns in input data B:To minimize the error between thepredicted and actual output C:To maximize the reward obtained from theenvironment D:To classify input data into different categories答案:To maximize the reward obtained from the environment6.Which of the following is a characteristic of transfer learning?()A:It can only be used for supervised learning tasks B:It requires a largeamount of labeled data C:It involves transferring knowledge from onedomain to another D:It is only applicable to small-scale problems答案:It involves transferring knowledge from one domain to another第六章测试1.Image segmentation is the technology and process of dividing an image intoseveral specific regions with unique properties and proposing objects ofinterest. In the following statement about image segmentation algorithm, the error is ().A:Region growth method is to complete the segmentation by calculating the mean vector of the offset. B:Watershed algorithm, MeanShift segmentation,region growth and Ostu threshold segmentation can complete imagesegmentation. C:Watershed algorithm is often used to segment the objectsconnected in the image. D:Otsu threshold segmentation, also known as themaximum between-class difference method, realizes the automatic selection of global threshold T by counting the histogram characteristics of the entire image答案:Region growth method is to complete the segmentation bycalculating the mean vector of the offset.2.Camera calibration is a key step when using machine vision to measureobjects. Its calibration accuracy will directly affect the measurementaccuracy. Among them, camera calibration generally involves the mutualconversion of object point coordinates in several coordinate systems. So,what coordinate systems do you mean by "several coordinate systems" here?()A:Image coordinate system B:Image plane coordinate system C:Cameracoordinate system D:World coordinate system答案:Image coordinate system;Image plane coordinate system;Camera coordinate system;World coordinate systemmonly used digital image filtering methods:().A:bilateral filtering B:median filter C:mean filtering D:Gaussian filter答案:bilateral filtering;median filter;mean filtering;Gaussian filter4.Application areas of digital image processing include:()A:Industrial inspection B:Biomedical Science C:Scenario simulation D:remote sensing答案:Industrial inspection;Biomedical Science5.Image segmentation is the technology and process of dividing an image intoseveral specific regions with unique properties and proposing objects ofinterest. In the following statement about image segmentation algorithm, the error is ( ).A:Otsu threshold segmentation, also known as the maximum between-class difference method, realizes the automatic selection of global threshold T by counting the histogram characteristics of the entire imageB: Watershed algorithm is often used to segment the objects connected in the image. C:Region growth method is to complete the segmentation bycalculating the mean vector of the offset. D:Watershed algorithm, MeanShift segmentation, region growth and Ostu threshold segmentation can complete image segmentation.答案:Region growth method is to complete the segmentation bycalculating the mean vector of the offset.第七章测试1.Blind search can be applied to many different search problems, but it has notbeen widely used due to its low efficiency.()A:错 B:对答案:对2.Which of the following search methods uses a FIFO queue ().A:width-first search B:random search C:depth-first search D:generation-test method答案:width-first search3.What causes the complexity of the semantic network ().A:There is no recognized formal representation system B:The quantifiernetwork is inadequate C:The means of knowledge representation are diverse D:The relationship between nodes can be linear, nonlinear, or even recursive 答案:The means of knowledge representation are diverse;Therelationship between nodes can be linear, nonlinear, or even recursive4.In the knowledge graph taking Leonardo da Vinci as an example, the entity ofthe character represents a node, and the relationship between the artist and the character represents an edge. Search is the process of finding the actionsequence of an intelligent system.()A:对 B:错答案:对5.Which of the following statements about common methods of path search iswrong()A:When using the artificial potential field method, when there are someobstacles in any distance around the target point, it is easy to cause the path to be unreachable B:The A* algorithm occupies too much memory during the search, the search efficiency is reduced, and the optimal result cannot beguaranteed C:The artificial potential field method can quickly search for acollision-free path with strong flexibility D:A* algorithm can solve theshortest path of state space search答案:When using the artificial potential field method, when there aresome obstacles in any distance around the target point, it is easy tocause the path to be unreachable第八章测试1.The language, spoken language, written language, sign language and Pythonlanguage of human communication are all natural languages.()A:对 B:错答案:错2.The following statement about machine translation is wrong ().A:The analysis stage of machine translation is mainly lexical analysis andpragmatic analysis B:The essence of machine translation is the discovery and application of bilingual translation laws. C:The four stages of machinetranslation are retrieval, analysis, conversion and generation. D:At present,natural language machine translation generally takes sentences as thetranslation unit.答案:The analysis stage of machine translation is mainly lexical analysis and pragmatic analysis3.Which of the following fields does machine translation belong to? ()A:Expert system B:Machine learning C:Human sensory simulation D:Natural language system答案:Natural language system4.The following statements about language are wrong: ()。
第一章测试1.Which is NOT the main part of computer ( )A:I/O equipmentB:CacheC:CPUD:memory答案:B2.Which symbol can be used for comments in Python ( )A:#B:“C://D:!答案:AB3.The integrated development tool built into Python is ( ).A:JupyterB:PycharmC:IDLED:Vs code答案:C4.Which is the correct operator for power(Xy)? ( )A:X^yB:None of the mentionedC:X yD:X^^y答案:C**5.Which of the following is incorrect? ( )A:float(“3+5”)B:float(“3”)C:float(4.2)D:float(3)答案:A第二章测试1.Which of the following is an invalid variable? ( )A:1st_stringB:my_string_1C:_D:foo答案:A2.What will be the output of the following Python code ? not(10<20) andnot(10>30) ( )A:ErrorB:TrueD:No output答案:C3.Which one will return error when accessing the list ‘l’ with 10 elements. ( )A:l[0]B:l[-10]C:l[10]D:l[-1]答案:C4.What will be the output of the following Python code?lst=[3,4,6,1,2]lst[1:2]=[7,8]print(lst) ( )A:Syntax errorB:[3,4,6,7,8]C:[3, 7, 8, 6, 1, 2]D:[3,[7,8],6,1,2]答案:C5.Which of the following operations will rightly modify the value of theelement? ( )答案:D6.The following program input data: 95, the output result is? ( )A:none of the mentionedB:Please enter your score: 95Your ability exceeds 85% of people!C:Please enter your score: 95Awesome!D:Please enter your score: 95Awesome!Your ability exceeds 85% of people!答案:D第三章测试1.Which one description of condition in the followings is correct? ( )A:The condition 24<=28<25 is legal, and the output is FalseB:The condition 35<=45<75 is legal, and the output is FalseC:The condition 24<=28<25 is illegalD:The condition 24<=28<25 is legal, and the output is True答案:A2.The output of the following program is? ( )A:PythonB:NoneC:pythonD:t答案:B3. for var in ___: ( )A:range(0,10)B:13.5C:[1,2,3]答案:B4.After the following program is executed, the value of s is?( )A:19B:47C:46D:9答案:D5.Which is the output of the following code?a = 30b = 1if a >=10:a = 20elif a>=20:a = 30elif a>=30:b = aelse:b = 0print(“a=”,a,“b=”,b) ()A:a=20, b=20B:a=30, b=30C:a=20, b=1D:a=30, b=1答案:C第四章测试1.Which keyword is used to define a function in Python? ( )A:funB:defineC:defD:function答案:C2.What will be the output of the following Python code? ( )A: x is 50Changed local x to 2x is now 50B:x is 50Changed local x to 2x is now 100C:None of the mentionedD:x is 50Changed local x to 2x is now 2答案:A3.Which are the advantages of functions in Python? ( )A:Improving clarity of the codeB:Reducing duplication of codeC:Easier to manage the codeD:Decomposing complex problems into simpler pieces答案:ABCD4.How does the variable length argument specified in the function heading? ( )A:one star followed by a valid identifierB:two stars followed by a valid identifierC:one underscore followed by a valid identifierD:two underscores followed by a valid identifier答案:A5.What will be the output of the following Python code? list(map((lambdax:x2), filter((lambda x:x%2==0), range(10)))) ( )A:[0, 1, 2, 3, 4, 5, 6, 7, 8, 9]C:[0, 4, 16, 36, 64]D:No output答案:C**第五章测试1.Which of the following statements cannot create a demo.txt file? ( )A:f = open(“demo.txt”, “w”)B:f = open(“demo.txt”, “r”)C:f = open(“demo.txt”, “x”)D:f = open(“demo.txt”, “a”)答案:B2.After executing the following procedure, what content will be saved in thefile?file=open(‘test.txt’, ‘wt+’)file.write(‘helloSCUT’)file.close()file=open(‘test.txt’, ‘at+’)file.write(‘hello world’)file.close() ( )A:hello SCUThello worldB:hello SCUT hello worldC:hello SCUT worldD:hello world答案:A3.Which function is not the way Python reads files. ( )A:readlines()B:readline()C:read()D:readtext()答案:D4.How to rename a file in Python? ( )A:os.rename(fp, new_name)B:os.set_name(existing_name, new_name)C:os.rename(existing_name, new_name)D: = ‘new_name.txt’答案:C5.What is the usage of tell() function in Python? ( )A:tells you the current position within the fileB:tells you the end position within the fileC:none of the mentionedD:tells you the file is opened or not答案:A第六章测试1.What will be the output of the following Python code? ( )A:Reports error as one argument is required while creating the objectB:Runs normally, doesn’t display anythingC:Reports error as display function requires additional argumentD:Displays 0, which is the automatic default value答案:A2.What will be the output of the following Python code? ( )A:ErrorB:‘Old’C:Nothing is printedD:‘New’答案:B3.What will be the output of the following Python code? ( )A:mainB:Exception is thrownC:DemoD:test答案:A4.Which one of the followings is not correct about Class hierarchy? ( )A:Subclass can not add more behavior/methodsB:Subclass can override the methods inherited from superclassC:Subclass can have methods with same name as superclassD:Subclass can inherit all attributes from superclass答案:A5.What will be the output of the following Python code? ( )A:Error because class B inherits A but variable x isn’t inheritedB:0 1C:0 0D:Error, the syntax of the invoking method is wrong答案:B第七章测试1.Numpy is a third party package for ____ in Python? ( )A:Lambda functionB:ArrayC:FunctionD:Type casting答案:B2.How to convert a Numpy array to a list in Python? ( )A:array.listB:list.arrayC:list(array)D:list.append(array)答案:C3.Which keyword is used to access the Numpy package in Python? ( )A:loadB:importC:fromD:fetch答案:B4.Which one is correct syntax for the ‘reshape()’ function in Numpy? ( )A:array.reshape(shape)B:reshape(shape,array)C:reshape(shape)D:reshape(array,shape)答案:D5.What will be the output for the following code? import numpy as np a =np.array([1, 2, 3], dtype = complex) print(a) ( )A:[[ 1.+0.j, 2.+0.j, 3.+0.j]]B:[ 1.+0.j]C:ErrorD:[ 1.+0.j, 2.+0.j, 3.+0.j]答案:D第八章测试1.Which one isn’t the method of Image.transpose? ( )A:TRANSPOSEB:FLIP_LEFT_RIGHTC:ROTATE_90D:STRETCH答案:D2.Which one isn’t the method of ImageFilter? ( )A:ImageFilter.DETAILB:ImageFilter.BLURC:ImageFilter.EDGE_ENHANCED:ImageFilter.SHARP答案:D3.Which one is attribute of image? ( )A:modeB:sizeC:colorD:format答案:ABD4.Which operation can be used to set the picture to a given size? ( )A:resize()B:crop()C:thumbnail()D:transpose()答案:A5.What is the effect of ImageFilter. CONTOUR? ( )A:Blur the pictureB:Sharp the imageC:Smooth the pictureD:Extract lines in the picture 答案:D。
语言学教程(第四版)练习-第4章Chapter Four From Word to TextI. Mark the choice that best completes the statement.1.Which of the following term does NOT mean the same as the relation of substitutability ?A. Associative relationB. Paradigmatic relationC. Vertical relationD. Horizontal relation2. Clauses can be used as subordinate constituents and the three basic types of subordinate clauses are complement clauses, adjuncts clauses and _______.A. relative clausesB. adverbial clausesC. coordinate clausesD. subordinate clauses3. Names of the syntactic functions are expressed in all the following terms EXCEPT ______.A. subjects and objectsB. objects and predicatorsC. modifiers and complementsD. endocentric and exocentric4. In English, case is a special form of the noun which frequently corresponds toa combination of perception and noun and it is realized in all the following channels EXCEPT _______.A. inflectionB. following a prepositionC. word orderD. vertical relation5. In English, theme and rheme are often expressed by _____ and ____.A. subject; objectB. subject; predicateC. predicate; objectD. object; predicate6. Phrase structure rules have _____ properties.A. recursiveB. grammaticalC. socialD. functional7. Which of the following is NOT among the three basic ways to classify languages in the world ?A. Word orderB. Genetic classificationC. Areal classificationD. Social classification8. The head of the phrase the city Rome is ______.A. the cityB. RomeC. cityD. the city Rome9. The phrase on the shelf belongs to ______ construction.A. endocentricB. exocentricC. subordinateD. coordinate10. The sentence They were wanted to remain quiet and not to expose themselves isa _____ sentence.A. simpleB. coordinateC. compoundD. complexII. Mark the following statements with “T” if they are true or “F” if they are false.1.The relation of co-occurrence partly belong to syntagmatic relations, partlyto paradigmatic relations.2.One property coordination reveals is that there is a limit on the number ofcoordinated categories that can appear prior to the conjunction.3.According to Standard Theory of Chomsky, deep structure contain all theinformation necessary for the semantic interpretation of sentences.4.In English, the object is recognized by tracing its relation to word order andby inflections of pronouns.5.Classes and functions determine each other, but not in any one-to-onerelation.ually noun phrases, verb phrases and adverbial phrases belong toendocentric types of constriction.7.In English the subject usually precedes the verb and the direct object usuallyfollows the verb.8.In the exocentric construction John kicked the ball, neither constituent standsfor the verb-object sequence.9. A noun phrase must contain a noun, but other elements are optional.10.In a coordinate sentence, two (or more) S constituents occur as daughters andco-heads of a higher S.III. Fill in each of the following blanks with an appropriate word. The first letter of the word is already given.1.The subordinate constituents are words which modify the Heads andconsequently, they can be called m____________.2.John believes (that the airplane was invented by an Irishman). The part in thebracket is a c_________ clause.3.In order to account for the case of the subject in passive voice, we haveanother two terms, p____________ and n__________.4.There is a tendency to make a distinction between phrase and w_______,which is an extension of word of a particular class by way of modification with its main features of the class unchanged.5.Recursiveness, together with o_______, is generally regarded as the core ofcreativity of language.6.Traditionally, p_________ is seen as part of a structural hierarchy, positionedbetween clause and word.7.The case category is used in the analysis of word classes to identity thes______ relationship between words in a sentence.8.Clause can be classifies into FINITE and NON-FINITE clauses, the latterincluding the traditional infinitive phrase, p__________, and gerundial phrase.9.Gender displays such contrasts as masculine: feminine: n_______.10.English gender contrast can only be observed in g__________ and a smallnumber of l__________ and they are mainly of the natural gender type.IV. Explain the following concepts or theories.1.Syntax2.IC analysis3.Relation of co-occurrence4.Category5.RecursivenessVI. Answer the following question.1.What are endocentric construction and exocentric construction?2.What are the basic functional terms in syntax?VII. Essay question.1.Explain an comment on the following sentence a and b.a.John is easy to please.b.John is eager to please.ment on the statement, “Linguistic structure is hiearchical”I. Mark the following statements with “T” if they are true or “F” if they are false.1.The syntactic rules of any language are finite in number, but they are capableof yielding an infinite number of sentences.2.Although, a single word can also be uttered as a sentence, normally asentence consists of at least a subject, its predicate and an object.\3.The sentences are linearly structured, so they are composed of sequence ofwords arranged in a simple linear order.4. a.John his upon an idea.b.An idea hit upon John.In the above sentences, the subject and object constituent by the sentences switch their position. Although sentence b is absurd, it is still grammatical, because John and an idea are of the same phrasal category.5.Though they are of a small number, the combinational rules are powerfulenough to yield all the possible sentences and rule out the impossible ones. 6.In a sentence like Mary likes flowers, both Mary and flowers are not onlyNouns, but also Noun Phrases.7.The recursive property can basically be discussed in a category-basedgrammar, but not in a word-based grammar.8.An XP must contain an X which is called the phrasal head.9.In the phrase this very tall girl, tall girl is an obligatory element and the headof the phrase.10.a. The man beat the child. b. The child was beaten by the man.In the above sentences, the movement of the child from its original place to a new place is a WH- movement.11.Tense and aspect, the two important categories of the verb, nowadays areviewed as separate notions in grammar.12.The structuralists regard linguistic units as isolated bits in a structure (orsystem).13.IC analysis can help us to see the internal structure of a sentence clearly andit can also distinguish the ambiguity of a sentence.14.Structural linguists hold that a sentence does only have a linear structure, butit has a hierarchical structure, made up of layers of word groups.15.In Saussure’s view, the linguist cannot attempt to explain individual signs in apiecemeal fashion. Instead he must try to find the value of a sign from its relation to others, or rather, its position in the system.16.The theme-rheme order is the usual one in unemotional narration, which is asubjective order.17.What is new in Halliday is that he has tried to relate the functions oflanguage to its structure.18.Sentence is a basic unit of structure in functional grammar.19.The interpersonal function of language refers to the idea held by Hallidaythat language serves ot establish and maintain social relations.20.Finite is a function in the clause as a representation, both the representationof outer experience and inner experience.21.The relations of co-occurrence partly belong to syntagmatic relations, partlyto paradigmatic relations.22.According to Chomsky, grammar is a mechanism that should be able togenerate all and only the grammatical sentences of a language.23.In English, the subject of a sentence is said to be the doer of an action, whilethe object is the person or thing acted upon by the doer. Therefore, the subject is always an agent and the patient is always the object.24.In English, the object is recognized by tracing its relation to word order andby inflections of pronouns.25.Classes and functions determine each other, but not in any one-to-onerelation.26.The syntactic rules of a language are finite in number, and there are a limitednumber of sentences which can be produced.27.Structuralism views language as both linearly and hierarchically structured.28.Phrase structure rules provide explanations on how syntactic categories areformed and sentences generated.29.UG is a system of linguistic knowledge and a human species-specific giftwhich exists in the mind of a normal human being.30.Tense and aspect are two important categories of the verb, and they wereseparated in traditional grammar.II. Fill in each of the following blanks with (an) appropriate word(s).1.As is required by the ______, a noun phrase must have case and case isassigned by verb, or preposition to the _________ position or by auxiliary to the ________ position.2.Adjacency condition states that a case _________ and a case _______ shouldstay adjacent to each other.3.The general movement rule accounting for the syntactic behavior of anyconstituent movement is called __________.4.The phrase structure rules, with the insertion of the lexicon, generatesentences at the level of _________.5.The application of syntactic movement rules transforms a sentence from thelevel of ________ to that of ______.6.In English there are two major types of movement, one involving the_____.A.(1)B.(2)C. both (1) and (2)D. neitherC.Imitation accounts for language acquisition.D.Phonological information must form part of syntactic movement.8.The symbol N indicates a/an ________.A.lexical categoryB.phrasal categoryC.intermediate categoryD. lexical insertion rule9.Of the following combination possibilities, ______ can NOT be generated from the following rule: NP→(Det)(Adj)N(PP)(S).A. NP→→→→Det Adj N PPS.10.An advantage of X-bar syntax over phrase structure syntax is that X-bar.A.avoid a ploliferation of redundant intermediate categories.B.allows us to identify indefinitely long embedded sentences.C. allows as to postulate categories other than lexical and phrasal.D. forces us to conclude that the ambiguity of phrases like the English Kingis lexical rather than structural.11. Which set of rules generates the following tree structures?A. S→NP VPB. NP→VPNP→N PP NP→NP NP PPVP→V NP VP→V NP PPPP →P NP PP →P NPNP→N NP →NC.S VP VP D, S NP VPNP→(NP/PP) NP →NP (NP /PP)VP →V NP VP →V NPPP →P NP PP →P NPNP→N NP →N12.a.It seems they are quite fit for the job.b. They seem quite fit for the job.Sentence b is a result of ______ movement.A.NPB.WHC.AUX.D. None13. The head of the phrase underneath the open window is _______.A.underneathB.theC.openD.window14.The following statements are in accordance with Hallliday’s opinion on language EXCEPT _______.he use of language involves a network of systems of choices.B. Language is never used as a mere mirror of reflected thought.nguage is a system of abstract forms and signs.nguage functions as a piece of human behavior.15.Chomsky is more concerned with ____ relations in his approach to syntax.16.______ is a type of control over the form of some words by other words in Certain syntactic constructions and in terms of certain category.A.ConcordernmentC. BindingD. Co-command17. Clauses can be used as subordinate constituents and the three basic types of subordinate clauses are complement clauses, adjunct clauses and _____.A.relative clausesB.adverbial clausesC.coordinate clausesD.subordinate clausess of the syntactic functions are expressed in all the following terms EXCEPT_____.A.subjects and objectsB.objects and predicatorsC.modifiers and complementsD. endocentric and exocentric19.In English, case is a special form of the noun which frequently corresponds toa combination of preposition and noun and it is realized in all the following channels EXCEPT ______.A.inflectionB.following a prepositionC.word orderD.vertical relation20. Clauses can be classified into finite and non-finite clauses, _____ including the traditional infinitive phrases, participial phrase and gerundial phrase.A. the formerB. the latterC.bothD. neither21.It is the _______ on case assignment that states that a case assignor and a case recipient should stay adjacent to each other.A. Case ConditionB.Adjacent ConditionC.Parameter ConditionD.Adjacent Parameter.22.Predication analysis is a way to analyze _______ meaning.A. phonemeB. wordC. phrase…d. sentence23.Which of the following italic parts is NOT an idiom?A. How to you do?B. How did you do ?C. He went to it hammer and tongs.D. They kept tabs on the Russian spy.24.When we say that we can change the second word in the sentence she is singing in the room with another word or phrase, we are talking about ______.A. governmentB. linear relationsC. syntactic relationsD. paradigmatic relations25.IN the phrase structure rule S→NP VP, the arrow can be read as ______.A. hasB. generatesC. consists ofD. is equal toIV. Answer the following questions as comprehensively as possible, giving examples if necessary.1.The following two sentences are ambiguous. Show the two readings of eachby drawing its respective tree diagrams.(1)The ball man and woman left(2) Visiting professor can be interestinge an example to show what a tree diagram is (as it is used inTransformational-Generative Grammar).e an example to show what IC analysis is.4.What are the three general functions of language according to Halliday?5.What distinguishes the structural approach to syntax from the traditionalone?6.Some grammar books say there are three basic tenses in English-the present,the past and the future; others say there are only two basic tenses –the present and the past. Explain what tense is and whether it is justifiable to say there is a future tense in English.。
高二英语软件开发单选题50题1.The main language used in software development is _____.A.PythonB.JavaC.C++D.All of the above答案:D。
在软件开发中,Python、Java 和C++都是常用的编程语言,所以答案是以上皆是。
2.Which one is not a software development tool?A.Visual StudioB.IntelliJ IDEAC.PhotoshopD.Eclipse答案:C。
Photoshop 是图像编辑软件,不是软件开发工具。
Visual Studio、IntelliJ IDEA 和Eclipse 都是常用的软件开发集成环境。
3.The process of finding and fixing bugs in software is called _____.A.debuggingB.codingC.testingD.designing答案:A。
debugging 是调试的意思,即查找和修复软件中的错误。
coding 是编码,testing 是测试,designing 是设计。
4.A set of instructions that a computer follows is called a _____.A.programB.algorithmC.data structureD.variable答案:A。
program 是程序,即一组计算机遵循的指令。
algorithm 是算法,data structure 是数据结构,variable 是变量。
5.Which programming paradigm emphasizes on objects and classes?A.Procedural programmingB.Functional programmingC.Object-oriented programmingD.Logic programming答案:C。
主题英语_中南大学中国大学mooc课后章节答案期末考试题库2023年1.Which one of the following does NOT belong to seven deadly sins?答案:murder2.English thinking tends to be ______________ compared with Chinese thinking.答案:objective3.Which one of the following sentences uses inanimate subject?答案:Reading makes a full man.4.Which date is the World Book Day?答案:April 235.What is “the Commercial Press”?答案:商务印书馆6.What is “presupposition”?答案:预设7.“Privileged” means _______.答案:have advantages8.Translate the following into English: 尽管很多人担心中国传统文化会受到威胁,其他人却认为由于学习了英语,中国传统文化不但不会消亡,反而会在某种程度上被推向全世界。
答案:When Chinese learning English, Chinese traditional culture will not go extinct, but rather, be spread all over the world to some degree.9.Which one is NOT the characteristic of the extreme sport?答案:It is not interesting.10.Effective parallelism will enable you to combine in a single, well-orderedsentence related ideas that you might have expressed in separate sentences, thereby .答案:increasing coherence11.According to Helen Keller, life is either_______ or nothing.答案:a daring adventure12.Your voice, my friend, wanders in my heart, like the muffled sound of the seaamong these pines.答案:listening13. A man in an fishing family scored the same on the researcher'squestionnaire as his twin, whose father by adoption was the head of thepolice force.答案:raised, uneducated14.Learning to listen _________ — not just _________ —doesn’t come easily to him.答案:patiently, passively15.What is “bilingual education”?答案:双语教育16.Which of the following is the definition of “love” according to the video?答案:It is a variety of different feelings, states, and attitudes that ranges from interpersonal affection to pleasure. It can refer to an emotion of a strong attraction and personal attachment.17.Which of the following sentence doesn’t contain a passive voice?答案:There is some advice for the passive voice.18.Which of the following translation is right?答案:affix 词缀19.Which of the following is not the meaning of “budget” ?答案:木桶20.The thesis appears in the _________ paragraph, and the specific support for thethesis appears in the paragraphs that follow.答案:introductory21.Which of the following is correct as a sentence?答案:I drove slowly past the old brick house, the place where I grew up.22.If you knock on the tableware with chopsticks, it is seen as a sign of .答案:begging23.The middle school is ________ to a normal college.答案:attached24.As time___________, my memory seems to get worse.答案:goes by25.There is some _________whether he will come to this activity tomorrow.答案:doubt26.What is the main idea of Pale Blue Dot by Carl Sagan?答案:We should cherish our earth.27.University is a kind of _________.答案:academic organization28.One of the qualities that most people admire in others is the willingness to_______ one’s mistakes.答案:admit29.What subject can replace "I" when talking about one's own readingexperience?答案:The pictures or data in the bookThe authorThe hero or heroine in the storyThe components of the book30.Why did Cherry suggest you to give some basic information of the book youread?答案:to attract the audience's attentionto help the audience presume what to hear31.Which of the following statements are the benefits of a commonly usedlanguage?答案:Owing to the communication in one commonly used language, traditions and customs of different cultures are transmitted.A bridge language makes it possible to communicate with people fromdifferent cultures.Intercultural communication activities, such as, international business,academic conferences, and political visits, etc. are helpful to spread onecertain culture to other places.32.The sentence patterns introduced to describe the special event in one's lifeinclude ________.答案:Then came the big/great/important ...+n.+定语(从句).When + 分词短语,....NP+of doing sth. +paid off.It is time+定语(从句).33.Which of the following words has the prefix "e-" meaning "out"?答案:evokeemergeeliminate34.Which of the following is true?答案:When “dreaded” is an adjective, it can only be used as a modifier in front of a noun, meaning "terrible, annoying, inconvenient, undesirable".The word "eliminate" sounds more positive.后缀-ful意思是full of。
第29卷第4期2017年8月六盘水师范学院学报Journal of Liupanshui Normal UniversityVol.29NO.4Aug.2017红军长征胜利虽已过去80余年,但长征精神却是我们取之不尽用之不竭的伟大精神力量。
在革命时期,长征不但扭转了党和红军在当时的困境局面,同时也推动着中国革命逐步走向胜利。
现在,长征精神依然是值得我们学习的重要内容,对长征精神的学习有利于人们认识和了解长征精神,使长征精神融入我们的意识形态,主导我们的思想行为;有利于对长征精神的传承,弘扬民族精神和时代精神;将长征精神融入社会主义核心价值观教育,引导人们认同并积极践行社会主义核心价值观具有重要的现实意义。
一、长征精神的基本含义“1934年10月,中共中央和红一方面军被迫撤离中央革命根据地,开始了艰苦的长征和北上抗日的战略转移。
”“英雄的红军在毛泽东等同志的领导和指挥下,以非凡的智慧和勇气,运用机动灵活的战略技术,四渡赤水河,巧渡金沙江,强渡大渡河,……纵横十余省,长驱二万五千里,终于取得了长征的胜利。
”(江泽民,1996)长征是中国共产党在革命时期面临严重危机时,认真分析局势所做出的重要军事战略转移,它不仅是对共产党人的一次严峻考验,也是中国共产党运用马克思主义理论去解决当时的政治问题和军事问题,是共产党不断走向成熟的标志。
胡锦涛同志指出:“长征精神是中国共产党人和人民军队革命风范的生动反映,是中华民族自强不息的民族品格的集中展示,是以爱国主义为核心的民族精神的最高体现。
”(胡锦涛,2006)一个国家有什么样的民族品格,就体现着这个国家的人民有着怎样的品格。
正是由于红军在长征中体现出来的实事求是、统筹兼顾、不畏艰险和英勇乐观等崇高品格,让党和人民更加的团结,不畏艰险地集中一切力量解决当时的主要矛盾,才推动着整个革命的胜利。
伟大的长征精神体现着我们整个民族的先进品格,这样的民族品格不仅赋予了中华民族精神力量,而且培育了中华儿女牢固的爱国情结,始终把中华儿女坚强地团结在一起。
通用学术英语写作_中国政法大学中国大学mooc课后章节答案期末考试题库2023年1. 5.First of all, watching TV has the value of sheer relaxation. Watchingtelevision can be soothing and restful after an eight-hour day of pressure,challenges, or concentration. After working hard all day, people look forward to a new episode of a favorite show or yet another showing of Casablanca or Sleepless in Seattle. 该段的衔接手段主要是_____与______。
参考答案:近义词(话题近义词 TV-television-show-showing; 主题近义词relaxation-soothing-restful)、上下义词(TV--Casablanca or Sleepless in Seattle)2. 2.We hear a lot about the negative effects of television on the viewer.Obviously, television can be harmful if it is watched constantly to theexclusion of other activities. It would be just as harmful to listen to DCs allthe time or to eat constantly. However, when television is watched inmoderation, it is extremely valuable, as it provides relaxation, entertainment, and education. 该段两大内容是________与_________。
第一章测试1.我不需要做研究,所以我不需要学习学术英语写作。
A:错B:对答案:A2.做旅游攻略的过程,就是一个简单的research过程。
A:错B:对答案:B3.et al就是 and others的意思。
A:对B:错答案:A4.下面哪些选项是学术英语写作的原因?A:To discuss a subject of common interest and give the writer’s view;B:To answer a question the writer has been given or chosen;C:To synthesize research done by others on a topic.D:To report on a piece of research the writer has conducted;答案:ABCD5.学术英语写作中的一般文本特征包括:A:sentenceB:headingC:sub-titleD:titleE:phraseF:paragraph答案:ABCDEF第二章测试1.在细化主题时,需要考虑你的写作目的是什么以及预期读者是谁。
A:对B:错答案:A2.My Most Embarrassing Moment是一个可以写的论文题目。
A:对B:错答案:B3.选题不一定是自己感兴趣的和好奇的。
A:错B:对答案:A4. 1. 在本章中,提到的四个写作技巧是:A:BrainstormingB:Work ScheduleC:Research LogD:Mental Inventory答案:ABCD5.计划书包含下面哪些内容?A:your topic and your thesisB:any special aspects of your projectC:the problems you anticipateD:the kinds of sources you plan to consult答案:ABCD第三章测试1.在进行互联网搜索时,需要注意的规则是:A:to remain your curiosity of the research topic.B:to remain focused on the research topic.C:to review the source, point of view, and completeness of all documents rela ted to the research topic.D:to resist the temptation to be distracted by unrelated sites.答案:BCD2.当你进行批判性阅读时,下面哪些是需要考虑的?A:Do I agree with the writer’s views?B:What are the key ideas in this?C:Does the evidence presented seem reliable, in my experience and using common sense?D:Does the author have any bias (leaning to one side or the other)?E:Are the examples given helpful? Would other examples be better?F:Does the argument of the writer develop logically, step by step?答案:ABCDEF3.浏览和搜索的结合可以帮助你认识到你的研究主题是否过于宽泛,需要缩小范围,并且和单独的浏览或者搜索相比,它更能找到更完整的相关资源。
软件工程_东北大学中国大学mooc课后章节答案期末考试题库2023年1._______ is a discipline whose aim is the production of fault-free software,delivered on time and within budget, that satisfies the client's needs._______是一个学科,其目标是生产出满足客户的需求的、未超出预算的、按时交付的、没有错误的软件。
答案:2.The relationship between whole-class and part-classes is called ______.整体和部分类之间的关系被称为______。
答案:aggregation3.The relationship between super-class and subclasses is called ______.超类和子类之间的关系称为______。
答案:inheritance4.The strategy of inheritance is to use inheritance wherever _______.继承的策略是在_______的情况下使用继承。
答案:appropriate5._____is to encapsulate the attributes and operations in an object, and hides theinternal details of an object as possible. _____是为了在一个对象中封装属性和操作,并尽可能隐藏对象的内部细节。
Data encapsulation6.Two modules are ________ coupled if they have write access to global data.如果两个模块对全局数据具有写访问权限,则是________耦合。
人工智能深度学习技术练习(习题卷4)说明:答案和解析在试卷最后第1部分:单项选择题,共50题,每题只有一个正确答案,多选或少选均不得分。
1.[单选题]Tf.nn.softmax_cross_entropy_with_logits函数是TensorFlow中常用的求( )的函数,即计算labels和logits之间的交叉熵(cross entropy)A)信息熵B)信息元C)logitsD)交叉熵2.[单选题]Which of the following are reasons for using feature scaling?A)It prevents the matrix XTX (used in the normal equation) from being no n-invertable(singular/degenerate)B)It speeds up gradient descent by making it require fewer iterations to get to a good solution.C)It speeds up gradient descent by making each iteration of gradient descent lessD)It is necessary to prevent the normal equation from getting stuck in local optima3.[单选题]判断和之前信息是否有用的门是A)遗忘门B)输入门C)输出门D)更新门4.[单选题]卷积函数中,参数strides的作用是()A)设置卷积核B)设置卷积步长C)设置卷积层数D)以上都不对5.[单选题]数量积(dot product; scalar product,也称为( )是接受在实数R上的两个向量并返回一个实数值标量的二元运算,它是欧几里得空间的标准内积。
Computer-Supported Collaborative Learning (2015)The core features of CSCL: Social situation, collaborative knowledge processes and their designUlrike Cress * Gerry Stahl * Sten Ludvigsen * Nancy LawThe four articles presented in this issue cover a broad spectrum of topics: the hierarchy of learners, different forms of awareness, group composition and classroom orchestration. The learning contexts also differ significantly, considering collaborative learning in university courses, in organizational e-learning and in vocational training. Accordingly, the student actions and interactions that the different settings aim to induce vary strongly (but return to themes in previous articles): sending and answering requests (Wise, Hausknecht & Zhao 2014), building knowledge using Knowledge Forum (Zhao & Chan 2014) or creating tangible artifacts (Damsa 2014).Even though the surface structures of the four articles are quite different, they all contribute to understanding core underlying topics of CSCL: the influence of social aspects of the collaboration scenario, the type of learning that takes place in collaborative groups and the design of collaborative learning processes.The influence of the social situationThis issue concerns how the social aspects of the collaborative situation influence collaboration and learning. It considers qualities of the group that the learners are part of, but also characteristics of the group’s members. In CSCL, the interaction between group members is generally mediated through a technical tool. This tool communicates cues about the members and the group. The social cues that the CSCL tool delivers can be at least as influential as the objective features of the social situation.In the 1980s, when computers first became common means of communication, research on “computer-mediated communication” (CMC) mainly regarded its differences from face-to-face communication (e.g., Kiesler, Siegel & McGuire 1984). Early theories assumed that CMC would be deficient, because—compared to direct communication—it would only deliver a limited subset of social cues. For example, if communication partners communicate via text messages, they cannot see each other; this visual anonymity was expected to influence people’s interaction negatively.Later on, research in CMC observed that computer mediation need not necessarily be a hindrance for collaboration. Even the anonymity that may result from remote communication can be seen to be a means to overcoming problems inherent in socially richer face-to face communication situations (Spears & Lea 1994; Walter 1996). For instance, in face-to-face situations people of low status contribute less than those of high status and their contributions do not attract the same amount of attention as those from high-status people. A computer-mediated scenario that hides participants’ identity provides low-status participants ahigher chance to be equally involved and as influential as high status participants (Sproull & Kielser 1986).It was also found that in anonymous situations group members can develop an even stronger group identity than in non-anonymous face-to-face situations (Cress 2005; Postmes, Spears, Sakhel & deGroot 2001). This is the case because anonymity can hide the fact that the group members may be quite heterogeneous. If communication takes place in a scenario where others are not visually present in person, an individual may focus more on the group as a whole instead of on its single members. If individuals interact without seeing each other, they may develop a stronger group identity and behave more as group members than as individuals (Reicher 1984).In contrast to the view that computer mediation provides a socially impoverished environment (where social context cues are filtered out), research in CSCL assumes that mediational tools may also offer social enhancements to the interaction. For example, some technical tools can make cues visible that would not be visible in non-mediated interactions. Many such possibilities are included within the notion of “awareness tools.” These tools may present information about the social situation or about the group members, which would not be available in normal, non-mediated communication (Buder 2011). For example, such tools can provide information about characteristics of people, such as their knowledge, activities, expertise, social status or social relations. They can even present this information in an aggregated way that makes particular conclusions salient. An awareness tool can provide information about peers’ activity levels or recommend suitable learning partners.Differentiating the type of learning that takes place in collaborative groupsProbably the most important aspect of CSCL research is the detailed analysis of interaction processes and the learning that takes place during collaborative activities. Collaboration, as it is understood in CSCL (Dillenbourg 1999), is much more than just communication between individuals, contributing information to each other, exchanging ideas, or coordinating activities to reach individual or shared goals. It is more specific than just a general benefit of individuals learning from each other. CSCL is especially interested in situations where people do not just exchange information, but jointly create something new, which could be new knowledge or understanding that none of the participants had before. Joint meaning making and constructing new knowledge can be regarded as a kind of gold standard in CSCL.Group cognition (Stahl 2006) is achieved when the group not only brings different people together, where the members may or may not benefit from some other members, but when the group as a whole starts to make meaning, develops collective cognitive responsibility (Zhang, Scardamalia, Reeve & Messina 2009) or creates new knowledge (Cress & Kimmerle 2008; van Aalst 2009). CSCL has the vision that being in a group can not only empower individual learning and performance, but can also enable emergent meaning-making processes at the group unit of analysis (Oeberst, Halatchliyski, Kimmerle & Cress 2014; Stahl 2013).CSCL aims not only to show that learning in a group is efficient—as research in cooperative learning has done for many years (Johnson & Johnson 1999; Slavin 1980). It also aims to demonstrate that the group interaction has a learning or knowledge-constructing effect. This is why CSCL studies go beyond comparing learning in different collaborative situations and try to find out what kind of learning takes place, and how exactly a group benefits from the activities and interactions of its members.Microanalysis and ethnomethodology can be useful approaches for understanding processes underlying learner outcomes and production of knowledge artifacts. It is not easy to quantify and predict the pivotal moments when collaborative knowledge creation or collaborative meaning making really happen (Law & Wong 2013; Suthers et al. 2013). It still seems to be a “magic” moment (Roschelle & Teasley 1995) when such a pivotal process of shared meaning making takes place. Current research inCSCL shows that we may identify such events in retrospect, but we are far away from understanding how they happen or reliably predicting them. They remain rare, poorly understood and unpredictable. Designing computer support for collaborative learningA central aim of CSCL research is to generate situations that make collaborative learning effective and to enhance the probability that emergent processes may take place. Consequently, a core activity of CSCL research is to design adequate CSCL tools and settings. How can activities of deep learning and effective interaction be best induced? Which learning materials can stimulate such processes? What kinds of collaboration scripts are needed (Fischer, Mandl, Haake & Kollar 2006)? How can learning at individual, small-group and classroom levels be orchestrated to support each other fluidly (Dillenbourg 2013)?Several approaches may be mentioned here: The knowledge building theory (Scardamalia & Bereiter 2014) envisions that learners would collectively build knowledge through taking collective responsibility to improve their understanding of authentic problems. The Knowledge Forum software was designed as a discourse tool that scaffolds learners’ sharing of ideas, structures the process of critical evaluation, refinement or improvement of ideas, as well as supports the construction of rise-above summaries or the identification of problems of understanding.Scripting emerged as a necessity in situations where self-regulation of the learning process needs increased external guidance and structure (Fischer et al. 2006; Kobbe et al. 2007). Scripts assign roles and responsibilities to the learners, coordinate their activities and give implicit instructions. Thus, scripts structure the social situation as well as the learning process.The construction of artifacts (Kafai & Resnick 1996; Stahl, Ludvigsen, Law & Cress 2014) was seen as a possibility to ensure that knowledge exchange does not remain abstract, but also comprises practical and tacit knowledge. Collaboratively working on such artifacts enables natural forms of internalization and externalization, which are essential mechanisms of interpersonal learning (Kimmerle, Moskaliuk, Oeberst & Cress 2015; Tee & Lee 2013). However, we have found that the use of well-established CSCL tools and environments alone does not guarantee that collective knowledge construction will take place (Overdijk, van Diggelen, Andriessen & Kirschner 2014).How the four articles of this issue contribute to these core concerns in CSCLIn the following sections, we do not intend to provide summaries of the studies in exactly the way they were presented by the authors. Instead, we try to relate the four studies to the above mentioned core topics in CSCL and ask what each study can contribute to these aspects.Hierarchical positionsThe article by Martin Rhem, Wim Gijselaers and Mien Segers deals with the impact of hierarchical positions on communities of learning. It contributes to our understanding of how the characteristics of group members influences collaborative learning interactions. The authors provide an empirical analysis of a field setting in which an organization’s members interact in an organizational-learning setting. The authors find the effects they expected: Participants in the higher hierarchy positions were more active and had better learning performances than those at a lower level.A surprising result of their study is revealed by a cluster analysis that identifies different clusters of learners: As expected, three groups are determined by the different hierarchy levels (low, medium, high) and their activity pattern is consistent with their hierarchical status. Interestingly the study identifies afourth group, consisting of the most active participants. These were the drivers of the learning communities, as their agency directed the groups’ activities. They authored the most contributions and those with the highest quality. Half of the members in this group were from a high and the other half from a low position in the hierarchy. This second half is the interesting group. They were highly active and valuable leaders in the learning communities—despite their low hierarchical level.The study reveals a correlation that probably does not result from a causal effect. It might even be expected that people of higher hierarchical positions are more active and more dominant in general. Therefore, it is natural that they also take over the leadership in their learning communities. However, it remains unclear what enables and motivates some low-status members to take over the lead. Are these people who would in principle have leadership qualities, but did not have an adequate career? Does the online setting give them a chance to be more active and to become leaders? What would have been the situation if the collaboration did not take place in a remote e-learning setting, but in a face-to-face scenario? We do not know the answers, but it would be worthwhile to research it. What factors in these learning communities helped at least single learners unfold their leadership potential?An interesting finding of the study, which is reported more marginally, is the fact that no group effects were found. The non-significant intra-group correlation seems to express that the different groups did not have any specific influence on people’s learning and performance. A leader may unfold leadership potential in any group, independent of the group composition. Is this a hint that group composition and the social influence of being in a special group is not as high as we might expect in CSCL? Are such social influences perhaps negligible compared to the characteristics of the single learner? Is this due to the special social setting that was chosen or is this a more general finding? These questions refer to the core of CSCL when it comes to analyzing the influence of the social setting on CSCL.Social awareness and knowledge awarenessThe second article, by Jian-Wei Lin, Li-Jung Mai and Yuan-Cheng La, compares the influence of two forms of awareness: social awareness and knowledge awareness. Both were quite commonly researched in earlier CSCL research, but their effect has not been compared directly. The reported study finds that social awareness had much greater effects than knowledge awareness. Especially over time, it unfolded its influence. Social awareness stimulated peer interaction, led to denser networks and resulted in more social connections among group members. It also resulted in better performance of the individual learners. This is interesting because one might have expected that the awareness of others’ knowledge can help a learner to find the best partner who can complement the learner’s own knowledge optimally. Therefore, it is surprising that the social aspect of others’ activities and social relations has a stronger effect (even on performance) than the knowledge about others’ expertise. We may ask if this is a result of how the study operationalized both forms of awareness or if it is generalizable to other situations.This study also leads to interesting questions for future research: What kind of collaboration and learning take place? When learners provided with social awareness perform better in a knowledge test than learners provided with knowledge awareness, does this also mean that learning is more efficient at the level of the group? Did the different types of awareness have an effect on people’s interaction, on group cognition and knowledge construction? Was the learning discourse different across the two conditions?Fixed and opportunistic groupingThe study by Tuya Siqin, Jan van Aalst and Samuel Kai Wah Chu about the effect of fixed group vs. opportunistic collaboration tries to answer the kinds of questions raised with regard to the last study. Inthe fixed-group condition, learners were organized in small groups, where five learners were randomly assigned to a group in order to complete certain tasks. In the opportunistic-collaboration condition, in contrast, learners individually and explicitly decided about the partners they wanted to collaborate with for a particular problem. They disbanded the group when the problem had been solved and flexibly formed new groups to achieve subsequent goals.In order to compare the two conditions, the authors apply a multi-faceted analysis. They consider quantitative features of participation and interactivity as well as the content of the dialogs and the quality of knowledge construction that took place in the groups. The authors differentiate between knowledge sharing, knowledge construction and knowledge creation (van Aalst 2009). It is interesting that they do not find any knowledge creation at all in any group. The majority of interactions are coded as knowledge sharing (where knowledge was just accumulated), about one third as knowledge construction (where the group got a deeper understanding of a focal problem), but no activity shows knowledge creation (where understanding took place, beyond what was already known in the group). This is the case for both types of groups.The rarity of knowledge creation is an important result, which has also been found in other CSCL research and that needs to be acknowledged. Even if CSCL environments have the ideal goal of supporting learners to effectively create knowledge, this appears to be a rare occurrence. It remains an ideal that does not take place frequently, and if it takes place, it may not be measured easily. May this be because deep learning in groups needs time to happen? Groups must interact for an extended period to develop effective group practices for collaboration and knowledge construction within a classroom climate that values and nurtures knowledge building (Ritella & Hakkarainen 2012; Stahl 2015)? Even then, it may be a serendipitous result, situated in the unique discourse of students working together in a structured educational setting (Hakkarainen 2009; Hakkarainen & Lipponen 2002), which makes it difficult to predict.Classroom orchestration using tabletopsThe article by Sebastien Cuendet, Jessica Dehler-Zufferey, Giulia Ortoleva and Pierre Dillenbourg on an integrated way to orchestrate tangible user interfaces in a classroom addresses aspects of designing effective environments and orchestrating classroom activities. The knowledge domain is vocational training for carpenters. The design of the environment is based on detailed studies of how carpenters do their work, in order to minimize the problems of tacit knowledge and of weak knowledge transfer between school and work.The learning setting involves a tangible user interface called TaraCarp. This top-down camera-projector tabletop system combines real and virtual artifacts. The tabletop is also used as a tool for scripting the collaboration (Dillenbourg & Evans 2011; Dillenbourg & Hong 2008). First, each student has to cut an object virtually on the tabletop and print the developed plan. After having critically reflected and improved on their own individual plans, the apprentices have to pair up and exchange their plans. Each one then marks out a real block and cuts it according to the plan of the other learner. The two apprentices are then brought together to compare the objects. The tabletops are used not only as part of the tangible interfaces, but also as orchestration tools for the teacher.The study is a great example of how CSCL can combine work on real and virtual artifacts, how it can structure collaboration and make the complex situation manageable in a classroom. Further studies with this setting could perhaps make clear, how exactly the students benefit from the collaboration. Does the collaboration in dyads have specific effects? Can we trace the interpersonal knowledge transfer of practical knowledge? Does the collaboration just have a motivational effect or can we also identify a more specific effect on the types of learning that take place in such a practical setting? As the article shows, tangible interfaces may provide interesting and innovative means for CSCL that lead to new questionsabout the nature of what students can learn through collaboration and what kind of knowledge is shared or created.CSCL 2015The four articles in this second issue of 2015 contribute to furthering our understanding of CSCL. They raise highly relevant questions about the social nature of collaborative learning, about the kind of knowledge that is collaboratively constructed in a group and about how we can use technical tools to structure or design ongoing social and knowledge-related processes for learning. They also show that the goal of collaboration to improve understanding and to construct new knowledge is not easy to achieve.The theme of the upcoming 11th Conference on Computer-Supported Collaborative Learning that will take place in Gothenburg is “Exploring the Material Conditions of Learning: Opportunities and Challenges for CSCL.” This may direct our attention to further aspects of collaboration and learning—how social, cognitive and collaborative processes are structured through artifacts, affordances and forces associated with the sociotechnical environment in CSCL.ReferencesBuder, J. (2011). Group awareness tools for learning: Current and future directions. Computers in Human Behavior. 27, 1114–1117.Cress, U. (2005). Ambivalent effect of member portraits in virtual groups. Journal of Computer-Assisted Learning. 21, 281-291.Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning. 3(2), 105-122. Damsa, C. I. (2014). The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration. International Journal of Computer-Supported Collaborative Learning.9(3), 247-281.Dillenbourg, P. (1999). What do you mean by "collaborative learning"? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches.(pp. 1-16). Amsterdam, NL: Pergamon, Elsevier Science.Dillenbourg, P. (2013). Design for classroom orchestration. Unpublished manuscript. Web: /2863702/_Design_for_Classroom_Orchestration_position_paper. Dillenbourg, P., & Evans, M. (2011). Interactive tabletops in education. International Journal of Computer-Supported Collaborative Learning. 6(4), 491-514.Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning. 3(1), 5-23.Fischer, F., Mandl, H., Haake, J., & Kollar, I. (Eds.). (2006). Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives. Dordrecht, Netherlands: Kluwer Academic Publishers. Computer-supported collaborative learning book series, vol 6. Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning.International Journal of Computer-Supported Collaborative Learning. 4(2), 213-231.. Hakkarainen, K., & Lipponen, L. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, R. Hall & N. Miyake (Eds.), Cscl2: Carrying forward the conversation. (pp. 129-156). Mahwah, NJ: Lawrence Erlbaum Associates.Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice. 38, 67-73.Kafai, J., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. New York, NY: Routledge.Kiesler, S., Siegel, J., & McGuire, T. W. (1984). Social psychological aspects of computer-mediated communication. American Psychologist,. 39, 1123-1134.Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist.Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hamalainen, R., Hakkinen, P., et al. (2007).Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning. 2(2-3), 211-224.Law, N., & Wong, O. W. (2013). Exploring pivotal moments in students' knowledge building progress using participation and discourse marker indicators as heuristic guides. In D. D. Suthers, K.Lund, C. Penstein Rosé, C. Teplovs & N. Law (Eds.), Productive multivocality in the analysis ofgroup interactions. (pp. 397-415). New York, NY: Springer.Oeberst, A., Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences. 23, 149-176.Overdijk, M., van Diggelen, W., Andriessen, J., & Kirschner, P. A. (2014). How to bring a technical artifact into use: A micro-developmental perspective. International Journal of Computer-Supported Collaborative Learning. 9(3), 283-303.Postmes, T., Spears, R., Sakhel, K., & deGroot, D. (2001). Social influence in computer-mediated communication: The effects of anonymity on group behavior. Personality and Social PsychologyBulletin. 27, 1243-1254.Reicher, S. D. (1984). Social influence in the crowed: Attitudinal and behavioural effects of de-individuation in conditions of high and low group salience. British Journal of Social Psychology.23, 341-450.Ritella, G., & Hakkarainen, K. (2012). Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices. International Journal of Computer-Supported Collaborative Learning. 7(2), 239-258.Roschelle, J., & Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (Ed.), Computer-supported collaborative learning. (pp. 69-197). Berlin,Germany: Springer Verlag.Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences.(2nd ed.).Cambridge, UK: Cambridge University Press.Slavin, R. (1980). Cooperative learning. Review of Educational Research. 50(2), 315-342.Spears, R., & Lea, M. (1994). Panacea or panopticon? The hidden power in computer-mediated communication. Communication Research. 427-459.Sproull, L., & Kielser, S. (1986). Reducing social contet cues: Electornic mail in organizational communication. Management Science. 32, 1492-1512.Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. Web: /elibrary/gc. Doi: /books/group-cognition.Stahl, G. (2013). Translating Euclid: Designing a human-centered mathematics. San Rafael, CA: Morgan & Claypool Publishers. Web: /elibrary/euclid. Doi: /10.2200/S00492ED1V01Y201303HCI017.Stahl, G. (2015). Constructing dynamic triangles together: The development of mathematical group cognition. Cambridge, UK: Cambridge University Press. Web: /elibrary/analysis.Stahl, G., Ludvigsen, S., Law, N., & Cress, U. (2014). CSCL artifacts. International Journal of Computer-Supported Collaborative Learning. 9(3), 237-245.Suthers, D. D., Lund, K., Rosé, C. P., Teplovs, C., & Law, N. (Eds.). (2013). Productive multivocality in the analysis of group interactions. New York, NY: Springer. Doi: /10.1007/978-1-4614-8960-3.Tee, M. Y., & Lee, S. S. (2013). Advancing understanding using nonaka's model of knowledge creation and problem-based learning. International Journal of Computer-Supported Collaborative Learning. 8(3), 313-331.van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. International Journal of Computer-Supported Collaborative Learning. 4(3), 259-287. Walter, J. B. (1996). Computer-mediated communication – impersonal, interpersonal, and hyperpersonal interaction. Communication Research. 23, 3-43.Wise, A. F., Hausknecht, S. N., & Zhao, Y. T. (2014). Attending to others' posts in asynchronous discussions: Learners' online "listening" and its relationship to speaking. International Journal of Computer-Supported Collaborative Learning. 9(2), 185-209.Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences. 18Zhao, K., & Chan, C. K. K. (2014). Fostering collective and individual learning through knowledge building. International Journal of Computer-Supported Collaborative Learning. 9(1), 63-95.。