冷戦期における日本・ユーゴスラビアの外交関係, 1952-1980

筑波大学 (University of Tsukuba)201

Age and Amount of Experience on Children’s Representations of Repeated Events

The current study examined how children’s event representations changed with increasing experience with an event. There were 81 children (40 4-to-5-year-olds, and 41 7-to-8-year-olds) who participated in either 2 (n = 41) or 4 (n = 40) repeated event sessions, which consisted of activities such as playing a counting game, and/or doing a puzzle. Event sessions included three different item types; variable items (which changed at every occurrence), fixed items (which stayed constant throughout the event), and new items (which only occurred once throughout the series). Children were interviewed 5-7- days following their last event session using free-recall, as well as specific questioning phases (where they were asked about every item in the series). Increasing experience aided in recalling more fixed items, but was detrimental to recall of variable and new items. Older children had a better ability to recall fixed and variable items, but not necessarily new items than younger children. Results are discussed with reference to script and fuzzy trace theories, as well as the source-monitoring framework

Children’s ability to recall unique aspects of one occurrence of a repeated event

Preschool and school-age children’s memory and source monitoring were investigated by questioning them about one occurrence of a repeated lab event (n = 39). Each of the four occurrences had the same structure, but with varying alternatives for the specific activities and items presented. Variable details had a different alternative each time; hi/lo details presented the identical alternative three times and changed once. New details were present in one occurrence only and thus had no alternatives. Children more often confused variable, lo, and new details across occurrences than hi details. The 4- to 5-year-oldchildren were less accurate than 7- to 8-year-old children at attributing details to the correct occurrence when specifically asked. Younger children rarely recalled new details spontaneously, whereas 50% of the older children did and were above chance at attributing them to their correct occurrence. Results are discussed with reference to script theory, fuzzy-trace theory and the source-monitoring framework

Lung disease in patients with systemic lupus erythematosus

Introduction: Sistemic lupus erythematosus is an autoimmune disease, which can affect a lot of organs, including lungs

Extraction of the beam elastic shape from uncertain FBG strain measurement points

Aim of the present paper is the analysis of the strain along the beam that is equipped with Glass Fibers Reinforced Polymers (GFRP) with an embedded set of optical Fiber Bragg Grating sensors (FBG), in the context of a project to equip with these new structural elements an Italian train bridge. Different problems are attacked, and namely: (i)during the production process [1] it is difficult to locate precisely the FBG along the reinforcement bar, therefore the following question appears: How can we associate the strain measurements to the points along the bar? Is it possible to create a signal analysis procedure such that this correspondence is found?(ii)the beam can be inflected and besides the strain at some points, we would like to recover the elastic shape of the deformed beam that is equipped with the reinforcement bars. Which signal processing do we use to determine the shape of the deformed beam in its inflection plane?(iii)if the beam is spatially inflected, in two orthogonal planes, is it possible to recover the beam spatial elastic shape? Object of the paper is to answer to these questions

Expected utility theory for monitoring-based decision making

The main purpose of structural health monitoring (SHM) is to obtain information about the state of a structure, in order to guide bridge management decisions. Nevertheless, in practice, once a rigorous estimate of the structural state is available, decisions are usually made based on the decision maker’s intuition or experience. In this paper, we present the implementation of expected utility theory (EUT) in those civil engineering decision problems in which decision makers have to act based on the output of SHM. EUT is an analytical quantitative framework that allows the identification of the financially most convenient decisions, based on the possible outcomes of each action and on the probabilities of each structural state occurring. The advantage of the presented implementation is the optimization of decision strategies in SHM. In the manuscript, we first formalize the solution of single-stage decision processes, in which the decision maker has to take only one action. Then, we formalize the solution of multi-stage decision processes, in which multiple actions may be taken over time. Finally, using an example based on a case study, we describe the variables involved in the analysis of SHM decision problems, discuss the possible results and address the issues that may arise in the application of EUT in real-life settings

Developmental Differences in the Ability to Provide Temporal Information about Repeated Events

Children (n = 372) aged 4 - 8 years participated in 1 or 4 occurrences of a similar event and were interviewed 1 week later. Compared to 85% of children who participated once, less than 25% with repeated experience gave the exact number of times they participated, although all knew they participated more than once. Children with repeated experience were asked additional temporal questions and there were clear developmental differences. Older children were more able than younger children to judge relative order and temporal position of the four occurrences. They also demonstrated improved temporal memory for the first and last relative to the middle occurrences, while younger children did so only for the first. This is the first systematic demonstration of children’s memory for temporal information after a repeated event. We discuss implications for theories of temporal memory development and the practical implications of asking children to provide temporal information