负荷预测是综合能源系统(integrated energy system,IES)高效运行的前提,面对综合能源系统多元负荷强耦合相关性、强随机性的特点,单一模型在运行负荷特征提取方面存在不足。为充分利用负荷间的相关性、降低负荷数据的非平稳性、弥补单...负荷预测是综合能源系统(integrated energy system,IES)高效运行的前提,面对综合能源系统多元负荷强耦合相关性、强随机性的特点,单一模型在运行负荷特征提取方面存在不足。为充分利用负荷间的相关性、降低负荷数据的非平稳性、弥补单一模型的不足,提出一种基于TCN-TPABiLSTM组合模型和多任务学习框架的IES多元负荷超短期协同预测方法。首先对负荷间耦合相关性、负荷时间相关性和负荷影响因素进行分析以构建模型输入,再通过变分模态分解将负荷数据分解为一定数量的模态以降低非平稳性,最后以TCN-TPA-BiLSTM组合模型作为多任务学习框架的共享层进行预测。通过实际数据进行验证和对比,结果表明该方法能够充分发挥模型各部分优势,相较于其他模型也获得了更优的结果。展开更多
The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, tes...The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement.Using short-and long term, namely immediate posttest and delayed posttest, retention of twelve unfamiliar words was investigated in three learning tasks (reading, reading plus fill-in and writing) with varying degrees of “involvement load”- various combinations of need, search and evaluation. The results of the experiment partially support the Involvement Load Hypothesis: retention in the writing group was higher than that in the reading plus fill-in group; retention in the reading plus fill-in group was higher than that in the reading group. The results are discussed in light of the construct of task-induced involvement.展开更多
文摘负荷预测是综合能源系统(integrated energy system,IES)高效运行的前提,面对综合能源系统多元负荷强耦合相关性、强随机性的特点,单一模型在运行负荷特征提取方面存在不足。为充分利用负荷间的相关性、降低负荷数据的非平稳性、弥补单一模型的不足,提出一种基于TCN-TPABiLSTM组合模型和多任务学习框架的IES多元负荷超短期协同预测方法。首先对负荷间耦合相关性、负荷时间相关性和负荷影响因素进行分析以构建模型输入,再通过变分模态分解将负荷数据分解为一定数量的模态以降低非平稳性,最后以TCN-TPA-BiLSTM组合模型作为多任务学习框架的共享层进行预测。通过实际数据进行验证和对比,结果表明该方法能够充分发挥模型各部分优势,相较于其他模型也获得了更优的结果。
文摘The purpose of the paper is to study retention of vocabulary acquired incidentally on task-induced involvement by senior middle school students. Grade two of senior middle students participated in the experiments, testing whether retention of vocabulary acquired incidentally is contingent on amount of task-induced involvement.Using short-and long term, namely immediate posttest and delayed posttest, retention of twelve unfamiliar words was investigated in three learning tasks (reading, reading plus fill-in and writing) with varying degrees of “involvement load”- various combinations of need, search and evaluation. The results of the experiment partially support the Involvement Load Hypothesis: retention in the writing group was higher than that in the reading plus fill-in group; retention in the reading plus fill-in group was higher than that in the reading group. The results are discussed in light of the construct of task-induced involvement.
