近年來諸多學者專家致力於從多視角影像獲取精確的點雲資訊，並藉由點雲資訊進行三維模型重建等研究，然而透過多視角影像求取三維資訊的精確度仍然有待提升，其中萃取影像對應與重建三維資訊方法，是多視角影像重建三維資訊的關鍵核心，決定點雲資訊的形成方式與成效。 本論文中，我們提出了一套新的方法，由多視角影像之間的幾何關係出發，萃取多視角影像對應與重建三維點，可以有效地改善對應點與三維點的精確度。首先，在萃取多視角影像對應的部份，我們以相互支持轉換、動態高斯濾波法與綜合性相似度評估函數，改善補綴面為基礎的比對方法，提高相似度測量值的辨識力與可信度，可從多視角影像中獲得精確的對應點。其次，在重建三維點的部份，我們使用K均值分群演算法與線性內插法發掘潛在的三維點，讓求出的三維點更貼近三維空間真實物體表面，能在多視角影像中獲得更精確的三維點。 實驗結果顯示，採用本研究所提出的方法進行改善後，在對應點精確度的提升上有很好的成效，所獲得的點雲資訊存在數萬個精確的三維點，而且僅有少數的離群點。 / Recently, many researchers pay attentions in obtaining accurate point cloud data from multi-view images and use these data in 3D model reconstruction. However, this accuracy still needs to be improved. Among these researches, the methods in extracting the corresponding points as well as computing the 3D point information are the most critical ones. These methods practically affect the final results of the point cloud data and the 3D models so constructed. In this thesis, we propose new approaches, based on multi-view geometry, to improve the accuracy of corresponding points and 3D points. Mutual support transformation, dynamic Gaussian filtering, and similarity evaluation function were used to improve the patch-based matching methods in multi-view image correspondence. Using these mechanisms, the discrimination ability and reliability of the similarity function and, hence, the accuracy of the extracted corresponding points can be greatly improved. We also used K-mean algorithms and linear interpolations to find the better 3D point candidates. The 3D point so computed will be much closer to the surface of the actual 3D object. Thus, this mechanism will produce highly accurate 3D points. Experimental results show that our mechanism can improve the accuracy of corresponding points as well as the 3D point cloud data. We successfully generated accurate point cloud data that contains tens of thousands 3D points, and, moreover, only has a few outliers.

全球智慧型手機的出貨量持續提升，且熱門市集的App下載次數紛紛突破500億次。而在iOS和Android手機App市集中，App的評價和評論對App在市集的排序有很大的影響；對於App開發者而言，透過評論確實可掌握使用者的需求，並在產生抱怨前能快速反應避免危機。然而，每日多達上百篇的評論，透過人力逐篇查看，不止耗費時間，更無法整合性的瞭解使用者的需求與問題。 文字情感分析通常會使用監督式或非監督式的方法分析文字評論，其中監督式方法被證實透過簡單的文件量化方法就可達到很高的正確率。但監督式方法有無法預期未知趨勢的限制，且需要進行耗費人力的文章類別標注工作。 本研究透過情感傾向和熱門關注議題兩個面向來分析App評論，提出一個混合非監督式與監督式的中文情感分析方法。我們先透過非監督式方法標注評論類別，並作視覺化整理呈現，最後再用監督式方法建立分類模型，並驗證其效果。 在實驗結果中，利用中文詞彙網路所建立的情感詞集，確實可用來判斷評論的正反情緒，唯判斷負面評論效果不佳需作改善。在議題擷取方面，嘗試使用兩種不同分群方法，其中使用NPMI衡量字詞間關係強度，再配合社群網路分析的Concor方法結果有不錯的成效。最後在使用監督式學習的分類結果中，情感傾向的分類正確率達到87%，關注議題的分類正確率達到96%，皆有不錯表現。 本研究利用中文詞彙網路與社會網路分析，來發展一個非監督式的中文類別判斷方法，並建立一個中文情感分析的範例。另外透過建立全面性的視覺化報告來瞭解使用者的正反回饋意見，並可透過分類模型來掌握新評論的內容，以提供App開發者在市場上之競爭智慧。 / While the number of smartphone shipment is continuesly growing, the number of App downloads from the popular app markets has been already over 50 billion. By Apple App Store and Google Play, ratings and reviews play a more important role in influencing app difusion. While app developers can realize users’ needs by app reviews, more than thousands of reviews produced by user everday become difficult to be read and collated. Sentiment Analysis researchs encompass supervised and unsupervised methods for analyzing review text. The supervised learning is proven as a useful method and can reach high accuracy, but there are limits where future trend can not be recognized and the labels of individual classes must be made manually. We concentrate on two issues, viz Sentiment Orientation and Popular Topic, to propose a Chinese Sentiment Analysis method which combines supervised and unsupervised learning. At First, we use unsupervised learning to label every review articles and produce visualized reports. Secondly, we employee supervised learning to build classification model and verify the result. In the experiment, the Chinese WordNet is used to build sentiment lexicon to determin review’s sentiment orientation, but the result shows it is weak to find out negative review opinions. In the Topic Extraction phase, we apply two clustering methods to extract Popular Topic classes and its result is excellent by using of NPMI Model with Social Network Analysis Method i.e. Concor. In the supervised learning phase, the accuracy of Sentiment Orientation class is 87% and the accuracy of Popular Topic class is 96%. In this research, we conduct an exemplification of the unsupervised method by means of Chinese WorkNet and Social Network Analysis to determin the review classes. Also, we build a comprehensive visualized report to realize users’ feedbacks and utilize classification to explore new comments. Last but not least, with Chinese Sentiment Analysis of this research, and the competitive intelligence in App market can be provided to the App develops.

國內通說將因果歷程偏離當作構成要件錯誤的一種類型。認為因果歷程作為故意認識的對象；並且對於因果歷程重要部分沒有認識，則阻卻故意。德國實務所提出的重要性理論（相當性概念與其他正當化評價事由之欠缺）是建立起國內通說看法的主因。不過，近年德國學界普遍對這種說法提出質疑，認為因果歷程偏離不再是「心理事實」的問題，而是「規範評價」的問題。因而從過去的錯誤理論漸漸轉向歸責理論。對於因果歷程偏離的難題也從「故意」範疇轉向「故意歸責」的範疇。在故意歸責層次下，德國學界提出幾種具體的處理方式，但都不脫離傳統部分主客觀對應的看法。本文認為透過檢驗行為人主觀與客觀事實間是否一致（或者部分一致），無助於解決因果歷程偏離的難題。結論上，本文提出一個嶄新的想法—「獨立評價說」，期待能適當且方便的解決因果歷程偏離的問題。 / The general opinion in Taiwan’s academia considers the error of causal course as an error occurred in the composing elements of a crime. The academia is also of the opinion that the intent of crime shall include the essential parts of the causal course. If any such part is left out of account, the intent of crime shall also be excluded. The theory of essentiality (Theorie der Wesentlichkeit) brought forward by the German court is the main fundation for the opinion of Taiwan’s academia. German authors have questioned this theory in the recent years. They hold that the problem of deviation of causal course is rather a problem of norm assessment rather than a problem of psychological facts. Thus the past fallacy has been gradually replaced by the theory of attribution of intention, and the research on deviation of causal course which was undertaken under the category of intention has also been changed to the category of attribution of intention. As regards the attribution of intention, the German authors have developed some specific approaches to solve the error of the chain of causation. Nevertheless, these resolutions are much the same, for they all emphasize a partial coincidence between the intent and the real causal course. As a conclusion, the author claims that the coincidence can't solve the problem of deviation of causal course, and proposes a new theory, - the theory of independent assessment, with the hope of facilitating the research of the problem of deviation of causal course.

傳統上認為以中文為母語的孩童並不具有「音位覺識能力」(phonemic awareness)，本研究以實驗方式直接測量以中文為母語孩童的「音位覺識能力」，同時探討孩童「音位覺識能力」及「聲母—韻母覺識能力」(onset-rime awareness) 在英文拼字與讀字上所扮演的角色。在本研究中，一百九十二位國小四年級的孩童參與二項「母語音韻覺識測驗」，包括「聲母/韻母異音測驗」(onset/rime oddity test) 和「韻腹/韻尾異音測驗」(nucleus/coda oddity test)。根據上述二項測驗的成績，將孩童分為三組：第一組孩童(共29人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆佳；第二組孩童(共29人)，其「聲母—韻母覺識能力」佳，但「音位覺識能力」差；第三組孩童(共26人)，其「聲母—韻母覺識能力」和「音位覺識能力」皆差。我們接著利用「拼英文假字測驗」和「讀英文假字測驗」來測量三組孩童的英文拼字與讀字的能力，在施測之前，孩童們有八次的機會學會「拼字」與「讀字」兩項測驗所需具備的「字音對應規則」。結果顯示，雖然孩童的「音位覺識能力」在程度上有所不同，但以中文為母語的孩童已具備「音位覺識能力」。此外，在考慮了孩童們「記憶廣度」(digit span)與「英文聽話字彙」 (English receptive vocabulary)的差異後，「聲母—韻母覺識能力」和「音位覺識能力」皆佳的孩童，在拼字的表現上優於「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童來，接著「聲母—韻母覺識能力」佳，但「音位覺識能力」差的孩童的拼字表現優於「聲母—韻母覺識能力」和「音位覺識能力」皆差的孩童。最後，「音位覺識能力」佳的的孩童，在讀字的表現上優於「音位覺識能力」差的的孩童，此外，並無證據顯示「聲母—韻母覺識能力」在孩童的讀字能力上扮演著重要的角色。整體而言，本研究的結果支持其他研究的看法，這些研究認為以中文為母語的孩童在母語習得過程中所發展出來的「音韻覺識能力」對於其英文拼字與讀字的能力上有著一定的貢獻，此外，本研究更進一步顯示，這種貢獻會隨著「音韻覺識」程度的不同而有所改變。 / It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.

本研究旨在探討韻尾類比訓練對國小六年級學生英文讀字能力、讀字態度之影響及其學習困難。研究分兩階段進行：第一階段為小規模之預試研究，第二階段則為正式實驗。預試研究後，研究者在教法、試題做修正改進，並經由了解學生之思考過程及學習困難後，再進一步設計更完整之訪談。 在正式實驗中，對象為桃園縣某國小二個六年級班級，並從二班各挑出25人做為實驗組及對照組。實驗組施以韻尾類比策略訓練，教材來源為學生二至五年級之教科書字彙以做為類比策略運用之基礎。對照組雖使用相同之教材，但教法則僅限於字母與音的對應關係。實驗時間為每週20分鐘(每週兩節英語之前10分鐘)，持續十週。兩組學生在教學前後各施以讀字測驗及唸讀英文字態度問卷調查，訓練後則二組各選6名做為訪談對象以進一步了解他們的學習困難。 結果發現，二組學生在讀字能力上並無顯著差別，但在讀字態度上只有實驗組有顯著正向改變。比較二組學習困難則發現對照組之困難較為複雜。此外，實驗組之低程度學生在接受類比訓練後，在讀字能力及讀字態度上相較於對照組之低程度學生有非常明顯之進步。 以上研究結果顯示，韻尾類比策略訓練可以提升國小六年級學生英文認字能力亦能正向改變學生之讀字態度，尤其對低程度學生更為有效。最後根據本研究之結果及學生之學習困難提出教學建議，供未來國小英語教師英文讀字教學時之參考。 / The purpose of this study is to explore the effects of rime analogy training on sixth graders with respect to their decoding skills, attitudinal changes towards reading English words, and perceived difficulties with word reading. The present study comprised 2 phases: the first being a small-scale pilot study, the second a formal study. The pilot functioned as a preparatory work for the formal study. In the pilot, the testing materials, instruments, and activities of the training were tested and revised to be more suitable for the formal study. From the students’ responses, the researcher obtained some insights about their thinking process and learning difficulties and this allowed for designing a more complete interview for the formal study. In the formal study, there was an experimental group and a control group, each comprised of 25 sixth graders from two classes in one elementary school in Tao Yuan county. The experimental group received rime analogy training. The teaching materials were selected from the participants’ textbooks word bank, from the second grade to the fifth grade, as a basis for making analogy. The control group was taught with the same materials but received phonics instruction that focused only on grapheme-phoneme correspondences rules. Both groups received two 10-minute training sessions a week for 10 weeks, and were administered the same pre-and post-test (generalization test) to assess decoding skills, and a pre-and post-training questionnaire on attitudes toward reading English words. After the training, six participants from each group were further interviewed to understand their thinking process and perceived difficulties. The findings are as follows. In terms of the decoding skills, the post generalization test showed that no significant statistical difference was found between the two groups. In light of the attitudinal changes, only within-group comparisons of the experimental group were significantly different. In view of perceived difficulties, the interviews revealed that the difficulties in the control group were more complicated than those in the experimental group. The most noteworthy finding is that the lowest-proficiency participants in the experimental group not only outperformed their counterparts in the control group in decoding skills, but also demonstrated far more positive attitudinal changes after the training. The findings provide supporting evidence for the value of rime analogy training in promoting students’ decoding abilities and positively changing students’ learning attitudes. The nature of students’ perceived difficulties is also discussed, in respect of which several pedagogical implications and suggestions for future studies are outlined.