【目的】针对几何误差和非几何误差导致远程运动中心(Remote Center of Motion,RCM)机械臂运动过程中产生RCM约束点位置误差,进而存在一定的安全性问题,提出了一种微创手术机器人RCM机械臂广义运动学误差建模与补偿方法。【方法】首先,...【目的】针对几何误差和非几何误差导致远程运动中心(Remote Center of Motion,RCM)机械臂运动过程中产生RCM约束点位置误差,进而存在一定的安全性问题,提出了一种微创手术机器人RCM机械臂广义运动学误差建模与补偿方法。【方法】首先,基于切比雪夫多项式建立表征几何误差和非几何误差引起的关节相关运动学误差的误差模型;然后,通过最小二乘法对误差模型中的多项式系数和运动学参数误差进行辨识;最后,采用关节空间补偿的方法,以降低RCM约束点位置误差。【结果】试验结果表明,补偿后的RCM约束点位置误差由2.7261 mm减小到0.6415 mm,减小了约76.5%。展开更多
This meta-analysis examines 45 peer-reviewed studies(1950-2023)analysing 320 piano score editions from the Royal Conservatory of Music(RCM)Archive,employing robust statistical methods to quantify pedagogical evolution...This meta-analysis examines 45 peer-reviewed studies(1950-2023)analysing 320 piano score editions from the Royal Conservatory of Music(RCM)Archive,employing robust statistical methods to quantify pedagogical evolution.The data reveal a 42%increase in fingering density within post-2000 editions(Hedges’g=0.41,p<0.001,CI[0.28,0.54]),with Romantic works showing the highest variability(g=0.59 vs.Baroque g=0.12).Strong correlations emerged between editorial changes and pedagogical trends(r=0.67,p=0.002),particularly adopting ergonomic techniques post-1980.Performance data indicate modern editions improve advanced student outcomes by 12%(OR=1.12[1.05,1.19])but may overwhelm beginners(error rate+18%).The study establishes empirical evidence for three pedagogical epochs:technical rigor(pre-1980),transitional(1980-2000),and expressive flexibility(post-2000).These findings withstand publication bias tests(Egger’s t=1.2,p=0.24)and significantly affect curriculum design and historical performance practice.展开更多
文摘【目的】针对几何误差和非几何误差导致远程运动中心(Remote Center of Motion,RCM)机械臂运动过程中产生RCM约束点位置误差,进而存在一定的安全性问题,提出了一种微创手术机器人RCM机械臂广义运动学误差建模与补偿方法。【方法】首先,基于切比雪夫多项式建立表征几何误差和非几何误差引起的关节相关运动学误差的误差模型;然后,通过最小二乘法对误差模型中的多项式系数和运动学参数误差进行辨识;最后,采用关节空间补偿的方法,以降低RCM约束点位置误差。【结果】试验结果表明,补偿后的RCM约束点位置误差由2.7261 mm减小到0.6415 mm,减小了约76.5%。
文摘This meta-analysis examines 45 peer-reviewed studies(1950-2023)analysing 320 piano score editions from the Royal Conservatory of Music(RCM)Archive,employing robust statistical methods to quantify pedagogical evolution.The data reveal a 42%increase in fingering density within post-2000 editions(Hedges’g=0.41,p<0.001,CI[0.28,0.54]),with Romantic works showing the highest variability(g=0.59 vs.Baroque g=0.12).Strong correlations emerged between editorial changes and pedagogical trends(r=0.67,p=0.002),particularly adopting ergonomic techniques post-1980.Performance data indicate modern editions improve advanced student outcomes by 12%(OR=1.12[1.05,1.19])but may overwhelm beginners(error rate+18%).The study establishes empirical evidence for three pedagogical epochs:technical rigor(pre-1980),transitional(1980-2000),and expressive flexibility(post-2000).These findings withstand publication bias tests(Egger’s t=1.2,p=0.24)and significantly affect curriculum design and historical performance practice.
