References

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常用参考文献样本Reference的写法

References写法标准(留文代写References标准) Rosenzweig, E. D. & Roth, A.V. (2007) ‘B2B seller competence: Construct development and measurement using a supply chain strategy lens’, Journal of Operations Management, 25(6), pp.1311-1331杂志的写法该文献在文中的表示方法为：（Rosenzweig & Roth，2007）Cairncross, F. (2001) The death of distance: how the communication revolution will change our lives. 2nd edn. Boston: Harvard Business School Press.书的文献该文献在文中的表示方法为：（Cairncross，2001）Leiner, B. M et al. (2005) ‘A brief history of the Internet’.Internet Society [Online] A vailable at:/internet/history/brief.shtml (Accessed: 30 March 2010)网络期刊同时作者人数等于或超过4人，该文献在文中的表示方法为：（Leiner et al.，2005）Qing, M. (2006) Available at:/article/2006/0505/A20060505528312.shtml (Accessed: 30 March 2010).找到作者但是没有找到文章明的网络资源该文献在文中的表示方法为：（Qing，2006）Kortewag, A. (2004) Financial leverage and expected stock returns: Evidence from pure exchange offers, Available at SSRN: /abstract=597922, (Accessed: April 30, 2010)找到作者同时也找到文章名的网络资源该文献在文中的表示方法为：（Kortewag，2004）Apple quick time (2002) Available at:/quicktime/ (Accessed: 23 August 2003).找不到作者的网络资源文献该文献在文中的表示方法为：（Apple quick time，2002）Franklin, A. W. (2002) ‘Management of the problem’, in Smith, S.M. (ed.) The maltreatment of children. Lancaster: MTP, pp.83–95.书中一部分的参考文献该文献在文中的表示方法为：（Franklin，2002）/dvideo/compression.html (2003) (Accessed: 5 September 2003).找不到作者以及文章名该文献在文中的表示方法为：（/dvideo/compression.html，2003）备注：这个文献一般不推荐使用Cox, A. & Currall, J. (2001) ‘Do they need to know’, Ariadne, issue 30, December [Online]. Available at: /issue30/ (Accessed: 23 November 2002).网络杂志的写法，该文献在文中的表示方法为：（Cox& Currall，2001）参考资料来源：。

REFERENCES - FOREIGN LANGUAGE ANXIETY

ReferencesArnold, J. (ed.) (1999) Affect in Language Learning. Cambridge: Cambridge University Press.Bailey, P., Daley, C.E. and Onwuegbuzie, A.J. (1999) Foreign language anxiety and learning style, Foreign Language Annals, 32(1), 63-76.Campbell, C.M. and Ortiz, J.A. (1991) Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In E.K. Horwitz and D.L. Young (eds) Language Anxiety: From Theory and Research to Classroom Implications (pp.153-159). New Jersey: Prentice Hall.Caruso, C.L. (1996) Foreign language anxiety and selected learner variables in adolescent language learners. Doctoral dissertation, University of Wisconsin, Madison.Cheng, Y., Horwitz, E.K. and Schallert, D.L. (1999) Language anxiety: differentiating writing and speaking components, Language Learning, 49(3), 417-446.Cope-Powell, J. (1991) Foreign Language classroom anxiety: Institutional responses. In E.K. Horwitz and D.L. Young (eds.) Language Anxiety: From Theory and Research to Classroom Implication (pp.169-176). New Jersey: Prentice Hall.Crookall, D. and Oxford R. (1991) Dealing with anxiety: Some practical activities for language learners and teacher trainees. In E.K. Horwitz and D.L. Young (eds) Language Anxiety: From Theory and Research to Classroom Implications (pp.141-150). New Jersey: Prentice Hall.Eliason, P.A. (1995) Difficulties with cross-cultural learning styles. In Reid, J.M. (ed.) Learning Styles in the ESL/EFL Classroom (pp.19-33). Boston: Heinle and Heinle Publishers.Foss, K.A. and Reitzel, A.C. (1991) A relational model for managing second language anxiety. In E.K. Horwitz and D.L. Young (eds) Language Anxiety: From Theory and Research to Classroom Implications (pp.129-140). New Jersey: Prentice Hall. Ganschow, L. et al(1994) Differences in language performance among high-average, and low-anxious college foreign language learners, Modern Language Journal, 78(l), 41-55.Horwitz, E.K. (1985) Using student beliefs about language learning and teaching in the foreign language methods course, Foreign Language Annals, 18 (4), 333-340. Horwitz, E.K. (1986) Preliminary evidence for the reliability and validity of a foreign language anxiety scale, TESOL Quarterly, 20, 559-562.Horwitz, E.K. (1988) The beliefs about language learning of beginning university foreign language students, Modern Language Journal, 72(3), 283-294.Horwitz, E.K., Horwitz, M.B. and Cope, J. (1986) Foreign language classroom anxiety, Modern Language Journal, 70 (2), 125-132.Horwitz, E.K. and Young, D.L. (eds.) (1991) Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, N.J.: Prentice Hall.Kinsella, K. (1995) Understanding and empowering diverse learners in t he ESL classroom. In Reid, J.M. (ed.) Learning Styles in the ESL/EFL Classroom (pp.170-194). Boston: Heinle and Heinle Publishers.MacIntyre, P.D. (1995a) How does anxiety affect second language learning? A reply to Sparks and Ganschow, Modern Language Journal, 79 (1), 90-99.Koch, A.S. and Terrell, T.D. (1991) Affective reactions of foreign language students to Natural Approach activities and teaching techniques. In E.K. Horwitz and D.L. Young (eds) Language Anxiety: From Theory and Research to Classroom Implications (pp.109-126). New Jersey: Prentice Hall.Krooenber g, N. (1995) Meeting language learners’ sensory-learning style preferences. In Reid, J.M. (ed.) Learning Styles in the ESL/EFL Classroom (pp.74-86). Boston: Heinle and Heinle Publishers.MacIntyre, P.D. (1995b) On seeing the forest and the trees: A rejoinder to Sparks and Ganschow, Modern Language Journal, 79(ii), 245-248.MacIntyre, P.D. and Gardner, R.C. (1989) Anxiety and second-language learning: Toward a theoretical clarification, Language Learning, 39(2), 251-275.MacIntyre, P.D. and Gardner, R.C. (1991a) Language anxiety: Its relationship to other anxieties and to processing in native and second languages, Language Learning, 41(4), 513-534.MacIntyre, P.D. and Gardner, R.C. (1991b) Methods and results in the study of anxiety and language learning: A review of literature, Language Learning, 41 (1), 85-117.MacIntyre, P.D. and Gardner R.C. (1994) The subtle effects of language anxiety on cognitive processing in the second language, Language Learning, 44 (2), 283-305.MacIntyre, P.D., Noels, K.A. and Clement, R. (1997) Biases in self-ratings of second language proficiency: The role of language anxiety, Language Learning, 47(2), 265-287. McCoy, I.R. (1979) Means to overcome the anxieties of second language learners, Foreign Language Annals, 12, 185-189.Nelson, G.L. (1995) Cultural differences in learning styles. In Reid, J.M. (ed.) Learning Styles in the ESL/EFL Classroom (pp.3-18). Boston: Heinle and Heinle Publishers.Onwuegbuzie, A.J., Bailey, P. and Daley, C.E. (1999) Factors associated with foreign language anxiety, Applied Psycholinguistics, 20, 217-239.Onwuegbuzie, A.J., Bailey, P. and Daley, C.E. (2000) The validation of three scales measuring anxiety at different stages of the foreign language learning process: The input anxiety scale, the processing anxiety scale, and the output anxiety scale, Language Learning, 50(1), 87-117.Oxford R.L. (1999) Anxiety and the language learner: New insights. In J. Arnold (ed.) Affect In Language Learning (pp. 58-67). Cambridge: Cambridge University Press.Price, M.L. (1988) Anxiety and the foreign language learner: correlates of foreign language anxiety. Doctoral dissertation, University of Texas at Austin.Price, M.L. (1991) The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E.K. Horwitz and D.J. Young (eds), Language Anxiety: From Theory and Research to Classroom Implications (pp.101-108). New Jersey: Prentice Hall, Inc.Reid, J.M. (1987) The learning style preferences of ESL students, TESOL Quarterly, 21 (1), 87-105.Reid, J.M. (1990) The dirty laundry of ESL survey research, TESOL Quarterly, 24(2), 323-338.Reid, J.M. (ed.) (1995) Learning Styles in the ESL/EFL Classroom. New York: Heinle and Heinle Publishers.Reid, J.M. (ed.) (1998) Understanding Learning Styles in the Second Language Classroom. New Jersey: Prentice Hall.Rossi-Le, L. (1995) Learning styles and strategies in adult immigrant ESL students. In Reid, J.M. (ed.) Learning Styles in the ESL/EFL Classroom (pp.118-125). Boston: Heinle and Heinle Publishers.Ryan, K. & Bohlin, D.E. (1999) Building Character in Schools: Practical Ways to Bring Moral Instruction to Life. San Francisco: Jossey-Bass Publishers.Sparks, R.L. and Ganschow, L. (1991) Foreign language learning differences: Affective or native language aptitude differences? Modern Language Journal, 75 (1), 3-16. Sparks, R.L. and Ganschow, L. (1993) The impact of native language learning problems on foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis, Modern Language Journal, 77 (1), 58-74.Sparks R.L. and Ganschow L. (1995) A strong inference approach to casual factors in foreign language learning: A response to MacIntyre, Modern Language Journal, 79 (2), 235-244.Stebbins, C. (1995) Culture-specific perceptual-learning style preferences of postsecondary students of English as a second language. In Reid, J.M. (ed.) Learning Styles in the ESL/EFL Classroom (pp.108-117). Boston: Heinle and Heinle Publishers.Steinberg, F.S. and Horwitz, E.K. (1982) The effect of induced anxiety on the denotative and interpretive content of second language speech, TESOL Quarterly, 20, 131-136.Williams, M. and Burden, R.L. (1997) Psychology for Language Teachers: A social constructivist approach. Cambridge: Cambridge University Press.Young, D.J. (1990) An investigation of students’ perspectives on anxiety and speaking, Foreign Language Annals, 23 (6), 539-553.Young, D.J. (1991) Creating a low-anxiety classroom environment: What does language anxiety research suggest?, Modern Language Journal, 75(iv), 426-439.Young, D.J. (1992) Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio, Hadley, Terrell and Rardin, Foreign Language Annals, 25 (2), 157-172.Foreign Language AnxietyHorwitz and Young (1991) define foreign language anxiety in two different ways. First “as a manifestation or transfer of other types of anxiety … in the language learning context” (Horwitz, Tallon, and Luo, 2010, p. 95), and seco ndly as an anxiety that is specific to situation. Unfortunately, there is a negative relationship between second language grade achievement and foreign language anxiety (Horwitz, 2001). Additionally, this type of anxiety can hinder communication while learning the new language which is essential in obtaining proficiency (Kleinmann, 1977; MacIntyre & Garndner, 1991a, 1991b; Macntyre & Charos, 1995). Many believe that the anxiety surrounding foreign language may be due to a fear of misportraying authenticity (Horwitz, 2000, 2009; Horwitz, Horwitz, and Cope, 1986). In other words, a student may be afraid of “sounding weird” in their attempts to reproduce a foreign language.ReferencesHorwitz, E. K. (2000). It ain’t over til it’s over: On foreign language anx iety, first language deficits, and the confounding of variables. Modern Language Journal, 84, 256-259).Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.Horwitz, E. K. (2009). Cultural identity and language anxiety: How self-concept and cultural expectations interact with performance in a second language. In P. Cheng & J. X. Yan (Eds.), Cultural identity and language anxiety, (pp. 57-69). Guanxi, China: Guangxi Normal University Press.Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.Horwitz, E. K., Tallon, M., & Luo, H. (2010). Foreign language anxiety. In J. C. Cassady (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (pp. 95-115). New York, NY: Peter Lang.Horwitz, E. K., & Young, D. J. (1991). Language anxiety: From theory and research to classroom implications. Upper Saddle River, NJ: Prentice Hall.Kleinmann, H. H. (1977). Avoidance behaviour in adult second language acquisition. Language Learning, 27, 93-107.MacIntyre, P. D., & Charos, C. (1995, June). Personality, motivation and willingness to communicate as predictors of second language communication. Paper presented at the annual conference of the Canadian Psychological Association, Charlottetown, PEI.MacIntyre, P. D., & Gardner, R. C. (1991a). Methods and results in the study of anxiety in language learning: A review of the literature. Language Learning, 41, 85-117.MacIntyre, P. D., & Gardner, R. C. (1991b). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75, 296-304.。

endnote怎么引用参考文献格式

endnote怎么引用参考文献格式
在EndNote中引用参考文献格式，需要先选择正确的参考文献样式。

以下是操作步骤：
1. 打开EndNote软件，在菜单栏中选择“References”，然后选择“Output Styles”。

2. 在弹出的“Output Styles”对话框中，选择你需要的参考文献样式，例如“APA”、“MLA”、“Chicago”等。

如果没有你需要的样式，可以选择“More Styles”，在EndNote官方网站下载更多样式。

3. 选择好参考文献样式后，点击“OK”按钮，关闭对话框。

4. 在EndNote中选中需要引用的参考文献，然后在菜单栏中选择“References”，然后选择“Insert Citation”。

5. 在弹出的“Insert Citation”对话框中，选择需要插入的文献，然后点击“Insert”按钮，将参考文献插入到文档中。

参考文献格式会根据你选择的样式自动生成，例如APA格式的参考文献格式如下：
作者. (出版年份). 文献标题. 期刊名称, 卷号(期号), 页码范围.
相关原文: 1页。

论文reference格式写作规范

论⽂reference格式写作规范英⽂assignment的写作细节（请各位愿意长期合作的朋友，尽量仔细阅读，在⾏⽂中注意这些要求）我们的assignment通常分为两种形式，⼀是essay, ⼀是report.⼆者在形式上有所差别，essay 偏向于理论论述，report则⼤都结合case进⾏理论应⽤。

⼀篇assignment上⾯会对写成essay 还是report格式作出明确要求。

在阅读题⽬时，请尽量仔细。

相同点：1、字体：Times New Roman或者Arial, 字号：⼩四，⾏距：1.5倍。

请在写作之前就把这些格式调好，以避免写好后再调会出现⼀些意相不到的情况。

2、段与段之间隔⾏。

每段不要求像中⽂写作那样空两格，⽽是直接顶格写。

区别：Essay:Essay的写作相对report要简单⼀些。

通常只包括三个部分，Introduction, Main Body, Conclusion. Introduction 包括topic的背景介绍和论⽂的结构。

⼀般占总字数的10%左右。

Main Body是主体部分，占总字数80%左右。

如果题⽬中作了具体要求，就根据题⽬提到的⼏个⽅⾯来逐⼀讨论就可以了。

有的题⽬没有作具体要求，就根据⾃⼰的构思来写。

但要求有逻辑性。

Conclusion也是占10%，在这⼀段⾥把⽂章中的主要观点⽤⼀到两句话概括出来。

Essay的body部分不提倡⽤太多的标题，有的作业要求甚⾄会直接写明不能⽤任何的标题，所以为了保证⽂章结构的清晰性，段落间要有承上启下的句⼦，使结构清晰明了，⽂章结构很重要，⽼师⾮常重视，直接影响分数的好坏。

Reference的写作是essay和report都要涉及的，我放在最后来详细说。

Report:它的写法⼤体上和essay差不多，但要求要严格⼀些。

第⼀：标题页：顾名思义，将report的题⽬写在此页第⼆：Executive summary，是对⽂章的摘要，要把写这篇报告的⽬的(也就是为什么要写这篇报告)，报告得出的结果，最后的结论，以及报告给出的建议⼀⼀交代清楚，但不需要交代题⽬背景，摘要的⽬的是让busy reader能快速掌握报告的全部内容。

英语单词reference

英语单词reference单词：reference1. 定义与释义1.1词性：名词、动词1.2释义：作为名词时，有参考、参照、提及、涉及、参考文献等意思；作为动词时，有引用、参照的意思。

1.3英文解释：As a noun: the act of mentioning or alluding to something; something that is used as a means of obtaining information. As a verb: to mention or allude to; to use as a source of information.1.4相关词汇：- 同义词：citation（名词）、quote（名词、动词）；- 派生词：referential（形容词）、referencing（名词、动词）。

---2. 起源与背景2.1词源：源于中世纪法语“referer”，意思是“带回、提交”，进一步可追溯到拉丁语“referre”。

2.2趣闻：在学术写作中，正确的参考文献（reference）使用是非常重要的。

如果引用不当，可能会被认为是抄袭。

许多学术机构和出版商都有严格的规定来确保reference的准确性和完整性。

---3. 常用搭配与短语3.1短语：- for reference：供参考例句：I will keep this book for reference.翻译：我会留着这本书作参考。

- reference book：参考书例句：You can find the answer in a reference book.翻译：你可以在参考书中找到答案。

- reference library：参考图书馆（只供查阅，不外借）例句：The reference library has a large collection of old newspapers.翻译：参考图书馆收藏了大量的旧报纸。

reference的动词形式

reference的动词形式
reference的动词形式指的是将某事物或某人作为参考或依据，用于决定或说明某件事。

通常可以用作动词的形式有'refer'和
'reference'。

'Refer'是更常见的用法，指的是将某事物或某人提及或转交给另外一方，以供参考或处理。

例如：'I will refer this matter to my supervisor.'，意思是'我会将这件事情转交给我的主管处理。

' 而'reference'则常用于更正式的场合，特别是在学术或专业文献中。

例如：'The paper references several important studies in the field.'，意思是'这篇论文参考了该领域的几项重要研究。

'无论使用哪种形式，都需要清楚地表达参考的对象和目的，以确保表达准确、清晰。

- 1 -。

英文参考文献引用格式

英文参考文献引用格式English:When citing references in an academic paper, there are several commonly used formats, including APA, MLA, Chicago, and Harvard. In APA format, the reference should include the author's last name and initial, the publication year, the title of the work, and publication information. For example, a book citation should follow this format: Author, A. A. (Year). Title of work: Subtitle. Publisher. For MLA format, the citation includes the author's name, the title of the source, the title of the container, other contributors, version, number, publisher, publication date, and location. In Chicago style, the citation should include the author's name, the title of the book, the place of publication, the publisher, and the year of publication. In Harvard style, the citation includes the author's name, the year of publication, the title of the work, and publication information. It is important to carefully follow the specific guidelines for each format to ensure that the references are accurately cited.中文翻译:在学术论文中引用参考文献时，有几种常用的格式，包括APA、MLA、芝加哥和哈佛。

harvard references style参考文献格式

harvard references style参考文献格式引言概述：在学术写作中，准确引用参考文献是非常重要的。

哈佛引用风格是一种常用的引用格式，被广泛应用于各个学科领域。

本文将介绍哈佛引用风格的参考文献格式，包括作者、出版年份、文章标题、期刊名称、卷号、页码等信息。

正文内容：1. 作者信息1.1 一位作者：在引用中，作者的姓氏应放在第一位，然后是名字的首字母缩写。

例如，John Smith的引用格式为Smith, J.。

1.2 多位作者：当有多位作者时，应列出所有作者的姓氏和名字的首字母缩写，用逗号分隔。

例如，对于两位作者John Smith和Jane Doe，引用格式为Smith, J.和Doe, J.。

2. 出版年份2.1 单一出版年份：在引用中，出版年份应放在作者信息之后，用括号括起来。

例如，(2019)。

2.2 多个出版年份：如果引用的文献是多个版本的，应在出版年份之后用分号分隔。

例如，(2019; 2020)。

3. 文章标题3.1 期刊文章：在引用中，文章标题应用双引号括起来，并紧跟着期刊名称。

例如，"Article Title" Journal Name。

3.2 书籍章节：对于书籍的章节引用，应将章节标题用单引号括起来，并紧跟着书籍标题。

例如，'Chapter Title' Book Title。

4. 期刊名称4.1 期刊全名：在引用中，应使用期刊的全名，而不是缩写形式。

例如，Journal of Science而不是J. Sci.。

4.2 缩写期刊名称：如果期刊的缩写形式被广泛接受并被使用，可以在全名之后用括号注明缩写形式。

例如，Journal of Science (J. Sci.)。

5. 卷号和页码5.1 期刊文章：在引用中，卷号应在期刊名称之后用斜杠分隔，然后是页码范围。

例如，Journal Name, 10/20-30。

5.2 书籍章节：对于书籍的章节引用，应在书籍标题之后用逗号分隔，然后是页码范围。

foreign key references用法

foreign key references用法
外键引用(foreign key references)是在关系型数据库中常见的
一种技术，用于在两个数据表之间建立联系，以允许数据库保持数据
一致性并维护变化。

外键引用是通过创建一个到其他表（称为外键表）中的列（称为外键）的一对多（一对一）关系来实现的。

当某个表中的列建立关联时，如果行被删除，则外键引用可以确
保所有与该行有关的数据也被删除，从而维护数据的完整性。

外键引用提供了一种独立的检索数据的方法，从而节省了开发人
员查询多个表的时间。

使用外键引用，只需执行一次查询，就可以获
取所有相关表中的信息。

有了外键引用，可以让用户能够根据任何一
个关键信息快速检索数据。

外键引用也可以在进行插入和更新操作时有效地管理数据的完整性。

例如，在外键表中，如果更新的值不存在于其他表中，则系统将
不允许插入或更新外键表行。

最后，外键引用可以作为构建复杂应用程序的基础，以防止数据
不一致等异常情况。

通常情况下，当用户尝试更新某个外键表中的行时，系统会核查是否存在外键表，以确保数据的完整性。

总而言之，外键引用是使用关系型数据库最重要的技术之一，它
对于维护数据一致性和获取信息具有至关重要的作用。

学术英语写作中references中J. K. Author

学术英语写作中references中J. K. AuthorWhen the first Europeans came to the North American continent, they encountered the completely new cultures of the Native American. Peoples of North America, Native Americans, who had highly developed cultures in many respects, must have been as curious about them. As always happens when two or more cultures come into contact, there was a cultural exchange.Native Americans adopted some of the Europeans’ ways, and the Europeans adopted some of their ways. As a result, Native Americans have made many valuable contributions to modern U.S. culture, particularly in the areas of language, art, food, and government.First of all, native Americans left a permanent mark on the English language. The early English-speaking settlers borrowed from several different Native American languages words for places in this new land. All across the country are cities, towns, rivers, and states with native American names. For example, the states of Delaware, Iowa, Illinois, and Alabama are named after Native American tribes, as are the cities of Chicago, Miami, and Spokane. In addition to place names, English adopted from various Native American languages thewords for animals and plants found in the Americas, Chipmunk, moose, raccoon, skunk, tobacco, and squash are just a few examples.Although the vocabulary of English is the area that shows the most Native American influence, it is not the only area of U.S. culture that has been shaped by contact with Native Americans. Art if another area of important Native American contributions. Wool rugs woven by women of the Navajo Tribe in Arizona and New Mexico are highly valued works of art in the United States. Native American jewelry made from silver and turquoise is also very popular and very expensive. Especially in the western and southwestern regions of the United States, native crafts such as pottery, leather products, and beadwork can be found in many homes. Indeed, native art and handicrafts are a treasured part of U.S. culture.。

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ANALGORITHMWITHGUARANTEEDCONVERGENCE
FORFINDINGAZEROOFAFUNCTION

R.P.BRENT

Abstract
Analgorithmispresentedforﬁndingazeroofafunctionwhichchangessigninagiveninterval.
Thealgorithmcombineslinearinterpolationandinversequadraticinterpolationwithbisection.
Convergenceisusuallysuperlinear,andisnevermuchslowerthanforbisection.ALGOL60
proceduresaregiven.

Comments
OnlytheAbstractisgivenhere.Thefullpaperappearedas[1].Forsimilarmaterialsee[2,
Chapter4].Relatedalgorithmsaredescribedin[3,4].

References
[1]R.P.Brent,“Analgorithmwithguaranteedconvergenceforﬁndingazeroofafunction”,ComputerJ.14
(1971),422–425.MR49#4234,Zbl231.65046.rpb005.
[2]R.P.Brent,AlgorithmsforMinimizationwithoutDerivatives,Prentice-Hall,EnglewoodCliﬀs,NewJersey,
1973,195pp.MR49#4251,CR15#26544.rpb011.
[3]T.J.Dekker,“Findingazerobymeansofsuccessivelinearinterpolation”,inConstructiveAspectsofthe
FundamentalTheoremofAlgebra(editedbyB.DejonandP.Henrici),Interscience,NewYork,1969.
[4]J.H.Wilkinson,TwoAlgorithmsbasedonSuccessiveLinearInterpolation,TechnicalReportCS60,Computer
ScienceDepartment,StanfordUniversity,Stanford,California,1967.

DepartmentofComputerScience,StanfordUniversity,Stanford,CA94305,USA

1991MathematicsSubjectClassiﬁcation.Primary65H05;Secondary65-04,65G05,65H20,68-04,68Q25.
Keywordsandphrases.Dekker’salgorithm,bisection,interpolation,superlinearconvergence,zeroin,zero-
ﬁnding.
TheauthorwishestothankProfessorsG.E.ForsytheandG.H.Golubfortheiradviceandencouragement,
therefereeforhishelpfulcomments,andtheCSIROforitssupport.
ReceivedAugust1970,revisedMarch1971.
Copyrightc󰀄1971,BritishComputerSociety.
Commentsc󰀄1993,R.P.Brent.
rpb005atypesetusingAMS-LATEX.