A two-dimensional model for collisional energy transfer in bimolecular ion–molecule dynamics: M

1995 ◽  
Vol 90 (5) ◽  
pp. 357
Author(s):  
Monique Revorêdo Chacon-Taylor ◽  
Jack Simons
Keyword(s):  
Energy Transfer ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Collisional Energy ◽  
Two Dimensional Model ◽  
Collisional Energy Transfer ◽  
Molecule Dynamics

White Noise and Nonlinear Damping in the Two-Dimensional Model of Energy Transfer in Molecular Systems

1997 ◽  
pp. 208-216
Author(s):  
Peter L. Christiansen ◽  
Magnus Johansson ◽  
K. Ø. Rasmussen ◽  
Yuri B. Gaididei ◽  
Irina I. Yakimenko
Keyword(s):  
Energy Transfer ◽  
White Noise ◽  
Nonlinear Damping ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Molecular Systems ◽  
Two Dimensional Model

Collisional energy transfer in bimolecular ion–molecule dynamics M++(H2; D2; or HD)→(MH++H; MD++D; MH++D; or MD++H)

1993 ◽  
Vol 99 (4) ◽  
pp. 2601-2615 ◽  
Author(s):  
Maciej Gutowski ◽  
Mark Roberson ◽  
Jon Rusho ◽  
Jeff Nichols ◽  
Jack Simons
Keyword(s):  
Energy Transfer ◽  
Collisional Energy ◽  
Collisional Energy Transfer ◽  
Molecule Dynamics

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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