Global Response Systems That Confer Resistance

2007 ◽  
pp. 23-44
Author(s):  
Paul Miller ◽  
Philip Rather
Keyword(s):  
Global Response ◽  
Response Systems

Smoothing Facilitates the Detection of Coupled Responses in Psychophysiological Time Series

2000 ◽  
Vol 14 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Joni Kettunen ◽  
Niklas Ravaja ◽  
Liisa Keltikangas-Järvinen
Keyword(s):  
Time Series ◽  
Type I Error ◽  
Electrodermal Activity ◽  
Moving Average ◽  
Type I ◽  
Facial Electromyography ◽  
Response Characteristics ◽  
Smoothing Methods ◽  
Response Systems ◽  
Different Response

Abstract We examined the use of smoothing to enhance the detection of response coupling from the activity of different response systems. Three different types of moving average smoothers were applied to both simulated interbeat interval (IBI) and electrodermal activity (EDA) time series and to empirical IBI, EDA, and facial electromyography time series. The results indicated that progressive smoothing increased the efficiency of the detection of response coupling but did not increase the probability of Type I error. The power of the smoothing methods depended on the response characteristics. The benefits and use of the smoothing methods to extract information from psychophysiological time series are discussed.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

Effectiveness of Clicker Classroom Response Systems in Small College Courses

2008 ◽  
Author(s):  
Katherine A. Becker ◽  
Jeana L. Magyar-Moe ◽  
Christina A. Burek ◽  
Amber K. McDougal ◽  
Autumn N. McKeel
Keyword(s):  
College Courses ◽  
Classroom Response Systems ◽  
Small College ◽  
Response Systems ◽  
Classroom Response

Extending the Science of Team Training to Rapid Response Systems

2012 ◽  
Author(s):  
Megan E. Gregory ◽  
Elizabeth H. Lazzara ◽  
Ashley M. Hughes ◽  
Lauren E. Benishek ◽  
Eduardo Salas
Keyword(s):  
Team Training ◽  
Rapid Response ◽  
Rapid Response Systems ◽  
Response Systems
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