scholarly journals Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

10.3791/53255 ◽  
2016 ◽  
Author(s):  
Idalis Villanueva ◽  
Maria Valladares ◽  
Wade Goodridge
Keyword(s):  
Student Performance ◽  
Undergraduate Student ◽  
Salivary Biomarkers ◽  
Self Reports ◽  
Skin Responses ◽  
Galvanic Skin Responses

Intact Galvanic Skin Responses and Impaired Self-Reports in Response to Emotional Pictures in High-Functioning Autism

2006 ◽  
Vol 985 (1) ◽  
pp. 501-504 ◽  
Author(s):  
D. BEN SHALOM ◽  
S. H. MOSTOFSKY ◽  
R. L. HAZLETT ◽  
M. C. GOLDBERG ◽  
D. R. McLEOD ◽  
...  
Keyword(s):  
High Functioning Autism ◽  
High Functioning ◽  
Self Reports ◽  
Skin Responses ◽  
Emotional Pictures ◽  
Galvanic Skin Responses

Theory of Intelligent Collectives

2015 ◽  
pp. 188-204
Author(s):  
Megan McKoy ◽  
S. Spitler ◽  
Kelsey Zuchegno ◽  
E. Taylor ◽  
K. C. Hewitt ◽  
...  
Keyword(s):  
Decision Making ◽  
Recent Work ◽  
Group Size ◽  
Majority Rule ◽  
Self Reports ◽  
Skin Responses ◽  
Selection Tasks ◽  
Galvanic Skin Responses

We review our theory of robust intelligence (RI) for groups. We examine the quality of decisions by groups in the laboratory under either majority rule (MR) or consensus rule (CR). Theoretically, engagement in decision-making becomes a factor depending on whether an individual is in a group or in competition between groups. From earlier research, measures of engagement in three-person groups included self-reports, counts of utterances during discussions, and changes in electro-dermal activity (i.e., galvanic skin responses, or GSR). We predicted engagement (number of utterances) would be greater under CR than MR; under MR, we predicted that GSRs would be greater (more attention). Based on partial analyses, participants under CR spoke significantly more often during discussions than MR. As predicted, after de-trending GSR data, we found MR produced higher GSRs and shorter discussions. Our recent work in group size has increased to five participants working on Wason Selection Tasks.

Biochemical and Galvanic Skin Responses to Music Stimuli by College Students in Biology and Music

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1079-1090 ◽  
Author(s):  
Sherman D. VanderArk ◽  
Daniel Ely
Keyword(s):  
Plasma Cortisol ◽  
Physiological Responses ◽  
Music Students ◽  
Music Majors ◽  
Physiological Changes ◽  
Biology Students ◽  
Before And After ◽  
Behavioral Therapies ◽  
Skin Responses ◽  
Galvanic Skin Responses

The purpose of this study was to examine biochemical and physiological responses to musical stimuli. Specifically, university music and biology students' plasma levels of norepinephrine, endorphin, and Cortisol, and their galvanic skin responses were measured before and after listening to two different musical selections in an anechoic chamber and during controlled silence. The results indicated that biochemical variables changed significantly in both groups during listening to music but were not different during the controlled silence. These data suggest that music majors may listen more analytically to music. GSR responses were significantly higher for music majors than biology majors, and plasma Cortisol increased in music students but decreased in biology students. Music which elicits specific emotions induces physiological changes which may be beneficial to relaxation and behavioral therapies.

Persuasion and Emotional Response: A Cross-Cultural Study

1965 ◽  
Vol 16 (2) ◽  
pp. 503-510 ◽  
Author(s):  
Elliott McGinnies ◽  
Hitoshi Aiba
Keyword(s):  
University Students ◽  
Attitude Change ◽  
Emotional Response ◽  
Cross Cultural ◽  
Japanese University ◽  
Persuasive Communications ◽  
Cross Cultural Study ◽  
Skin Responses ◽  
Initial Attitude ◽  
Galvanic Skin Responses

In this experiment we exposed small groups of Japanese university students to persuasive communications dealing with the Cuban situation, recorded galvanic skin responses while they listened to the arguments and measured their attitudes after exposure to each of the communications. The data were examined for relationships between initial attitude, emotional response to persuasion, and attitude change. This study was part of a larger program of experiments designed to determine the responses of Japanese university students to persuasive communications under varying conditions of exposure.

Perceptual Defense, a Replication

1984 ◽  
Vol 58 (2) ◽  
pp. 351-355 ◽  
Author(s):  
Michael W. York ◽  
Tarek Mandour ◽  
Steve Jex
Keyword(s):  
Skin Responses ◽  
Taboo Words ◽  
Galvanic Skin Responses

McGinnies' (1949) study on perceptual defense was replicated. No significant results were noted for galvanic skin responses. Threshold differences were significant; taboo words had higher thresholds than neutral words. Possibly “emotionality” and “threat” may require separate operational definitions if the effect, “perceptual defense,” is to be clearly demonstrated.

PROBLEM-BASED WRITING WITH PEER REVIEW IMPROVES ACADEMIC PERFORMANCE IN PHYSIOLOGY

2002 ◽  
Vol 26 (3) ◽  
pp. 174-184 ◽  
Author(s):  
Nancy J. Pelaez
Keyword(s):  
Academic Performance ◽  
Peer Review ◽  
Student Performance ◽  
Group Work ◽  
Undergraduate Student ◽  
Multiple Choice ◽  
Extracellular Fluid ◽  
Class Discussion ◽  
Peer Reviews ◽  
Calibrated Peer Review

The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review™, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students “passed” three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as 1) problems recognizing levels of organization, 2) problems with cause/effect, and 3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.

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