Learning argumentative capacities

In the fields of linguistics and psychology the didactic implementation of new knowledge relative to argumentative discourse and its acquisition has led us to develop a didactic sequence focused on the teaching of argumentation in 11–12 year old pupils. This sequence was experimented in six schools in order to assess the effect of these new educational methods on the capacities of pupils to treat the dialogic dimensions of argumentation in the writing of monologues. An analysis of the productions of the puils who had been submitted to the didactic sequence, compared with those of a control group, showed a significant improvement in the capacities of the first group. These improvements concerned aspects such as backing up arguments, acknowledging the addressee, negotiating with an eventual contradictor and using of a certain number of units and linguistic expressions t specific to argumentative texts (expressions of responsability taking, textual organisers of cause and conclusion, modalisations of probability and of certitude, concessions and polite expressions).     

The California Verbal Learning Test: Psychometric characteristics and clinical application

The California Verbal Learning Test (CVLT) is a popular clinical and research test that claims to measure key constructs in cogntive psychology such as repetition learning, serial position effects, semantic organization, intrusion, and proactive inteference. The psychometric characteristics of the CVLT are reviewed and related to the test's clinical utility. The utility of the CVLT is shown to be limited by its poor standardization and inlated norms. Further, the validity is limited because the CVLT uses multiple trials whereas the constructs it purports to the CVLT and guidelines for its clinical use. It concludes that if the limitations of the CVLT are recognized, it can still make a usefull contribution to the clinical assessment of verbal learning and memory.     

Performances on Rey Auditory Verbal Learning Test and Rey Complex Figure Test in a healthy, elderly Danish sample--reference data and validity issues

This study presents Danish data for Rey Auditory Verbal Learning Test (RAVLT) and Rey Complex Figure Test (RCFT) from 100 subjects aged 60-87 years. Education and estimated verbal intelligence (DART score) had a significant impact on the RAVLT trial 1-5 score but not on other RAVLT measures. The RCFT copy score was significantly related to age and the DART score. On RCFT recall a highly significant difference was found between persons who could make a faultless copy and persons with incomplete copy performance. Thus, this study presents separate data for RCFT recall scores according to the subjects' copying performance (in separate tables for age and education groups). For all measures on both RAVLT and RCFT wide distributions of scores were found and the impact of this broad score range on the tests' discriminative validity is discussed. RAVLT performances for elderly were similar to previous published meta-norms, but the included sample of elderly Danes performed better on RCFT (copy and recall) than elderly from the United States.     

Relationship between driving styles and biological behavior of drivers in negative emotional state

ObjectiveThis paper explores the links between driving style and the biological behavior of people while driving with dangerous negative emotions (such as anger, anxiety, and fear).BackgroundIt is highly important to study the behavior of humans from varying aspects to discover the factors affecting it. Driving style, as one of the critical aspects of the human factor, and biological behavior, as a factor influencing the performance of individuals, motivate us to examine the relationship between the two.MethodFor this purpose, a test was designed to record the biological signal data, namely, the Electrocardiogram (ECG), Electroencephalogram (EEG), Electromyogram (EMG), and Electrodermal activity (EDA), in a driving simulator with driving events prompting negative emotions. The Multidimensional Driving Style Inventory (MDSI) was employed to determine the driving style of participants.ResultsCorrelation analysis was engaged for data analysis. The results showed, firstly, a significant relationship between the participants’ driving style and their biological behavior and, secondly, the highest correlation between the EEG signal and driving style. Moreover, participants with a nervous and anxious style showed maximum change in biological behavior, while those with a reckless style displayed minimum alterations in biological behavior at the time of unpleasant events during driving.ConclusionConduction of such research can help better understand the behavior of different people while facing unpleasant driving events.     

An intelligent facial expression recognition system with emotion intensity classification

Facial expressions play a crucial role in emotion recognition as compared to other modalities. In this work, an integrated network, which is capable of recognizing emotion intensity levels from facial images in real time using deep learning technique is proposed. The cognitive study of facial expressions based on expression intensity levels are useful in applications such as healthcare, coboting, Industry 4.0 etc. This work proposes to augment emotion recognition with 2 other important parameters, valence and emotion intensity. This helps in better automated responses by a machine to an emotion. The valence model helps in classifying emotion as positive and negative emotions and discrete model classifies emotions as happy, anger, disgust, surprise and neutral state using Convolution Neural Network (CNN). Feature extraction and classification are carried out using CMU Multi-PIE database. The proposed architecture achieves 99.1% and 99.11% accuracy for valence model and discrete model respectively for offline image data with 5-fold cross validation. The average accuracy achieved in real time for valance model and discrete model is 95% & 95.6% respectively. Also, this work contributes to build a new database using facial landmarks, with three intensity levels of facial expressions which helps to classify expressions into low, mild and high intensities. The performance is also tested for different classifiers. The proposed integrated system is configured for real time Human Robot Interaction (HRI) applications on a test bed consisting of Raspberry Pi and RPA platform to assess its performance.     

Implicit transfer of spatial structure in visuomotor sequence learning

Implicit learning and transfer in sequence learning are essential in daily life. Here, we investigated the implicit transfer of visuomotor sequences following a spatial transformation. In the two experiments, participants used trial and error to learn a sequence consisting of several button presses, known as the m × n task (Hikosaka et al., 1995). After this learning session, participants learned another sequence in which the button configuration was spatially transformed in one of the following ways: mirrored, rotated, and random arrangement. Our results showed that even when participants were unaware of the transformation rules, accuracy of transfer session in the mirrored and rotated groups was higher than that in the random group (i.e., implicit transfer occurred). Both those who noticed the transformation rules and those who did not (i.e., explicit and implicit transfer instances, respectively) showed faster performance in the mirrored sequences than in the rotated sequences. Taken together, the present results suggest that people can use their implicit visuomotor knowledge to spatially transform sequences and that implicit transfers are modulated by a transformation cost, similar to that in explicit transfer.     

Response-repetition costs in choice-RT tasks: Biased expectancies or response inhibition?

Repetition effects are often viewed as informative regarding the cognitive mechanisms of action control. One particular finding, namely costs for repeating the same response in subsequent trials, especially challenges theorizing. Costs for response repetitions have recently been reported in task-switch studies on task-switch trials (whereas benefits usually arise in task-repetition trials), but also in some choice-RT task studies. In three experiments, two of the most successful accounts for the response-repetition costs in choice-RT task studies and task switching were tested: an expectancy-based explanation, and an inhibition-based account. Using a choice-RT task introduced by Smith (1968) and manipulating the response–stimulus interval (RSI) and the categorizability of the stimuli, some specific predictions of the two accounts were tested. The results clearly revealed that expectancy-based explanations fail to account for the observed patterns of effects, whereas they are well in line with the predictions from the inhibition-based account. Finally, the results are further discussed with respect to alternative accounts from the field of task switching.     

Programa para el Bienestar y Aprendizaje Socioemocional en estudiantes de tercero y cuarto grado: descripción y evaluación de impacto

This paper presents a program to foster socioemotional learning and wellbeing in 3rd and 4th graders, and its impact on evaluation. The program is conceptually grounded in the socioemotional learning perspective, which integrates factors both at the individual and contextual levels. Development of quality interpersonal bonding is emphasized, as is the development of the necessary socioemotional skills to achieve this goal. A quasi-experimental design was implemented which included 647 students in five private subsidized schools in Santiago, Chile. Evaluation with Anova analysis of repeated measures showed an impact of the program on students’ self-esteem reported by the teacher (measured with TAE). Seemingly, the program mitigated the decrease in the perception of school social climate (measured with ECLIS), in social integration, and in academic performance, as observed in the control group. Results are discussed in terms of their implications for the development of interventions in this field.     

Infant,primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables

It has been established that teachers’ conceptions of learning and teaching influence their instructional practices. Several authors maintain that these conceptions are based on certain implicit assumptions that give rise to different theories. Our view is that people have multiple alternative theories which they use depending on the context and the demands of the task. The main purpose of this study was to find out whether such representational plurality exists in teachers’ conceptions and, if it does, whether this plurality can lead to the identification of different representational profiles. We were also interested in studying some of the teaching practice variables that might influence the nature of the representational profiles. Our results, obtained by means of a dilemma questionnaire answered by 1074 teachers from different educational levels and knowledge domains and with different ranges of experience, are consistent with the assumption of representational plurality, as they show that the same teacher may hold different conceptions that set up a conceptions profile. Moreover, the combination of the responses in each profile is not random. Teachers at the more advanced levels and with more teaching experience manifested more traditional conceptions. Furthermore, some knowledge domains were associated with certain conception profiles.     

Czech version of Rey Auditory Verbal Learning test: Normative data

The present study provides normative data stratified by age for the Rey Auditory Verbal Learning test Czech version (RAVLT) derived from a sample of 306 cognitively normal subjects (20–85 years). Participants met strict inclusion criteria (absence of any active or past neurological or psychiatric disorder) and performed within normal limits on other neuropsychological measures. Our analyses revealed significant relationships between most RAVLT indices and age and education. Normative data are provided not only for basic RAVLT scores, but for the first time also for a variety of derived (gained/lost access, primacy/recency effect) and error scores. The study confirmed a logarithmic character of the learning slope and is consistent with other studies. It enables the clinician to evaluate more precisely subject’s RAVLT memory performance on a vast number of indices and can be viewed as a concrete example of Quantified Process Approach to neuropsychological assessment.