Bibliografie tematiche / Affective subject

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Letteratura scientifica selezionata sul tema "Affective subject"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 1 febbraio 2022

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Articoli di riviste sul tema "Affective subject"

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Bozhkov, Lachezar, Petia Georgieva, Isabel Santos, Ana Pereira e Carlos Silva. "EEG-based Subject Independent Affective Computing Models". Procedia Computer Science 53 (2015): 375–82. http://dx.doi.org/10.1016/j.procs.2015.07.314.

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Roumeliotis, Filip. "Drug Use and Affective Politics". Contemporary Drug Problems 43, n. 4 (19 agosto 2016): 331–49. http://dx.doi.org/10.1177/0091450916660818.

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Abstract (sommario):
This article examines how a Swedish program for social emotional learning establishes a relationship between the subject and emotions and the political implications of this relationship. This includes an examination of how emotions fit with notions of “evidence-based policy” in the field of drug policy. The key questions are: (1) How are emotions constituted in programs of social emotional training (SET)? (2) How is the subject and its relationship to emotions and social norms constituted in this program? (3) What are the political implications of the relationship between the subject and emotions? The article shows that the SET program seeks to instill in the subject the ability to identify and control emotions in order to become an emotionally mature subject. The program establishes a neurodisciplinary regime where the subject is to “rewire” its synaptic links through repetition, decoupling emotions from their cultural context. Emotions are thus reified as internal entities arising from the central nervous system. The SET program constructs a social bond that demands adherence to specific social norms governing democratic participation. The subject is expected to control its emotions and engage in cooperation, negotiation, and conflict resolution within a model of democratic communication. Refusal or inability to adhere to the norms implicit in this model of communication risks relegating the subject to the sphere of the irrational, thereby disqualifying certain practices and responses from the sphere of the political. This is what happens to drug users, as drug use is constructed as an expression of irrationality. The SET program also pacifies individuals politically by turning issues such as drug use, unemployment, and education into matters of acquiring skills rather than political action.
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Trambaiolli, Lucas R., Juliana Tossato, André M. Cravo, Claudinei E. Biazoli e João R. Sato. "Subject-independent decoding of affective states using functional near-infrared spectroscopy". PLOS ONE 16, n. 1 (7 gennaio 2021): e0244840. http://dx.doi.org/10.1371/journal.pone.0244840.

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Abstract (sommario):
Affective decoding is the inference of human emotional states using brain signal measurements. This approach is crucial to develop new therapeutic approaches for psychiatric rehabilitation, such as affective neurofeedback protocols. To reduce the training duration and optimize the clinical outputs, an ideal clinical neurofeedback could be trained using data from an independent group of volunteers before being used by new patients. Here, we investigated if this subject-independent design of affective decoding can be achieved using functional near-infrared spectroscopy (fNIRS) signals from frontal and occipital areas. For this purpose, a linear discriminant analysis classifier was first trained in a dataset (49 participants, 24.65±3.23 years) and then tested in a completely independent one (20 participants, 24.00±3.92 years). Significant balanced accuracies between classes were found for positive vs. negative (64.50 ± 12.03%, p<0.01) and negative vs. neutral (68.25 ± 12.97%, p<0.01) affective states discrimination during a reactive block consisting in viewing affective-loaded images. For an active block, in which volunteers were instructed to recollect personal affective experiences, significant accuracy was found for positive vs. neutral affect classification (71.25 ± 18.02%, p<0.01). In this last case, only three fNIRS channels were enough to discriminate between neutral and positive affective states. Although more research is needed, for example focusing on better combinations of features and classifiers, our results highlight fNIRS as a possible technique for subject-independent affective decoding, reaching significant classification accuracies of emotional states using only a few but biologically relevant features.
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Pack, Daniel R., Bernard Cadet e Louis Pons. "Interactions among Affect, Cognition, and Visuomotor Coordination as Measured in Words and Symbols". Psychological Reports 64, n. 2 (aprile 1989): 447–54. http://dx.doi.org/10.2466/pr0.1989.64.2.447.

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The associative frequencies of responses to stimulus words during free and controlled forced-choice word-association tests correlate well with each other and with assessments of the affective character (emotional content) of the stimulus words for the test subjects (Osgood Index) for three samples of volunteer French undergraduate students ( ns = 200, 64, and 72). These indices correlate negatively with the subjects' performance on Digit Symbol Substitution tests. Neisser's theory of schemata and Edelman's theory of neuronal group selection may provide insight into this relationship. If the associative frequency of a subject's response decreased, the affective content of the word stimulus (as perceived by the subject) diminished as well. This relationship was associated with a relatively higher score on Digit Symbol Substitution. Conversely, it was observed that subjects whose responses were characterized by high associative frequencies (whether the response was spontaneous or forced-choice) rated the stimulus words as having a relatively stronger affective content or emotional character and performed less well on Digit Symbol Substitution.
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Bullard, Alice. "The affective subject and French colonial policy in new caledonia1". History and Anthropology 10, n. 4 (gennaio 1998): 375–405. http://dx.doi.org/10.1080/02757206.1998.9960904.

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Filipovic, Zlatan. "Mimicry and Shame in Naipaul's The Mimic Men and Desai's The Inheritance of Loss". Comparative Critical Studies 14, n. 2-3 (ottobre 2017): 205–24. http://dx.doi.org/10.3366/ccs.2017.0236.

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Reflecting on the affective nature of diasporic experience, the essay begins by developing Arendt's understanding of displacement as a temporal disjunction of being caught between the claims of the past and the exigencies of the present. The impossibility of salvaging the past against the often stifling imperatives of the present that she accounts for in her essay ‘We Refugees’ is, however, also what produces affective economies in the diasporic subject that I argue are crucial to diasporic identity formation. In this respect, I focus on shame, which I see as an affective residue of the unsalvageable past in the experience of displacement. In order to determine and further develop the significance of shame for diasporic subject formation, this essay will consider its impact on subjectivity in a comparative close reading of two contemporary novels, V. S. Naipaul's The Mimic Men and Kiran Desai's The Inheritance of Loss, both of which manifest the elision of the past in diasporized subjects and the movement towards strategies of identification articulated in mimicry. Mimicry, seen in Fanon's rather than Bhabha's terms, as a disavowal of the past, fails, however, to provide a viable strategy of identification for a diasporic subject in the novels that testify rather to the affective cost of our incumbent efforts to start anew.
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Meilinda, Sri, Leffy Noviyenty e Eka Apriani. "The Learning Strategies in English Subject of Islamic Study Program at IAIN CURUP". International Journal of Education Research and Development 1, n. 1 (13 febbraio 2021): 78–102. http://dx.doi.org/10.52760/ijerd.v1i1.3.

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The research objective was to find out the PAI students‟ strategies in learning English. The design of the research was presented in quantitative descriptive. The subject of this research was 2nd semester of PAI department students. To know what strategies used, the researcher used Stern theory about Language learning strategies which are divided into five categories namely management and planning, cognitive, communication, interpretational and affective. In collecting the data, the researcher used close-ended questionnaire. The result show that PAI students who got A score used 4 strategies in learning English they are management and planning strategies, cognitive strategies communicative strategies and affective strategies. But affective strategy is more dominant 83.7% as a strategy in learning English. PAI students who got B scores used 3 strategies in learning English they are management and planning strategies, cognitive strategies and affective strategies. Management and planning strategy is more dominant 74.4% as a strategy in learning English. PAI student who got C score 3 strategies in learning English they are cognitive strategies communicative strategies and affective strategies. But cognitive is more dominant 76% as a strategy in learning English. PAI student who got E score used 2 strategies in learning English they are interpretational strategies and affective strategies. But affective strategy is more dominant 90% as a strategy in learning English. Although, the strategies used by student who got A score and E score are alike, however students who got E score do not attend the class, the UTS and UAS properly.
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Aguado, Luis, Ana Garcia-Gutierrez, Ester Castañeda e Cristina Saugar. "Effects of Prime Task on Affective Priming By Facial Expressions of Emotion". Spanish Journal of Psychology 10, n. 2 (novembre 2007): 209–17. http://dx.doi.org/10.1017/s1138741600006478.

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Priming of affective word evaluation by pictures of faces showing positive and negative emotional expressions was investigated in two experiments that used a double task procedure where participants were asked to respond to the prime or to the target on different trials. The experiments varied between-subjects the prime task assignment and the prime-target interval (SOA, stimulus onset asynchrony). Significant congruency effects (that is, faster word evaluation when prime and target had the same valence than when they were of opposite valence) were observed in both experiments. When the prime task oriented the subjects to an affectively irrelevant property of the faces (their gender), priming was observed at SOA 300 ms but not at SOA 1000 ms (Experiment 1). However, when the prime task assignment explicitly oriented the subjects to the valence of the face, priming was observed at both SOA durations (Experiment 2). These results show, first, that affective priming by pictures of facial emotion can be obtained even when the subject has an explicit goal to process a non-affective property of the prime. Second, sensitivity of the priming effect to SOA duration seems to depend on whether it is mediated by intentional or unintentional activation of the valence of the face prime.
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Hazer-Rau, Dilana, Sascha Meudt, Andreas Daucher, Jennifer Spohrs, Holger Hoffmann, Friedhelm Schwenker e Harald C. Traue. "The uulmMAC Database—A Multimodal Affective Corpus for Affective Computing in Human-Computer Interaction". Sensors 20, n. 8 (17 aprile 2020): 2308. http://dx.doi.org/10.3390/s20082308.

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In this paper, we present a multimodal dataset for affective computing research acquired in a human-computer interaction (HCI) setting. An experimental mobile and interactive scenario was designed and implemented based on a gamified generic paradigm for the induction of dialog-based HCI relevant emotional and cognitive load states. It consists of six experimental sequences, inducing Interest, Overload, Normal, Easy, Underload, and Frustration. Each sequence is followed by subjective feedbacks to validate the induction, a respiration baseline to level off the physiological reactions, and a summary of results. Further, prior to the experiment, three questionnaires related to emotion regulation (ERQ), emotional control (TEIQue-SF), and personality traits (TIPI) were collected from each subject to evaluate the stability of the induction paradigm. Based on this HCI scenario, the University of Ulm Multimodal Affective Corpus (uulmMAC), consisting of two homogenous samples of 60 participants and 100 recording sessions was generated. We recorded 16 sensor modalities including 4 × video, 3 × audio, and 7 × biophysiological, depth, and pose streams. Further, additional labels and annotations were also collected. After recording, all data were post-processed and checked for technical and signal quality, resulting in the final uulmMAC dataset of 57 subjects and 95 recording sessions. The evaluation of the reported subjective feedbacks shows significant differences between the sequences, well consistent with the induced states, and the analysis of the questionnaires shows stable results. In summary, our uulmMAC database is a valuable contribution for the field of affective computing and multimodal data analysis: Acquired in a mobile interactive scenario close to real HCI, it consists of a large number of subjects and allows transtemporal investigations. Validated via subjective feedbacks and checked for quality issues, it can be used for affective computing and machine learning applications.
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Xu, Lei, Taylor Bolt, Jason S. Nomi, Jialin Li, Xiaoxiao Zheng, Meina Fu, Keith M. Kendrick, Benjamin Becker e Lucina Q. Uddin. "Inter-subject phase synchronization differentiates neural networks underlying physical pain empathy". Social Cognitive and Affective Neuroscience 15, n. 2 (febbraio 2020): 225–33. http://dx.doi.org/10.1093/scan/nsaa025.

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Abstract Recent approaches for understanding the neural basis of pain empathy emphasize the dynamic construction of networks underlying this multifaceted social cognitive process. Inter-subject phase synchronization (ISPS) is an approach for exploratory analysis of task-fMRI data that reveals brain networks dynamically synchronized to task-features across participants. We applied ISPS to task-fMRI data assessing vicarious pain empathy in healthy participants (n = 238). The task employed physical (limb) and affective (face) painful and corresponding non-painful visual stimuli. ISPS revealed two distinct networks synchronized during physical pain observation, one encompassing anterior insula and midcingulate regions strongly engaged in (vicarious) pain and another encompassing parietal and inferior frontal regions associated with social cognitive processes which may modulate and support the physical pain empathic response. No robust network synchronization was observed for affective pain, possibly reflecting high inter-individual variation in response to socially transmitted pain experiences. ISPS also revealed networks related to task onset or general processing of physical (limb) or affective (face) stimuli which encompassed networks engaged in object manipulation or face processing, respectively. Together, the ISPS approach permits segregation of networks engaged in different psychological processes, providing additional insight into shared neural mechanisms of empathy for physical pain, but not affective pain, across individuals.
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Più fonti

Tesi sul tema "Affective subject"

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Winberg, Mikael. "Simulation in University Chemistry Education : Cognitive and Affective Aspects". Doctoral thesis, Umeå : Umeå University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-799.

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2

Guimarães, Daniela Cavani Falcin. "A afetividade na sala de aula : as atividades de ensino e suas implicações na relação sujeito-objeto". [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251922.

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Abstract (sommario):
Orientador: Sergio Antonio da Silva Leite
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-11T06:43:20Z (GMT). No. of bitstreams: 1 Guimaraes_DanielaCavaniFalcin_M.pdf: 751676 bytes, checksum: 7cc15b66c5737deedfd4b40779f0f9d1 (MD5) Previous issue date: 2008
Resumo: A presente pesquisa teve como objetivo aprofundar os estudos realizados pela autora em nível de graduação (Iniciação Científica), acerca da questão da afetividade no contexto escolar. Propôs-se continuar a olhar para as práticas pedagógicas docentes, focalizando, porém, especificamente, as atividades de ensino desenvolvidas pelo professor em uma sala de aula do ensino médio. Buscou-se identificar a dimensão afetiva presente nas atividades pedagógicas desenvolvidas pelo professor em sala de aula e analisar suas contribuições para a natureza das relações que se estabelecem entre sujeito (aluno) e objeto de conhecimento (conteúdos escolares). O referencial teórico adotado baseou-se nos autores Vigotski e Wallon que enfatizam os determinantes culturais, históricos e sociais da condição humana e consideram que, no homem, as dimensões afetiva e cognitiva são inseparáveis. A metodologia adotada foi o estudo de caso, que se insere no âmbito da abordagem qualitativa de pesquisa. A coleta de dados deu-se por meio do procedimento da autoscopia. A análise, por sua vez, consistiu no agrupamento dos relatos dos sujeitos em dez núcleos temáticos relacionados tanto às características das atividades de ensino da área de língua portuguesa, quanto aos impactos das mesmas nos alunos. De forma geral, observaram-se aspectos das atividades ¿ planejamento, escolha do ponto de partida no processo de ensinoaprendizagem, seleção de materiais, desenvolvimento (instruções, explicações, esclarecimento de dúvidas, feed-back), estabelecimento de relação entre os conteúdos e o cotidiano dos alunos, respeito ao ritmo dos alunos e avaliação do processo de ensino e aprendizagem ¿ que, permeados pela afetividade, contribuíram para que os alunos se apropriassem efetivamente dos conteúdos. Observaram-se também os impactos positivos da mediação pedagógica e das atividades de ensino oferecidas aos alunos para o estabelecimento de uma relação afetivamente positiva entre eles e o objeto de conhecimento em questão
Abstract: The objective of this research is to deepen the study around the subject affectivity in the school context accomplished by the author in graduate level (Scientific Initiation). This paper proposes to continue its observation to the teacher¿s pedagogic practices, focusing specifically on the teaching activities developed by teachers in a high school setting. This study has the intention of identify the dimension of affectivity presents in pedagogic activities developed by teachers in the classroom and analyzes, in a deep and detailed way, its contributions to the nature of relations established between subject (student) and object (school contents). The referral theory adopted in this research is based on the authors Vigotski and Wallon that emphasize cultural, historical and social determinants of the human condition and they consider that man¿s affective dimensions and cognitive dimensions are inseparable. The methodology adopted was the case of study, that is inserted to the ambit of the qualitative approach of this research. The gathering of data was given through the procedure of autoscopy. The analysis, for instance, consisted of grouping people logs in ten thematic nucleus related to the activities that took place in the classroom as well as the impacts of them during the subject-object relation
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
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Julien, Valérie. "Le sujet à l’épreuve de la guérison, une intégrité affective au fondement de notre consistance". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3067/document.

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La maladie soit un mal dont il faille guérir, c’est ce que déjà l’instinct nous dicte, mais il s’agit de savoir si l’instinct suffit à rendre raison de l’évidence, autrement dit si la raison peut même rendre raison de ce qui résiste à son emprise de rationalité. En bref s’il est possible de tenir un discours “raisonnable” sur une question qui d’emblée met en jeu le sujet.Ce travail s’inscrit dans une perspective de phénoménologie herméneutique. Il questionne cette occurrence critique du vivre qui est la confrontation à la “grande maladie”, c’est-à-dire celle que la “nature” ne suffit pas à guérir, et recherche ce que l’effort fait pour entreprendre de guérir nous apprend sur notre humanité. A distance d’une perspective qui voudrait saisir “l’essence de la guérison,” mon propos est d’interpréter ce qui se joue dans la dynamique du sujet qui entreprend de guérir autrement dit de garder le sens de l’engagement, indépendamment des conditions objectives de sa guérison. Car la prise en compte de l’exigence individuelle et collective de santé pourrait occulter la part subjective du rapport à la santé dans la part croissante accordée à la conception du soin et du bon soin. Avec les meilleures intentions du monde la recherche de la santé pourrait faire l’économie de la question de la participation du sujet au projet de bien vivre et se traduire par une nouvelle entreprise de normalisation de l’humanité. Je choisis d’examiner les conditions de possibilité et de maintien de notre résistance en tant que sujet car la confrontation à la maladie nous dessaisit de notre pouvoir et nous assigne à prendre position pour la vie, pour un sens de la vie, malgré l’exposition à la mort. Moment de vérité – et en ce sens événement - où l’être du sujet, est mis en jeu. Ainsi, à contre-courant de l’évidence qui est que la maladie est l’épreuve, nous explorerons l’hypothèse d’une épreuve de la guérison même. Je tente alors d’éclairer de biais à quel sujet s’adresse la pratique médicale pour susciter un questionnement et si possible ouvrir un champ de ressources pour les personnes en charge de guérison. Un champ de ressources qui invite à réinvestir autrement notre rapport au sensible et à l’illusion de sa maîtrise compassionnelle. Un champ de ressources qui tisse et retisse le lien à la vie, dont la première épreuve pour nous est toujours “affective,” convaincue que si seul le sujet décide de sa guérison, nul ne peut guérir seul.Le déploiement de mon argumentation explore l’enracinement ou non du sujet dans l’affectivité du vivre, réinterroge le lien contingent ou nécessaire de l’affectivité et de la liberté ainsi que le rapport du même et de l’autre dans la responsabilité.Je voudrais montrer que le phénomène de la résilience ne permet pas de fonder l’hypothèse d’une possibilité d’intégrité du sujet. J’émets l’hypothèse sans doute épineuse que la culpabilité chemine en complice du mal physique et moral et altère ainsi la possibilité d’engagement d’un sujet résistant. Qu’une intégrité affective, au cœur du sujet a toujours précédé le mal et affirme avant toute destructivité et tout négativité une générosité de soi.Je m’engage enfin à explorer la faculté d’aimer comme une réalité de premier ordre pour penser l’intégrité d’un sujet, animé de joie de vivre qui entreprend de porter le bien. De ce dont procède cette générosité, c’est ce que nous appelons dans le cadre de notre recherche guérison
Instinct tells us that sickness is an ill from which we must recover, but we must know if instinct is enough to explain what is evident, in other words, if reason can even account for what resists its hold on rationality. In short, if it's possible to argue "with reason" on a question which, from the outset, involves the subject. This work falls within the scope of hermeneutic phenomenology. It questions the critical life experience of confronting "serious illness", meaning an illness that "nature" cannot cure, and looks at what the effort required to recover teaches us about our humanity. Separate from the perspective which seeks to identify “the essence of the cure,” my aim is to interpret what is at play in the subject's personality, who undertakes to recover, in other words maintains their commitment, independently of the objective conditions for recovery. As taking into consideration both individual and collective health requirements could mask the subjective element of the relationship to health in the growing importance accorded to the concept of care and ‘’good’’ care. With the best intentions in the world health research could avoid the question of the subject's participation in defining "living well" and transform itself into a new attempt to normalize humanity. I have chosen to examine the conditions for the possibility of and upholding of our resistance as a subject for the confrontation with illness strips us of our power and obliges us to make a stand for life, for a meaning to life, despite being exposed to death. The moment of truth – and in this sense an event – where the self of the subject, is at stake. Faced with illness, the subject experiences an ordeal which is intimately bound to their attitude to life, which itself is no longer evident. I try to throw some light on which subject medical practice addresses to elicit interrogation and if possible to open a new area of resources for people responsible for healing. Resources which lead to a rethinking of our relationship to sensitive subjects and the illusion of one’s compassionate control. Resources which reconsider the subject’s capacity to resist “the way things are”. Resources which make and remake the vital link to life, of which the primary test for us is always “emotional,” convinced that if the subject alone decides their recovery, none can heal alone.My reasoning will explore the entrenchment, or not, of the subject in the affectivity of life, look again at the potential or necessary link between affectivity and liberty as well as the connection between the one and the other to responsibility.This will lead us to question the paradigm of resilience to consider the subject's capacity for integration, to question guilt as the norm which regulates the moral conscience and disaffection with love in order to remain master of one's self.I want to show that the phenomenon of resilience does not permit the hypothesis of a possible integrity of the subject; resilience can also be considered as an artifact produced by an individual who assembles an attitude to the disaster residing in them and destroying them bit by bit.I put forward the, without doubt thorny, hypothesis, that guilt is an accomplice of the physical and moral ill and thereby alters a resistant subject's ability to confront the situation. That emotional integrity, “at the heart of the subject” has always preceded the ill and affirms before any destructiveness and negativity a “generosity of self.”Lastly, I will explore the ability to love as a reality of the highest importance to consider the integrity of a subject, filled with the love of life who undertakes to spread "good". From this, comes this generosity, this is what, in the framework of our research, we call “healing.”
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Longhi, Magalí Teresinha. "Mapeamento de aspectos afetivos em um ambiente virtual de aprendizagem". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/39578.

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Esta tese apresenta mecanismos computacionais concebidos para reconhecer e inferir estados de ânimo de alunos em interação num ambiente virtual de aprendizagem (AVA). A pesquisa, tendo por base investigações interdisciplinar – Educação, Psicologia Cognitiva e Computação Afetiva (CA) –, apresenta, a título de problema central, o de como alcançar tais objetivos. A Psicogenética Construtivista, base teórica que fundamenta o exame dos aspectos afetivos envolvidos nos processos de aprendizagem, responde pela concepção epistemológica interacionista do AVA ROODA, ambiente de aplicação da pesquisa. A dimensão afetiva é examinada sob a perspectiva cognitivista associada à teoria de appraisal, em especial no que diz respeito ao modelo de Scherer, que tem por finalidade distinguir os diferentes fenômenos afetivos. No que tange à CA, área em torno da qual vêm sendo desenvolvidos estudos que buscam inferir, avaliar e tomar decisões sobre o estado cognitivo-afetivo do aluno, dois aspectos são considerados. De um lado, a análise de como se processa a interação do aluno com o sistema em função de sinais obtidos do comportamento observável no ambiente. De outro, como proceder ao reconhecimento da subjetividade a partir de materiais textuais. Projetos experimentais de CA vêm evidenciando o quanto, no âmbito cognitivo, o reconhecimento da afetividade assume novos contornos. A hipótese de estudo, a de que os estados de ânimo de um aluno podem ser reconhecidos em AVA através de um modelo computacional que inter-relacione fatores de personalidade e de comportamento, pôde ser confirmada, para isso concorrendo o emprego da técnica de redes bayesianas. A opção pelo fenômeno afetivo estado de ânimo, embasada na revisão da literatura, justifica-se por constituir um dos aspectos afetivos mais representativos no ambiente escolar, com respeito ao qual cumpre considerar duas classes de estados de ânimo: animação e satisfação. A Roda dos Estados Afetivos é o espaço de representação para o mapeamento de ambas as classes. Tendo em conta a interdisciplinaridade da pesquisa, e no intuito de identificar os estados de ânimo nas interações de alunos em AVA, construiu-se uma nova funcionalidade para o AVA ROODA, denominada ROODAafeto. Identificar os estados de ânimo em AVA significa ampliar o leque de comunicação professor-aluno, de modo a que não somente os aspectos cognitivos, mas também os afetivos sejam considerados. Em síntese, através dessa funcionalidade, pretende-se proporcionar meios, a partir dos quais seja possível obter informações associadas à vivência afetiva do aluno, notadamente em relação ao ensino não presencial.
This dissertation presents computing mechanisms conceived in order to get to know and infer students’ mood states when interacting in a virtual learning environment (VLE). The research, based on interdisciplinary studies – Education, Cognitive Psychology, and Affective Computing (AC) –, presents, as its main research problem, the aim of reaching such objectives. Constructivist psychogenetics, theoretical foundation for the examination of affective aspects involved in learning processes, is responsible for the interactionist epistemological conception of the ROODA VLE, the application environment for the research. The affective dimension is examined under the cognitive perspective associated to the appraisal theory, mainly regarding Scherer’s model, which aims to distinguish the different affective phenomena. Concerning AC, area that comprises studies developed in order to infer, assess, and take decisions about the student’s affective-cognitive status, two aspects are considered. On the one hand, the analysis of how the interaction of the student with the system is processed was carried out, based on signals obtained from the observable behavior in the environment. On the other hand, it was analyzed how to proceed when recognizing the subjectivity from textual materials. AC experimental projects have evidenced how much, in the cognitive sphere, the recognition of affectivity assumes new forms. The study hypothesis that a student’s mood state can be recognized in a VLE by means of a computing model that inter-relates personality and behavior factors could be confirmed, and for this purpose a Bayesian network technique was used. The option for the affective phenomena mood state, based on the literature review, is justified by the fact that it is one of the most representative affective aspects in the educational environment. With this regard, two types of mood states are considered: being interested and being satisfied. Wheel of Afffective States is the space of representation for the mapping of both types. Considering the interdisciplinarity of the research, and with the purpose of identifying the mood states in the students' interactions in a VLE, a new functionality for the ROODA VLE, called ROODAafeto was developed. Identifying mood states in VLE means to amplify the possibility of teacher-student communication so that affective aspects are also considered besides cognitive aspects. In short, the use of this functionality aims to provide means to obtain information associated with the student’s affective experience, mainly in relation to non-presential education.
Esta tesis presenta mecanismos computacionales diseñados para reconocer e inferir los estados de ánimo de los estudiantes en la interacción en un entorno virtual de aprendizaje (AVA). La investigación, basada en estudio interdisciplinar - Educación, Psicología Cognitiva y Computación Afectiva (CA) - presenta, como problema central, de qué modo alcanzar estos objetivos. La Psicogenética Constructivista, base teórica que se basa en el examen de los aspectos afectivos implicados en los procesos de aprendizaje, responde por la concepción epistemológica interaccionista de AVA ROODA, ambiente de ejecución de la investigación. La dimensión afectiva es examinada desde la perspectiva cognitivista asociada con la teoría de appraisal, en particular en lo que respecta al modelo de Scherer, que tiene por finalidad distinguir los diferentes fenómenos afectivos. Desde el punto de vista de la CA, la zona en torno a los cuales se han desarrollado estudios que buscan inferir, evaluar y tomar decisiones acerca del estado cognitivo-afectivo del alumno, se consideran dos aspectos. Por un lado, el análisis de cómo se procesa la interacción del alumno con el sistema en función de las señales obtenidas del comportamiento observado en el ambiente. Por otra parte, como proceder al reconocimiento de la subjetividad desde los materiales textuales. Proyectos experimentales en CA han confirmando cuanto, en la magnitud cognitiva, el reconocimiento de la afectividad asume nuevos contornos. La hipótesis del estudio, en la que los estados de ánimo de un alumno puede ser reconocida en AVA mediante un modelo computacional que interrelacione factores de la personalidad y del comportamiento, se pudo confirmar, para tanto concurriendo el empleo de la técnica de redes bayesianas. La elección por el fenómeno afectivo estado de ánimo, embasada en la revisión de la literatura, se justifica por constituir uno de los aspectos afectivos más representativos en el entorno escolar, por lo que respecta considerar dos clases de estados de ánimo: animación y satisfacción. El Círculo de los Estados Afectivos es el espacio de representación para el mapeo de ambas clases. Teniendo en cuenta la interdisciplinariedad de la investigación, y el objetivo de identificar los estados de ánimo en las interacciones de los alumnos en AVA, se construyo una nueva funcionalidad para AVA ROODA, llamada ROODAafeto. Identificar los estados de ánimo en AVA significa una ampliación del rango de comunicación profesor-alumno, de modo que no sólo los aspectos cognitivos, sino también los afectivos se tienen en cuenta. En resumen, por medio de esta funcionalidad, se intenta proporcionar los medios, a partir de los cuales sea posible obtener información relacionada con la experiencia afectiva de los alumnos, especialmente en relación con la enseñanza no presencial.
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Jacobs, David. "The dextroamphetamine response in human subjects : a psychological, psychophysiological and neuroendocrine study /". Title page, table of contents and summary only, 1985. http://web4.library.adelaide.edu.au/theses/09MD/09mdj17.pdf.

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Bait-Almal, Ali Ali Mohamed. "What should I study? : factors affecting student choice of subject at Libyan universities". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12711/.

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This thesis focuses on the analysis and discussion of issues and factors influencing Libyan students’ subject choices at undergraduate level. It reviews the literature in the field, situating the study firmly in the context of educational research. However, it is noted that this literature has mainly emerged from Western contexts, and hence cultures. Nonetheless, the body of literature is used as a framework to analyse the Libyan case. The main research question focuses on the main factors influencing the choice process in respect of the field of study for first year undergraduates at Libyan universities. Further questions regarding why students choose to attend university, their perceptions of subjects, and the concerns and influences brought to bear in the choice process are posed. A mixed methods approach is adopted in which the research sample comprises first year students at four different universities in Libya, in order to identify any differences and similarities in the choice process among the students in different regions and different disciplines. Both questionnaire survey and interviews are used to secure fact and opinion regarding the mechanisms employed by students to make their choice of subject. Four different subjects are considered so that comparisons can be made of the influences that are brought to bear in student choice. Underpinning the research instruments is the theoretical framework consisting of cultural capital, social capital, and human capital, as obtained from the comprehensive literature review. The research was conducted in two phases, the first being quantitative, in which 2,209 questionnaires were completed by first year students at two coastal city universities and two rural city universities in Libya. The second phase was qualitative, and involved 65 individual interviews, together with a focus group discussion to cater for female students who excused themselves from participating in the individual interviews because of their religious and cultural beliefs. The research findings show that the subject choice process is influenced by multiple factors and that substantial differences between subject choices are seen among urban and rural students, the latter being destined to study in poorly equipped rural universities. As evidenced in the responses, there is no equity in the provisions of Libyan universities. A further result is that the student’s academic ability has little influence on the selection process, and that other factors such as the parents’ level of education, institutional infrastructure, career prospects and geographical location play important parts in influencing the decision. More interestingly, the study established that students from urban areas with educated parents are more likely to take courses offered in long established universities in the cities. The thesis concludes by highlighting the pertinent points in the research, and makes recommendations for Libyan policy-makers and higher education institutions on how to facilitate the improvement of the student subject choice process. Additionally, it suggests possible avenues for further research area around the topic of this thesis. As a final note, the thesis offers a brief explanation of the socio-political, economic and cultural changes that have taken, and continue to take place, since the overthrow of the previous regime on 23rd October, 2011.
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Karnkowska, Barbara. "Factor Analysis Affecting Study Subject Recruitment and Retention in a Major Depressive Disorder Study". Thesis, University of North Texas Health Science Center at Fort Worth, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641966.

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The purpose of a clinical trial is to demonstrate safety, tolerability and efficacy of investigational medications before receiving FDA approval for medical use. The success of clinical trials heavily relies on quick patient recruitment as well as long-term patient retention throughout the duration of the study. Recruitment and retention have been identified as the most expensive components of research, in some instances consisting of up to 33% of the designated budget spanning from phase I to III trials. In light of the rising costs of pharmaceutical research, it is important to investigate factors implicated in patient recruitment and retention throughout a clinical trial. Focusing on a Major Depressive Disorder study, an analysis of the following factors determining patient involvement in clinical trials was proposed: sex, age, weight, distance from site, marital status, concomitant medications, comorbid diseases, and work status, among others. Using logistical regression model, a retrospective study was conducted in order to characterize a profile of an optimized patient. Logistic regression analysis of data revealed that the most significant determinant of patient enrollment into a Major Depressive Disorder study is the use of an antidepressant treatment (ADT) at the time of pre-screening consultation. A closer look revealed that a potential patient was three times more likely to enroll in the study if he or she was on an ADT than an individual without the treatment. Further analysis confirmed model significance and result validity, as well as prompted ideas for further research.

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Vigeland, Anne. "Exhibiting Performing Subjects : Curating Outsourced Performance Labour in Museum Settings". Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-180926.

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The thesis examines challenges museum curators face when outsourced performers – whose role it is to embody the work of other artists – are included in exhibition projects. The research questions are: What are the practical, juridical and ethical challenges that come with situating outsourced performance labour in the museum setting? What does the inclusion of live performance in exhibition projects mean for the role of the museum curator? Two exhibition cases in Stockholm are studied in the thesis: Marina Abramović – The Cleaner (2017) at Moderna Museet and Dora García, I Always Tell the Truth at Bonniers Konsthall (2018–19). The material consists of digital surveys that were sent out to employed performers from each exhibition case as well as interviews that were conducted with both performers and curatorial staff. The material was examined using theories on affective labour and the theoretical notion of de-skilling and re-skilling of acquired competences.  The thesis shows that the practical challenges include the architectural conditions of museum buildings, insufficient prior knowledge on what working with performers entail, short project timespans and limited exhibition budgets. The juridical challenges include a lack of union recommendations for performance in museums and the difficulty of situating reperformances of historical works that in its form and duration may go against national labour regulations. The ethical challenges include commodification of performers’ subjectivity through instances of affective labour and mechanisms of objectification. In turn, both the outsourced performer and the museum curator turned performance curator inhabits a precarious working situation. The role of the performance curator is highly administrational and organisationally tedious in its positioning between curatorship, performing arts production and human resource management. Additionally, it entails a prodigious amount of affective labour in the reproductive mode – of emotional investments, conflict resolution and social liaison.
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Dickerson, Tona. "Individual interest and subject-matter knowledge : variables affecting second-language strategy use in reading a science article /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836206751.

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Naugah, Jayantee. "Factors affecting the choice of science subjects among girls at secondary level in Mauritius". Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6450.

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This research attempts to identify the factors which influence the choice of science subjects in Mauritius among girls at the end of the third year of secondary education, the level up to which science is a compulsory subject. This low uptake of science subjects by girls beyond the compulsory level is a matter of concern. The study was undertaken in four purposely selected schools in Mauritius, two mixed-sex and two girls’ schools. Using mainly a qualitative approach, data were collected through: (i) non-participant observations of 60 science and 20 non-science lessons, (ii) 16 semi-structured face-to-face interviews of teachers, and six group interviews with pupils and (iii) 135 questionnaires administered to the parents of the pupils in the classes observed in the four schools. Based on the results of a pilot study, modifications were made for the main study. The data provided insights into teachers’ teaching approaches, the behaviour and interest of pupils in the lessons and other factors such as pupils’ perceptions of science, their self-identity and role models, and the extent to which parents and peers influence the choice of subjects among girls. The findings show that teaching approaches were mainly traditional and that both girls and boys prefer hands-on activities and contextual examples reflecting real-life situations. The majority of the girls’ experiences of science were negative and this deterred them from taking science beyond the compulsory level although they were aware of its importance. Teachers had positive opinions about girls’ ability to do science but stated that lack of infrastructure facilities did not allow them to involve the pupils in practical work as much as they would wish. However, brighter girls’ decisions to study sciences were not outweighed by these factors. Parents felt that they did not influence their daughters in the choice of subjects or eventual careers though they held science in high esteem.
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Libri sul tema "Affective subject"

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Ahlawat, Ila. Women and Temporality in Literature and Cinema. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729741.

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Women and Temporality in Literature and Cinema delves into the subject of literary and cinematic women characters entrapped in temporal spaces and their peculiar communication with visibility, enclosure, space, and time in the context of sexual and temporal discord. It explores subjects such as youth, ageing, remembering, forgetting, and repeating within the larger realm of gendered temporalities that are essentially nuanced and affective experiences. Throughout, this book seeks to locate and spell out the damaging as well as the healing effects of temporality upon women’s consciousness.
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Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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Eliadou, Julia. Factors affecting teachers' confidence to teach the subject of art in primary schools in Cyprus. [Guildford]: [University of Surrey], 1999.

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Thomas, Alex W. Affecting causal attribution in human subjects by applying complex paterns of low level non-ionizing electromagnetic radiation. Sudbury, Ont: Laurentian University, Department of Psychology, 1995.

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Machin, Janet. Factors affecting the choice of subjects at A-level with regard mainly to the take-up of science. Oxford: Oxford Brookes University, 1993.

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Gleason, Bogert George. The law of trusts and trustees: A treatise covering the law relating to trusts and allied subjects affecting trust creation and administration. 3a ed. St. Paul, Minn: West Group, 2000.

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Hess, Amy Morris. The law of trusts and trustees: A treatise covering the law relating to trusts and allied subjects affecting trust creation and administration, with forms. 3a ed. St. Paul, Minn: West Pub. Co., 2000.

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Kove, Myron. The law of trusts and trustees: A treatise covering the law relating to trusts and allied subjects affecting trust creation and administration : with forms. 3a ed. [St. Paul, Minn.]: Thomson West, 2008.

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Hess, Amy Morris. The law of trusts and trustees: A treatise covering the law relating to trusts and allied subjects affecting trust creation and administration : with forms. 3a ed. St. Paul, Minn: West Group, 2000.

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1833, Huntington Thomas d., a cura di. Law of slander, libel, scandalum magnatum, and false rumours: Including the rules which regulate intellectual communications, affecting the characters of individuals and the interests of the public : with a description of the practice and pleadings in personal actions, informations, indictments, attachments for contempts, &c. connected with the subject. Littleton, Colo: Fred B. Rothman, 1997.

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Capitoli di libri sul tema "Affective subject"

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Zhu, Ping. "The Affective Feminine: Mourning Women and the New Nationalist Subject". In Gender and Subjectivities in Early Twentieth-Century Chinese Literature and Culture, 73–98. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137514738_4.

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Longhi, Magalí Teresinha, Patricia Alejandra Behar e Magda Bercht. "In Search of the Affective Subject Interacting in the ROODA Virtual Learning Environment". In Key Competencies in the Knowledge Society, 234–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15378-5_23.

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Asad, Khaled. "Teaching Computer Image Processing Subject to Middle School Students: Cognitive and Affective Aspects". In Informatics in Schools: Improvement of Informatics Knowledge and Perception, 3–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46747-4_1.

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Stanley, Steven, e Charlotte Longden. "Constructing the Mindful Subject: Reformulating Experience Through Affective–Discursive Practice in Mindfulness-Based Stress Reduction". In Mindfulness in Behavioral Health, 305–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44019-4_20.

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Maekawa, Masami, e Toshiki Yamaoka. "Defining Design Subjects According to the Context in Which Problems Occur". In Industrial Applications of Affective Engineering, 55–66. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04798-0_5.

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Matsuda, Tamotsu, Eriko Morishita, Masahide Yamazaki, Hiroshi Jokaji, Hidesaku Asakura e Masanori Saito. "Hypercoagulability and Hypofebrinolysis in Subjects with Hyperlipoproteinemia". In Drugs Affecting Lipid Metabolism, 219–25. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-0311-1_27.

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Gooskens, Geert. "Towards a Responsive Subject: Husserl on Affection". In Transcendentalism Overturned, 183–92. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0624-8_13.

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Cole, Jonathan, India Morrison, Irene Perini e Håkan Olausson. "Insights from A-Beta or C-Fibre Denervated Subjects". In Affective Touch and the Neurophysiology of CT Afferents, 175–85. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-6418-5_10.

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Pan, H. Y., D. A. Willard, P. T. Funke e D. N. McKinstry. "The Clinical Pharmacology of SQ 31,000 (CS 514) in Healthy Subjects". In Drugs Affecting Lipid Metabolism, 255–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-71702-4_48.

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Koizumi, J., A. Postiglione, B. L. Knight, A. K. Soutar e G. R. Thompson. "Effects of Polyunsaturated Phospholipid on Cholesterol Efflux in Vitro and in Experimental Animals and Human Subjects". In Drugs Affecting Lipid Metabolism, 403–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-71702-4_76.

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Atti di convegni sul tema "Affective subject"

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"Addressing Subject-dependency for Affective Signal Processing - Modeling Subjects’ Idiosyncracies". In 2nd International Conference on Physiological Computing Systems. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005330700720077.

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Huang, Wenjin, Guangyuan Liu e Wanhui Wen. "MAPD: A Multi-subject Affective Physiological Database". In 2014 7th International Symposium on Computational Intelligence and Design (ISCID). IEEE, 2014. http://dx.doi.org/10.1109/iscid.2014.247.

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Xu, Haiyan, e Konstantinos N. Plataniotis. "Subject independent affective states classification using EEG signals". In 2015 IEEE Global Conference on Signal and Information Processing (GlobalSIP). IEEE, 2015. http://dx.doi.org/10.1109/globalsip.2015.7418411.

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Mineeva, Elena Viktorovna, Anastatsia Nikolaevna Omelyanchuk e Elena Anatolievna Nikolaeva. "General subject course "The world of activity" as an affective mean of metasubject education results formation". In 5th International Scientific and Practical Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114498.

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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths". In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Zakharova, Nadira. "A Study on Young People's Environmental Awareness". In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-34.

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The study of ecological consciousness as a system of interrelated structural components of mentality, expressed in the awareness of the individual’s attitude towards the surrounding reality, is currently relevant due to the contradiction between the need to develop the ecological culture of the subject of activity and the insufficient level of socio-ecological activity. The study is aimed at defining the specific traits of ecological consciousness among today’s students. The main research method is a survey, the data of which has been processed by the means of mathematical statistics. The methodological foundations of the research are the provisions on the integral structure of ecological consciousness (system level), on the reflexion as a process of individuality self-consciousness and personal unity of the inner world with the outer world around it; on the structuralism of the psychological phenomenon, which implies that the system of ecological consciousness is conditioned by the properties of structure, according to hierarchical specificity. The study has resulted in the revelation of trends in affective, reflexive and motivative constituents of ecological consciousness. The substance of ecological consciousness components has been defined. The cognitive-evaluation component manifests itself in the dynamics of the development of environmental competence; evaluation of the results of socio-environmental activities. The reflexive component is characterised by the ability to recognise the fresponsibility for one’s actions in the world around us. The affective component is determined according to the development of positive emotions in connection with socio-environmental activities. The motivational component manifests itself in the dynamics of the motives of the activity to transform the surrounding reality. The regulatory-behavioural component is represented in student youth by a set of active actions to transform their immediate environment. The novelty of the research consists in determining the peculiarities of the relationship between personal characteristics and the level of development of the ecological consciousness of young people, the specificity of the content of the components of ecological consciousness.
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Zhang, Chenyang, e Yingli Tian. "Subject Adaptive Affection Recognition via Sparse Reconstruction". In 2014 IEEE Conference on Computer Vision and Pattern Recognition Workshops (CVPRW). IEEE, 2014. http://dx.doi.org/10.1109/cvprw.2014.59.

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8

Zheng, Wei-Long, Yong-Qi Zhang, Jia-Yi Zhu e Bao-Liang Lu. "Transfer components between subjects for EEG-based emotion recognition". In 2015 International Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2015. http://dx.doi.org/10.1109/acii.2015.7344684.

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9

Lai, Jennifer W. M., Matt Bower, Yvonne Breyer e John De Nobile. "Investigating the characteristics of MOOCs according to eight critical dimensions: A case study". In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0115.

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Abstract (sommario):
Massive Open Online Courses (MOOCs) have been a popular trend in the online learning landscape. However, MOOC learners have expressed their dissatisfaction with the courses or problems with course management. To develop a widely accepted MOOC, the main aim of this study is to investigate the characteristics of MOOCs by using eight themes: learning outcomes, affective elements, behaviours, design, technology elements, pedagogy, presence and institutional environment. Using the case study approach, we explored the practices of four MOOCs in an Excel specialisation by using student unsolicited feedback, the literature and the analysis of the MOOCs by researchers. We analysed the learners’ posts on the official forums with auto-code sentiment and text search functions in Nvivo 12 Plus. The results of this study showed that high-rated MOOCs had approximately 74.7% of positive sentiments on discussion forums, with 1.2% negative and 24.1% neutral. The results indicated that MOOCs helped learners improve their level of knowledge in the subject area. Teachers/instructors also play a very significant role, and they have to provide clear explanations in different concepts. To conclude, this study intends to offer guidelines to researchers, educators, and MOOC designers to create successful MOOCs by focusing on the eight dimensions.
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Emelyanenkova, A. V., e S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity". In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Abstract (sommario):
Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.
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