Impact of emotional states on the effective range of electric vehicles

Over the last decade, a large interest in reducing transportation dependence on fossil fuels as well as the cost reduction in battery technologies, have driven the electric cars market uptake. However, information is scarce about factors that affect the driving range. Besides the battery’s capacity, other factors may affect the overall vehicle’s range, for instance: driving behavior, fluctuations in temperature, number of battery cycles, etc. Accordingly, this paper proposes an approach to evaluate the impact of emotions and driving behavior on the range of electric cars using physiological signals and vehicle performance features. This work was developed in three stages. During the first stage, the heart rate and galvanic skin response of 20 volunteers were recorded from biosensors. The vehicle’s data was obtained from a driving simulator. Afterward, the driving profile was used as an input source to simulate an object-oriented electric vehicle model to estimate the driving range. Finally, during the third stage, feature selection techniques and subject-dependent classifiers were evaluated using metrics such as the accuracy and the area under the curve. Support-vector machines with radial kernel and tree-bagged models provided the best global performance with the bio-signals and driving performance subsets to discriminate between calm and aggressive driving. Results showed that driving behavior could be evaluated from physiological and vehicle features. Furthermore, the subjects’ statements showed that users’ beliefs, thoughts, and prior social contexts influence the way they perceive driving behavior. Reductions in the range of up to 68% when driving aggressively compared to a calm manner were found. © 2022, The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature

Metacognição, escritura e rendimento acadêmico em universitários da Colômbia e França

The main of this article were: (1) To describe the degree of objectives knowledge and the planning strategies identified by university students in relation to the process of developing written texts, and (2) to establish the link between the students’ perception about these processes and the academic success. The hypothesis was that the students that describe a low degree of metacognitive knowledge and planning strategies used in the process of writing, show low levels of academic success. A comparative and descriptive research design was used with 462 students selected intentionally from two psychology programs (231 Colombian and 231 French students with average age of 18.8 and 20.1 years old respectively). These students completed a questionnaire composed by two scales: Metacognitive Knowledge and Planning Strategies in Writing. It was found that the students acknowledged their metacognitive knowledge used when developing their written texts. The Colombian students described that they use planning strategies occasionally while the French students declared that they use this strategy more frequently. In addition, a positive correlation appeared between the metacognition and the academic success.La metacognición integra el conocimiento de los propios procesos cognitivos y el control o supervisión que ejercemos sobre ellos (Flavell, 1992). Estas dos habilidades intelectuales son decisivas para el éxito académico (Ellis, 2004), y un factor clave para comprender mejor el problema de la deserción y el bajo rendimiento académico. Los objetivos del presente estudio fueron a) describir los niveles de conocimientos metacognitivos y de estrategias de planificación que estudiantes universitarios reconocen en sus procesos de producción de textos, a) al igual que determinar la relación que existe entre dicha percepción de sus procesos metacognitivos implicados en la producción de textos y el rendimiento académico. Se postula como hipótesis que al declarar bajos niveles de conocimientos metacognitivos y de estrategias de planificación en la composición de textos, los estudiantes muestran bajos niveles de rendimiento académico. Fue utilizado un diseño descriptivo comparativo con 462 estudiantes universitarios seleccionados intencionalmente de dos programas de psicología (231 colombianos, 231 franceses, con edad promedio de 18,8 y 20,1 años respectivamente), quienes respondieron a un cuestionario de autoreporte sobre Metacognición compuesto por dos escalas: Conocimientos metacognitivos y Estrategias de planeación. Se encontró que los estudiantes declaran hacer uso de conocimientos metacognitivos al realizar sus trabajos escritos. Los estudiantes colombianos indican utilizar de manera ocasional las estrategias de planificación, mientras que los franceses indican que lo hacen con más frecuencia. Además, una correlación positiva aparece entre el nivel de rendimiento y los conocimientos metacognitivos.A metacognição integra o conhecimento dos próprios processos cognitivos e o controle ou supervisão que exercemos sobre eles. Estas duas habilidades intelectuais são decisivas para o sucesso acadêmico, e um fator chave para compreender melhor o problema da deserção e o baixo rendimento acadêmico. Os objetivos do  estudo foram: (1) descrever os níveis de conhecimento metacognitivos e de estratégias de planificação  identificados por estudantes universitários com relação aos seus processos de produção de textos, (2) determinar a relação que existe entre a percepção destes processos e o rendimento acadêmico. Se propõe como hipótese que ao declarar baixos níveis de conhecimentos metacognitivos e de estratégias de planificação na composição de textos, os estudantes mostram baixos níveis de rendimento acadêmico. Se utilizou uma elaboração descritiva comparativa com 462 estudantes universitários seleccionados intencionalmente de dois programas de psicologia (231 colombianos, 231 franceses, com idade média de 18.8 e 20.1 anos respetivamente), que responderam um questionário de autoreporte sobre Metacognição composto por duas escalas: Conhecimentos metacognitivos e Estratégias de planificação. Encontrou-se que os estudantes declaram fazer uso de conhecimentos metacognitivos ao realizar seus trabalhos escritos. Os estudantes colombianos indicam utilizar de maneira ocasional as estratégias de planificação, enquanto os franceses indicam que o fazem com maior frequência. Além disso, uma correlação positiva aparece entre o nível de rendimento e os conhecimentos metacognitivos.

Detection and Analysis of ERPs for Social Cognition Evaluation

This paper describes an approach for elicitation, acquisition, and analysis of event-related potentials (ERPs) for social cognition evaluation. We used images of emotional content that were classified into three groups according to their valence: pleasant, unpleasant, and neutral. An application for stimuli generation based on the emotional oddball paradigm (EOP) was developed, and a commercial wireless EEG headset was used for signal acquisition. The ERPs of 13 volunteers for the three types of stimuli were obtained and analyzed to extract the N100 and P300 components. The results show increased amplitudes in ERP components due to unpleasant stimuli and longer latencies observed in neutral stimuli. © 2022 IEEE

La inteligencia espiritual como estrategia para afrontar de manera constructiva el estrés laboral docente

Teachers´ activity is frequently threatened by the precarious conditions in which this practice is carried out. Teachers are exposed to different psychosocial risks that affect their performance and well-being. The present pre-test post-test study with a control group aims to examine the incidence of a intervention program based on the development of spiritual intelligence (SI) about the levels of stress reported by a group of 115 teachers from official educational institutions in Sincelejo (Sucre, Colombia). Within this intervention program, SI is understood as the ability to build a healthy (or adaptive) system of spiritual values or beliefs and adopt it as a lifestyle. SI encompasses three fundamental dimensions: cognitive (spiritual knowledge), affective (spiritual experience) and behavioral (contingency). Descriptive and inferential analysis were performed (intragroup and intergroup) and the variations of each institution were compared with their relationship to the teachers´ perception of the levels of stress before and after the intervention (measurements carried out on 2018 - 2019). The results show that teachers' perception of the levels of stress changed significantly from a high to a low risk factor.La actividad docente se ve amenazada frecuentemente por las condiciones precarias en las que se lleva a cabo. Los docentes están expuestos a diferentes riesgos de carácter psicosocial que afectan su desempeño y bienestar. El presente estudio pre-test post-test con grupo control tiene como objetivo examinar la incidencia de un programa de intervención basado en el desarrollo de la inteligencia espiritual (IE) sobre los niveles de estrés reportados por un grupo de 115 docentes de instituciones educativas oficiales de Sincelejo (Sucre, Colombia). Dentro de este programa de intervención, la IE se entiende como la capacidad de construir un sistema saludable (o adaptativo) de valores o creencias espirituales y de adoptarlo como estilo de vida. La IE abarca tres dimensiones fundamentalmente: cognitiva (conocimiento espiritual), afectiva (vivencia espiritual) y conductual (contingencia). Se hicieron análisis de tipo descriptivo e inferencial (intra-grupo e inter-grupo) y se compararon las variaciones de cada institución en relación con la percepción de los niveles de estrés de los docentes antes y después de la intervención (mediciones realizadas 2018 – 2019). Los resultados muestran que la percepción de los niveles de estrés de los docentes se transformaron significativamente, pasando de ser un factor de riesgo alto a uno bajo

Metacognição, escritura e rendimento acadêmico em universitários da Colômbia e França

La metacognición integra el conocimiento de los propios procesos cognitivos y el control o supervisión que ejercemos sobre ellos (Flavell, 1992). Estas dos habilidades intelectuales son decisivas para el éxito académico (Ellis, 2004), y un factor clave para comprender mejor el problema de la deserción y el bajo rendimiento académico. Los objetivos del presente estudio fueron a) describir los niveles de conocimientos metacognitivos y de estrategias de planificación que estudiantes universitarios reconocen en sus procesos de producción de textos, a) al igual que determinar la relación que existe entre dicha percepción de sus procesos metacognitivos implicados en la producción de textos y el rendimiento académico. Se postula como hipótesis que al declarar bajos niveles de conocimientos metacognitivos y de estrategias de planificación en la composición de textos, los estudiantes muestran bajos niveles de rendimiento académico. Fue utilizado un diseño descriptivo comparativo con 462 estudiantes universitarios seleccionados intencionalmente de dos programas de psicología (231 colombianos, 231 franceses, con edad promedio de 18,8 y 20,1 años respectivamente), quienes respondieron a un cuestionario de autoreporte sobre Metacognición compuesto por dos escalas: Conocimientos metacognitivos y Estrategias de planeación. Se encontró que los estudiantes declaran hacer uso de conocimientos metacognitivos al realizar sus trabajos escritos. Los estudiantes colombianos indican utilizar de manera ocasional las estrategias de planificación, mientras que los franceses indican que lo hacen con más frecuencia. Además, una correlación positiva aparece entre el nivel de rendimiento y los conocimientos metacognitivos.The main of this article were: (1) To describe the degree of objectives knowledge and the planning strategies identified by university students in relation to the process of developing written texts, and (2) to establish the link between the students’ perception about these processes and the academic success. The hypothesis was that the students that describe a low degree of metacognitive knowledge and planning strategies used in the process of writing, show low levels of academic success. A comparative and descriptive research design was used with 462 students selected intentionally from two psychology programs (231 Colombian and 231 French students with average age of 18.8 and 20.1 years old respectively). These students completed a questionnaire composed by two scales: Metacognitive Knowledge and Planning Strategies in Writing. It was found that the students acknowledged their metacognitive knowledge used when developing their written texts. The Colombian students described that they use planning strategies occasionally while the French students declared that they use this strategy more frequently. In addition, a positive correlation appeared between the metacognition and the academic success.A metacognição integra o conhecimento dos próprios processos cognitivos e o controle ou supervisão que exercemos sobre eles. Estas duas habilidades intelectuais são decisivas para o sucesso acadêmico, e um fator chave para compreender melhor o problema da deserção e o baixo rendimento acadêmico. Os objetivos do  estudo foram: (1) descrever os níveis de conhecimento metacognitivos e de estratégias de planificação  identificados por estudantes universitários com relação aos seus processos de produção de textos, (2) determinar a relação que existe entre a percepção destes processos e o rendimento acadêmico. Se propõe como hipótese que ao declarar baixos níveis de conhecimentos metacognitivos e de estratégias de planificação na composição de textos, os estudantes mostram baixos níveis de rendimento acadêmico. Se utilizou uma elaboração descritiva comparativa com 462 estudantes universitários seleccionados intencionalmente de dois programas de psicologia (231 colombianos, 231 franceses, com idade média de 18.8 e 20.1 anos respetivamente), que responderam um questionário de autoreporte sobre Metacognição composto por duas escalas: Conhecimentos metacognitivos e Estratégias de planificação. Encontrou-se que os estudantes declaram fazer uso de conhecimentos metacognitivos ao realizar seus trabalhos escritos. Os estudantes colombianos indicam utilizar de maneira ocasional as estratégias de planificação, enquanto os franceses indicam que o fazem com maior frequência. Além disso, uma correlação positiva aparece entre o nível de rendimento e os conhecimentos metacognitivos.

Enseñanza y evaluación de la escritura en la universidad: análisis de prácticas declaradas de docentes franceses y colombianos

The present study aimed to describe the conceptions of professors concerning teaching and assessment of academic writing. Ten professors of Psychology who working in two universities, one Colombian and one French, were interviewed on two subjects: ¿what are the recommendations that they communicate to their students when they have to write their written tasks?, and ¿what are they criterion used to assess the academic texts produced by their students? It was found that the participants declare to be involved in teaching and assessing of academic writing, mainly through a discursive perspective which aims particularly the teaching some specific norms of academic genres in Psychology. Also, some discrepancies between assessing and teaching practices are revealed, mainly concerning epistemic function of writing and the linguistic dimension; also, a few differences between the samples are found concerning methods to teaching. La presente investigación tenía por objetivo analizar las representaciones de los docentes universitarios sobre sus prácticas de enseñanza y de evaluación de la escritura académica. Fueron realizadas entrevistas semi-estructuradas a diez profesores de la carrera de Psicología en una institución colombiana y otra francesa, en torno a dos temas: los consejos dados a los estudiantes para realizar sus trabajos escritos y los criterios de evaluación para juzgar dichos trabajos. El conjunto de participantes declara asumir diversas maneras de enseñanza de la escritura en sus asignaturas, focalizándose principalmente en una perspectiva discursiva centrada en la instrucción de ciertas normas de los escritos académicos. Igualmente, aparecen ciertas discordancias entre la enseñanza y la evaluación de la escritura en cuanto a la función cognitiva del lenguaje escrito y a su dimensión lingüística, al igual que ciertas diferencias entre las muestras con relación a los métodos para enseñar a escribir

La inteligencia espiritual como estrategia para afrontar de manera constructiva el estrés laboral docente

Teachers´ activity is frequently threatened by the precarious conditions in which this practice is carried out. Teachers are exposed to different psychosocial risks that affect their performance and well-being. The present pre-test post-test study with a control group aims to examine the incidence of a intervention program based on the development of spiritual intelligence (SI) about the levels of stress reported by a group of 115 teachers from official educational institutions in Sincelejo (Sucre, Colombia). Within this intervention program, SI is understood as the ability to build a healthy (or adaptive) system of spiritual values or beliefs and adopt it as a lifestyle. SI encompasses three fundamental dimensions: cognitive (spiritual knowledge), affective (spiritual experience) and behavioral (contingency). Descriptive and inferential analysis were performed (intragroup and intergroup) and the variations of each institution were compared with their relationship to the teachers´ perception of the levels of stress before and after the intervention (measurements carried out on 2018 - 2019). The results show that teachers' perception of the levels of stress changed significantly from a high to a low risk factor.La actividad docente se ve amenazada frecuentemente por las condiciones precarias en las que se lleva a cabo. Los docentes están expuestos a diferentes riesgos de carácter psicosocial que afectan su desempeño y bienestar. El presente estudio pre-test post-test con grupo control tiene como objetivo examinar la incidencia de un programa de intervención basado en el desarrollo de la inteligencia espiritual (IE) sobre los niveles de estrés reportados por un grupo de 115 docentes de instituciones educativas oficiales de Sincelejo (Sucre, Colombia). Dentro de este programa de intervención, la IE se entiende como la capacidad de construir un sistema saludable (o adaptativo) de valores o creencias espirituales y de adoptarlo como estilo de vida. La IE abarca tres dimensiones fundamentalmente: cognitiva (conocimiento espiritual), afectiva (vivencia espiritual) y conductual (contingencia). Se hicieron análisis de tipo descriptivo e inferencial (intra-grupo e inter-grupo) y se compararon las variaciones de cada institución en relación con la percepción de los niveles de estrés de los docentes antes y después de la intervención (mediciones realizadas 2018 – 2019). Los resultados muestran que la percepción de los niveles de estrés de los docentes se transformaron significativamente, pasando de ser un factor de riesgo alto a uno bajo

Spiritual intelligence as a strategy for dealing constructively with teaching work stress

La actividad docente se ve amenazada frecuentemente por las condiciones precarias en las que se lleva a cabo. Los docentes están expuestos a diferentes riesgos de carácter psicosocial que afectan su desempeño y bienestar. El presente estudio pre-test post-test con grupo control tiene como objetivo examinar la incidencia de un programa de intervención basado en el desarrollo de la inteligencia espiritual (IE) sobre los niveles de estrés reportados por un grupo de 115 docentes de instituciones educativas oficiales de Sincelejo (Sucre, Colombia). Dentro de este programa de intervención, la IE se entiende como la capacidad de construir un sistema saludable (o adaptativo) de valores o creencias espirituales y de adoptarlo como estilo de vida. La IE abarca tres dimensiones fundamentalmente: cognitiva (conocimiento espiritual), afectiva (vivencia espiritual) y conductual (contingencia). Se hicieron análisis de tipo descriptivo e inferencial (intra-grupo e inter-grupo) y se compararon las variaciones de cada institución en relación con la percepción de los niveles de estrés de los docentes antes y después de la intervención (mediciones realizadas 2018 – 2019). Los resultados muestran que la percepción de los niveles de estrés de los docentes se transformaron significativamente, pasando de ser un factor de riesgo alto a uno bajo.Teachers´ activity is frequently threatened by the precarious conditions in which this practice is carried out. Teachers are exposed to different psychosocial risks that affect their performance and well-being. The present pre-test post-test study with a control group aims to examine the incidence of a intervention program based on the development of spiritual intelligence (SI) about the levels of stress reported by a group of 115 teachers from official educational institutions in Sincelejo (Sucre, Colombia). Within this intervention program, SI is understood as the ability to build a healthy (or adaptive) system of spiritual values or beliefs and adopt it as a lifestyle. SI encompasses three fundamental dimensions: cognitive (spiritual knowledge), affective (spiritual experience) and behavioral (contingency). Descriptive and inferential analysis were performed (intragroup and intergroup) and the variations of each institution were compared with their relationship to the teachers´ perception of the levels of stress before and after the intervention (measurements carried out on 2018 - 2019). The results show that teachers' perception of the levels of stress changed significantly from a high to a low risk factor