Does increasing communication through visual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

Self-Compassion, Self-Injury, and Pain

We conducted an experiment to examine self-compassion and responses to pain among undergraduate women with and without histories of self-injury. After a writing task that has been shown to increase self-compassion in a values-affirming condition relative to a neutral control condition, participants completed a self-report measure of state self-compassion and the cold pressor task. As predicted, participants with a history of self-injury reported lower trait self-compassion than those without such a history, and participants in the values-affirming condition reported significantly higher state self-compassion than those in the control condition. Moreover, participants with a history of self-injury demonstrated significantly less insensitivity to pain in the values-affirming condition than the control condition. Future research should investigate the possibility that interventions involving self-compassion and/or affirmation of values may help correct high-risk responses to pain among those who self-injure

Exterior sphere condition and time optimal control for differential inclusions

The minimum time function $T(\cdot)$ of smooth control systems is known to be locally semiconcave provided Petrov's controllability condition is satisfied. Moreover, such a regularity holds up to the boundary of the target under an inner ball assumption. We generalize this analysis to differential inclusions, replacing the above hypotheses with the continuity of $T(\cdot)$ near the target, and an inner ball property for the multifunction associated with the dynamics. In such a weakened set-up, we prove that the hypograph of $T(\cdot)$ satisfies, locally, an exterior sphere condition. As is well-known, this geometric property ensures most of the regularity results that hold for semiconcave functions, without assuming $T(\cdot)$ to be Lipschitz

Does increasing communication through virtual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

Matching, linear systems, and the ball and beam

A recent approach to the control of underactuated systems is to look for control laws which will induce some specified structure on the closed loop system. This basic idea is used in several papers already. In this paper, we will describe one matching condition and an approach for finding all control laws that fit the condition. After an analysis of the resulting control laws for linear systems, we will present the results from an experiment on a ball and beam system.Comment: An image of the apparatus may be downloaded from http://www.math.ksu.edu/~dav

Attention training through gaze-contingent feedback: effects on reappraisal and negative emotions

Reappraisal is central to emotion regulation but its mechanisms are unclear. This study tested the theoretical prediction that emotional attention bias is linked to reappraisal of negative emotion-eliciting stimuli and subsequent emotional responding using a novel attentional control training. Thirty-six undergraduates were randomly assigned to either the control or the attention training condition and were provided with different task instructions while they performed an interpretation task. Whereas control participants freely created interpretations, participants in the training condition were instructed to allocate attention toward positive words to efficiently create positive interpretations (i.e., recruiting attentional control) while they were provided with gaze-contingent feedback on their viewing behavior. Transfer to attention bias and reappraisal success was evaluated using a dot-probe task and an emotion regulation task which were administered before and after the training. The training condition was effective at increasing attentional control and resulted in beneficial effects on the transfer tasks. Analyses supported a serial indirect effect with larger attentional control acquisition in the training condition leading to negative attention bias reduction, in turn predicting greater reappraisal success which reduced negative emotions. Our results indicate that attentional mechanisms influence the use of reappraisal strategies and its impact on negative emotions. The novel attention training highlights the importance of tailored feedback to train attentional control. The findings provide an important step toward personalized delivery of attention training