A simple model to describe the thixotropic behavior of paints.

We propose a simple rheological model to describe the thixotropic behavior of paints, since the classical hysteresis area, which is usually used, is not enough to evaluate thixotropy. The model is based on the assumption that viscosity is a direct measure of the structural level of the paint. The model depends on two equations: the Cross-Carreau equation to describe the equilibrium viscosity and a second order kinetic equation to express the time dependence of viscosity. Two characteristic thixotropic times are differentiated: one for the net structure breakdown, which is defined as a power law function of shear rate, and an other for the net structure buildup, which is not dependent on the shear rate. The knowledge of both kinetic processes can be used to improve the quality and applicability of paints. Five representative commercial protective marine paints are tested. They are based on chlorinated rubber, acrylic, alkyd, vinyl, and epoxy resins. The temperature dependence of the rheological behavior is also studied with the temperature ranging from 5 ºC to 35 ºC. It is found that the paints exhibit both shear thinning and thixotropic behavior. The model fits satisfactorily the thixotropy of the studied paints. It is also able to predict the thixotropy dependence on temperature. Both viscosity and the degree of thixotropy increase as the temperature decreases.

Abnormal Error Monitoring in Math-Anxious Individuals: Evidence from Error-Related Brain Potentials.

This study used event-related brain potentials to investigate whether math anxiety is related to abnormal error monitoring processing. Seventeen high math-anxious (HMA) and seventeen low math-anxious (LMA) individuals were presented with a numerical and a classical Stroop task. Groups did not differ in terms of trait or state anxiety. We found enhanced error-related negativity (ERN) in the HMA group when subjects committed an error on the numerical Stroop task, but not on the classical Stroop task. Groups did not differ in terms of the correct-related negativity component (CRN), the error positivity component (Pe), classical behavioral measures or post-error measures. The amplitude of the ERN was negatively related to participants" math anxiety scores, showing a more negative amplitude as the score increased. Moreover, using standardized low resolution electromagnetic tomography (sLORETA) we found greater activation of the insula in errors on a numerical task as compared to errors in a nonnumerical task only for the HMA group. The results were interpreted according to the motivational significance theory of the ERN.

Time course of error detection and correction in humans: neurophysiological evidence.

Using event-related brain potentials, the time course of error detection and correction was studied in healthy human subjects. A feedforward model of error correction was used to predict the timing properties of the error and corrective movements. Analysis of the multichannel recordings focused on (1) the error-related negativity (ERN) seen immediately after errors in response- and stimulus-locked averages and (2) on the lateralized readiness potential (LRP) reflecting motor preparation. Comparison of the onset and time course of the ERN and LRP components showed that the signs of corrective activity preceded the ERN. Thus, error correction was implemented before or at least in parallel with the appearance of the ERN component. Also, the amplitude of the ERN component was increased for errors, followed by fast corrective movements. The results are compatible with recent views considering the ERN component as the output of an evaluative system engaged in monitoring motor conflict.

Social Presence Approach Within the Question and Answering eLearning Model: An Experiment with a Multi-Agent System

The model of Questions Answering (Q&A) for eLearning is based on collaborative learning through questions that are posed by students and their answers to that questions which are given by peers, in contrast with the classical model in which students ask questions to the teacher only. In this proposal we extend the Q&A model including the social presence concept and a quantitative measure of it is proposed; besides it is considered the evolution of the resulting Q&A social network after the inclusion of the social presence and taking into account the feedback on questions posed by students and answered by peers. The social network behaviorwas simulated using a Multi-Agent System to compare the proposed social presence model with the classical and the Q&A models