Adaptation de la phase de planification et d’initiation du mouvement d’atteinte visuellement guidé à différentes dissociations visuomotrices.

L’hypothèse générale de ce projet soutient que le système moteur doit performer des transformations sensorimotrices afin de convertir les entrées sensorielles, concernant la position de la cible à atteindre, en commande motrice, afin de produire un mouvement du bras et de la main vers la cible à atteindre. Ce type de conversion doit être fait autant au niveau de la planification du mouvement que pour une éventuelle correction d’erreur de planification ou d’un changement inopiné de la position de la cible. La question de recherche du présent mémoire porte sur le ou les mécanismes, circuits neuronaux, impliqués dans ce type de transformation. Y a-t-il un seul circuit neuronal qui produit l’ensemble des transformations visuomotrices entre les entrées sensorielles et les sorties motrices, avant l’initiation du mouvement et la correction en temps réel du mouvement, lorsqu’une erreur ou un changement inattendu survient suite à l’initiation, ou sont-ils minimalement partiellement indépendants sur le plan fonctionnel? L’hypothèse de travail suppose qu’il n’y ait qu’un seul circuit responsable des transformations sensorimotrices, alors l’analyse des résultats obtenus par les participants devrait démontrer des changements identiques dans la performance pendant la phase de planification du mouvement d’atteinte et la phase de correction en temps réel après l’adaptation à des dissociations sensorimotrices arbitraires. L’approche expérimentale : Dans la perspective d’examiner cette question et vérifier notre hypothèse, nous avons jumelé deux paradigmes expérimentaux. En effet, les mouvements d’atteinte étaient soumis à une dissociation visuomotrice ainsi qu’à de rares essais composés de saut de cible. L’utilisation de dissociation visuomotrice permettait d’évaluer le degré d’adaptation des mécanismes impliqués dans le mouvement atteint. Les sauts de cible avaient l’avantage de permettre d’examiner la capacité d’adaptation à une dissociation visuomotrice des mécanismes impliqués dans la correction du mouvement (miroir : sur l’axe y, ou complète : inversion sur les axes x et y). Les résultats obtenus lors des analyses effectuées dans ce mémoire portent exclusivement sur l’habileté des participants à s’adapter aux deux dissociations visuomotrices à la première phase de planification du mouvement. Les résultats suggèrent que les mécanismes de planification du mouvement possèdent une grande capacité d’adaptation aux deux différentes dissociations visuomotrices. Les conclusions liées aux analyses présentées dans ce mémoire suggèrent que les mécanismes impliqués dans la phase de planification et d’initiation du mouvement parviennent relativement bien à s’adapter aux dissociations visuomotrices, miroir et inverse. Bien que les résultats démontrent une certaine distinction, entre les deux groupes à l’étude, quant aux délais nécessaires à cette adaptation, ils illustrent aussi un taux d’adaptation finale relativement similaire. L’analyse des réponses aux sauts de cible pourra être comparée aux résultats présentés dans ce mémoire afin de répondre à l’hypothèse de travail proposée par l’objectif initial de l’étude.

L’émission des comportements inadaptés au travail : adaptation ou explication quant à la relation entre la perception de la justice organisationnelle et la santé psychologique des individus au travail

La présente thèse de doctorat porte sur la relation entre la perception de la justice organisationnelle, l’émission de comportements inadaptés au travail et la santé psychologique des individus au travail. En plus de développer un outil de mesure des comportements inadaptés au travail et d’entreprendre un processus de validation de celui-ci, le présent travail propose que les comportements inadaptés au travail puissent occuper un rôle soit protecteur ou explicatif dans la relation qui unit la perception de la justice organisationnelle avec la santé psychologique des individus au travail. Au sein de cette thèse, le premier article recense la documentation scientifique quant aux variables de la perception de la justice organisationnelle, de l’émission des comportements inadaptés au travail et de la santé psychologique des individus au travail, ainsi que les liens qui unissent ces variables. Aussi, les modèles conceptuels des rôles modérateur et médiateur des comportements inadaptés au travail sont proposés au sein de la relation entre la perception de la justice organisationnelle et la santé psychologique des individus au travail. Le deuxième article a pour objectif de développer un outil de mesure des comportements inadaptés au travail et de tester ses propriétés psychométriques. Ainsi, des analyses statistiques exploratoires et confirmatoires ont été effectuées. Afin d’appuyer la valeur critériée de l’outil proposé, une analyse corrélationnelle a été réalisée avec le critère de l’adaptation. Certaines valeurs psychométriques de l’outil sont validées par les résultats obtenus. Le troisième article examine empiriquement les modèles conceptuels des rôles anticipés des comportements inadaptés au travail dans la relation entre la perception de la justice organisationnelle et la santé psychologique des individus au travail. La perception de la justice organisationnelle a été vue sous les composantes distributive, procédurale, informationnelle et interpersonnelle. De son côté, la santé psychologique des individus a été observée par le biais des éléments du bien-être et de la détresse psychologique au travail. Les différentes analyses de régressions multiples hiérarchiques ont permis d’observer l’absence du rôle modérateur des comportements inadaptés au travail. Pour sa part, l’utilisation du test de Sobel a démontré la présence du rôle médiateur des comportements inadaptés au travail dans certaines relations. Plus exactement, celles-ci sont la relation entre la justice interpersonnelle et le bien-être psychologique au travail, la relation entre la justice interpersonnelle et la détresse psychologique au travail, ainsi que la relation entre la justice distributive et la détresse psychologique au travail. Finalement, la conclusion de la thèse présente une synthèse des résultats et expose les limites et pistes de recherches futures.

Étude du lien entre la collaboration enseignant-technicien en éducation spécialisée et l'adaptation sociale en classe des élèves ayant un trouble du comportement

Dans les classes spécialisées auprès des élèves en trouble du comportement (TC), l’enseignant et le technicien en éducation spécialisé (TES) sont encouragés à travailler en collaboration afin de soutenir l’adaptation scolaire et sociale des élèves auprès desquels ils œuvrent chaque jour. Toutefois, malgré les nombreux avantages à travailler ensemble pour atteindre un but commun visant ici la réussite des élèves, la collaboration interprofessionnelle comporte néanmoins de nombreux défis qui, s’ils ne sont pas relevés avec professionnalisme, peuvent affecter les élèves. L’objectif de cette étude est de vérifier s’il existe un lien entre la qualité de la collaboration entre ces deux professionnels et l’adaptation sociale en classe spécialisée des élèves ayant un TC. Une méthodologie s’appuyant sur un devis de type corrélationnel a été privilégiée. Des enseignants titulaires de classe accueillant des élèves TC ont complété un questionnaire visant à évaluer l’adaptation sociale de leurs élèves en classe alors que les TES associés à ces classes ont été invités à compléter un questionnaire visant à qualifier la collaboration établie au sein de leur duo avec l’enseignant. Au total, 71 duos de professionnels provenant de 9 écoles du grand Montréal ont participé à cette étude. Bien que la qualité de la collaboration varie de façon significative selon les duos de professionnels, les résultats ne permettent toutefois pas d’établir une relation. D’après cette recherche, il n’y a donc pas de lien significatif entre l’adaptation sociale des élèves en classe et le niveau de collaboration de l’enseignant et du TES. Ces résultats, contraires à notre hypothèse de départ, sont discutés à la lumière des écrits scientifiques portant sur le sujet. Les forces, limites et considérations pour les futures recherches sont également discutées.

Detecting local adaptation in widespread grassland species - the importance of scale and local plant community

1 Adaptation of plant populations to local environments has been shown in many species but local adaptation is not always apparent and spatial scales of differentiation are not well known. In a reciprocal transplant experiment we tested whether: (i) three widespread grassland species are locally adapted at a European scale; (ii) detection of local adaptation depends on competition with the local plant community; and (iii) local differentiation between neighbouring populations from contrasting habitats can be stronger than differentiation at a European scale. 2 Seeds of Holcus lanatus, Lotus corniculatus and Plantago lanceolata from a Swiss, Czech and UK population were sown in a reciprocal transplant experiment at fields that exhibit environmental conditions similar to the source sites. Seedling emergence, survival, growth and reproduction were recorded for two consecutive years. 3 The effect of competition was tested by comparing individuals in weeded monocultures with plants sown together with species from the local grassland community. To compare large-scale vs. small-scale differentiation, a neighbouring population from a contrasting habitat (wet-dry contrast) was compared with the 'home' and 'foreign' populations. 4 In P. lanceolata and H. lanatus, a significant home-site advantage was detected in fitness-related traits, thus indicating local adaptation. In L. corniculatus, an overall superiority of one provenance was found. 5 The detection of local adaptation depended on competition with the local plant community. In the absence of competition the home-site advantage was underestimated in P. lanceolata and overestimated in H. lanatus. 6 A significant population differentiation between contrasting local habitats was found. In some traits, this small-scale was greater than large-scale differentiation between countries. 7 Our results indicate that local adaptation in real plant communities cannot necessarily be predicted from plants grown in weeded monocultures and that tests on the relationship between fitness and geographical distance have to account for habitat-dependent small-scale differentiation. Considering the strong small-scale differentiation, a local provenance from a different habitat may not be the best choice in ecological restoration if distant populations from a more similar habitat are available.

Marginal adaptation of Class 2 adhesive restorations

Objective: Control of microleakage represents a challenge for posterior composite restorations. The technique for composite placement may reduce microleakage. The null hypothesis of this in vitro study was that centripetal incremental insertion of composite resin would result in less microleakage than that obtained with the oblique incremental technique or bulk technique. Method and Materials: Standardized Class 2 preparations were made in 60 caries-free extracted third molars and randomly assigned to 3 groups ( n = 20): ( 1) oblique incremental insertion technique ( control), ( 2) centripetal incremental insertion technique, and ( 3) bulk insertion. The teeth were restored with a total-etch adhesive and micro-hybrid composite resin. The specimens were isolated with nail varnish except for a 2-mm-wide area around the restoration and then thermocycled ( 1,000 thermal cycles, 5 degrees C/ 55 degrees C; 30-second dwell time). The specimens were immersed in an aqueous solution of 50% silver nitrate for 24 hours, followed by 8 hours of immersion in a photo-developing solution and subsequently evaluated for leakage. The microleakage scores ( 0 to 4) obtained from the occlusal and cervical walls were analyzed with median nonparametric tests ( P <.05). Results: The null hypothesis was rejected. All techniques attained statistically similar dentin microleakage scores ( P =.15). The centripetal insertion technique displayed significantly less microleakage than the oblique technique at the enamel margins ( P =.04). Conclusion: None of the techniques eliminated marginal microleakage in Class 2 preparations. However, in occlusal areas, the centripetal technique performed significantly better than the other techniques.

Scanning electron microscope analysis of internal adaptation of materials used for pulp protection under composite resin restorations

Purpose: The aim of this study was to evaluate the interfacial microgap with different materials used for pulp protection. The null hypothesis tested was that the combination of calcium hydroxide, resin-modified glass ionomer, and dentin adhesive used as pulp protection in composite restorations would not result in a greater axial gap than that obtained with hybridization only. Materials and Methods: Standardized Class V preparations were performed in buccal and lingual surfaces of 60 caries-free, extracted human third molars. The prepared teeth were randomly assessed in six groups: (1) Single Bond (SB) (3M ESPE, St. Paul, MN, USA); (2) Life (LF) (Kerr Co., Romulus, MI, USA) + SB; (3) LF + Vitrebond (VT) (3M ESPE) + SB; (4) VT + SB; (5) SB + VT; (6) SB + VT + SB. They were restored with microhybrid composite resin Filtek Z250 (3M ESPE), according to the manufacturer's instructions. However, to groups 5 and 6, the dentin bonding adhesive was applied prior to the resin-modified glass ionomer. The specimens were then thermocycled, cross-sectioned through the center of the restoration, fixed, and processed for scanning electron microscopy. The specimens were mounted on stubs and sputter coated. The internal adaptation of the materials to the axial wall was analyzed under SEM with × 1,000 magnification. Results: The data obtained were analyzed with nonparametric tests (Kruskal-Wallis, p ≤ .05). The null hypothesis was rejected. Calcium hydroxide and resin-modified glass ionomer applied alone or in conjunction with each other (p < .001) resulted in statistically wider microgaps than occurred when the dentin was only hybridized prior to the restoration. ©2005 BC Decker Inc.

Sensitivity of Eisenia andrei (Annelida, Oligochaeta) to a commercial formulation of abamectin in avoidance tests with artificial substrate and natural soil under tropical conditions

Obtaining ecotoxicological data on pesticides in tropical regions is imperative for performing more realistic risk analysis, and avoidance tests have been proposed as a useful, fast and cost-effective tool. Therefore, the present study aimed to evaluate the avoidance behavior of Eisenia andrei to a formulated product, Vertimec(A (R)) 18 EC (a.i abamectin), in tests performed on a reference tropical artificial soil (TAS), to derive ecotoxicological data on tropical conditions, and a natural soil (NS), simulating crop field conditions. In TAS tests an adaptation of the substrate recommended by OECD and ISO protocols was used, with residues of coconut fiber as a source of organic matter. Concentrations of the pesticide on TAS test ranged from 0 to 7 mg abamectin/kg (dry weight-d.w.). In NS tests, earthworms were exposed to samples of soils sprayed in situ with: 0.9 L of Vertimec(A (R)) 18 EC/ha (RD); twice as much this dosage (2RD); and distilled water (Control), respectively, and to 2RD: control dilutions (12.5, 25, 50, 75%). All tests were performed under 25 +/- A 2A degrees C, to simulate tropical conditions, and a 12hL:12hD photoperiod. The organisms avoided contaminated TAS for an EC50,48h = 3.918 mg/kg soil d.w., LOEC = 1.75 mg/kg soil d.w. and NOEC = 0.85 mg/kg soil d.w. No significant avoidance response occurred for any NS test. Abamectin concentrations in NS were rather lower than EC50, 48h and LOEC determined in TAS tests. The results obtained contribute to overcome a lack of ecotoxicological data on pesticides under tropical conditions, but more tests with different soil invertebrates are needed to improve pesticides risk analysis.

TRANSLATION AND CULTURAL ADAPTATION OF THE GLOBAL APPRAISAL OF INDIVIDUAL NEEDS - INITIAL

The objective of this study was to perform the translation on and cultural adaptation of the Global Appraisal of Individual Needs - Initial instrument, and calculate its content validity index. This is a methodological study designed for the cultural adaptation of the instrument. The instrument was translated into Portuguese in two versions that originated the synthesis of the translations, which were then submitted to the evaluation of four judges, experts in the field of alcohol and other drugs. After the suggested changes were made, the instrument was back-translated and resubmitted to the judges and authors of the original instrument, resulting in the final version of the instrument, Avaliacao Global das Necessidades Individuais - Inicial. The content validity index of the instrument was 0.91, considered valid according to the literature. The instrument Avaliacao Global das Necessidades Individuais - Inicial was culturally adapted to the Portuguese language spoken in Brazil; however, it was not submitted to tests with the target population, which suggests further studies should be performed to test its reliability and validity.

Rich media content adaptation in e-learning systems

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student.

Adaptation to hard-object feeding in sea otters and hominins

The large, bunodont postcanine teeth in living sea otters (Enhydra lutris) have been likened to those of certain fossil hominins, particularly the ’robust’ australopiths (genus Paranthropus). We examine this evolutionary convergence by conducting fracture experiments on extracted molar teeth of sea otters and modern humans (Homo sapiens) to determine how load-bearing capacity relates to tooth morphology and enamel material properties. In situ optical microscopy and x-ray imaging during simulated occlusal loading reveal the nature of the fracture patterns. Explicit fracture relations are used to analyze the data and to extrapolate the results from humans to earlier hominins. It is shown that the molar teeth of sea otters have considerably thinner enamel than those of humans, making sea otter molars more susceptible to certain kinds of fractures. At the same time, the base diameter of sea otter first molars is larger, diminishing the fracture susceptibility in a compensatory manner. We also conduct nanoindentation tests to map out elastic modulus and hardness of sea otter and human molars through a section thickness, and microindentation tests to measure toughness. We find that while sea otter enamel is just as stiff elastically as human enamel, it is a little softer and tougher. The role of these material factors in the capacity of dentition to resist fracture and deformation is considered. From such comparisons, we argue that early hominin species like Paranthropus most likely consumed hard food objects with substantially higher biting forces than those exerted by modern humans.

How do different aspects of self-regulation predict successful adaptation to school?

Self-regulation plays an important role in successful adaptation to preschool and school contexts as well as in later academic achievement. The current study relates different aspects of self-regulation such as temperamental effortful control and executive functions (updating, inhibition, and shifting) to different aspects of adaptation to school such as learning-related behavior, school grades, and performance in standardized achievement tests. The relationship between executive functions/effortful control and academic achievement has been established in previous studies; however, little is known about their unique contributions to different aspects of adaptation to school and the interplay of these factors in young school children. Results of a 1-year longitudinal study (N = 459) revealed that unique contributions of effortful control (parental report) to school grades were fully mediated by children’s learning-related behavior. On the other hand, the unique contributions of executive functions (performance on tasks) to school grades were only partially mediated by children’s learning-related behavior. Moreover, executive functions predicted performance in standardized achievement tests exclusively, with comparable predictive power for mathematical and reading/writing skills. Controlling for fluid intelligence did not change the pattern of prediction substantially, and fluid intelligence did not explain any variance above that of the two included aspects of self-regulation. Although effortful control and executive functions were not significantly related to each other, both aspects of self-regulation were shown to be important for fostering early learning and good classroom adjustment in children around transition to school.

Family stress, coping, communication, and adaptation in unintended adolescent pregnancy

Objective. This study examines post-crisis family stress, coping, communication, and adaptation using the Double ABC-X Model of Family Adaptation in families with a pregnant or postpartum adolescent living at home. ^ Methods. Ninety-eight pregnant and parenting adolescents between ages 14 and 18 years (Group 1 at 20 or more weeks gestation; Group 2 at delivery and 8 weeks postpartum) and their parent(s) completed instruments congruent with the model to measure family stress, coping, communication, and adaptation. Descriptive family data was obtained. Mother-daughter data was analyzed for differences between subjects and within subjects using paired t-tests. Correlational analysis was used to examine relationships among variables. ^ Results. More than 90% of families were Hispanic. There were no significant differences between mother and daughter mean scores for family stress or communication. Adolescent coping was not significantly correlated to family coping at any interval. Adolescent family adaptation scores were significantly lower than mothers' scores at delivery and 8 weeks postpartum. Mean individual ratings of family variables did not differ significantly between delivery and 8 weeks postpartum. Simultaneous multiple regression analysis showed that stress, coping, and communication significantly influenced adaptation for mothers and daughters at all three intervals. The relative contributions of the three independent variables exhibited different patterns for mothers and daughters. Parent-adolescent communication accounted for most of the variability in adaptation for daughters at all three intervals. Daughters' family stress ratings were significant for adaptability (p = .01) during the pregnancy and for cohesion (p = .03) at delivery. Adolescent coping (p = .03) was significant for cohesion at 8 weeks postpartum. Family stress was a significant influence at all three intervals for mothers' ratings of family adaptation. Parent-adolescent communication was significant for mother's perception of both family cohesion (p < .001) and adaptability (p < .001) at delivery and 8 weeks, but not during pregnancy. ^ Conclusions. Mothers' and daughters' ratings of family processes were similar regarding family stress and communication, but were significantly different for family adaptation. Adolescent coping may not reflect family coping. Family communication is a powerful component in family functioning and may be an important focus for interventions with adolescents and parents. ^

Comparison of the seismic behaviour between three building tests, all based on a two storey model house

Integral Masonry System consisting of intersecting steel trusses alo ng each of the three dimensional directions of space on walls and slabs using any masonry material, had yet been backed up by the previous adobe test for seismic areas. This paper presents the comparison this last test and the adaptation of the IMS using h ollow brick. A prototype based on a two storey model house (6mx6mx6m) has being also built in two different scales in order to maximize the load and size of the shake table: the first one half size the whole building (3mx3mx3m) and the second, a quarter of the real size (3mx3mx6m). Both tests have suffered some mild to moderate damages while supporting the higher seismic action subjected by the shake table, without even fissuring the first test and with very few damages the second one. The thickness of the hollow brick wall and the diameter of the tree - dimensional truss reinforcement were scaled to the real size test in order to ascertain its great structural behaviour in relation to the previous structural model calculations. The aim of this study is to sum marize the results of the research collaboration between the ETSAM - UPM and the PUCP in whose laboratory these tests were carried out.

Emotion transplantation through adaptation in HMM-based speech synthesis

This paper proposes an emotion transplantation method capable of modifying a synthetic speech model through the use of CSMAPLR adaptation in order to incorporate emotional information learned from a different speaker model while maintaining the identity of the original speaker as much as possible. The proposed method relies on learning both emotional and speaker identity information by means of their adaptation function from an average voice model, and combining them into a single cascade transform capable of imbuing the desired emotion into the target speaker. This method is then applied to the task of transplanting four emotions (anger, happiness, sadness and surprise) into 3 male speakers and 3 female speakers and evaluated in a number of perceptual tests. The results of the evaluations show how the perceived naturalness for emotional text significantly favors the use of the proposed transplanted emotional speech synthesis when compared to traditional neutral speech synthesis, evidenced by a big increase in the perceived emotional strength of the synthesized utterances at a slight cost in speech quality. A final evaluation with a robotic laboratory assistant application shows how by using emotional speech we can significantly increase the students’ satisfaction with the dialog system, proving how the proposed emotion transplantation system provides benefits in real applications.