L’analyse de composants émotionnels dans des stratégies d’apprentissage

Un certain nombre de théories pédagogiques ont été établies depuis plus de 20 ans. Elles font appel aux réactions de l’apprenant en situation d’apprentissage, mais aucune théorie pédagogique n’a pu décrire complètement un processus d’enseignement en tenant compte de toutes les réactions émotionnelles de l’apprenant. Nous souhaitons intégrer les émotions de l’apprenant dans ces processus d’apprentissage, car elles sont importantes dans les mécanismes d’acquisition de connaissances et dans la mémorisation. Récemment on a vu que le facteur émotionnel est considéré jouer un rôle très important dans les processus cognitifs. Modéliser les réactions émotionnelles d’un apprenant en cours du processus d’apprentissage est une nouveauté pour un Système Tutoriel Intelligent. Pour réaliser notre recherche, nous examinerons les théories pédagogiques qui n’ont pas considéré les émotions de l’apprenant. Jusqu’à maintenant, aucun Système Tutoriel Intelligent destiné à l’enseignement n’a incorporé la notion de facteur émotionnel pour un apprenant humain. Notre premier objectif est d’analyser quelques stratégies pédagogiques et de détecter les composantes émotionnelles qui peuvent y être ou non. Nous cherchons à déterminer dans cette analyse quel type de méthode didactique est utilisé, autrement dit, que fait le tuteur pour prévoir et aider l’apprenant à accomplir sa tâche d’apprentissage dans des conditions optimales. Le deuxième objectif est de proposer l’amélioration de ces méthodes en ajoutant les facteurs émotionnels. On les nommera des « méthodes émotionnelles ». Le dernier objectif vise à expérimenter le modèle d’une théorie pédagogique améliorée en ajoutant les facteurs émotionnels. Dans le cadre de cette recherche nous analyserons un certain nombre de théories pédagogiques, parmi lesquelles les théories de Robert Gagné, Jerome Bruner, Herbert J. Klausmeier et David Merrill, pour chercher à identifier les composantes émotionnelles. Aucune théorie pédagogique n’a mis l’accent sur les émotions au cours du processus d’apprentissage. Ces théories pédagogiques sont développées en tenant compte de plusieurs facteurs externes qui peuvent influencer le processus d’apprentissage. Nous proposons une approche basée sur la prédiction d’émotions qui est liée à de potentielles causes déclenchées par différents facteurs déterminants au cours du processus d’apprentissage. Nous voulons développer une technique qui permette au tuteur de traiter la réaction émotionnelle de l’apprenant à un moment donné au cours de son processus d’apprentissage et de l’inclure dans une méthode pédagogique. Pour atteindre le deuxième objectif de notre recherche, nous utiliserons un module tuteur apprenant basé sur le principe de l’éducation des émotions de l’apprenant, modèle qui vise premièrement sa personnalité et deuxièmement ses connaissances. Si on défini l’apprenant, on peut prédire ses réactions émotionnelles (positives ou négatives) et on peut s’assurer de la bonne disposition de l’apprenant, de sa coopération, sa communication et l’optimisme nécessaires à régler les problèmes émotionnels. Pour atteindre le troisième objectif, nous proposons une technique qui permet au tuteur de résoudre un problème de réaction émotionnelle de l’apprenant à un moment donné du processus d’apprentissage. Nous appliquerons cette technique à une théorie pédagogique. Pour cette première théorie, nous étudierons l’effet produit par certaines stratégies pédagogiques d’un tuteur virtuel au sujet de l’état émotionnel de l’apprenant, et pour ce faire, nous développerons une structure de données en ligne qu’un agent tuteur virtuel peut induire à l’apprenant des émotions positives. Nous analyserons les résultats expérimentaux en utilisant la première théorie et nous les comparerons ensuite avec trois autres théories que nous avons proposées d’étudier. En procédant de la sorte, nous atteindrons le troisième objectif de notre recherche, celui d’expérimenter un modèle d’une théorie pédagogique et de le comparer ensuite avec d’autres théories dans le but de développer ou d’améliorer les méthodes émotionnelles. Nous analyserons les avantages, mais aussi les insuffisances de ces théories par rapport au comportement émotionnel de l’apprenant. En guise de conclusion de cette recherche, nous retiendrons de meilleures théories pédagogiques ou bien nous suggérerons un moyen de les améliorer.

Cognitive appraisals, emotional reactions, and their associations with three forms of peer-victimization

Resumen tomado de la publicaci??n

Interpretation, emotional reactions and daily life implications of hallucination-like experiences in clinical and nonclinical populations

Resumen tomado de la publicaci??n

Cataract surgery: emotional reactions of patients with monocular versus binocular vision

Purpose: To analyze emotional reactions related to cataract surgery in two groups of patients (monocular vision - Group 1; binocular vision - Group 2). Methods: A transversal comparative study was performed using a structured questionnaire from a previous exploratory study before cataract surgery. Results: 206 patients were enrolled in the study, 96 individuals in Group 1 (69.3 +/- 10.4 years) and 110 in Group 2 (68.2 +/- 10.2 years). Most patients in group 1 (40.6%) and 22.7% of group 2, reported fear of surgery (p<0.001). The most important causes of fear were: possibility of blindness, ocular complications and death during surgery. The most prevalent feelings among the groups were doubts about good results and nervousness. Conclusion: Patients with monocular vision reported more fear and doubts related to surgical outcomes. Thus, it is necessary that phisycians considers such emotional reactions and invest more time than usual explaining the risks and the benefits of cataract surgery. Ouvir

Functional neuroimaging of emotional learning and autonomic reactions

This article provides a selective overview of the functional neuroimaging literature with an emphasis on emotional activation processes. Emotions are fast and flexible response systems that provide basic tendencies for adaptive action. From the range of involved component functions, we first discuss selected automatic mechanisms that control basic adaptational changes. Second, we illustrate how neuroimaging work has contributed to the mapping of the network components associated with basic emotion families (fear, anger, disgust, happiness), and secondary dimensional concepts that organise the meaning space for subjective experience and verbal labels (emotional valence, activity/intensity, approach/withdrawal, etc.). Third, results and methodological difficulties are discussed in view of own neuroimaging experiments that investigated the component functions involved in emotional learning. The amygdala, prefrontal cortex, and striatum form a network of reciprocal connections that show topographically distinct patterns of activity as a correlate of up and down regulation processes during an emotional episode. Emotional modulations of other brain systems have attracted recent research interests. Emotional neuroimaging calls for more representative designs that highlight the modulatory influences of regulation strategies and socio-cultural factors responsible for inhibitory control and extinction. We conclude by emphasising the relevance of the temporal process dynamics of emotional activations that may provide improved prediction of individual differences in emotionality.

Patient information leaflets: informing or frightening? A focus group study exploring patients' emotional reactions and subsequent behavior towards package leaflets of commonly prescribed medications in family practices.

BACKGROUND The purpose of patient information leaflets (PILs) is to inform patients about the administration, precautions and potential side effects of their prescribed medication. Despite European Commission guidelines aiming at increasing readability and comprehension of PILs little is known about the potential risk information has on patients. This article explores patients' reactions and subsequent behavior towards risk information conveyed in PILs of commonly prescribed drugs by general practitioners (GPs) for the treatment of Type 2 diabetes, hypertension or hypercholesterolemia; the most frequent cause for consultations in family practices in Germany. METHODS We conducted six focus groups comprising 35 patients which were recruited in GP practices. Transcripts were read and coded for themes; categories were created by abstracting data and further refined into a coding framework. RESULTS Three interrelated categories are presented: (i) The vast amount of side effects and drug interactions commonly described in PILs provoke various emotional reactions in patients which (ii) lead to specific patient behavior of which (iii) consulting the GP for assistance is among the most common. Findings show that current description of potential risk information caused feelings of fear and anxiety in the reader resulting in undesirable behavioral reactions. CONCLUSIONS Future PILs need to convey potential risk information in a language that is less frightening while retaining the information content required to make informed decisions about the prescribed medication. Thus, during the production process greater emphasis needs to be placed on testing the degree of emotional arousal provoked in patients when reading risk information to allow them to undertake a benefit-risk-assessment of their medication that is based on rational rather than emotional (fearful) reactions.

Restoring balance within cognitive unit or deservingness evaluation? The role of attitudes and deservingness in shaping emotional reactions to others’ outcomes

Based on Heider’s theory I persumed that personal attitudes are stronger predictors of emotional responses to others’ outcomes than deservingness evaluation. I manipulated outcome, attitude and deservingness experimentally, and measured specific emotions. It appeared deservingness to play a secondary role in eliciting joy and sorrow when interpersonal attitudes were involved.

Diagnosis of type 2 diabetes:A qualitative analysis of patients' emotional reactions and views about information provision

Research about diagnosis of chronic illness indicates this is an emotional time for patients. Information provision is especially salient for diabetes management. Yet current orthodoxy suggests that too much information at the time of diagnosis is unhelpful for patients. In this study, we used in-depth interviews with 40 newly diagnosed type 2 diabetic (T2DM) patients in Scotland, to explore their emotional reactions about diagnosis, and their views about information provision at the time of diagnosis. Data were analysed using a thematic approach. Our results showed three main 'routes' to diagnosis: 'suspected diabetes' route; 'illness' route; and 'routine' route. Those within the 'routine' route described the most varied emotional reactions to their diagnosis. We found that most patients, irrespective of their route to diagnosis, wanted more information about diabetes management at the time of diagnosis. We suggest that practitioners would benefit from being sensitive to the route patients follow to diagnosis, and prompt, simple but detailed advice about T2DM management would be helpful for newly diagnosed patients. © 2004 Elsevier Ireland Ltd. All rights reserved.

The relationship between counterfactual thinking and emotional reactions to event outcomes: Does one account fit all?

By enabling a comparison between what is and what might have been, counterfactual thoughts amplify our emotional responses to bad outcomes. Well-known demonstrations such as the action effect (the tendency to attribute most regret to a character whose actions brought about a bad outcome) and the temporal order effect (the tendency to undo the last in a series of events leading up to a bad outcome) are often explained in this way. An important difference between these effects is that outcomes are due to decisions in the action effect, whereas in the temporal order effect outcomes are achieved by chance. In Experiment 1, we showed that imposing time pressure leads to a significant reduction in the action but not in the temporal order effect. In Experiment 2, we found that asking participants to evaluate the protagonists (

Gamma-ray diagnostics of Type Ia supernovae. Predictions of observables from three-dimensional modeling

Context. Although the question of progenitor systems and detailed explosion mechanisms still remains a matter of discussion, it is commonly believed that Type Ia supernovae (SNe Ia) are production sites of large amounts of radioactive nuclei. Even though the gamma-ray emission due to radioactive decays is responsible for powering the light curves of SNe Ia, gamma rays themselves are of particular interest as a diagnostic tool because they directly lead to deeper insight into the nucleosynthesis and the kinematics of these explosion events. Aims: We study the evolution of gamma-ray line and continuum emission of SNe Ia with the objective of analyzing the relevance of observations in this energy range. We seek to investigate the chances for the success of future MeV missions regarding their capabilities for constraining the intrinsic properties and the physical processes of SNe Ia. Methods: Focusing on two of the most broadly discussed SN Ia progenitor scenarios - a delayed detonation in a Chandrasekhar-mass white dwarf (WD) and a violent merger of two WDs - we used three-dimensional explosion models and performed radiative transfer simulations to obtain synthetic gamma-ray spectra. Both chosen models produce the same mass of 56Ni and have similar optical properties that are in reasonable agreement with the recently observed supernova SN 2011fe. We examine the gamma-ray spectra with respect to their distinct features and draw connections to certain characteristics of the explosion models. Applying diagnostics, such as line and hardness ratios, the detection prospects for future gamma-ray missions with higher sensitivities in the MeV energy range are discussed. Results: In contrast to the optical regime, the gamma-ray emission of our two chosen models proves to be quite different. The almost direct connection of the emission of gamma rays to fundamental physical processes occurring in SNe Ia permits additional constraints concerning several explosion model properties that are not easily accessible within other wavelength ranges. Proposed future MeV missions such as GRIPS will resolve all spectral details only for nearby SNe Ia, but hardness ratio and light curve measurements still allow for a distinction of the two different models at 10 Mpc and 16 Mpc for an exposure time of 106 s. The possibility of detecting the strongest line features up to the Virgo distance will offer the opportunity to build up a first sample of SN Ia detections in the gamma-ray energy range and underlines the importance of future space observatories for MeV gamma rays.

Comparison of CBS-QB3, CBS-APNO, and G3 predictions of gas phase deprotonation data

The G3, CBS-QB3, and CBS-APNO methods have been used to calculate ΔH and ΔG values for deprotonation of seventeen gas-phase reactions where the experimental values are reported to be accurate within one kcal/mol. For these reactions, the mean absolute deviation of these three methods from experiment is 0.84 to 1.26 kcal/mol, and the root-mean-square deviation for ΔG and ΔH is 1.43 and 1.49 kcal/mol for the CBS-QB3 method, 1.06 and 1.14 kcal/mol for the CBS-APNO method, and 1.16 and 1.28 for the G3 method. The high accuracy of these methods makes them reliable for calculating gas-phase deprotonation reactions, and allows them to serve as a valuable check on the accuracy of experimental data reported in the National Institutes of Standards and Technology database.

Comparison of density functional theory predictions of gas-phase deprotonation data

The SVWN, BVWN, BP86, BLYP, BPW91, B3P86, B3LYP, B3PW91, B1LYP, mPW1PW, and PBE1PBE density functionals, as implemented in Gaussian 98 and Gaussian 03, were used to calculate ΔG0 and ΔH0 values for 17 deprotonation reactions where the experimental values are accurately known. The PBE1PBE and B3P86 functionals are shown to compute results with accuracy comparable to more computationally intensive compound model chemistries. A rationale for the relative performance of various functionals is explored.