14 research outputs found
Database optimization algorithm for empirical potentials
Get PDFThe development for accurate and efficient empirical potential models requires years of efforts and is highly intuitional. This study provides an automated, quantitative algorithm to find the optimal empirical potential model for a pre-determined testing set of desired structure properties. We employ Bayesian sampling technique to estimate the errors for the structural property functions in the testing set. We provide the first analytical derivations of how modifications in the fitting database affect the testing set errors. A new binary modified embedded-atom method functional form is developed for Ti-O interactions where O is in the dilute limit. The optimal Ti-O potential are tested against a variety of structure properties to verify the transferability of the potential. We propose and optimize two types of objective functions which measures the transferability in the testing set. One aims to minimize the relative errors of different fitting databases for the testing set, and the other uses the logistic function in classification regression analysis to categorize the prediction errors in the testing set into good and bad ones. We develop a parallelized genetic algorithm to efficiently evaluate the objective function and perform global search for the optimal empirical potential model.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-05-01The student, Pinchao Zhang, accepted the attached license on 2016-02-29 at 19:44.The student, Pinchao Zhang, submitted this Dissertation for approval on 2016-02-29 at 19:47.This Dissertation was approved for publication on 2016-03-01 at 13:19.DSpace SAF Submission Ingestion Package generated from Vireo submission #9048 on 2016-07-07 at 13:48:10Made available in DSpace on 2016-07-07T20:26:45Z (GMT). No. of bitstreams: 3
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Previous issue date: 2016-03-01Embargo set by: Seth Robbins for item 93066
Lift date: 2018-07-07T20:28:14Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 93066
Lift date: 2018-07-07T20:35:34Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemU of I Only Restriction Lifted for Item 93066 on 2018-07-08T09:15:36Z
Some sufficient conditions of a nilpotent group
No full textAbstractIn this present paper, the author, on the basis of Su's article (Math. Mag. 8 (1988), 7–9), obtains a series of theorems in a nilpotent group
State Anxiety Down-Regulates Empathic Responses: Electrophysiological Evidence
Get PDFState anxiety is common in our life and has a significant impact on our emotion, cognition and behavior. Previous studies demonstrate that people in a negative mood are associated with low sympathy and high personal distress. However, it is unknown how state anxiety regulates empathic responses so far. Here, we recorded event-related brain potentials (ERP) from the experimental group who were in state anxiety and the control group when they were watching painful and neutral pictures. Participants in the experimental group and the control group were asked to do the same mental arithmetic problems. The only difference was that the experimental group had time restriction and was evaluated by the observer. The results showed that no significant N2 differentiation between painful and neutral stimuli was found in both groups. In contrast, LPP amplitudes induced by painful stimuli were significantly larger than that of neutral stimuli in the control group, but not in the experimental group. Our results indicate that state anxiety inhibit empathic responses from the early emotional sharing stage to the late cognitive evaluation stage. It provides neuroscientific evidence that one’s own emotional state will have an important impact on empathy
Competitive Intensity Modulates the Pain Empathy Response: An Event-Related Potentials Study
Get PDFPrevious studies have widely reported that competition modulates an individual’s ability to empathize with pain experienced by others. What remains to be clarified, however, is how modulations in the intensity of competition might affect this type of empathy. To investigate this, we first used a Eriksen Flanker task to set different competitive intensity context (high competitive intensity, HCI; medium competitive intensity, MCI; low competitive intensity, LCI). Then we used a recognition task as a competitive task, in which we recorded event-related potentials (ERP) while participants viewed static images of body parts in painful and non-painful situations. Participants were informed that both sets of images depicted an opponent that they were required to play against in the recognition task that varied in levels of competitive intensity according to condition (HCI, MCI, and LCI). We observed an early N2 differentiation between pain and no-pain stimuli over the frontal area under MCI and LCI conditions, but this was not detected under HCI condition. Moreover, we observed a pattern of pain and no-pain differentiation for the late LPP over the frontal and centro-parietal regions under HCI, MCI, and LCI condition. As the pain empathy response is indexed by pain and no-pain differentiation, these results indicate a down-regulation of pain empathy response attributable to a high level of competition. With its very early onset, this effect appears to inhibit bottom-up processing of the ability to perceive pain experienced by an opponent. Our results provide neuroscientific evidence for a deficit in early automatic arousal in response to the pain of the opponent under the influence of high competitive intensity
Image_1_Self-Interest Induces Counter- Empathy at the Late Stage of Empathic Responses to Others’ Economic Payoffs.TIF
Get PDFPrevious studies have found that individuals exhibit empathic responses when others are treated unfairly. However, there remains a lack of clarity over the extent to which self-interest regulates these empathic responses, and in identifying which component of empathy is more likely to be affected. To investigate these issues, an experiment was designed based on a money distribution task with two conditions [observation condition (OC) vs. participation condition (PC)], and carried out using scalp-recorded event-related potentials (ERPs). Behavioral data showed that the participants’ empathic responses were consistent with their coplayers’ emotional expressions in the OC, whereas they were inconsistent with the coplayers’ expressions in the PC. The electrophysiological data showed that the neural encoding of facial expressions (reflected in the N170) was not affected by self-interest. However, the late stage of empathic responses (LPP) showed a decline when participants’ self-interest was involved. Disadvantageous inequality and relatively fair distribution to others elicited a more pronounced feedback-related negativity (FRN) than advantageous inequality distribution in both the OC and PC. As the late stage of empathic responses is also indexed by the LPP amplitude, these results indicate that the participants were more concerned for their own outcomes than for others’ benefits when self-interest was involved, which reduced their empathy toward their coplayers at the late stage of empathic responses.</p
Image_2_Self-Interest Induces Counter- Empathy at the Late Stage of Empathic Responses to Others’ Economic Payoffs.TIF
No full textPrevious studies have found that individuals exhibit empathic responses when others are treated unfairly. However, there remains a lack of clarity over the extent to which self-interest regulates these empathic responses, and in identifying which component of empathy is more likely to be affected. To investigate these issues, an experiment was designed based on a money distribution task with two conditions [observation condition (OC) vs. participation condition (PC)], and carried out using scalp-recorded event-related potentials (ERPs). Behavioral data showed that the participants’ empathic responses were consistent with their coplayers’ emotional expressions in the OC, whereas they were inconsistent with the coplayers’ expressions in the PC. The electrophysiological data showed that the neural encoding of facial expressions (reflected in the N170) was not affected by self-interest. However, the late stage of empathic responses (LPP) showed a decline when participants’ self-interest was involved. Disadvantageous inequality and relatively fair distribution to others elicited a more pronounced feedback-related negativity (FRN) than advantageous inequality distribution in both the OC and PC. As the late stage of empathic responses is also indexed by the LPP amplitude, these results indicate that the participants were more concerned for their own outcomes than for others’ benefits when self-interest was involved, which reduced their empathy toward their coplayers at the late stage of empathic responses.</p
Predictive Bias Towards Neutral Stimuli in Non-Clinical Anxious Individuals
No full textThe relationship among predictive bias towards neutral stimuli, trait anxiety and gender in non-clinical individuals is studied. According to the scores on Trait Anxiety Inventory (TAI), 31 individuals are randomly selected from the highest 20% scorers as the high anxiety group, and 31 individuals from the lowest 20% scorers as the low anxiety group. Three types of stimulus situations are designed in the experiment, that is, 100% predictable, 50% predictable and unpredictable stimulus situations. MANOVA, which is performed on the reaction of high/low anxiety groups under three stimulus situations, shows that significant differences exist between high anxiety and low anxiety group under the 50% predictable and unpredictable conditions. Independent sample T test shows significant gender differences on predictive bias exist only in high anxiety group. Results of this study show that predictive bias towards neutral stimulus can be found in non-clinical anxious individuals and is significantly correlated with trait anxiety. In addition, predictive bias is more evident in high anxious female
Desempeño en lectura crítica de los estudiantes del Programa de Enfermería de la Universidad De Santander UDES en el periodo académico A- 2017
No full text78 p. CdA critical reader is able to develop skills to observe the intentions of the author and have a say or think from the text Cassiany (2006). The main objective is to determine the performance in critical reading of the nursing students of the University of Santander-UDES in the academic period A-2017 using the Cassiany theory in coherence with the competences proposed by the ICFES to construct a situational diagnosis. The study is descriptive, quantitative cross-sectional. Made to 106 nursing students of the University of Santander from the semesters III to VIII in the period A-2017. For the measurement of the variables an instrument was used that consists of 2 sections: a sociodemographic and academic survey and the application of the test to measure the performance on critical reading taken from the Reference Framework for the evaluation, critical reading module Saber 11 ° / Saber Pro: ICFES (2015). The median age of students analyzed was 21 years, with 82.1% of women, it was found that 90.6% of the sample are single marital status, according to the weighted average the median was 3, 70. The 39.62% of nursing students at the University of Santander approved the number one competition, 9.47% passed competition number two and 4.72% competition number three. Due to this it is important to propose interventions that lead to improvement in the competencies with the lowest performance.Un lector crítico es capaz de desarrollar destrezas para observar las intenciones que tiene el autor y poder opinar o reflexionar a partir del texto Cassiany (2006). El objetivo principal es determinar el desempeño en lectura crítica de los estudiantes de enfermería de la Universidad de Santander-UDES en el periodo académico A2017 utilizando la teoría de Cassiany en coherencia con las competencias propuestas por el ICFES para construir un diagnostico situacional. El estudio es descriptivo, cuantitativo de corte transversal. Realizado a 106 estudiantes de enfermería de la Universidad de Santander de los semestres III a VIII en el periodo A-2017. Para la medición de las variables se utilizó un instrumento que consta de 2 apartados: una encuesta sociodemográfica y académica y la aplicación del test para medir el desempeño sobre lectura crítica tomado del Marco de referencia para la evaluación, módulo de lectura crítica Saber 11°/ Saber Pro: ICFES (2015). La edad mediana de los estudiantes analizados fue de 21 años, con un 82,1% de mujeres, se encontró que el 90,6% de la muestra son de estado civil soltero, según el promedio ponderado la mediana fue de 3,70. El 39,62% de los estudiantes de enfermería de la universidad de Santander aprobaron la competencia número uno, el 9,47% aprobaron la competencia número dos y el 4,72% la competencia número tres. Debido a esto es importante plantear intervenciones que lleven al mejoramiento en las competencias con más bajo desempeño.TABLA DE CONTENIDO
INTRODUCCIÓN .................................................................................................. 13 1. PLANTEAMIENTO DEL PROBLEMA ........................................................... 14 1.1 FORMULACIÓN DEL PROBLEMA .......................................................... 16 2. JUSTIFICACIÓN .............................................................................................. 17 3. OBJETIVOS ..................................................................................................... 19 3.1 OBJETIVO GENERAL ................................................................................. 20 3.2 OBJETIVOS ESPECÍFICOS ....................................................................... 20 4. MARCO REFERENCIAL .................................................................................. 20 4.1 MARCO CONCEPTUAL .............................................................................. 20 4.2 MARCO TEÓRICO .................................................................................. 21 5. METODOLOGÍA ............................................................................................ 36 5.1 TIPO DE ESTUDIO ..................................................................................... 36 5.2 POBLACIÓN Y MUESTRA ...................................................................... 36 5.2.1 UNIVERSO ............................................................................................... 36 5.2.2 MUESTRA ............................................................................................ 36 5.2.3 MUESTREO ......................................................................................... 37 5.2.4 CRITERIOS DE SELECCIÓN .............................................................. 37 5.2.4.1 CRITERIOS DE INCLUSIÓN ................................................................. 37 5.2.4.2 CRITERIOS DE EXCLUSIÓN .............................................................. 37 5.3 RECOLECCIÓN DE LA INFORMACIÓN ..................................................... 37 5.3.1 PROCEDIMIENTO ................................................................................... 38 5.3.2 INSTRUMENTO ................................................................................... 38 5.3.3 VARIABLES ......................................................................................... 41 5.3.3.1 VARIABLE DEPENDIENTE O DESENLACE ......................................... 41 5.3.3.2 VARIABLES INDEPENDIENTES O EXPLICATORIAS .......................... 41 5.4 PROCESAMIENTO Y PLAN DE ANÁLISIS ESTADÍSTICO .................... 41 5.5 CONSIDERACIONES ÉTICAS ................................................................ 42 6. RESULTADOS .............................................................................................. 43 7. DISCUSIÓN ................................................................................................... 57 8. CONCLUSIONES .......................................................................................... 59 9. RECOMENDACIONES .................................................................................. 60
10. BIBLIOGRAFÍA .......................................................................................... 61 ANEXOS ........................................................................................................... 66Ej. 1PregradoEnfermera(o
