Modeling the dynamics of action

Author(s):  
Ashley D. Brown ◽  
William Revelle
Keyword(s):  
1999 ◽  
Vol 15 (suppl 2) ◽  
pp. S93-S105 ◽  
Author(s):  
Geneviève Paicheler

Since knowledge about AIDS transmission now appears to be very good, many observers are surprised that more people do not practice behavior, like safer sex, designed to minimize risk of contracting the disease. Still, previous studies have not shown that there is a direct link between knowledge and behavior. New models, based on people's concrete experiences, are therefore needed. The goal of this qualitative research, based on 61 in-depth interviews conducted in France, is to describe how people understand the threat of AIDS and how they face the risk of transmission in their sex lives. In order to understand preventive actions, we must study how information is interpreted and how knowledge is integrated, so that people perceive general or personal risk. We must also specify the way in which people distinguish between aspects of risk perception and vulnerability; feelings of personal control, constructed on the basis of social experiences; characteristics of situations; and finally, the dynamics of action. The proposed risk management model accounts for these diverse factors in elucidating the great diversity of actions reported. This dynamic, non-linear model is designed to capture both the impact of perceptive and cognitive elements on action and vice versa.


2021 ◽  
Vol 56 (2) ◽  
pp. 220-233
Author(s):  
María Eugenia Fernández ◽  
Jorge Osvaldo Gentili ◽  
Ana Casado ◽  
Alicia María Campo

The objective of this work is to analyze the spatio-temporal distribution of Global Horizontal Irradiation (GHI) on a regional scale and its relationship with frequent synoptic situations in the south of the Pampeana region (Argentina). It was verified that the latitudinal pattern of distribution of the GHI is modified in the region by cloud cover, which is in turn determined by the seasonal dynamics of action centers and the passage of fronts in summer and winter. The South America Monsoon System (SAMS) defines differential situations of cloudiness and rainfall in the region, which affect GHI. GHI increased successively between the decades 1981–2010, a factor associated with the variability of rainfall that characterizes the region.


2007 ◽  
Vol 164 (2) ◽  
pp. 225-239 ◽  
Author(s):  
Wen-Liang Zhou ◽  
Ping Yan ◽  
Joseph P. Wuskell ◽  
Leslie M. Loew ◽  
Srdjan D. Antic

Circulation ◽  
2005 ◽  
Vol 112 (11) ◽  
pp. 1542-1548 ◽  
Author(s):  
Marcus L. Koller ◽  
Sebastian K.G. Maier ◽  
Anna R. Gelzer ◽  
Wolfgang R. Bauer ◽  
M. Meesmann ◽  
...  

2021 ◽  
Author(s):  
Daisuke Shimane ◽  
Takumi Tanaka ◽  
Katsumi Watanabe ◽  
Kanji Tanaka

Actions enhance incidental memory for items that appear in close succession. However, the role of action processes, such as preparation and execution, on the processes underlying such an interaction is unclear. Here, we examined the temporal dynamics of action-induced memory enhancement. In two experiments, participants performed Go/No-Go tasks while viewing task-unrelated pictures before or after their Go motor responses. Compared to items presented at similar time points in the No-Go trials, items presented after, not before, action execution were consistently better remembered in the subsequent memory tests. Our findings highlight the role of action execution and post-action processes, such as action-effect monitoring, in memory formation.


2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Venus Upadhayaya

Emotional Dynamics of Action and Core Involvement are theortical perspectives that define an individual's life long scope of learning and progress.  An individual’s life long Emotional Dynamics of Action (EDA) and his/her Core Involvement in what he/she aspires to do, in what he/she takes up, in whatever he/she achieves get immensely impacted in school. EDA and CI are not isolated patterns of emotional construct; they get constantly evolved and devolved, constantly learned and unlearned. An individual's EDA and CI constantly impact those around and also constantly get impacted by those around. Thus school becomes a space that defines the life-long capacity of an individual. Schools greatly make up a society and its behavioural and attitudinal construct. The aim of this paper is to on a fresh construct define how schools play a pivotal role in determining a child’s consciousness. The psychological patterns determining communication between a child’s internal and external settings and his level of self-awareness get shaped in school. And these psychological patterns define the EDA and CI of the individual. Researcher defines how positive EDA and CI can be cultivated and practised and how schools can become a major strageic point for development.


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