POSITIVE EMOTION INDUCTION THROUGH MUSIC AND ACADEMIC ACHIEVEMENT

2020 ◽  
Author(s):  
Virginia Blanco-Mazagatos ◽  
Juan Bautista Delgado-García ◽  
Inigo Garcia-Rodriguez ◽  
M. Elena Romero-Merino ◽  
Marcos Santamaria-Mariscal
Keyword(s):  
Academic Achievement ◽  
Positive Emotion ◽  
Emotion Induction

Anodal HD- tDCS of left dlPFC together with Positive Emotion Induction Can Modulate Tinnitus Loudness

2019 ◽  
Vol 12 (2) ◽  
pp. 470
Author(s):  
I. Ghodratitoostani ◽  
Z. Vazirikangolya ◽  
D. Nascimento ◽  
M. Colacique ◽  
F. Louzada ◽  
...  
Keyword(s):  
Positive Emotion ◽  
Emotion Induction ◽  
Left Dlpfc

scholarly journals Depression Detection Using Relative EEG Power Induced by Emotionally Positive Images and a Conformal Kernel Support Vector Machine

2018 ◽  
Vol 8 (8) ◽  
pp. 1244 ◽  
Author(s):  
Chien-Te Wu ◽  
Daniel Dillon ◽  
Hao-Chun Hsu ◽  
Shiuan Huang ◽  
Elyssa Barrick ◽  
...  
Keyword(s):  
Support Vector Machine ◽  
Discriminant Analysis ◽  
Resting State ◽  
Positive Emotion ◽  
Support Vector ◽  
Svm Classifier ◽  
Emotion Induction ◽  
Kernel Support Vector Machine ◽  
Eeg Power ◽  
Eeg Features

Electroencephalography (EEG) can assist with the detection of major depressive disorder (MDD). However, the ability to distinguish adults with MDD from healthy individuals using resting-state EEG features has reached a bottleneck. To address this limitation, we collected EEG data as participants engaged with positive pictures from the International Affective Picture System. Because MDD is associated with blunted positive emotions, we reasoned that this approach would yield highly dissimilar EEG features in healthy versus depressed adults. We extracted three types of relative EEG power features from different frequency bands (delta, theta, alpha, beta, and gamma) during the emotion task and resting state. We also applied a novel classifier, called a conformal kernel support vector machine (CK-SVM), to try to improve the generalization performance of conventional SVMs. We then compared CK-SVM performance with three machine learning classifiers: linear discriminant analysis (LDA), conventional SVM, and quadratic discriminant analysis. The results from the initial analyses using the LDA classifier on 55 participants (24 MDD, 31 healthy controls) showed that the participant-independent classification accuracy obtained by leave-one-participant-out cross-validation (LOPO-CV) was higher for the EEG recorded during the positive emotion induction versus the resting state for all types of relative EEG power. Furthermore, the CK-SVM classifier achieved higher LOPO-CV accuracy than the other classifiers. The best accuracy (83.64%; sensitivity = 87.50%, specificity = 80.65%) was achieved by the CK-SVM, using seven relative power features extracted from seven electrodes. Overall, combining positive emotion induction with the CK-SVM classifier proved useful for detecting MDD on the basis of EEG signals. In the future, this approach might be used to develop a brain–computer interface system to assist with the detection of MDD in the clinic. Importantly, such a system could be implemented with a low-density electrode montage (seven electrodes), highlighting its practical utility.

scholarly journals Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process

2018 ◽  
Vol 14 (6) ◽  
Author(s):  
Manuel Contero ◽  
Elena Olmos-Raya ◽  
Janaina Ferreira-Cavalcanti ◽  
M. Concepción Castellanos ◽  
Irene Alice Chicchi Giglioli ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Pilot Study ◽  
Learning Process ◽  
Positive Emotion ◽  
Emotion Induction ◽  
The Impact

scholarly journals Positive Emotion Induction for Pain Associated with Rheumatoid Arthritis- A Quasi-experimental Study

2021 ◽  
Author(s):  
Nidhal A Amanullah ◽  
Dushad Ram ◽  
Subramanian Ramaswami ◽  
Muath Alammar
Keyword(s):  
Rheumatoid Arthritis ◽  
Positive Emotion ◽  
Nuclear Family ◽  
Psychological Intervention ◽  
Substantial Proportion ◽  
Severe Illness ◽  
Hamilton Depression Scale ◽  
Emotion Induction ◽  
Significant Difference ◽  
Post Test

Introduction: Rheumatoid Arthritis (RA) is a chronic disease and a substantial proportion of patients continue to suffer from chronic pain and disability despite standard pharmacotherapy. A substantial proportion of patients with RA also develop anxiety and depressive symptoms. Positive Emotion Induction (PEI) has been shown to reduce pain symptoms. Aim: To know the effect of positive emotion induction as an adjunctive intervention on RA associated pain and disability. Materials and Methods: The longitudinal hospital based study was conducted at the Outpatient Department of Rheumatology and Psychiatry, Jagadguru Sri Shivarathreeshwara Hospital, Mysuru, Karnataka, India, from January 2018 to June 2019, included 85 consecutive participants with RA were recruited and assessed at baseline with Health Assessment Questionnaire scale {HAQ-DI and Visual Analog Scale (VAS)}, Hamilton Anxiety Scale (HAM-A), and Hamilton Depression Scale (HAM-D). Six session of PEI was done using recreating pleasant memory and the same was practiced at home daily by the patient. All participants were reassessed with the same parameter after three months. Paired sample t-test was done to know the change in the score pre and post test on the score of HAQ-DI and VAS, HAM-A, HAM-D. The value of statistical significance was p-value ≤0.05. Results: The majority of the participants belonged to 40-50 years of age, were married, females, studied to middle school, of low socio-economic status, had a nuclear family. The majority had duration of RA been two to four years, with severe illness and were on regular medication. Statistically significant difference was observed in pre and post test on the score of HAQ-VAS (t=8.23, p<0.05), HAM-A (t=11.40, p<0.05) and HAM-D (t=10.95, p<0.05). Conclusion: Brief psychological intervention (PEI) may be a useful adjunct intervention in patients with RA. Further study is needed to explore the clinical use of the PEI for intervention in RA.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Sign in / Sign up

Export Citation Format

Share Document