“Liking” as an early and editable draft of long-run affective value

Psychological and neural distinctions between the technical concepts of “liking” and “wanting” pose important problems for motivated choice for goods. Why could we “want” something that we do not “like,” or “like” something but be unwilling to exert effort to acquire it? Here, we suggest a framework for answering these questions through the medium of reinforcement learning. We consider “liking” to provide immediate, but preliminary and ultimately cancellable, information about the true, long-run worth of a good. Such initial estimates, viewed through the lens of what is known as potential-based shaping, help solve the temporally complex learning problems faced by animals.

Occupations and Prisons: Writing, Thought and Affected Spaces Apropos Patricia Heras, Marina Garcés and Mireia Sallarès

Starting from texts by poet and activist Patricia Heras, philosopher Marina Garcés, and artist Mireia Sallarès, this article will focus on the affective value of spaces in the public sphere. Heras, Garcés and Sallarès converge in an emotional appropriation of shared spaces that generates new forms of commitment to the community. Their works also constitute synergic affective atmospheres that confer value on anonymous or stigmatised subjects. Space and emotion are thus united in emotopes that, starting from individual experiences, transcend them to become incipient symbols of the transformation of a city, the resistance to the state authority or the survival of a country wounded by wars.

PENERAPAN PEMBELAJARAN KOOPERATIF MODEL GROUP TO GROUP EXCHANGE UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA POKOK BAHASAN SENYAWA HIDROKARBON

This classroom action research generally aimed to improve the quality of learning for 11th grade students of SMAN 2 Jember in the 2018-2019 school year, and especially aimed to improve student learning results through cooperative learning with Group to Group Exchange model on the Hydrocarbon Compounds subject. This research is conducted in two cycles, which each cycle composed of planning, implementation, observation, and reflection. The results of affective value of students were taken from observation sheet, while data of student’s learning outcomes were taken from learning outcomes test. The results of this research showed that (l) The results of affective value of class XI MIPA 4 SMAN 2 Jember on the Hydrocarbon Compounds in cycle 2 experienced an increase, (2) The student learning outcomes of students in 11th grade (XI MIPA 4) SMAN 2 Jember on the Hydrocarbon Compounds increased if compared to the previous year after Group to Group Exchange model was applied. ABSTRAKPenelitian tindakan kelas ini secara umum bertujuan untuk meningkatkan kualitas pembelajaran siswa kelas XI SMAN 2 Jember tahun pelajaran 2018-2019, dan secara khusus untuk mengetahui hasil belajar siswa dengan menggunakan pembelajaran kooperatif model Group to Group Exchange pada pokok bahasan Senyawa Hidrokarbon. Penelitian dilaksanakan dalam dua siklus, dimana masing-masing siklus terdiri dari tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Data nilai afektif siswa digali dengan lembar observasi, sementara data nilai hasil belajar siswa diambil dari tes hasil belajar. Hasil penelitian menunjukkan bahwa (1) hasil nilai afektif dari siswa kelas XI MIPA 4 pada pokok bahasan Senyawa Hidrokarbon pada siklus 2 mengalami peningkatan, (2) nilai hasil belajar siswa kelas XI MIPA 4 pada pokok bahasan Senyawa Hidrokarbon mengalami peningkatan dibanding tahun pelajaran sebelumnya setelah menggunakan pembelajaran kooperatif model Group to Group Exchange.

Encourage Students’ Affective Value in EFL Class Through Cooperative Learning

In this modern era, education is required not only to be able to create intelligent students but also to be able to create students who have good attitudes. The attitude that is needed when they are in the midst of society. Such as tolerance, respect for the opinions of others, mutual cooperation and the others. Considering that these attitudes have begun to decrease by the times and the advancement of civilization. Therefore, an educator is expected to be able to develop the ability of students not only in the cognitive domain but also in the affective domain. In this case, the lecturer as educator can give directly positive suggestion or creating a good teaching and learning that contain some valuable meaning. Implementing cooperative can covered both cognitive aspect and affective aspect. The method of study is qualitative approach which descriptive design.This paper aims to describe what attitudes can be developed by applying cooperative learning methods and what strategies in cooperative learning can be done to encourage affective values ??of students. To Achieve the aims of this study, the researcher conducts the research in State Islamic Institute of Madura (IAIN Madura). The subject is the students of English department in the first semester.The result showed that cooperative learning can improve respect, tolerate and solidarity value of the students. The model of cooperative learning that create those values are Number Head Together. Jigsaw, and Think Pair-share

Affect in sociolinguistic style

This article argues for a focus on affect in sociolinguistic style. I integrate recent scholarship on affective practice (Wetherell 2015) and the circulation of affective value (Ahmed 2004b) in order to situate the linguistic and bodily semiotics of affect as components of stylistic practice. At a Bay Area public arts high school, ideologically distinct affects of chill or high-energy are co-constructed across signs and subjects. I analyze a group of cisgender young men's use of creaky voice quality, speech rate, and bodily hexis in enacting and circulating these affective values. Crucially, affect co-constructs students’ positioning within the high school political economy (as college-bound or not, artistically driven or not), highlighting the ideological motivations of stylistic practice. Building on recent scholarship, I propose that a more thorough consideration of affect can deepen our understanding of meaning-making as it occurs in everyday interaction in institutional settings. (Affect, political economy, embodiment, bricolage, voice quality, speech rate, high school)

Data Mining dalam Mengukur Tingkat Keaktifan Siswa dalam Mengikuti Proses Belajar pada SMP IT Andalas Cendekia

The learning process is essentially to develop the activities and creativity of students through various interactions and learning experiences. The teacher is the most important factor in the process of improving the quality of education. In addition, student learning activeness is also an important basic element for the success of the learning process. The quality and activeness of students in learning at school has a lot of diversity which makes students have different levels of understanding, this needs to be a concern for the school, especially teachers as teachers and educators of students in schools. The purpose of this study is to measure the extent to which students' ability to undergo the learning process as well as a reference and evaluation material for the school in the success of educators when carrying out the teaching and learning process. In this study the data were sourced from the Integrated Islamic Junior High School Andalas Cendekia Dharmasraya which consisted of several variables, namely the presence of student data, Academic value (knowledge), Psychomotor value (skills), Affective value (spiritual and social). In grouping the data, the appropriate method in this study is the Clustering method with the K-Means Algorithm. The results of this study obtained 3 groupings of students, namely students who are very active, students who are active and students who are less active. This research is used as a guideline for teachers in the field of study in selecting students to participate in competitions and Olympics, and can be used as a benchmark for schools of the ability of educators in the teaching and learning process.

Apathy

‘Auto-activation’ deficit, the most severe form of apathy, is a model to approach apathy. Auto-activation deficit consists of a severe reduction in self-initiated actions contrasting with the sparing of externally driven ones under strong solicitations and the presence of automatic (stereotypic) behaviour. This severe apathy can be viewed as the consequence of a quantitative reduction of goal-directed behaviour. Auto-activation deficit is due to lesions in the prefrontal cortex (PFC)–basal ganglia circuitry, the brain system that generates and controls goal-directed behaviour. In this chapter it is proposed that several different mechanisms may be responsible for apathy. Damage to three PFC–basal ganglia circuits may explain most of the cases of apathy: (i) lesions in the orbital and ventromedial PFC–basal ganglia circuit lead to apathy through difficulties in evaluating the affective value of a given behavioural context (‘amotivation’); (ii) lesions in the lateral PFC–basal ganglia circuit contribute to apathy via an inability to generate or activate strategies required to successfully complete a given programme of actions (‘cognitive inertia’); (iii) lesions to the anterior cingulate cortex–basal ganglia circuit (located in an intermediary anatomical position between the ventral and lateral circuit) may lead to apathy via an inability to transfer the affective value of a given context (‘invigoration deficit’); (iv) the summation or the synergy of damage to these three circuits within the basal ganglia may lead to a frank decrease in the amplification of signals representing goal-directed behaviour that reach the PFC (‘empty mind’); and (v) if all three circuits are structurally intact, apathy may nevertheless occur via alterations of neurotransmission systems that modulate the activity of these circuits (i.e. dopamine, serotonin, and acetylcholine).

Expanding the Task-Dominant Value Cocreation Narrative: The Role of Consumer Expertise and Social and Mental Processes

This research proposes an integral model of cocreation processes before, during, and after a trip affecting customer value and anteceded by tourist expertise. Beyond prevailing task-related (coproduction) processes and the more recently contemplated social processes, we consider mental cocreation using the concept of mental time travel (forward and backward). Findings from 428 tourist responses reveal the great potential of these novel cocreation forms, showing that imagining a forthcoming trip and remembering the travel afterwards are important affective value drivers, as is interacting with locals and employees. Overall, these play a more prominent role than task-related processes. Likewise, we found that tourist expertise is a major antecedent of cocreation and precursor of value. Managers could encourage tourist cocreation by applying customer education strategies, stimulating activities with high community contact, and using virtual tools to intensify thoughts and memories of past and future travel experiences. Technology may be key in achieving this.

Application of Problem Based Learning Model with Mind Mapping Method to Improve Activeness And Students Learning Outcomes of XI TKJ 2 in Network System Administration

<p>This research aims to improve the results of activeness and learning outcomes Network System Administration through the application of Problem Based Learning Model with Mind Mapping method grade XI student TKJ SMK N 1 Sukoharjo. This research is a class action research (PTK). The study was conducted in two cycles consisting of four phases: planning, implementation, observation, and reflection. The subject in this study is a grade XI student TKJ SMK N 1 Sukoharjo which amounted 35 students. The data collection techniques used are tests, observations, interviews, and documentation. Data validity test techniques use data source triangulation techniques and triangulation methods. Data analysis techniques use quantative descriptive analysis models. Based on the results of the research, it is important to know that the implementation of Problem Based Learning’s model with Mind Mapping method can improve the results of activeness and learning outcomes Network System Administration in XI-grade students of TKJ SMK N 1 Sukoharjo. Such improvement can be proved by increasing cognitive, affective, and psychomotor values at each of its cycles. on average the student’s cognitive test scores were 66.09 with a percentage of 31.43%. The student’s affective value of 68.75 can be categorized less, while the percentage of the affective distance is 61.43%. On average, the student’s psychomotor value is 74.9, the percentage of student’s psychomotor submission reaches 62.86%. The percentage of the activeness student’s is 65% can be categorized less. On the I cycle, the average cognitivevalue of students reaches 75.57 with a percentage of the 71.43% compensation. The average psychomotor value reaches 80, the percentage of student’s satisfaction is 74.28%, while the affective value reached 75 can be categorized well with a percentage of the compensation of 73.57%, and the percentage of the activeness student’s 77.24%. In cycle II, the cognitive average value increases to 83.42 with a percentage of the 88.57%, while the affective average value increased to 87.5 can be categorized very well with a percentage of the compensation of 82.86% and the average value psychomotor increased to 83.33, student’s submission value was 88.57%. and the percentage of the activeness student’s 82,14%. The conclusion in this study is the application of Problem Based Learning’s model with Mind Mapping method can improve the results of activeness and learning outcomes Network System Administration XI students of TKJ SMK 1 Sukoharjo.</p>