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Internal Responses (internal + response)

Distribution by Scientific Domains

Psychology	50%

Selected Abstracts

Higher Education Classroom Fail to Meet Needs of Faculty and Students

JOURNAL OF INTERIOR DESIGN, Issue 2 2000
Lennie Scott-Webber Ph.D.
OBJECTIVES: The objectives of this study were (1) to determine differences between faculty and student opinions about university classrooms when the User's Environmental Interaction Framework (UEIF) model's quadrants were considered together, (2) to determine the positive, negative, and different effects between these populations within each UEIF quadrant, and (3) to determine faculty and student use. RESEARCH DESIGN: The User's Environmental Framework (UEIF) guided the research at a large university. This framework has four quadrants: environmental/value dimensions, and behavioral/internal responses, prox-emics concepts, and interactional influences. The study had two parts: (1) a 48-question questionnaire, and (2) behavioral observations surveying both faculty and students (120 subjects) who used 15 general purpose classrooms. ANALYSIS: Stepwise Discriminant Analysis determined which subset of questions best separates student from faculty responses. Canonical Discriminant Analysis further explained relationships. KEY FINDINGS: Return rate was 67% and four observations of each classroom were conducted. Faculty and students agreed on the majority of the items. Subjects felt lighting, air quality, maintenance, equipment, and general comfort were adequate. There was a lack of commitment to the classrooms and subjects had little desire to stay in these rooms. Faculty and students disagreed on 10 questions. Faculty felt the classrooms did not convey a positive experience relating to noise control, seating flexibility, and lacked provision for social interaction. Students found signage inadequate and felt classrooms were uninspiring, nonanticipatory, and lacking symbolic meaning. Behavioral observations supported these concerns. CONCLUSION: Results indicate that general purpose classrooms on this campus do not meet all needs of faculty or students. Problem areas can be addressed through thoughtful knowledge-based interior design solutions. "I have to use a lecture format because I can't change the seating around to include group discussion." "I have to send students out into the hallway if I want to utilize a team approach in my teaching, because the seating is fixed." "I have to move the furniture at the front of the room out of my way as it looks like a used furniture store." "Technology is not integrated, nor easily accessible. It is provided ad hoc, and looks it." [source]

ERP components associated with successful and unsuccessful stopping in a stop-signal task

PSYCHOPHYSIOLOGY, Issue 1 2004
Albert Kok
Abstract The primary aim of this study was to examine how response inhibition is reflected in components of the event-related potential (ERP), using the stop-signal paradigm as a tool to manipulate response inhibition processes. Stop signals elicited a sequence of N2/P3 components that partly overlapped with ERP components elicited by the reaction stimulus. N2/P3 components were more pronounced on stop-signal trials than on no-stop-signal trials. At Cz, the stop-signal P3 peaked earlier on successful than on unsuccessful stop trials. This finding extends the horse race model by demonstrating that the internal response to the stop signal (as reflected in stop-signal P3) is not constant, but terminates at different moments in time on successful and unsuccessful stop trials. In addition, topographical distributions and dipole analysis of high density EEG recordings indicated that different cortical generators were involved in P3s elicited on successful and unsuccessful stop-signal trials. The latter results suggest that P3 on successful stop-signal trials not only reflects stop-signal processing per se, but also efficiency of inhibitory control. [source]

Small non-coding RNAs, co-ordinators of adaptation processes in Escherichia coli: the RpoS paradigm

MOLECULAR MICROBIOLOGY, Issue 4 2003
F. Repoila
Summary Adaptation to the changing environment requires both the integration of external signals and the co-ordination of internal responses. Around 50 non-coding small RNAs (sRNAs) have been described in Escherichia coli; the levels of many of these vary with changing environmental conditions. This suggests that they play a role in cell adaptation. In this review, we use the regulation of RpoS (,38) translation as a paradigm of sRNA-mediated response to environmental conditions; rpoS is currently the only known gene regulated post-transcriptionally by at least three sRNAs. DsrA and RprA stimulate RpoS translation in response to low temperature and cell surface stress, respectively, whereas OxyS represses RpoS translation in response to oxidative shock. However, in addition to regulating RpoS translation, DsrA represses the translation of HNS (a global regulator of gene expression), whereas OxyS represses the translation of FhlA (a transcriptional activator), allowing the cell to co-ordinate different pathways involved in cell adaptation. Environmental cues affect the synthesis and stability of specific sRNAs, resulting in specific sRNA-dependent translational control. [source]

Linking family dysfunction to suicidal ideation: Mediating roles of self-views and world-views

ASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2009
Sylvia Xiaohua Chen
Research on suicide has documented various factors predicting suicidal ideation. The present study focused on the pathways emanating from one of the external, environmental forces (i.e. family dysfunction) through internal responses (beliefs about oneself and about the world), to suicidal ideation among Hong Kong Chinese. Using structural equation modelling, we tested the mediating roles of depressive self-views (including stress perception, depressive cognition and negative self-esteem) as well as two dimensions of social axioms (social cynicism and negative reward for application). Multi-group analysis showed that the mediation model was invariant across both males and females. Being socialized into a problematic family of origin affected multiple aspects of one's assessments of both oneself and one's world which, in turn, lead to greater suicidal ideation. Our findings provide important implications for assessing suicidal risk and guiding interventions in clinical treatment. [source]