Search published articles
Showing 4 results for Response Time
Volume 5, Issue 0 (0-2005)
Abstract
Gas sensitive metal oxide layers used in fabrication of resistive gas sensors are prepared by different deposition techniques. The technical data reported on some basic and practically important specifications of these devices, although fabricated based on the same gas sensitive oxide, are anomalously different. The influence of the fabrication technique used for the deposition of the gas sensitive layer on determination of the significant specifications of the transient response of a resistive gas sensor is experimentally investigated for the first time. ZnO and SnO2 layers were prepared by LPCVD, PVD, EPD and powder pressing techniques. Prototype gas sensors based on these layers were fabricated. The transient responses of these devices to a step change in the composition of the surrounding atmosphere were recorded and compared. It was shown that the thickness, porosity and pore micro-structure of the gas sensitive layer are the most effective parameters in determination of the transient response. The relationship between these parameters and the temporal variation of the electrical conductivity of the gas sensitive layer was qualitatively analyzed. Oxide layers of higher porosity resulted in gas sensors of faster response, but response time increased with the thickness of these gas sensitive layers. The sensors produced by EPD technique demonstrated the fastest responses while those produced by CVD were the slowest among the samples investigated.
Volume 12, Issue 4 (10-2021)
Abstract
The significance of the five senses and the sense-induced emotions are clear to everyone. Therefore, the newly-developed concept of emotioncy which includes emotion as one of its basic components has been introduced to the field of foreign language learning. The present study attempts to investigate the effects of the emotioncy-based vocabulary instruction on the learners’ success. To this end, nine avolved vocabulary items were selected and instructed to the participants through different emotioncy kinds. Then, the participants performed a sentence comprehension task, and, based on the instruction, decided whether the sentences were correct or not. The analysis of the behavioral data revealed that employing different emotioncy levels to teach the words could lead into a significant difference among them both in terms of the response accuracy and the response time. The findings of this study can emphasize the significance of the sense-induced emotions in, among others, teaching and testing new linguistic items.
1. Introduction
One of the most effective ways of learning is considered to be reading (Kartal, Ozkilic, & Ozteke, 2012). Vocabukary knowledge can play a pivotal role in successful reading comprehension (Beck, McKeown, & Kucan, 2008; Washang, 2014). Along with different strategies which have been introduced to lep learning vocabulary items (e.g., Nation, 2001; Nemati, 2009), emotioncy has also been introduced by Pishghadam, Tabatabayian, & Navari (2013a) as an efficient way to deal with vocabulary learning and focuses on sense-niduced emotions (Pishghadam, Adamson, & shayesteh, 2013b). the present study is going to find a proper answer to the following question: Is there any significant difference among the three levels of emotioncy employed in teaching vocabulary items with regard to response accuracy and response time to the cognitive sentence comprehension task?
2. Literature Review
2.1. Emotioncy
Derived from Developmental, Individual-Differences, Relationship-Based (DIR) model (Greenspan, 1992), Pishghadam et al. (2013a, 2013b) introduced emotioncy which starts from avolvement (null) to exvolvement (auditory emo, visual, kinesthetic), and involvement (inner and arch) (Pishghadam, 2016). Emotioncy consists of there basic components of emotion (quality), senses, and frequency (quantity).
Figure 1. Emotioncy Levels (Reprinted with permission from "Emotioncy in Language Education: From Exvolvement to Involvement", by R. Pishghadam, 2015, October, Paper presented at the 2nd Conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Iran, Mashhad). Copyright 2015 by Ferdowsi University of Mashhad.
Emotioncy has been the core of several studies in the field of foreign language learning and teaching (e.g., Borsipour, 2016; Pishghadam & Shayesteh, 2016; Pishghadam, Zabetipour, & Aminzadeh, 2016; Shahian, 2016). In general, the present study tries to shed light on the aspect of emotion in emotioncy.
3. Methodology
3.1.Participants
Thirty seven EFL learners (8 males, 29 females) participated in the present study based on the results of the inclusion criteria. The participants’ age range was between 18 to 30 with mean (M) and standard deviation (SD) of 22.22 and 3.27, respectively. All participants were graduate and undergraduate university students who majored in various educational fields. Their English language proficiency levels were determined as intermediate and upper intermediate.
3.2.Inclusion Criteria
To homogenize the participants, the following inclusion criteria were applied: Oxford Quick Placement Test (OPT), Wechsler’s Adult Intelligence Scale (WAIS) III, The Emotioncy Scale, neophobia (The Neophobia Scale).
4. Results
4.1.Response Accuracy
The results of Kolmogorov-Smirnov test proved the normality of data.
Table 1
Normality test for response accuracy data
One of the most effective ways of learning is considered to be reading (Kartal, Ozkilic, & Ozteke, 2012). Vocabukary knowledge can play a pivotal role in successful reading comprehension (Beck, McKeown, & Kucan, 2008; Washang, 2014). Along with different strategies which have been introduced to lep learning vocabulary items (e.g., Nation, 2001; Nemati, 2009), emotioncy has also been introduced by Pishghadam, Tabatabayian, & Navari (2013a) as an efficient way to deal with vocabulary learning and focuses on sense-niduced emotions (Pishghadam, Adamson, & shayesteh, 2013b). the present study is going to find a proper answer to the following question: Is there any significant difference among the three levels of emotioncy employed in teaching vocabulary items with regard to response accuracy and response time to the cognitive sentence comprehension task?
2. Literature Review
2.1. Emotioncy
Derived from Developmental, Individual-Differences, Relationship-Based (DIR) model (Greenspan, 1992), Pishghadam et al. (2013a, 2013b) introduced emotioncy which starts from avolvement (null) to exvolvement (auditory emo, visual, kinesthetic), and involvement (inner and arch) (Pishghadam, 2016). Emotioncy consists of there basic components of emotion (quality), senses, and frequency (quantity).
Figure 1. Emotioncy Levels (Reprinted with permission from "Emotioncy in Language Education: From Exvolvement to Involvement", by R. Pishghadam, 2015, October, Paper presented at the 2nd Conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Iran, Mashhad). Copyright 2015 by Ferdowsi University of Mashhad.
Emotioncy has been the core of several studies in the field of foreign language learning and teaching (e.g., Borsipour, 2016; Pishghadam & Shayesteh, 2016; Pishghadam, Zabetipour, & Aminzadeh, 2016; Shahian, 2016). In general, the present study tries to shed light on the aspect of emotion in emotioncy.
3. Methodology
3.1.Participants
Thirty seven EFL learners (8 males, 29 females) participated in the present study based on the results of the inclusion criteria. The participants’ age range was between 18 to 30 with mean (M) and standard deviation (SD) of 22.22 and 3.27, respectively. All participants were graduate and undergraduate university students who majored in various educational fields. Their English language proficiency levels were determined as intermediate and upper intermediate.
3.2.Inclusion Criteria
To homogenize the participants, the following inclusion criteria were applied: Oxford Quick Placement Test (OPT), Wechsler’s Adult Intelligence Scale (WAIS) III, The Emotioncy Scale, neophobia (The Neophobia Scale).
4. Results
4.1.Response Accuracy
The results of Kolmogorov-Smirnov test proved the normality of data.
Table 1
Normality test for response accuracy data
| Kolmogorov-Smirnov | Shapiro-Wilk | |||||
| Statistic | df | Sig. | Statistic | df | Sig. | |
| Total | 0.08 | 37 | 0.20 | 0.96 | 37 | 0.25 |
Then, to investigate the effect of emotioncy on response accuracy, one-way repeated measures ANOVA was applied and the results indicated the significant effect of emotioncy on response accuracy (Wilk’s Lambda= 0.08, F= (2, 35), p= 0.00, ŋ2p= 0.92).
4.2.Response Time
The results of Kolmogorov-Smirnov test proved the normality of data.
Table 2
Normality test for response time data
| Kolmogorov-Smirnov | Shapiro-Wilk | |||||
| Statistic | df | Sig. | Statistic | df | Sig. | |
| Total | 0.31 | 37 | 0.09 | 0.98 | 37 | 0.80 |
Then, to investigate the effect of emotioncy on response time, one-way repeated measures ANOVA was applied and the results indicated the significant effect of emotioncy on response time (Wilk’s Lambda= 0.52, F= (2, 35), p= 0.00, ŋ2p= 0.48).
5. Discussion and Conclusion
Based on the behavioral data of this study, there are significant differences among the three types of emotioncy with regard to both response accuracy and response time measures. Digging into the first part of the research question about response accuracy, it should be clarified that the accuracy of the responses to sentences containing words taught through involvement were significantly higher than exvolvement and avolvement. This result is in line with Shahian (2016) who suggested that the participants who were at involvement level about the topic of a reading comprehension text could be more successful in comparison with others.
Studying response time corroborated response accuracy results. To put it another way, it shoul be explained that responses to sentences containing words taught through involvement were statistically shorter than other sentences. Response time results were in line with Kissler and Herbert (2013) who indicated that identifying emotional words happened ibn a shorter time compared with nnemotional ones.
Moreover, taking Kahnemann’s (2011) thinking model into account, the present study concluded that using more senses in learning vocabulary items could cause a shorter response time and a faster thinking process.
Yossef Hojjat, Keyvan Kakavand, Mojtaba Ghodsi, Ali Asghar Maddah,
Volume 14, Issue 12 (3-2015)
Volume 14, Issue 12 (3-2015)
Abstract
In this paper a new model is developed to describe the response of Magneto-rheological fluids (MRF) in transient state. The models which are developed so far, cover the steady-state flow, or address the transient state, with step-wise input electrical current and constant shear rate. In this paper, a new model for transient state of MRF is developed in which the input electrical current is an exponential function in different values of shear rate. Due to the magnetic inertia caused by the inductance of the coil, the real magnetic flux density could not be step-wise. Hence, compare with the other models, this model is in well agreement with reality. To verify the presented model and study the fluid properties as input parameters, an experimental coupling is designed and fabricated. The coupling applies magnetic field perpendicular to shear direction, and measures the shear stress as a function of time. The results of the proposed model show acceptable agreement with experimental observations. According to experimental and theoretical results, the presented model is applied to a controllable torque coupling and acceptable results were obtained.
Volume 18, Issue 1 (5-2014)
Abstract
By using consistency service quality enhancement techniques, service failure possibility is not entirely obliterated even so. In a competitive environment, minimizing time break between the service failure perception and the service recovery with the lowest cost is one of the fast responsiveness companies’ requirements. In this article, modeling service failure response time has been considered, and not only service recovery chain profit optimization was carefully planned but also satisfaction of the consumers who were disturbed by a service failure was considered profoundly. Inconsistency between the optimization of service recovery chain’s total benefit and the existing sections or firms’ local benefit was modeled by bi-level programming approach. The core recovery firm or department plays leader character, and in lower levels, there are firms or departments as followers that make local decisions in the service recovery chain. In this article, a heuristic algorithm was developed to solve the model, and by means of an applied case study, aspects of the results analysis were also riverweed.
| Page 1 from 1 |