Examinando por Materia "dynamic systems"

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    Dynamic Analysis of Emotions through Artificial Intelligence
    (Fundacion para el Avance de la Psicologia, 2016-01-01) Mejía Mejía, S.; Quintero Montoya, O.L.; Castro Martínez, J.; Universidad EAFIT. Escuela de Ciencias; Modelado Matemático
    Emotions have been demonstrated to be an important aspect of human intelligence and to play a significant role in human decision-making processes. Emotions are not only feelings but also processes of establishing, maintaining or disrupting the relation between the organism and the environment. In the present paper, several features of social and developmental Psychology are introduced, especially concepts that are related to Theories of Emotions and the Mathematical Tools applied in psychology (i.e., Dynamic Systems and Fuzzy Logic). Later, five models that infer emotions from a single event, in AV-Space, are presented and discussed along with the finding that fuzzy logic can measure human emotional states.
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    Virtual, Local and Remote Laboratories for Conceptual Understanding of Dynamic Systems
    (Tempus Publications, 2017-01-01) Magana, A.J.; Ortega-Alvarez, J.D.; Lovan, R.; Gomez, D.; Marulanda, J.; Dyke, S.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
    Current cyberinfrastructure is changing the way scientists and engineers interact and work using digital technologies. In particular, online experimentation systems are revolutionizing how scientists and engineers collect data, simulate physical behaviors, and perform experiments. This study explores the role of virtual, local and remote laboratories in supporting students' abilities to conduct experiments with dynamic systems and observe their frequency response. We compare three different technologies that afford students access to conduct experiments and perform computer simulations through local and remote laboratories. Our sample consisted of 57 students from three groups of the same course, offered in subsequent semesters. The results suggest that students increased their understanding of frequency response of dynamic systems with each of the learning tools. Similarly, students reported positive perceptions about the use of these tools, but they identified computer simulations as being easier to use. Although students' perceptions of the acquisition of conceptual knowledge through the different experiences varied significantly acrossexperiments, results are inconclusive as to what specific toolor sequence of tools they favored.