WorldWideScience

Sample records for face-to-face learning environments

  1. Using online learning in a traditional face-to-face environment.

    Science.gov (United States)

    Kozlowski, Dawn

    2002-01-01

    A model for designing online learning was developed and implemented in a Registered Nurse-to-Bachelor of Science in Nursing course using online and face-to-face methodologies. The combination of online and face-to-face learning modalities may help the student who is a novice Internet explorer or seasoned Web navigator by offering technological support as well as providing constant in-person feedback regarding course requirements. The face-to-face component facilitates a sense of community and peer support that sometimes is lacking in an entirely online course. During the 2 semesters this model was used, students expressed satisfaction with having the course facilitator/professor physically available for consultation and advisement. Evaluation of this online/on-site course is ongoing and uses computer-administered qualitative questionnaires, a facilitator-moderated focus group, and Likert-type course evaluations.

  2. Combining Face-to-Face Learning with Online Learning in Virtual Worlds

    Science.gov (United States)

    Berns, Anke; Gonzalez-Pardo, Antonio; Camacho, David

    2012-01-01

    This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of "blended learning," instructors are increasingly expected to explore new ways to attend to the needs of their…

  3. Face-to-Face Activities in Blended Learning

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

  4. Lost in Translation: Adapting a Face-to-Face Course Into an Online Learning Experience.

    Science.gov (United States)

    Kenzig, Melissa J

    2015-09-01

    Online education has grown dramatically over the past decade. Instructors who teach face-to-face courses are being called on to adapt their courses to the online environment. Many instructors do not have sufficient training to be able to effectively move courses to an online format. This commentary discusses the growth of online learning, common challenges faced by instructors adapting courses from face-to-face to online, and best practices for translating face-to-face courses into online learning opportunities. © 2015 Society for Public Health Education.

  5. The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

    Science.gov (United States)

    Yilmaz, M. Betul

    2017-01-01

    The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic…

  6. A Meta-Analytic and Qualitative Review of Online versus Face-to-Face Problem-Based Learning

    Science.gov (United States)

    Jurewitsch, Brian

    2012-01-01

    Problem-based learning (PBL) is an instructional strategy that is poised for widespread application in the current, growing, on-line digital learning environment. While enjoying a track record as a defensible strategy in face-to-face learning settings, the research evidence is not clear regarding PBL in on-line environments. A review of the…

  7. Face to Face or E-Learning in Turkish EFL Context

    Science.gov (United States)

    Solak, Ekrem; Cakir, Recep

    2014-01-01

    This purpose of this study was to understand e-learners and face to face learners' views towards learning English through e-learning in vocational higher school context and to determine the role of academic achievement and gender in e-learning and face to face learning. This study was conducted at a state-run university in 2012-2013 academic year…

  8. Digital Storytelling: Conveying the Essence of a Face-to-Face Lecture in an Online Learning Environment

    Science.gov (United States)

    Baim, Susan A

    2015-01-01

    As the percentage of university-level courses delivered online continues to increase, instructors who rely on storytelling approaches to convey key concepts in lecture-based coursework will likely face the need to translate their oral storytelling modules into one or more formats that are suitable for use in an online learning environment. While…

  9. How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

    Directory of Open Access Journals (Sweden)

    Ina Blau

    2017-07-01

    Full Text Available This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism. The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

  10. Comparing Learning Outcomes of Blended Learning and Traditional Face-to-Face Learning of University Students in ESL Courses

    Science.gov (United States)

    Zhang, Wei; Zhu, Chang

    2018-01-01

    Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English…

  11. Ariadne's Thread: Using Social Presence Indices to Distinguish Learning Events in Face-to-Face and ICT-Rich Settings

    Science.gov (United States)

    Baskin, Colin; Henderson, Michael

    2005-01-01

    Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication Technology (ICT) rich setting. Influenced by Social Presence Theory (Short, Williams & Christie,…

  12. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

    Science.gov (United States)

    Kemp, Nenagh; Grieve, Rachel

    2014-01-01

    As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

  13. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

    Science.gov (United States)

    Kemp, Nenagh; Grieve, Rachel

    2014-01-01

    As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

  14. Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process

    Science.gov (United States)

    Wang, Yuping; Chen, Nian-Shing; Levy, Mike

    2010-01-01

    This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…

  15. Distance and Face-to-Face Learning Culture and Values: A Conceptual Analysis

    Science.gov (United States)

    Tejeda-Delgado, Carmen; Millan, Brett J.; Slate, John R.

    2011-01-01

    With distance learning increasing in popularity across the country and the world, a review of the extant literature as it relates to distance learning and face-to-face learning is warranted. In particular, this paper examined distance learning, including a historical overview, prevailing themes in past research, and studies relating the importance…

  16. Faculty Best Practices Using Blended Learning in E-Learning and Face-to-Face Instruction

    Science.gov (United States)

    Mortera-Gutierrez, Fernando

    2006-01-01

    Presenting a higher education case study from Mexico: "Instituto Tecnologico y de Estudios Superiores de Monterrey" (ITESM-CCM) College, Mexico city campus, describing faculty best and worst practices using a blended learning approach in e-learning and face-to-face instruction. The article comments on conceptual definitions of blended…

  17. Learning discriminant face descriptor.

    Science.gov (United States)

    Lei, Zhen; Pietikäinen, Matti; Li, Stan Z

    2014-02-01

    Local feature descriptor is an important module for face recognition and those like Gabor and local binary patterns (LBP) have proven effective face descriptors. Traditionally, the form of such local descriptors is predefined in a handcrafted way. In this paper, we propose a method to learn a discriminant face descriptor (DFD) in a data-driven way. The idea is to learn the most discriminant local features that minimize the difference of the features between images of the same person and maximize that between images from different people. In particular, we propose to enhance the discriminative ability of face representation in three aspects. First, the discriminant image filters are learned. Second, the optimal neighborhood sampling strategy is soft determined. Third, the dominant patterns are statistically constructed. Discriminative learning is incorporated to extract effective and robust features. We further apply the proposed method to the heterogeneous (cross-modality) face recognition problem and learn DFD in a coupled way (coupled DFD or C-DFD) to reduce the gap between features of heterogeneous face images to improve the performance of this challenging problem. Extensive experiments on FERET, CAS-PEAL-R1, LFW, and HFB face databases validate the effectiveness of the proposed DFD learning on both homogeneous and heterogeneous face recognition problems. The DFD improves POEM and LQP by about 4.5 percent on LFW database and the C-DFD enhances the heterogeneous face recognition performance of LBP by over 25 percent.

  18. Beliefs about and Intention to Learn a Foreign Language in Face-to-Face and Online Settings

    Science.gov (United States)

    Alhamami, Munassir

    2018-01-01

    This mixed-methods study investigates language learners' intention to attend a class and learn a foreign language in face-to-face and online settings using Ajzen's theory of planned behavior (TPB). The data were collected using interviews, questionnaires, and treatments with participants in two groups: a face-to-face language learning (FLL) group…

  19. Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials

    Directory of Open Access Journals (Sweden)

    Sara de Freitas

    2003-12-01

    Full Text Available This study compares continual assessment data, intake numbers, retention numbers and final examination grades of a mixed cohort of face-to-face and distance learners against similar data from previous years where e-learning materials were not used in order to test whether e-learning materials can support the same quality and quantity of teaching and learning for both face-to-face and distance learners. The results for this cohort of learners demonstrate that: (i distance e-learners score as well and sometimes better than face-to-face learners; (ii face-to-face student numbers have increased; (iii overall, student retention and student attendance have been maintained; (iv final examination results have been maintained or in some cases improved; (v lecturer workload was high, but not unmanageable, and it is clear how manageability can be improved.

  20. Evidence for view-invariant face recognition units in unfamiliar face learning.

    Science.gov (United States)

    Etchells, David B; Brooks, Joseph L; Johnston, Robert A

    2017-05-01

    Many models of face recognition incorporate the idea of a face recognition unit (FRU), an abstracted representation formed from each experience of a face which aids recognition under novel viewing conditions. Some previous studies have failed to find evidence of this FRU representation. Here, we report three experiments which investigated this theoretical construct by modifying the face learning procedure from that in previous work. During learning, one or two views of previously unfamiliar faces were shown to participants in a serial matching task. Later, participants attempted to recognize both seen and novel views of the learned faces (recognition phase). Experiment 1 tested participants' recognition of a novel view, a day after learning. Experiment 2 was identical, but tested participants on the same day as learning. Experiment 3 repeated Experiment 1, but tested participants on a novel view that was outside the rotation of those views learned. Results revealed a significant advantage, across all experiments, for recognizing a novel view when two views had been learned compared to single view learning. The observed view invariance supports the notion that an FRU representation is established during multi-view face learning under particular learning conditions.

  1. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

    OpenAIRE

    Kemp, Nenagh; Grieve, Rachel

    2014-01-01

    As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class mat...

  2. BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

    Directory of Open Access Journals (Sweden)

    Brenda M. Wright

    2017-05-01

    Full Text Available With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions and quantitative (open-ended questions approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

  3. Childhood fever management program for Korean pediatric nurses: A comparison between blended and face-to-face learning method.

    Science.gov (United States)

    Jeong, Yong Sun; Kim, Jin Sun

    2014-01-01

    A blended learning can be a useful learning strategy to improve the quality of fever and fever management education for pediatric nurses. This study compared the effects of a blended and face-to-face learning program on pediatric nurses' childhood fever management, using theory of planned behavior. A nonequivalent control group pretest-posttest design was used. A fever management education program using blended learning (combining face-to-face and online learning components) was offered to 30 pediatric nurses, and 29 pediatric nurses received face-to-face education. Learning outcomes did not significantly differ between the two groups. However, learners' satisfaction was higher for the blended learning program than the face-to-face learning program. A blended learning pediatric fever management program was as effective as a traditional face-to-face learning program. Therefore, a blended learning pediatric fever management-learning program could be a useful and flexible learning method for pediatric nurses.

  4. Comparing Role-Playing Activities in Second Life and Face-to-Face Environments

    Science.gov (United States)

    Gao, Fei; Noh, Jeongmin J.; Koehler, Matthew J.

    2009-01-01

    This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments, but the communication styles were different. In SL role-playing activities, students took more…

  5. Collaborative Random Faces-Guided Encoders for Pose-Invariant Face Representation Learning.

    Science.gov (United States)

    Shao, Ming; Zhang, Yizhe; Fu, Yun

    2018-04-01

    Learning discriminant face representation for pose-invariant face recognition has been identified as a critical issue in visual learning systems. The challenge lies in the drastic changes of facial appearances between the test face and the registered face. To that end, we propose a high-level feature learning framework called "collaborative random faces (RFs)-guided encoders" toward this problem. The contributions of this paper are three fold. First, we propose a novel supervised autoencoder that is able to capture the high-level identity feature despite of pose variations. Second, we enrich the identity features by replacing the target values of conventional autoencoders with random signals (RFs in this paper), which are unique for each subject under different poses. Third, we further improve the performance of the framework by incorporating deep convolutional neural network facial descriptors and linking discriminative identity features from different RFs for the augmented identity features. Finally, we conduct face identification experiments on Multi-PIE database, and face verification experiments on labeled faces in the wild and YouTube Face databases, where face recognition rate and verification accuracy with Receiver Operating Characteristic curves are rendered. In addition, discussions of model parameters and connections with the existing methods are provided. These experiments demonstrate that our learning system works fairly well on handling pose variations.

  6. Face-to-Face or Distance Training: Two Different Approaches To Motivate SMEs to Learn.

    Science.gov (United States)

    Lawless, Naomi; Allan, John; O'Dwyer, Michele

    2000-01-01

    Two approaches to training for small/medium-sized enterprises were compared: a British distance learning program and an Irish program offering face-to-face training for micro-enterprises. Both used constructivist, collaborative, and reflective methods. Advantages and disadvantages of each approach were identified. (SK)

  7. Why Hong Kong students favour more face-to-face classroom time in blended learning

    Directory of Open Access Journals (Sweden)

    James Henri

    Full Text Available A three year study in student characteristics, needs and learning styles guided instructors at the University of Hong Kong Faculty of Education to improve teaching and learning in a core module: Information Literacy. A mixed-method approach analyzed data collected from undergraduate, in-service teachers in a BEd program, and helped instructors in the program to gain insight into the Hong Kong teacher working, post-service towards a BEd in Library and Information Science. Part-time students indicated a preference for a combination of online and face-to-face teaching, with more face-to-face class time in that mix. These findings would also be informative for other part-time programs using blended teaching and learning models.

  8. Online Scientific Dissemination of Knowledge Blended with Face-to-Face Learning

    DEFF Research Database (Denmark)

    Tveden-Nyborg, Svend

    2013-01-01

    is experienced differently throughout a society due to fast and slow adopters. Blending online learning with face-to-face experience will strengthen the learning curve among the targeted users and ensure a faster dissemination of knowledge and thus learning to the entire community....... between the seed scientists, seed consultants, and the seed growers, and the requirements for a knowledge website for learning new seed science. This paper describes the specification requirements set for the required website including taxonomized hierarchical meta-tagging, RSS, legal matters, together...... with limitations and potentials. However, selecting online communication media as a dissemination tool for a community comes with a challenge – among other things it risks creating a learning divide between fast and slow learners. According to the theoretical framework “Diffusion of Innovation”[1] innovation...

  9. Missed Opportunities for Science Learning: Unacknowledged Unscientific Arguments in Asynchronous Online and Face-to-Face Discussions

    Science.gov (United States)

    Callis-Duehl, Kristine; Idsardi, Robert; Humphrey, Eve A.; Gougis, Rebekka Darner

    2018-02-01

    We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers' unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.

  10. The other-race effect in face learning: Using naturalistic images to investigate face ethnicity effects in a learning paradigm.

    Science.gov (United States)

    Hayward, William G; Favelle, Simone K; Oxner, Matt; Chu, Ming Hon; Lam, Sze Man

    2017-05-01

    The other-race effect in face identification has been reported in many situations and by many different ethnicities, yet it remains poorly understood. One reason for this lack of clarity may be a limitation in the methodologies that have been used to test it. Experiments typically use an old-new recognition task to demonstrate the existence of the other-race effect, but such tasks are susceptible to different social and perceptual influences, particularly in terms of the extent to which all faces are equally individuated at study. In this paper we report an experiment in which we used a face learning methodology to measure the other-race effect. We obtained naturalistic photographs of Chinese and Caucasian individuals, which allowed us to test the ability of participants to generalize their learning to new ecologically valid exemplars of a face identity. We show a strong own-race advantage in face learning, such that participants required many fewer trials to learn names of own-race individuals than those of other-race individuals and were better able to identify learned own-race individuals in novel naturalistic stimuli. Since our methodology requires individuation of all faces, and generalization over large image changes, our finding of an other-race effect can be attributed to a specific deficit in the sensitivity of perceptual and memory processes to other-race faces.

  11. Kernel learning algorithms for face recognition

    CERN Document Server

    Li, Jun-Bao; Pan, Jeng-Shyang

    2013-01-01

    Kernel Learning Algorithms for Face Recognition covers the framework of kernel based face recognition. This book discusses the advanced kernel learning algorithms and its application on face recognition. This book also focuses on the theoretical deviation, the system framework and experiments involving kernel based face recognition. Included within are algorithms of kernel based face recognition, and also the feasibility of the kernel based face recognition method. This book provides researchers in pattern recognition and machine learning area with advanced face recognition methods and its new

  12. [Health and humanization Diploma: the value of reflection and face to face learning].

    Science.gov (United States)

    Martínez-Gutiérrez, Javiera; Magliozzi, Pietro; Torres, Patricio; Soto, Mauricio; Walker, Rosa

    2015-03-01

    In a rapidly changing culture like ours, with emphasis on productivity, there is a strong need to find the meaning of health care work using learning instances that privilege reflection and face to face contact with others. The Diploma in Health and Humanization (DSH), was developed as an interdisciplinary space for training on issues related to humanization. To analyze the experience of DSH aiming to identify the elements that students considered key factors for the success of the program. We conducted a focus group with DSH graduates, identifying factors associated with satisfaction. Transcripts were coded and analyzed by two independent reviewers. DSH graduates valued a safe space, personal interaction, dialogue and respect as learning tools of the DSH. They also appreciates the opportunity to have emotional interactions among students and between them and the teacher as well as the opportunity to share personal stories and their own search for meaning. DSH is a learning experience in which their graduates value the ability to think about their vocation and the affective interaction with peers and teachers. We hope to contribute to the development of face to face courses in the area of humanization. Face to face methodology is an excellent teaching technique for contents related to the meaning of work, and more specifically, to a group of learners that require affective communication and a personal connection of their work with their own values and beliefs.

  13. Learning Opportunities in Synchronous Computer-Mediated Communication and Face-to-Face Interaction

    Science.gov (United States)

    Kim, Hye Yeong

    2014-01-01

    This study investigated how synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction influence the way in which learners collaborate in language learning and how they solve their communicative problems. The findings suggest that output modality may affect how learners produce language, attend to linguistic forms,…

  14. Voicing on Virtual and Face to Face Discussion

    Science.gov (United States)

    Yamat, Hamidah

    2013-01-01

    This paper presents and discusses findings of a study conducted on pre-service teachers' experiences in virtual and face to face discussions. Technology has brought learning nowadays beyond the classroom context or time zone. The learning context and process no longer rely solely on face to face communications in the presence of a teacher.…

  15. A Comparison of Learning Outcomes in Skills-Based Courses: Online versus Face-to-Face Formats

    Science.gov (United States)

    Callister, Ronda Roberts; Love, Mary Sue

    2016-01-01

    In comparing the learning outcomes of online versus face-to-face courses, skills-based forms of instruction have received little attention. This study asks the question "Can skills-based courses taught online achieve the same outcomes as face-to-face courses in which the instructor and students interacting in real time may have higher levels…

  16. The Design and Implementation of a Holistic Training Model for Language Teacher Education in a Cyber Face-to-Face Learning Environment

    Science.gov (United States)

    Wang, Yuping; Chen, Nian-Shing; Levy, Mike

    2010-01-01

    This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the Practice, Reflection and Collaboration (PRC) model, and discusses the rationale and theoretical…

  17. Comparing face-to-face, synchronous, and asynchronous learning: postgraduate dental resident preferences.

    Science.gov (United States)

    Kunin, Marc; Julliard, Kell N; Rodriguez, Tobias E

    2014-06-01

    The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face-to-face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face-to-face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face-to-face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents' perception of how well the technology worked in each format. The residents also rated the quality of student-instructor and student-student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face-to-face format as significantly more conducive to student-instructor and student-student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course.

  18. Implicit face prototype learning from geometric information.

    Science.gov (United States)

    Or, Charles C-F; Wilson, Hugh R

    2013-04-19

    There is evidence that humans implicitly learn an average or prototype of previously studied faces, as the unseen face prototype is falsely recognized as having been learned (Solso & McCarthy, 1981). Here we investigated the extent and nature of face prototype formation where observers' memory was tested after they studied synthetic faces defined purely in geometric terms in a multidimensional face space. We found a strong prototype effect: The basic results showed that the unseen prototype averaged from the studied faces was falsely identified as learned at a rate of 86.3%, whereas individual studied faces were identified correctly 66.3% of the time and the distractors were incorrectly identified as having been learned only 32.4% of the time. This prototype learning lasted at least 1 week. Face prototype learning occurred even when the studied faces were further from the unseen prototype than the median variation in the population. Prototype memory formation was evident in addition to memory formation of studied face exemplars as demonstrated in our models. Additional studies showed that the prototype effect can be generalized across viewpoints, and head shape and internal features separately contribute to prototype formation. Thus, implicit face prototype extraction in a multidimensional space is a very general aspect of geometric face learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  19. A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction.

    Science.gov (United States)

    Edginton, Andrea; Holbrook, Jane

    2010-06-15

    To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.

  20. Children can learn new facts equally well from interactive media versus face to face instruction

    Directory of Open Access Journals (Sweden)

    Kristine Kwok

    2016-10-01

    Full Text Available Today’s children have more opportunities than ever before to learn from interactive technology, yet experimental research assessing the efficacy of children’s learning from interactive media in comparison to traditional learning approaches is still quite scarce. Moreover, little work has examined the efficacy of using touch-screen devices for research purposes. The current study compared children’s rate of learning factual information about animals during a face-to-face instruction from an adult female researcher versus an analogous instruction from an interactive device. Eighty-six children ages 4 through 8 years (64% male completed the learning task in either the Face-to-Face condition (n = 43 or the Interactive Media condition (n = 43. In the Learning Phase of the experiment, which was presented as a game, children were taught novel facts about animals without being told that their memory of the facts would be tested. The facts were taught to the children either by an adult female researcher (Face-to-Face condition or from a pre-recorded female voice represented by a cartoon Llama (Interactive Media condition. In the Testing Phase of the experiment that immediately followed, children’s memory for the taught facts was tested using a 4-option forced-choice paradigm. Children’s rate of learning was significantly above chance in both conditions and a comparison of the rates of learning across the two conditions revealed no significant differences. Learning significantly improved from age 4 to age 8, however, even the preschool-aged children performed significantly above chance, and their performance did not differ between conditions. These results suggest that, interactive media can be equally as effective as one-on-one instruction, at least under certain conditions. Moreover, these results offer support for the validity of using interactive technology to collect data for research purposes. We discuss the implications of these results

  1. Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction.

    Science.gov (United States)

    Kwok, Kristine; Ghrear, Siba; Li, Vivian; Haddock, Taeh; Coleman, Patrick; Birch, Susan A J

    2016-01-01

    Today's children have more opportunities than ever before to learn from interactive technology, yet experimental research assessing the efficacy of children's learning from interactive media in comparison to traditional learning approaches is still quite scarce. Moreover, little work has examined the efficacy of using touch-screen devices for research purposes. The current study compared children's rate of learning factual information about animals during a face-to-face instruction from an adult female researcher versus an analogous instruction from an interactive device. Eighty-six children ages 4 through 8 years (64% male) completed the learning task in either the Face-to-Face condition ( n = 43) or the Interactive Media condition ( n = 43). In the Learning Phase of the experiment, which was presented as a game, children were taught novel facts about animals without being told that their memory of the facts would be tested. The facts were taught to the children either by an adult female researcher (Face-to-Face condition) or from a pre-recorded female voice represented by a cartoon Llama (Interactive Media condition). In the Testing Phase of the experiment that immediately followed, children's memory for the taught facts was tested using a 4-option forced-choice paradigm. Children's rate of learning was significantly above chance in both conditions and a comparison of the rates of learning across the two conditions revealed no significant differences. Learning significantly improved from age 4 to age 8, however, even the preschool-aged children performed significantly above chance, and their performance did not differ between conditions. These results suggest that, interactive media can be equally as effective as one-on-one instruction, at least under certain conditions. Moreover, these results offer support for the validity of using interactive technology to collect data for research purposes. We discuss the implications of these results for children's learning

  2. Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction

    OpenAIRE

    Kwok, Kristine; Ghrear, Siba; Li, Vivian; Haddock, Taeh; Coleman, Patrick; Birch, Susan A. J.

    2016-01-01

    Today’s children have more opportunities than ever before to learn from interactive technology, yet experimental research assessing the efficacy of children’s learning from interactive media in comparison to traditional learning approaches is still quite scarce. Moreover, little work has examined the efficacy of using touch-screen devices for research purposes. The current study compared children’s rate of learning factual information about animals during a face-to-face instruction from an ad...

  3. Instruments to Explore Blended Learning: Modifying a Method to Analyse Online Communication for the Analysis of Face-to-Face Communication

    Science.gov (United States)

    de Leng, Bas A.; Dolmans, Diana H. J. M.; Donkers, H. H. L. M.; Muijtjens, Arno M. M.; van der Vleuten, Cees P. M.

    2010-01-01

    In the complex practice of today's blended learning, educators need to be able to evaluate both online and face-to-face communication in order to get the full picture of what is going on in blended learning scenarios. The aim of this study was to investigate the reliability and feasibility of a practical instrument for analysing face-to-face…

  4. Fostering participation in learning networks by using reward systems and face-to-face meetings

    NARCIS (Netherlands)

    Hummel, Hans; Tattersall, Colin; Burgos, Daniel; Brouns, Francis; Koper, Rob

    2006-01-01

    Hummel, H. G. K., Tattersall, C., Burgos, D., Brouns, F. M. R., & Koper, E. J. R. (Submitted). Fostering participation in learning networks by using reward systems and face-to-face meetings. In Proceedings of ICALT 2006 Conference. July 5-7, Kerkrade, The Netherlands

  5. Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?

    Science.gov (United States)

    Boon, J. A.

    Education innovation is here to stay. This chapter gives the results of a study of the application of information and communication technology to advanced teaching and learning activities. It is strategically important that the technology opens up new ways of teaching and learning. The purpose of this chapter is firstly to identify the typical advanced teaching and learning activities/functions that can be applied in e-Learning and face-to-face teaching and learning. Case studies were selected from a group of teachers who have already been involved in both teaching modes for some years and thus have experience in blended teaching and learning. A number of teaching activities/functions were seen as positive in their application in the e-Learning situation. Those that stand out are peer review and collaboration, promotion of reflection and stimulation of critical and creative thinking, team teaching, promotion of discovery/extension of knowledge, and problematization of the curriculum. In face-to-face teaching and learning, inviting engagement, how to come to know, involving metaphors and analogies, teaching that connects to learning, inspire change, promote understanding, and others stand out. As seen by the teachers in the case studies, both e-Learning and face-to-face teaching and learning are seen as complementary to each other. We define this view as blended teaching and learning.

  6. Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

    Science.gov (United States)

    Horspool, Agi; Lange, Carsten

    2012-01-01

    This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

  7. Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

    Science.gov (United States)

    Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

    2016-03-01

    Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

  8. Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial.

    Science.gov (United States)

    Cerezo Espinosa, Cristina; Nieto Caballero, Sergio; Juguera Rodríguez, Laura; Castejón-Mochón, José Francisco; Segura Melgarejo, Francisca; Sánchez Martínez, Carmen María; López López, Carmen Amalia; Pardo Ríos, Manuel

    2018-02-01

    To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (Paudiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

  9. Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

    Science.gov (United States)

    Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

    2014-01-01

    This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

  10. Task-irrelevant emotion facilitates face discrimination learning.

    Science.gov (United States)

    Lorenzino, Martina; Caudek, Corrado

    2015-03-01

    We understand poorly how the ability to discriminate faces from one another is shaped by visual experience. The purpose of the present study is to determine whether face discrimination learning can be facilitated by facial emotions. To answer this question, we used a task-irrelevant perceptual learning paradigm because it closely mimics the learning processes that, in daily life, occur without a conscious intention to learn and without an attentional focus on specific facial features. We measured face discrimination thresholds before and after training. During the training phase (4 days), participants performed a contrast discrimination task on face images. They were not informed that we introduced (task-irrelevant) subtle variations in the face images from trial to trial. For the Identity group, the task-irrelevant features were variations along a morphing continuum of facial identity. For the Emotion group, the task-irrelevant features were variations along an emotional expression morphing continuum. The Control group did not undergo contrast discrimination learning and only performed the pre-training and post-training tests, with the same temporal gap between them as the other two groups. Results indicate that face discrimination improved, but only for the Emotion group. Participants in the Emotion group, moreover, showed face discrimination improvements also for stimulus variations along the facial identity dimension, even if these (task-irrelevant) stimulus features had not been presented during training. The present results highlight the importance of emotions for face discrimination learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. Buzz: Face-to-Face Contact and the Urban Economy

    OpenAIRE

    Michael Storper; Anthony J. Venables

    2003-01-01

    This paper argues that existing models of urban concentrations are incomplete unless grounded in the most fundamental aspect of proximity; face-to-face contact. Face-to-face contact has four main features; it is an efficient communication technology; it can help solve incentive problems; it can facilitate socialization and learning; and it provides psychological motivation. We discuss each of these features in turn, and develop formal economic models of two of them. Face-to-face is particular...

  12. Face-to-Face vs On-Line: An Analysis of Profile, Learning, Performance and Satisfaction among Post Graduate Students

    Science.gov (United States)

    Ortega-Maldonado, Alberto; Llorens, Susana; Acosta, Hedy; Coo, Cristián

    2017-01-01

    The aim of this study is to explore the differences between face-to-face and on-line students in a post graduate education program. The variables considered are Post Graduate Student's profile, competences and learning outcomes, academic performance and satisfaction. The sample was composed by 47 students (64% face-to-face). Analysis of variance…

  13. Eyewitness Memory in Face-to-Face and Immersive Avatar-to-Avatar Contexts

    Directory of Open Access Journals (Sweden)

    Donna A. Taylor

    2018-04-01

    Full Text Available Technological advances offer possibilities for innovation in the way eyewitness testimony is elicited. Typically, this occurs face-to-face. We investigated whether a virtual environment, where interviewer and eyewitness communicate as avatars, might confer advantages by attenuating the social and situational demands of a face-to-face interview, releasing more cognitive resources for invoking episodic retrieval mode. In conditions of intentional encoding, eyewitnesses were interviewed 48 h later, either face-to-face or in a virtual environment (N = 38. Participants in the virtual environment significantly outperformed those interviewed face-to-face on all episodic performance measures – improved correct reporting reduced errors, and increased accuracy. Participants reported finding it easier to admit not remembering event information to the avatar, and finding the avatar easier to talk to. These novel findings, and our pattern of retrieval results indicates the potential of avatar-to-avatar communication in virtual environments, and provide impetus for further research investigating eyewitness cognition in contemporary retrieval contexts.

  14. Eyewitness Memory in Face-to-Face and Immersive Avatar-to-Avatar Contexts.

    Science.gov (United States)

    Taylor, Donna A; Dando, Coral J

    2018-01-01

    Technological advances offer possibilities for innovation in the way eyewitness testimony is elicited. Typically, this occurs face-to-face. We investigated whether a virtual environment, where interviewer and eyewitness communicate as avatars, might confer advantages by attenuating the social and situational demands of a face-to-face interview, releasing more cognitive resources for invoking episodic retrieval mode. In conditions of intentional encoding, eyewitnesses were interviewed 48 h later, either face-to-face or in a virtual environment ( N = 38). Participants in the virtual environment significantly outperformed those interviewed face-to-face on all episodic performance measures - improved correct reporting reduced errors, and increased accuracy. Participants reported finding it easier to admit not remembering event information to the avatar, and finding the avatar easier to talk to. These novel findings, and our pattern of retrieval results indicates the potential of avatar-to-avatar communication in virtual environments, and provide impetus for further research investigating eyewitness cognition in contemporary retrieval contexts.

  15. Neural correlates of face gender discrimination learning.

    Science.gov (United States)

    Su, Junzhu; Tan, Qingleng; Fang, Fang

    2013-04-01

    Using combined psychophysics and event-related potentials (ERPs), we investigated the effect of perceptual learning on face gender discrimination and probe the neural correlates of the learning effect. Human subjects were trained to perform a gender discrimination task with male or female faces. Before and after training, they were tested with the trained faces and other faces with the same and opposite genders. ERPs responding to these faces were recorded. Psychophysical results showed that training significantly improved subjects' discrimination performance and the improvement was specific to the trained gender, as well as to the trained identities. The training effect indicates that learning occurs at two levels-the category level (gender) and the exemplar level (identity). ERP analyses showed that the gender and identity learning was associated with the N170 latency reduction at the left occipital-temporal area and the N170 amplitude reduction at the right occipital-temporal area, respectively. These findings provide evidence for the facilitation model and the sharpening model on neuronal plasticity from visual experience, suggesting a faster processing speed and a sparser representation of face induced by perceptual learning.

  16. Exploring the spatio-temporal neural basis of face learning

    Science.gov (United States)

    Yang, Ying; Xu, Yang; Jew, Carol A.; Pyles, John A.; Kass, Robert E.; Tarr, Michael J.

    2017-01-01

    Humans are experts at face individuation. Although previous work has identified a network of face-sensitive regions and some of the temporal signatures of face processing, as yet, we do not have a clear understanding of how such face-sensitive regions support learning at different time points. To study the joint spatio-temporal neural basis of face learning, we trained subjects to categorize two groups of novel faces and recorded their neural responses using magnetoencephalography (MEG) throughout learning. A regression analysis of neural responses in face-sensitive regions against behavioral learning curves revealed significant correlations with learning in the majority of the face-sensitive regions in the face network, mostly between 150–250 ms, but also after 300 ms. However, the effect was smaller in nonventral regions (within the superior temporal areas and prefrontal cortex) than that in the ventral regions (within the inferior occipital gyri (IOG), midfusiform gyri (mFUS) and anterior temporal lobes). A multivariate discriminant analysis also revealed that IOG and mFUS, which showed strong correlation effects with learning, exhibited significant discriminability between the two face categories at different time points both between 150–250 ms and after 300 ms. In contrast, the nonventral face-sensitive regions, where correlation effects with learning were smaller, did exhibit some significant discriminability, but mainly after 300 ms. In sum, our findings indicate that early and recurring temporal components arising from ventral face-sensitive regions are critically involved in learning new faces. PMID:28570739

  17. Face-to-face language learning at a distance? a study of a video conference try-out

    OpenAIRE

    Goodfellow, Robin; Jefferys, Ingrid; Miles, Terry; Shirra, Tim

    1996-01-01

    Videoconferencing has been proposed as a technology which has an immediate and beneficial application to language learning, because it enables face-to-face communication at a distance. The costs remain high, however, and course providers need to be sure what additional 'pedagogical overheads' are involved, i.e. in the rethinking of teaching approaches and the preparation of material. This paper reports on a study of a videoconference tutorial carried out as part of the distance learning compo...

  18. How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

    Science.gov (United States)

    Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

    2011-11-01

    This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

  19. Remote online ergonomic assessment in the office environment as compared to face-to-face ergonomic assessment.

    Science.gov (United States)

    Eyal, Levy; Ribak, Joseph; Badihi, Yehuda

    2012-01-01

    remote online ergonomic assessment in the office environment as compared to face-to-face ergonomic assessment and examination of the applicability of remote online ergonomic assessment to office workers. 40 employees from a large Israeli hi-tech company were ergonomically assessed per the University of California computer usage checklist, according to the two assessment types (face-to-face and remote). An additional Ergonomist "assessor 2" examined the credibility of the process. Research hypothesis 1 was verified: 21 out of 22 questions (95.45%) from the checklist indicated compatibility between "assessor 1" to the "Gold Standard" at an 80% level. Research hypothesis 2: examining the credibility between the assessors with regard to remote assessment. This hypothesis was partially verified, the correlation between the assessors was measured at 0.54. Research hypothesis 3: examining the extent of deviation of natural posture between distal body parts assessment (distant from the center of the body) and proximal body parts (close to the center of the body). This hypothesis was clearly verified. It has been proven that there is statistical significance between the results. The current research has proved that there is an additional method to assess musculoskeletal disorders risk factors remotely online at office environment.

  20. Web-Based vs. Face-to-Face MBA Classes: A Comparative Assessment Study

    Science.gov (United States)

    Brownstein, Barry; Brownstein, Deborah; Gerlowski, Daniel A.

    2008-01-01

    The challenges of online learning include ensuring that the learning outcomes are at least as robust as in the face-to-face sections of the same course. At the University of Baltimore, both online sections and face-to-face sections of core MBA courses are offered. Once admitted to the MBA, students are free to enroll in any combination of…

  1. Face learning and the emergence of view-independent face recognition: an event-related brain potential study.

    Science.gov (United States)

    Zimmermann, Friederike G S; Eimer, Martin

    2013-06-01

    Recognizing unfamiliar faces is more difficult than familiar face recognition, and this has been attributed to qualitative differences in the processing of familiar and unfamiliar faces. Familiar faces are assumed to be represented by view-independent codes, whereas unfamiliar face recognition depends mainly on view-dependent low-level pictorial representations. We employed an electrophysiological marker of visual face recognition processes in order to track the emergence of view-independence during the learning of previously unfamiliar faces. Two face images showing either the same or two different individuals in the same or two different views were presented in rapid succession, and participants had to perform an identity-matching task. On trials where both faces showed the same view, repeating the face of the same individual triggered an N250r component at occipito-temporal electrodes, reflecting the rapid activation of visual face memory. A reliable N250r component was also observed on view-change trials. Crucially, this view-independence emerged as a result of face learning. In the first half of the experiment, N250r components were present only on view-repetition trials but were absent on view-change trials, demonstrating that matching unfamiliar faces was initially based on strictly view-dependent codes. In the second half, the N250r was triggered not only on view-repetition trials but also on view-change trials, indicating that face recognition had now become more view-independent. This transition may be due to the acquisition of abstract structural codes of individual faces during face learning, but could also reflect the formation of associative links between sets of view-specific pictorial representations of individual faces. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

    Science.gov (United States)

    Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

    2016-01-01

    The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

  3. Training versus Education: eLearning, Hybrid, and Face-to-Face Modalities - a Participatory Debate

    Directory of Open Access Journals (Sweden)

    Risa Blair

    2016-10-01

    Full Text Available Is training education or is education training? Universities and organizations treat training and education synonymously, but it is worth exploring the differences. Universities are scrambling to standardize a preferred delivery method of education and training. With the blended modalities of eLearning, face-to-face, and hybrid learning, the educational delivery seems to be equalizing. The disruptive shift with technology in education or training is complicated by the expectations of our millennial, Gen Y, and Gen Z students. As an added pressure at the university level, even more importantly, the expectation of the administration and the accrediting bodies keep changing the 'play book' on requirements. Given the ever changing complexities of today's paradigm-shift in education and learning, we explored the complexities of navigating the delivery methods to achieve educational goals in higher education or training goals in corporate America.

  4. Effects of exposure to facial expression variation in face learning and recognition.

    Science.gov (United States)

    Liu, Chang Hong; Chen, Wenfeng; Ward, James

    2015-11-01

    Facial expression is a major source of image variation in face images. Linking numerous expressions to the same face can be a huge challenge for face learning and recognition. It remains largely unknown what level of exposure to this image variation is critical for expression-invariant face recognition. We examined this issue in a recognition memory task, where the number of facial expressions of each face being exposed during a training session was manipulated. Faces were either trained with multiple expressions or a single expression, and they were later tested in either the same or different expressions. We found that recognition performance after learning three emotional expressions had no improvement over learning a single emotional expression (Experiments 1 and 2). However, learning three emotional expressions improved recognition compared to learning a single neutral expression (Experiment 3). These findings reveal both the limitation and the benefit of multiple exposures to variations of emotional expression in achieving expression-invariant face recognition. The transfer of expression training to a new type of expression is likely to depend on a relatively extensive level of training and a certain degree of variation across the types of expressions.

  5. Testing protects against proactive interference in face-name learning.

    Science.gov (United States)

    Weinstein, Yana; McDermott, Kathleen B; Szpunar, Karl K

    2011-06-01

    Learning face-name pairings at a social function becomes increasingly more difficult the more individuals one meets. This phenomenon is attributable to proactive interference--the negative influence of prior learning on subsequent learning. Recent evidence suggests that taking a memory test can alleviate proactive interference in verbal list learning paradigms. We apply this technique to face-name pair learning. Participants studied four lists of 12 face-name pairings and either attempted to name the 12 faces just studied after every list or did not. Recall attempts after every list improved learning of the fourth list by over 100%. Moreover, no reduction in learning of face-name pairings occurred from list 1 to list 4 for participants who attempted to name studied faces between lists. These results suggest that testing oneself on the names of a group of new acquaintances before moving on to the next group is an effective mnemonic technique for social functions.

  6. Marketing Learning Communities to Generation Z: The Importance of Face-to-Face Interaction in a Digitally Driven World

    Science.gov (United States)

    Spears, Julia; Zobac, Stephanie R.; Spillane, Allison; Thomas, Shannon

    2015-01-01

    This article aims to identify the marketing strategies utilized by Learning Community (LC) administrators at two large, public, four-year research universities in the Midwest. The use of digital media coupled with face-to-face interaction is identified as an effective method of marketing LCs to the newest population of incoming college students,…

  7. Learning Race from Face: A Survey.

    Science.gov (United States)

    Fu, Siyao; He, Haibo; Hou, Zeng-Guang

    2014-12-01

    Faces convey a wealth of social signals, including race, expression, identity, age and gender, all of which have attracted increasing attention from multi-disciplinary research, such as psychology, neuroscience, computer science, to name a few. Gleaned from recent advances in computer vision, computer graphics, and machine learning, computational intelligence based racial face analysis has been particularly popular due to its significant potential and broader impacts in extensive real-world applications, such as security and defense, surveillance, human computer interface (HCI), biometric-based identification, among others. These studies raise an important question: How implicit, non-declarative racial category can be conceptually modeled and quantitatively inferred from the face? Nevertheless, race classification is challenging due to its ambiguity and complexity depending on context and criteria. To address this challenge, recently, significant efforts have been reported toward race detection and categorization in the community. This survey provides a comprehensive and critical review of the state-of-the-art advances in face-race perception, principles, algorithms, and applications. We first discuss race perception problem formulation and motivation, while highlighting the conceptual potentials of racial face processing. Next, taxonomy of feature representational models, algorithms, performance and racial databases are presented with systematic discussions within the unified learning scenario. Finally, in order to stimulate future research in this field, we also highlight the major opportunities and challenges, as well as potentially important cross-cutting themes and research directions for the issue of learning race from face.

  8. Factors defining face-to-face interruptions in the office environment

    NARCIS (Netherlands)

    Matysiak, A.J.; Markopoulos, P.

    2006-01-01

    This paper presents an on-going investigation on interruptions in the office caused by face-to-face interactions between knowledge workers. The study aims to identify opportunities for interactive solutions that will support both, the interrupters and the interrupted. The study involves contextual

  9. Remote-online case-based learning: A comparison of remote-online and face-to-face, case-based learning - a randomized controlled trial.

    Science.gov (United States)

    Nicklen, Peter; Keating, Jenny L; Paynter, Sophie; Storr, Michael; Maloney, Stephen

    2016-01-01

    Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Computer assisted learning (CAL) is the implementation of computer technology in education. The purpose of this study was to compare the effects of a remote-online CBL (RO-CBL) with traditional face-to-face CBL on learning the outcomes of undergraduate physiotherapy students. Participants were randomized to either the control (face-to-face CBL) or to the CAL intervention (RO-CBL). The entire 3rd year physiotherapy cohort (n = 41) at Monash University, Victoria, Australia, were invited to participate in the randomized controlled trial. Outcomes included a postintervention multiple-choice test evaluating the knowledge gained from the CBL, a self-assessment of learning based on examinable learning objectives and student satisfaction with the CBL. In addition, a focus group was conducted investigating perceptions and responses to the online format. Thirty-eight students (control n = 19, intervention n = 19) participated in two CBL sessions and completed the outcome assessments. CBL median scores for the postintervention multiple-choice test were comparable (Wilcoxon rank sum P = 0.61) (median/10 [range] intervention group: 9 [8-10] control group: 10 [7-10]). Of the 15 examinable learning objectives, eight were significantly in favor of the control group, suggesting a greater perceived depth of learning. Eighty-four percent of students (16/19) disagreed with the statement "I enjoyed the method of CBL delivery." Key themes identified from the focus group included risks associated with the implementation of, challenges of communicating in, and flexibility offered, by web-based programs. RO-CBL appears to provide students with a comparable learning experience to traditional CBL. Procedural and infrastructure factors need to be addressed in future studies to counter student dissatisfaction and decreased perceived depth of learning.

  10. Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments

    Directory of Open Access Journals (Sweden)

    Sederick C. Rice

    2013-02-01

    Full Text Available One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content.  The Virtual Cell Animation Collections (VCAC, developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes.  These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors.  Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments.  Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

  11. Benefits for Voice Learning Caused by Concurrent Faces Develop over Time.

    Science.gov (United States)

    Zäske, Romi; Mühl, Constanze; Schweinberger, Stefan R

    2015-01-01

    Recognition of personally familiar voices benefits from the concurrent presentation of the corresponding speakers' faces. This effect of audiovisual integration is most pronounced for voices combined with dynamic articulating faces. However, it is unclear if learning unfamiliar voices also benefits from audiovisual face-voice integration or, alternatively, is hampered by attentional capture of faces, i.e., "face-overshadowing". In six study-test cycles we compared the recognition of newly-learned voices following unimodal voice learning vs. bimodal face-voice learning with either static (Exp. 1) or dynamic articulating faces (Exp. 2). Voice recognition accuracies significantly increased for bimodal learning across study-test cycles while remaining stable for unimodal learning, as reflected in numerical costs of bimodal relative to unimodal voice learning in the first two study-test cycles and benefits in the last two cycles. This was independent of whether faces were static images (Exp. 1) or dynamic videos (Exp. 2). In both experiments, slower reaction times to voices previously studied with faces compared to voices only may result from visual search for faces during memory retrieval. A general decrease of reaction times across study-test cycles suggests facilitated recognition with more speaker repetitions. Overall, our data suggest two simultaneous and opposing mechanisms during bimodal face-voice learning: while attentional capture of faces may initially impede voice learning, audiovisual integration may facilitate it thereafter.

  12. Effects of Face-to-Face and Computer-Mediated Constructive Controversy on Social Interdependence, Motivation, and Achievement

    Science.gov (United States)

    Roseth, Cary J.; Saltarelli, Andy J.; Glass, Chris R.

    2011-01-01

    Cooperative learning capitalizes on the relational processes by which peers promote learning, yet it remains unclear whether these processes operate similarly in face-to-face and online settings. This study addresses this issue by comparing face-to-face and computer-mediated versions of "constructive controversy", a cooperative learning procedure…

  13. Supervised Filter Learning for Representation Based Face Recognition.

    Directory of Open Access Journals (Sweden)

    Chao Bi

    Full Text Available Representation based classification methods, such as Sparse Representation Classification (SRC and Linear Regression Classification (LRC have been developed for face recognition problem successfully. However, most of these methods use the original face images without any preprocessing for recognition. Thus, their performances may be affected by some problematic factors (such as illumination and expression variances in the face images. In order to overcome this limitation, a novel supervised filter learning algorithm is proposed for representation based face recognition in this paper. The underlying idea of our algorithm is to learn a filter so that the within-class representation residuals of the faces' Local Binary Pattern (LBP features are minimized and the between-class representation residuals of the faces' LBP features are maximized. Therefore, the LBP features of filtered face images are more discriminative for representation based classifiers. Furthermore, we also extend our algorithm for heterogeneous face recognition problem. Extensive experiments are carried out on five databases and the experimental results verify the efficacy of the proposed algorithm.

  14. Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

    Directory of Open Access Journals (Sweden)

    Leila R. Lax

    2011-09-01

    Full Text Available The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003. This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs.Les médecins diplômés à l’étranger (MDE peuvent avoir des difficultés à accéder aux aspects culturels, légaux et éthiques de la pratique médicale au Canada et à les apprendre. Les comportements professionnels qui d

  15. Face-to-face versus computer-mediated communication in a primary school setting

    NARCIS (Netherlands)

    Meijden, H.A.T. van der; Veenman, S.A.M.

    2005-01-01

    Computer-mediated communication is increasingly being used to support cooperative problem solving and decision making in schools. Despite the large body of literature on cooperative or collaborative learning, few studies have explicitly compared peer learning in face-to-face (FTF) versus

  16. A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-Face

    Science.gov (United States)

    McFarlane, Donovan A.

    2011-01-01

    This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous…

  17. Meet The Simpsons: top-down effects in face learning.

    Science.gov (United States)

    Bonner, Lesley; Burton, A Mike; Jenkins, Rob; McNeill, Allan; Vicki, Bruce

    2003-01-01

    We examined whether prior knowledge of a person affects the visual processes involved in learning a face. In two experiments, subjects were taught to associate human faces with characters they knew (from the TV show The Simpsons) or characters they did not (novel names). In each experiment, knowledge of the character predicted performance in a recognition memory test, relying only on old/new confidence ratings. In experiment 1, we established the technique and showed that there is a face-learning advantage for known people, even when face items are counterbalanced for familiarity across the experiment. In experiment 2 we replicated the effect in a setting which discouraged subjects from attending more to known than unknown people, and eliminated any visual association between face stimuli and a character from The Simpsons. We conclude that prior knowledge about a person can enhance learning of a new face.

  18. Interpersonal similarity between body movements in face-to-face communication in daily life.

    Science.gov (United States)

    Higo, Naoki; Ogawa, Ken-ichiro; Minemura, Juichi; Xu, Bujie; Nozawa, Takayuki; Ogata, Taiki; Ara, Koji; Yano, Kazuo; Miyake, Yoshihiro

    2014-01-01

    Individuals are embedded in social networks in which they communicate with others in their daily lives. Because smooth face-to-face communication is the key to maintaining these networks, measuring the smoothness of such communication is an important issue. One indicator of smoothness is the similarity of the body movements of the two individuals concerned. A typical example noted in experimental environments is the interpersonal synchronization of body movements such as nods and gestures during smooth face-to-face communication. It should therefore be possible to estimate quantitatively the smoothness of face-to-face communication in social networks through measurement of the synchronization of body movements. However, this is difficult because social networks, which differ from disciplined experimental environments, are open environments for the face-to-face communication between two individuals. In such open environments, their body movements become complicated by various external factors and may follow unstable and nonuniform patterns. Nevertheless, we consider there to be some interaction during face-to-face communication that leads to the interpersonal synchronization of body movements, which can be seen through the interpersonal similarity of body movements. The present study aims to clarify such interaction in terms of body movements during daily face-to-face communication in real organizations of more than 100 people. We analyzed data on the frequency of body movement for each individual during face-to-face communication, as measured by a wearable sensor, and evaluated the degree of interpersonal similarity of body movements between two individuals as their frequency difference. Furthermore, we generated uncorrelated data by resampling the data gathered and compared these two data sets statistically to distinguish the effects of actual face-to-face communication from those of the activities accompanying the communication. Our results confirm an

  19. Interpersonal similarity between body movements in face-to-face communication in daily life.

    Directory of Open Access Journals (Sweden)

    Naoki Higo

    Full Text Available Individuals are embedded in social networks in which they communicate with others in their daily lives. Because smooth face-to-face communication is the key to maintaining these networks, measuring the smoothness of such communication is an important issue. One indicator of smoothness is the similarity of the body movements of the two individuals concerned. A typical example noted in experimental environments is the interpersonal synchronization of body movements such as nods and gestures during smooth face-to-face communication. It should therefore be possible to estimate quantitatively the smoothness of face-to-face communication in social networks through measurement of the synchronization of body movements. However, this is difficult because social networks, which differ from disciplined experimental environments, are open environments for the face-to-face communication between two individuals. In such open environments, their body movements become complicated by various external factors and may follow unstable and nonuniform patterns. Nevertheless, we consider there to be some interaction during face-to-face communication that leads to the interpersonal synchronization of body movements, which can be seen through the interpersonal similarity of body movements. The present study aims to clarify such interaction in terms of body movements during daily face-to-face communication in real organizations of more than 100 people. We analyzed data on the frequency of body movement for each individual during face-to-face communication, as measured by a wearable sensor, and evaluated the degree of interpersonal similarity of body movements between two individuals as their frequency difference. Furthermore, we generated uncorrelated data by resampling the data gathered and compared these two data sets statistically to distinguish the effects of actual face-to-face communication from those of the activities accompanying the communication. Our results

  20. An exploration into pedagogic frailty: Transitioning from face-to-face to online

    Directory of Open Access Journals (Sweden)

    Irina Niculescu

    2017-09-01

    Full Text Available Pedagogic frailty and concept mapping can simultaneously encourage personal and organisational change by supporting critical reflection and resilience. These ideas are nascent within higher education institutions and currently, at the University of Surrey, are only developed through face-to-face sessions. This revealed the need for a scalable intervention which engages academics with the discourse on introspective and professional development practices. In response, we have created the design for a blended programme of online foundation for concept mapping leading to face-to-face workshops to explore the pedagogic frailty model. This paper will discuss some significant challenges arising from transitioning self-reflective practices from face-to-face to online spaces. In the process, we will consider ways in which learning design can take the learner context into account.

  1. Representations in learning new faces: evidence from prosopagnosia.

    Science.gov (United States)

    Polster, M R; Rapcsak, S Z

    1996-05-01

    We report the performance of a prosopagnosic patient on face learning tasks under different encoding instructions (i.e., levels of processing manipulations). R.J. performs at chance when given no encoding instructions or when given "shallow" encoding instruction to focus on facial features. By contrast, he performs relatively well with "deep" encoding instructions to rate faces in terms of personality traits or when provided with semantic and name information during the study phase. We propose that the improvement associated with deep encoding instructions may be related to the establishment of distinct visually derived and identity-specific semantic codes. The benefit associated with deep encoding in R.J., however, was found to be restricted to the specific view of the face presented at study and did not generalize to other views of the same face. These observations suggest that deep encoding instructions may enhance memory for concrete or pictorial representations of faces in patients with prosopagnosia, but that these patients cannot compensate for the inability to construct abstract structural codes that normally allow faces to be recognized from different orientations. We postulate further that R.J.'s poor performance on face learning tasks may be attributable to excessive reliance on a feature-based left hemisphere face processing system that operates primarily on view-specific representations.

  2. Heterogeneous Face Attribute Estimation: A Deep Multi-Task Learning Approach.

    Science.gov (United States)

    Han, Hu; K Jain, Anil; Shan, Shiguang; Chen, Xilin

    2017-08-10

    Face attribute estimation has many potential applications in video surveillance, face retrieval, and social media. While a number of methods have been proposed for face attribute estimation, most of them did not explicitly consider the attribute correlation and heterogeneity (e.g., ordinal vs. nominal and holistic vs. local) during feature representation learning. In this paper, we present a Deep Multi-Task Learning (DMTL) approach to jointly estimate multiple heterogeneous attributes from a single face image. In DMTL, we tackle attribute correlation and heterogeneity with convolutional neural networks (CNNs) consisting of shared feature learning for all the attributes, and category-specific feature learning for heterogeneous attributes. We also introduce an unconstrained face database (LFW+), an extension of public-domain LFW, with heterogeneous demographic attributes (age, gender, and race) obtained via crowdsourcing. Experimental results on benchmarks with multiple face attributes (MORPH II, LFW+, CelebA, LFWA, and FotW) show that the proposed approach has superior performance compared to state of the art. Finally, evaluations on a public-domain face database (LAP) with a single attribute show that the proposed approach has excellent generalization ability.

  3. An evaluation of remote communication versus face-to-face in clinical dental education.

    Science.gov (United States)

    Martin, N; Lazalde, O Martínez; Stokes, C; Romano, D

    2012-03-23

    Distance learning and internet-based delivery of educational content are becoming very popular as an alternative to real face-to-face delivery. Clinical-based discussions still remain greatly face-to-face despite the advancement of remote communication and internet sharing technology. In this study we have compared three communication modalities between a learner and educator: audio and video using voice over internet protocol (VoIP) alone [AV]; audio and video VoIP with the addition of a three dimensional virtual artefact [AV3D] and physical face-to-face [FTF]. Clinical case discussions based on fictitious patients were held between a 'learner' and an 'expert' using the three communication modalities. The learner presented a clinical scenario to the experts, with the aid of a prop (partially dentate cast, digitised for AV3D), to obtain advice on the management of the clinical case. Each communication modality was tested in timed exercises in a random order among one of three experts (senior clinical restorative staff) and a learner (from a cohort of 15 senior clinical undergraduate students) all from the School of Clinical Dentistry, University of Sheffield. All learners and experts used each communication modality in turn with no prior training. Video recording and structured analysis were used to ascertain learner behaviour and levels of interactivity. Evaluation questionnaires were completed by experts and learners immediately after the experiment to ascertain effectiveness of information exchange and barriers/facilitators to communication. The video recordings showed that students were more relaxed with AV and AV3D than FTF (p = 0.01). The evaluation questionnaires showed that students felt they could provide (p = 0.03) and obtain (p = 0.003) more information using the FTF modality, followed by AV and then AV3D. Experts also ranked FTF better than AV and AV3D for providing (p = 0.012) and obtaining (p = 0) information to/from the expert. Physical face-to-face

  4. A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings.

    Science.gov (United States)

    McKenzie, Karen

    2013-12-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice.

  5. A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face

    OpenAIRE

    Donovan A. McFarlane

    2011-01-01

    This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous interactions, etc, before deliberating on perceived differences in organizational structure and pedagogical approaches of virtual and brick-and-mortar sc...

  6. A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

    Directory of Open Access Journals (Sweden)

    Emily Walden

    2016-07-01

    Full Text Available To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students — especially those with learning disabilities (SWLDs — having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers’ implementation of a web-based curriculum (the SOAR Student Toolkit for teaching online research strategies to all students (both general education students and SWLDs in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%, the pace and format was appropriate (93%, and sufficient practice and feedback were provided (100%. All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1 at pretest to 60.5% (SD = 23.0 at

  7. Becoming a Lunari or Taiyo expert: learned attention to parts drives holistic processing of faces.

    Science.gov (United States)

    Chua, Kao-Wei; Richler, Jennifer J; Gauthier, Isabel

    2014-06-01

    Faces are processed holistically, but the locus of holistic processing remains unclear. We created two novel races of faces (Lunaris and Taiyos) to study how experience with face parts influences holistic processing. In Experiment 1, subjects individuated Lunaris wherein the top, bottom, or both face halves contained diagnostic information. Subjects who learned to attend to face parts exhibited no holistic processing. This suggests that individuation only leads to holistic processing when the whole face is attended. In Experiment 2, subjects individuated both Lunaris and Taiyos, with diagnostic information in complementary face halves of the two races. Holistic processing was measured with composites made of either diagnostic or nondiagnostic face parts. Holistic processing was only observed for composites made from diagnostic face parts, demonstrating that holistic processing can occur for diagnostic face parts that were never seen together. These results suggest that holistic processing is an expression of learned attention to diagnostic face parts. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  8. Neural synchronization during face-to-face communication.

    Science.gov (United States)

    Jiang, Jing; Dai, Bohan; Peng, Danling; Zhu, Chaozhe; Liu, Li; Lu, Chunming

    2012-11-07

    Although the human brain may have evolutionarily adapted to face-to-face communication, other modes of communication, e.g., telephone and e-mail, increasingly dominate our modern daily life. This study examined the neural difference between face-to-face communication and other types of communication by simultaneously measuring two brains using a hyperscanning approach. The results showed a significant increase in the neural synchronization in the left inferior frontal cortex during a face-to-face dialog between partners but none during a back-to-back dialog, a face-to-face monologue, or a back-to-back monologue. Moreover, the neural synchronization between partners during the face-to-face dialog resulted primarily from the direct interactions between the partners, including multimodal sensory information integration and turn-taking behavior. The communicating behavior during the face-to-face dialog could be predicted accurately based on the neural synchronization level. These results suggest that face-to-face communication, particularly dialog, has special neural features that other types of communication do not have and that the neural synchronization between partners may underlie successful face-to-face communication.

  9. "No Significant Distance" between Face-to-Face and Online Instruction: Evidence from Principles of Economics

    Science.gov (United States)

    Coates, Dennis; Humphreys, Brad, R.; Kane, John; Vachris, Michelle, A.

    2004-01-01

    This paper describes an experiment focused on measuring and explaining differences in students learning between online and face-to-face modes of instruction in college level principles of economics courses. Our results indicate that students in face-to-face sections scored better on the Test of Understanding College Economics (TUCE) than students…

  10. A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

    OpenAIRE

    McKenzie, Karen

    2013-01-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching ...

  11. Improving face image extraction by using deep learning technique

    Science.gov (United States)

    Xue, Zhiyun; Antani, Sameer; Long, L. R.; Demner-Fushman, Dina; Thoma, George R.

    2016-03-01

    The National Library of Medicine (NLM) has made a collection of over a 1.2 million research articles containing 3.2 million figure images searchable using the Open-iSM multimodal (text+image) search engine. Many images are visible light photographs, some of which are images containing faces ("face images"). Some of these face images are acquired in unconstrained settings, while others are studio photos. To extract the face regions in the images, we first applied one of the most widely-used face detectors, a pre-trained Viola-Jones detector implemented in Matlab and OpenCV. The Viola-Jones detector was trained for unconstrained face image detection, but the results for the NLM database included many false positives, which resulted in a very low precision. To improve this performance, we applied a deep learning technique, which reduced the number of false positives and as a result, the detection precision was improved significantly. (For example, the classification accuracy for identifying whether the face regions output by this Viola- Jones detector are true positives or not in a test set is about 96%.) By combining these two techniques (Viola-Jones and deep learning) we were able to increase the system precision considerably, while avoiding the need to manually construct a large training set by manual delineation of the face regions.

  12. An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development

    Science.gov (United States)

    Green, Marybeth; Cifuentes, Lauren

    2008-01-01

    In this study we examined the effects of online follow-up and online peer interaction following a face-to face professional development workshop on attitudes towards that professional development and completion of a professional development task. School librarians were invited to work online on a three page plan outlining interventions a library…

  13. Face identification with frequency domain matched filtering in mobile environments

    Science.gov (United States)

    Lee, Dong-Su; Woo, Yong-Hyun; Yeom, Seokwon; Kim, Shin-Hwan

    2012-06-01

    Face identification at a distance is very challenging since captured images are often degraded by blur and noise. Furthermore, the computational resources and memory are often limited in the mobile environments. Thus, it is very challenging to develop a real-time face identification system on the mobile device. This paper discusses face identification based on frequency domain matched filtering in the mobile environments. Face identification is performed by the linear or phase-only matched filter and sequential verification stages. The candidate window regions are decided by the major peaks of the linear or phase-only matched filtering outputs. The sequential stages comprise a skin-color test and an edge mask filtering test, which verify color and shape information of the candidate regions in order to remove false alarms. All algorithms are built on the mobile device using Android platform. The preliminary results show that face identification of East Asian people can be performed successfully in the mobile environments.

  14. How Customer Facing Professionals Adapt to Changing Customer Needs in a Digital Environment: A Single Case Study

    Science.gov (United States)

    Hendriks, Stefan

    2017-01-01

    This qualitative single case study explored how customer facing professionals (CFPs) adapt to changing customer needs in a digital environment. This study focuses on: (1) Changing customer needs; (2) Competencies needed in a digital environment; (3) How they learn; and (4) What factors help or hinder their success. The site is a global Human…

  15. A Comparison of the Effectiveness of a Game Informed Online Learning Activity and Face to Face Teaching in Increasing Knowledge about Managing Aggression in Health Settings

    Science.gov (United States)

    McKenzie, Karen

    2013-01-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to…

  16. Research and Application of Integration Design Environment Faced to CSCD

    Institute of Scientific and Technical Information of China (English)

    ZHAO Han; LI Yanfeng; DONG Yude

    2006-01-01

    Computer supported collaborative design(CSCD) technology has been applied extensively with intensive market competition. The key technologies and problems of CSCD are analyzed and a CSCD design frame faced to product design is established. Then a CSCD system faced to radar key components is founded with Pro/INTRALINK software and re-exploiting technology. Some key processes are also designed, such as database management, workflow programming, information communication, file release, conflict identification and safety management. These will provide a reference for constructing a cooperative design environment.

  17. The role of experience-based perceptual learning in the face inversion effect.

    Science.gov (United States)

    Civile, Ciro; Obhi, Sukhvinder S; McLaren, I P L

    2018-04-03

    Perceptual learning of the type we consider here is a consequence of experience with a class of stimuli. It amounts to an enhanced ability to discriminate between stimuli. We argue that it contributes to the ability to distinguish between faces and recognize individuals, and in particular contributes to the face inversion effect (better recognition performance for upright vs inverted faces). Previously, we have shown that experience with a prototype defined category of checkerboards leads to perceptual learning, that this produces an inversion effect, and that this effect can be disrupted by Anodal tDCS to Fp3 during pre-exposure. If we can demonstrate that the same tDCS manipulation also disrupts the inversion effect for faces, then this will strengthen the claim that perceptual learning contributes to that effect. The important question, then, is whether this tDCS procedure would significantly reduce the inversion effect for faces; stimuli that we have lifelong expertise with and for which perceptual learning has already occurred. Consequently, in the experiment reported here we investigated the effects of anodal tDCS at Fp3 during an old/new recognition task for upright and inverted faces. Our results show that stimulation significantly reduced the face inversion effect compared to controls. The effect was one of reducing recognition performance for upright faces. This result is the first to show that tDCS affects perceptual learning that has already occurred, disrupting individuals' ability to recognize upright faces. It provides further support for our account of perceptual learning and its role as a key factor in face recognition. Copyright © 2018 Elsevier Ltd. All rights reserved.

  18. Collaborative Dialogue in Synchronous Computer-Mediated Communication and Face-to-Face Communication

    Science.gov (United States)

    Zeng, Gang

    2017-01-01

    Previous research has documented that collaborative dialogue promotes L2 learning in both face-to-face (F2F) and synchronous computer-mediated communication (SCMC) modalities. However, relatively little research has explored modality effects on collaborative dialogue. Thus, motivated by sociocultual theory, this study examines how F2F compares…

  19. Effectiveness and acceptability of face-to-face, blended and e-learning: a randomised trial of orthodontic undergraduates.

    Science.gov (United States)

    Bains, M; Reynolds, P A; McDonald, F; Sherriff, M

    2011-05-01

    This study compared e-learning (EL), face-to-face learning (F2FL) and blended learning (BL) with respect to their effectiveness and student attitudes towards them. It also evaluated the effect of the order in which the components (EL and F2FL) of blended learning are delivered. This was a prospective cluster randomised trial comparing four parallel groups. Eight groups of fourth year dental undergraduate students were randomly allocated to one of four intervention groups: EL, F2FL, BL1 or BL2. These four groups were assessed for their baseline comparability of knowledge and skills. Each then received the same cephalometric tutorial but delivered by the allocated mode of learning. Effectiveness was immediately assessed with a MCQ which measured short-term recall of knowledge. Student attitudes were evaluated with a questionnaire followed by a focus group discussion. Ninety (57%) students completed the study. Pearson's chi-square test found no statistically significant difference between F2FL and BL; EL alone was less effective (Peffects. These results suggest that BL is more likely than either F2FL or EL alone, to be both effective and accepted when delivering cephalometric education to undergraduates. © 2011 John Wiley & Sons A/S.

  20. A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students.

    Science.gov (United States)

    Maloney, Stephen; Nicklen, Peter; Rivers, George; Foo, Jonathan; Ooi, Ying Ying; Reeves, Scott; Walsh, Kieran; Ilic, Dragan

    2015-07-21

    Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its

  1. Counting to 20: Online Implementation of a Face-to-Face, Elementary Mathematics Methods Problem-Solving Activity

    Science.gov (United States)

    Schwartz, Catherine Stein

    2012-01-01

    This study describes implementation of the same problem-solving activity in both online and face-to-face environments. The activity, done in the first class period or first module of a K-2 mathematics methods course, was initially used in a face-to-face class and then adapted later for use in an online class. While the task was originally designed…

  2. Virtual & Real Face to Face Teaching

    Science.gov (United States)

    Teneqexhi, Romeo; Kuneshka, Loreta

    2016-01-01

    In traditional "face to face" lessons, during the time the teacher writes on a black or white board, the students are always behind the teacher. Sometimes, this happens even in the recorded lesson in videos. Most of the time during the lesson, the teacher shows to the students his back not his face. We do not think the term "face to…

  3. Designing for Student-Facing Learning Analytics

    Science.gov (United States)

    Kitto, Kirsty; Lupton, Mandy; Davis, Kate; Waters, Zak

    2017-01-01

    Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

  4. The PCA learning effect: An emerging correlate of face memory during childhood.

    Science.gov (United States)

    Gao, Xiaoqing; Maurer, Daphne; Wilson, Hugh R

    2015-10-01

    Human adults implicitly learn the prototype and the principal components of the variability distinguishing faces (Gao & Wilson, 2014). Here we measured the implicit learning effect in adults and 9-year-olds, and with a modified child-friendly procedure, in 7-year-olds. All age groups showed the implicit learning effect by falsely recognizing the average (the prototype effect) and the principal component faces as having been seen (the PCA learning effect). The PCA learning effect, but not the prototype effect increased between 9years of age and adulthood and at both ages was the better predictor of memory for the actually studied faces. In contrast, for the 7-year-olds, the better predictor of face memory was the prototype effect. The pattern suggests that there may be a developmental change between ages 7 and 9 in the mechanism underlying memory for faces. We provide the first evidence that children as young as age 7 can extract the most important dimensions of variation represented by principal components among individual faces, a key ability that grows stronger with age and comes to underlie memory for faces. Copyright © 2015 Elsevier B.V. All rights reserved.

  5. Learners' Willingness to Communicate in Face-to-Face versus Oral Computer-Mediated Communication

    Science.gov (United States)

    Yanguas, Íñigo; Flores, Alayne

    2014-01-01

    The present study had two main goals: to explore performance differences in a task-based environment between face-to-face (FTF) and oral computer-mediated communication (OCMC) groups, and to investigate the relationship between trait-like willingness to communicate (WTC) and performance in the FTF and OCMC groups. Students from two intact…

  6. Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers

    Science.gov (United States)

    de Vega, Carolina Armijo; McAnally-Salas, Lewis

    2011-01-01

    The aim of this paper was to know the students' perceptions of using online support in a chemistry course. To achieve this objective, a qualitative research was conducted over a chemistry course that was imparted in a face-to-face modality using a LMS (learning management system) for on-line support. The supports available in the LMS were forums,…

  7. Local Feature Learning for Face Recognition under Varying Poses

    DEFF Research Database (Denmark)

    Duan, Xiaodong; Tan, Zheng-Hua

    2015-01-01

    In this paper, we present a local feature learning method for face recognition to deal with varying poses. As opposed to the commonly used approaches of recovering frontal face images from profile views, the proposed method extracts the subject related part from a local feature by removing the pose...... related part in it on the basis of a pose feature. The method has a closed-form solution, hence being time efficient. For performance evaluation, cross pose face recognition experiments are conducted on two public face recognition databases FERET and FEI. The proposed method shows a significant...... recognition improvement under varying poses over general local feature approaches and outperforms or is comparable with related state-of-the-art pose invariant face recognition approaches. Copyright ©2015 by IEEE....

  8. Neural synchronization during face-to-face communication

    OpenAIRE

    Jiang, J.; Dai, B.; Peng, D.; Zhu, C.; Liu, L.; Lu, C.

    2012-01-01

    Although the human brain may have evolutionarily adapted to face-to-face communication, other modes of communication, e.g., telephone and e-mail, increasingly dominate our modern daily life. This study examined the neural difference between face-to-face communication and other types of communication by simultaneously measuring two brains using a hyperscanning approach. The results showed a significant increase in the neural synchronization in the left inferior frontal cortex during a face-to-...

  9. College Student Effort Expenditure in Online versus Face-to-Face Courses: The Role of Gender, Team Learning Orientation, and Sense of Classroom Community

    Science.gov (United States)

    Yang, Yan; Cho, YoonJung; Mathew, Susan; Worth, Sheri

    2011-01-01

    The study investigated the differential impact of sense of classroom community on effort in online versus face-to-face courses while controlling for potential effects of gender and team learning orientation. The interaction effects from ANOVA results suggested a gender difference across the two course delivery formats, with male students expending…

  10. Multi-task pose-invariant face recognition.

    Science.gov (United States)

    Ding, Changxing; Xu, Chang; Tao, Dacheng

    2015-03-01

    Face images captured in unconstrained environments usually contain significant pose variation, which dramatically degrades the performance of algorithms designed to recognize frontal faces. This paper proposes a novel face identification framework capable of handling the full range of pose variations within ±90° of yaw. The proposed framework first transforms the original pose-invariant face recognition problem into a partial frontal face recognition problem. A robust patch-based face representation scheme is then developed to represent the synthesized partial frontal faces. For each patch, a transformation dictionary is learnt under the proposed multi-task learning scheme. The transformation dictionary transforms the features of different poses into a discriminative subspace. Finally, face matching is performed at patch level rather than at the holistic level. Extensive and systematic experimentation on FERET, CMU-PIE, and Multi-PIE databases shows that the proposed method consistently outperforms single-task-based baselines as well as state-of-the-art methods for the pose problem. We further extend the proposed algorithm for the unconstrained face verification problem and achieve top-level performance on the challenging LFW data set.

  11. Investigating Face-to-Face Peer Interaction Patterns in a Collaborative Web Discovery Task: The Bene?ts of a Shared Display

    Science.gov (United States)

    Chung, C-W.; Lee, C-C.; Liu, C-C.

    2013-01-01

    Mobile computers are now increasingly applied to facilitate face-to-face collaborative learning. However, the factors affecting face-to-face peer interactions are complex as they involve rich communication media. In particular, non-verbal interactions are necessary to convey critical communication messages in face-to-face communication. Through…

  12. Effects of Synchronicity and Belongingness on Face-to-Face and Computer-Mediated Constructive Controversy

    Science.gov (United States)

    Saltarelli, Andy J.; Roseth, Cary J.

    2014-01-01

    Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning procedure involving…

  13. Individual Aesthetic Preferences for Faces Are Shaped Mostly by Environments, Not Genes.

    Science.gov (United States)

    Germine, Laura; Russell, Richard; Bronstad, P Matthew; Blokland, Gabriëlla A M; Smoller, Jordan W; Kwok, Holum; Anthony, Samuel E; Nakayama, Ken; Rhodes, Gillian; Wilmer, Jeremy B

    2015-10-19

    Although certain characteristics of human faces are broadly considered more attractive (e.g., symmetry, averageness), people also routinely disagree with each other on the relative attractiveness of faces. That is, to some significant degree, beauty is in the "eye of the beholder." Here, we investigate the origins of these individual differences in face preferences using a twin design, allowing us to estimate the relative contributions of genetic and environmental variation to individual face attractiveness judgments or face preferences. We first show that individual face preferences (IP) can be reliably measured and are readily dissociable from other types of attractiveness judgments (e.g., judgments of scenes, objects). Next, we show that individual face preferences result primarily from environments that are unique to each individual. This is in striking contrast to individual differences in face identity recognition, which result primarily from variations in genes [1]. We thus complete an etiological double dissociation between two core domains of social perception (judgments of identity versus attractiveness) within the same visual stimulus (the face). At the same time, we provide an example, rare in behavioral genetics, of a reliably and objectively measured behavioral characteristic where variations are shaped mostly by the environment. The large impact of experience on individual face preferences provides a novel window into the evolution and architecture of the social brain, while lending new empirical support to the long-standing claim that environments shape individual notions of what is attractive. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. Effectiveness of integrating case studies in online and face-to-face instruction of pathophysiology: a comparative study.

    Science.gov (United States)

    Saleh, Suha M; Asi, Yara M; Hamed, Kastro M

    2013-06-01

    Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled educators to incorporate online components into their classes to promote comprehension. Learning tools such as case studies are being integrated into such courses to aid in student interaction, engagement, and critical thinking skills. Careful assessment of pedagogical techniques is essential; hence, this study aimed to evaluate and compare student perceptions of the use of case studies in face-to-face and fully online pathophysiology classes. A series of case studies was incorporated into the curriculum of a pathophysiology class for both class modes (online and face to face). At the end of the semester, students filled out a survey assessing the effectiveness of the case studies. Both groups offered positive responses about the incorporation of case studies in the curriculum of the pathophysiology class. This study supports the argument that with proper use of innovative teaching tools, such as case studies, online pathophysiology classes can foster a sense of community and interaction that is typically only seen with face-to-face classes, based on student responses. Students also indicated that regardless of class teaching modality, use of case studies facilitates student learning and comprehension as well as prepares them for their future careers in health fields.

  15. Face-name association learning and brain structural substrates in alcoholism.

    Science.gov (United States)

    Pitel, Anne-Lise; Chanraud, Sandra; Rohlfing, Torsten; Pfefferbaum, Adolf; Sullivan, Edith V

    2012-07-01

    Associative learning is required for face-name association and is impaired in alcoholism, but the cognitive processes and brain structural components underlying this deficit remain unclear. It is also unknown whether prompting alcoholics to implement a deep level of processing during face-name encoding would enhance performance. Abstinent alcoholics and controls performed a levels-of-processing face-name learning task. Participants indicated whether the face was that of an honest person (deep encoding) or that of a man (shallow encoding). Retrieval was examined using an associative (face-name) recognition task and a single-item (face or name only) recognition task. Participants also underwent 3T structural MRI. Compared with controls, alcoholics had poorer associative and single-item learning and performed at similar levels. Level of processing at encoding had little effect on recognition performance but affected reaction time (RT). Correlations with brain volumes were generally modest and based primarily on RT in alcoholics, where the deeper the processing at encoding, the more restricted the correlations with brain volumes. In alcoholics, longer control task RTs correlated modestly with smaller tissue volumes across several anterior to posterior brain regions; shallow encoding correlated with calcarine and striatal volumes; deep encoding correlated with precuneus and parietal volumes; and associative recognition RT correlated with cerebellar volumes. In controls, poorer associative recognition with deep encoding correlated significantly with smaller volumes of frontal and striatal structures. Despite prompting, alcoholics did not take advantage of encoding memoranda at a deep level to enhance face-name recognition accuracy. Nonetheless, conditions of deeper encoding resulted in faster RTs and more specific relations with regional brain volumes than did shallow encoding. The normal relation between associative recognition and corticostriatal volumes was not

  16. A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

    Science.gov (United States)

    Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

    2014-01-01

    Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

  17. European cinema: face to face with Hollywood

    NARCIS (Netherlands)

    Elsaesser, T.

    2005-01-01

    In the face of renewed competition from Hollywood since the early 1980s and the challenges posed to Europe's national cinemas by the fall of the Wall in 1989, independent filmmaking in Europe has begun to re-invent itself. European Cinema: Face to Face with Hollywood re-assesses the different

  18. Withholding response to self-face is faster than to other-face.

    Science.gov (United States)

    Zhu, Min; Hu, Yinying; Tang, Xiaochen; Luo, Junlong; Gao, Xiangping

    2015-01-01

    Self-face advantage refers to adults' response to self-face is faster than that to other-face. A stop-signal task was used to explore how self-face advantage interacted with response inhibition. The results showed that reaction times of self-face were faster than that of other-face not in the go task but in the stop response trials. The novelty of the finding was that self-face has shorter stop-signal reaction time compared to other-face in the successful inhibition trials. These results indicated the processing mechanism of self-face may be characterized by a strong response tendency and a corresponding strong inhibition control.

  19. Very low resolution face recognition problem.

    Science.gov (United States)

    Zou, Wilman W W; Yuen, Pong C

    2012-01-01

    This paper addresses the very low resolution (VLR) problem in face recognition in which the resolution of the face image to be recognized is lower than 16 × 16. With the increasing demand of surveillance camera-based applications, the VLR problem happens in many face application systems. Existing face recognition algorithms are not able to give satisfactory performance on the VLR face image. While face super-resolution (SR) methods can be employed to enhance the resolution of the images, the existing learning-based face SR methods do not perform well on such a VLR face image. To overcome this problem, this paper proposes a novel approach to learn the relationship between the high-resolution image space and the VLR image space for face SR. Based on this new approach, two constraints, namely, new data and discriminative constraints, are designed for good visuality and face recognition applications under the VLR problem, respectively. Experimental results show that the proposed SR algorithm based on relationship learning outperforms the existing algorithms in public face databases.

  20. A new face of sleep: The impact of post-learning sleep on recognition memory for face-name associations.

    Science.gov (United States)

    Maurer, Leonie; Zitting, Kirsi-Marja; Elliott, Kieran; Czeisler, Charles A; Ronda, Joseph M; Duffy, Jeanne F

    2015-12-01

    Sleep has been demonstrated to improve consolidation of many types of new memories. However, few prior studies have examined how sleep impacts learning of face-name associations. The recognition of a new face along with the associated name is an important human cognitive skill. Here we investigated whether post-presentation sleep impacts recognition memory of new face-name associations in healthy adults. Fourteen participants were tested twice. Each time, they were presented 20 photos of faces with a corresponding name. Twelve hours later, they were shown each face twice, once with the correct and once with an incorrect name, and asked if each face-name combination was correct and to rate their confidence. In one condition the 12-h interval between presentation and recall included an 8-h nighttime sleep opportunity ("Sleep"), while in the other condition they remained awake ("Wake"). There were more correct and highly confident correct responses when the interval between presentation and recall included a sleep opportunity, although improvement between the "Wake" and "Sleep" conditions was not related to duration of sleep or any sleep stage. These data suggest that a nighttime sleep opportunity improves the ability to correctly recognize face-name associations. Further studies investigating the mechanism of this improvement are important, as this finding has implications for individuals with sleep disturbances and/or memory impairments. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. Interactive Explanations: The Functional Role of Gestural and Bodily Action for Explaining and Learning Scientific Concepts in Face-to-Face Arrangements

    Science.gov (United States)

    Scopelitis, Stephanie A.

    As human beings, we live in, live with, and live through our bodies. And because of this it is no wonder that our hands and bodies are in motion as we interact with others in our world. Hands and body move as we give directions to another, anticipate which way to turn the screwdriver, and direct our friend to come sit next to us. Gestures, indeed, fill our everyday lives. The purpose of this study is to investigate the functional role of the body in the parts of our lives where we teach and learn with another. This project is an investigation into, what I call, "interactive explanations". I explore how the hands and body work toward the joint achievement of explanation and learning in face-to-face arrangements. The study aims to uncover how the body participates in teaching and learning in and across events as it slides between the multiple, interdependent roles of (1) a communicative entity, (2) a tool for thinking, and (3) a resource to shape interaction. Understanding gestures functional roles as flexible and diverse better explains how the body participates in teaching and learning interactions. The study further aims to show that these roles and functions are dynamic and changeable based on the interests, goals and contingencies of participants' changing roles and aims in interactions, and within and across events. I employed the methodology of comparative microanalysis of pairs of videotaped conversations in which, first, experts in STEM fields (Science, Technology, Engineering and Mathematics) explained concepts to non-experts, and second, these non-experts re-explained the concept to other non-experts. The principle finding is that people strategically, creatively and collaboratively employ the hands and body as vital and flexible resources for the joint achievement of explanation and understanding. Findings further show that gestures used to explain complex STEM concepts travel across time with the non-expert into re-explanations of the concept. My

  2. Face sketch recognition based on edge enhancement via deep learning

    Science.gov (United States)

    Xie, Zhenzhu; Yang, Fumeng; Zhang, Yuming; Wu, Congzhong

    2017-11-01

    In this paper,we address the face sketch recognition problem. Firstly, we utilize the eigenface algorithm to convert a sketch image into a synthesized sketch face image. Subsequently, considering the low-level vision problem in synthesized face sketch image .Super resolution reconstruction algorithm based on CNN(convolutional neural network) is employed to improve the visual effect. To be specific, we uses a lightweight super-resolution structure to learn a residual mapping instead of directly mapping the feature maps from the low-level space to high-level patch representations, which making the networks are easier to optimize and have lower computational complexity. Finally, we adopt LDA(Linear Discriminant Analysis) algorithm to realize face sketch recognition on synthesized face image before super resolution and after respectively. Extensive experiments on the face sketch database(CUFS) from CUHK demonstrate that the recognition rate of SVM(Support Vector Machine) algorithm improves from 65% to 69% and the recognition rate of LDA(Linear Discriminant Analysis) algorithm improves from 69% to 75%.What'more,the synthesized face image after super resolution can not only better describer image details such as hair ,nose and mouth etc, but also improve the recognition accuracy effectively.

  3. Blending Synchronous Face-to-Face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar

    Science.gov (United States)

    Roseth, Cary; Akcaoglu, Mete; Zellner, Andrea

    2013-01-01

    Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer-mediated communication technologies now make new models possible, including distance learners synchronous online…

  4. Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration around a Digital Game

    Science.gov (United States)

    Van Eaton, Grant; Clark, Douglas B.; Smith, Blaine E.

    2015-01-01

    Students playing digital learning games in the classroom rarely play alone, even in digital games that are ostensibly "single-player" games. This study explores the patterns of physics reasoning that emerge in face-to-face and online forum collaboration while students play a physics-focused educational game in their classroom. We…

  5. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  6. About-face on face recognition ability and holistic processing.

    Science.gov (United States)

    Richler, Jennifer J; Floyd, R Jackie; Gauthier, Isabel

    2015-01-01

    Previous work found a small but significant relationship between holistic processing measured with the composite task and face recognition ability measured by the Cambridge Face Memory Test (CFMT; Duchaine & Nakayama, 2006). Surprisingly, recent work using a different measure of holistic processing (Vanderbilt Holistic Face Processing Test [VHPT-F]; Richler, Floyd, & Gauthier, 2014) and a larger sample found no evidence for such a relationship. In Experiment 1 we replicate this unexpected result, finding no relationship between holistic processing (VHPT-F) and face recognition ability (CFMT). A key difference between the VHPT-F and other holistic processing measures is that unique face parts are used on each trial in the VHPT-F, unlike in other tasks where a small set of face parts repeat across the experiment. In Experiment 2, we test the hypothesis that correlations between the CFMT and holistic processing tasks are driven by stimulus repetition that allows for learning during the composite task. Consistent with our predictions, CFMT performance was correlated with holistic processing in the composite task when a small set of face parts repeated over trials, but not when face parts did not repeat. A meta-analysis confirms that relationships between the CFMT and holistic processing depend on stimulus repetition. These results raise important questions about what is being measured by the CFMT, and challenge current assumptions about why faces are processed holistically.

  7. Attention to internal face features in unfamiliar face matching.

    Science.gov (United States)

    Fletcher, Kingsley I; Butavicius, Marcus A; Lee, Michael D

    2008-08-01

    Accurate matching of unfamiliar faces is vital in security and forensic applications, yet previous research has suggested that humans often perform poorly when matching unfamiliar faces. Hairstyle and facial hair can strongly influence unfamiliar face matching but are potentially unreliable cues. This study investigated whether increased attention to the more stable internal face features of eyes, nose, and mouth was associated with more accurate face-matching performance. Forty-three first-year psychology students decided whether two simultaneously presented faces were of the same person or not. The faces were displayed for either 2 or 6 seconds, and had either similar or dissimilar hairstyles. The level of attention to internal features was measured by the proportion of fixation time spent on the internal face features and the sensitivity of discrimination to changes in external feature similarity. Increased attention to internal features was associated with increased discrimination in the 2-second display-time condition, but no significant relationship was found in the 6-second condition. Individual differences in eye-movements were highly stable across the experimental conditions.

  8. Face-name learning in older adults: a benefit of hyper-binding.

    Science.gov (United States)

    Weeks, Jennifer C; Biss, Renée K; Murphy, Kelly J; Hasher, Lynn

    2016-10-01

    Difficulty remembering faces and corresponding names is a hallmark of cognitive aging, as is increased susceptibility to distraction. Given evidence that older adults spontaneously encode relationships between target pictures and simultaneously occurring distractors (a hyper-binding phenomenon), we asked whether memory for face-name pairs could be improved through prior exposure to faces presented with distractor names. In three experiments, young and older adults performed a selective attention task on faces while ignoring superimposed names. After a delay, they learned and were tested on face-name pairs that were either maintained or rearranged from the initial task but were not told of the connection between tasks. In each experiment, older but not younger participants showed better memory for maintained than for rearranged pairs, indicating that older adults' natural propensity to tacitly encode and bind relevant and irrelevant information can be employed to aid face-name memory performance.

  9. Use of social media to encourage face to face communication

    OpenAIRE

    Čufer, Matija; Knežević, Anja

    2017-01-01

    Face-to-face communication is of key importance for successful socialization of a person into a society. Social media makes a good complement to such form of communication. Parents and pedagogical workers must be aware of children not replacing face-to-face communication for communication through the social media in the process of education and growing up. Young people nevertheless frequently communicate through the social media. For this reason, we tried to extract positive features of those...

  10. From face processing to face recognition: Comparing three different processing levels.

    Science.gov (United States)

    Besson, G; Barragan-Jason, G; Thorpe, S J; Fabre-Thorpe, M; Puma, S; Ceccaldi, M; Barbeau, E J

    2017-01-01

    Verifying that a face is from a target person (e.g. finding someone in the crowd) is a critical ability of the human face processing system. Yet how fast this can be performed is unknown. The 'entry-level shift due to expertise' hypothesis suggests that - since humans are face experts - processing faces should be as fast - or even faster - at the individual than at superordinate levels. In contrast, the 'superordinate advantage' hypothesis suggests that faces are processed from coarse to fine, so that the opposite pattern should be observed. To clarify this debate, three different face processing levels were compared: (1) a superordinate face categorization level (i.e. detecting human faces among animal faces), (2) a face familiarity level (i.e. recognizing famous faces among unfamiliar ones) and (3) verifying that a face is from a target person, our condition of interest. The minimal speed at which faces can be categorized (∼260ms) or recognized as familiar (∼360ms) has largely been documented in previous studies, and thus provides boundaries to compare our condition of interest to. Twenty-seven participants were included. The recent Speed and Accuracy Boosting procedure paradigm (SAB) was used since it constrains participants to use their fastest strategy. Stimuli were presented either upright or inverted. Results revealed that verifying that a face is from a target person (minimal RT at ∼260ms) was remarkably fast but longer than the face categorization level (∼240ms) and was more sensitive to face inversion. In contrast, it was much faster than recognizing a face as familiar (∼380ms), a level severely affected by face inversion. Face recognition corresponding to finding a specific person in a crowd thus appears achievable in only a quarter of a second. In favor of the 'superordinate advantage' hypothesis or coarse-to-fine account of the face visual hierarchy, these results suggest a graded engagement of the face processing system across processing

  11. How Mode of Delivery Affects Comprehension of an Operations Management Simulation: Online vs Face-to-Face Classrooms

    Science.gov (United States)

    Riley, Jason M.; Ellegood, William A.; Solomon, Stanislaus; Baker, Jerrine

    2017-01-01

    Purpose: This study aims to understand how mode of delivery, online versus face-to-face, affects comprehension when teaching operations management concepts via a simulation. Conceptually, the aim is to identify factors that influence the students' ability to learn and retain new concepts. Design/methodology/approach: Leveraging Littlefield…

  12. An Experiment Comparing HBSE Graduate Social Work Classes: Face-to-Face and at a Distance

    Science.gov (United States)

    Woehle, Ralph; Quinn, Andrew

    2009-01-01

    This article describes a quasi-experimental comparison of two master's level social work classes delivering content on human behavior in the social environment. One class, delivered face-to-face, was largely synchronous. The other class, delivered using distance technologies, was more asynchronous than the first. The authors hypothesized that…

  13. Interpersonal Similarity between Body Movements in Face-To-Face Communication in Daily Life

    OpenAIRE

    Higo, Naoki; Ogawa, Ken-ichiro; Minemura, Juichi; Xu, Bujie; Nozawa, Takayuki; Ogata, Taiki; Ara, Koji; Yano, Kazuo; Miyake, Yoshihiro

    2014-01-01

    Individuals are embedded in social networks in which they communicate with others in their daily lives. Because smooth face-to-face communication is the key to maintaining these networks, measuring the smoothness of such communication is an important issue. One indicator of smoothness is the similarity of the body movements of the two individuals concerned. A typical example noted in experimental environments is the interpersonal synchronization of body movements such as nods and gestures dur...

  14. A COMPARISON OF STUDY RESULTS OF BUSINESS ENGLISH STUDENTS IN E-LEARNING AND FACE-TO-FACE COURSES

    Directory of Open Access Journals (Sweden)

    Petr Kučera

    2012-09-01

    Full Text Available The paper deals with the comparison of results of students in thelessons of Business English e-learning course with face-to-faceteaching at the Faculty of Economics and Management of the CULSin Prague. E-learning as a method of instruction refers to learningusing technology, such as the Internet, CD-ROMs and portabledevices. A current trend in university teaching is a particular focus one-learning method of studies enhancing the quality and effectivenessof studies and self-studies. In the paper we have analysed the currentstate in the area of English for Specific Purposes (ESP e-learningresearch, pointed out the results of a pilot ESP e-learning course intesting a control and an experimental group of students and resultsof questionnaires with views of students on e-learning. The paperfocuses on the experimental verification of e-learning influenceon the results of both groups of students. Online study materialsupports an interactive form of the teaching by means of multimediaapplication. It could be used not only for full-time students but alsofor distance students and centers of lifelong learning.

  15. Familiar face + novel face = familiar face? Representational bias in the perception of morphed faces in chimpanzees

    Directory of Open Access Journals (Sweden)

    Yoshi-Taka Matsuda

    2016-08-01

    Full Text Available Highly social animals possess a well-developed ability to distinguish the faces of familiar from novel conspecifics to induce distinct behaviors for maintaining society. However, the behaviors of animals when they encounter ambiguous faces of familiar yet novel conspecifics, e.g., strangers with faces resembling known individuals, have not been well characterised. Using a morphing technique and preferential-looking paradigm, we address this question via the chimpanzee’s facial–recognition abilities. We presented eight subjects with three types of stimuli: (1 familiar faces, (2 novel faces and (3 intermediate morphed faces that were 50% familiar and 50% novel faces of conspecifics. We found that chimpanzees spent more time looking at novel faces and scanned novel faces more extensively than familiar or intermediate faces. Interestingly, chimpanzees looked at intermediate faces in a manner similar to familiar faces with regards to the fixation duration, fixation count, and saccade length for facial scanning, even though the participant was encountering the intermediate faces for the first time. We excluded the possibility that subjects merely detected and avoided traces of morphing in the intermediate faces. These findings suggest a bias for a feeling-of-familiarity that chimpanzees perceive familiarity with an intermediate face by detecting traces of a known individual, as 50% alternation is sufficient to perceive familiarity.

  16. Elektronická komunikace vs. komunikace face to face

    OpenAIRE

    Pipková, Zuzana

    2009-01-01

    This thesis deals with new forms of communication particularly electronic ones. The main goal is to distinguish electronic communication from face to face communication in a way that differs from traditional media theories. By using examples of the most important medium in electronic communication, Internet, it is shown that nowadays we have such forms of electronic communication that surpass the traditional classification of oral/written communication, immediate/mediate communication, face t...

  17. Developmental Changes in Mother-Infant Face-to-Face Communication: Birth to 3 Months.

    Science.gov (United States)

    Lavelli, Manuela; Fogel, Alan

    2002-01-01

    Investigated development of face-to-face communication in infants between 1 and 14 weeks old and their mothers. Found a curvilinear development of early face-to-face communication, with increases occurring between weeks 4 and 9. When placed on a sofa, infants' face-to-face communication was longer than when they were held. Girls spent a longer…

  18. Mirror Mirror on the Wall, Is Blended Instruction the Best of All? Students' Perceptions of Blending Face-to-Face and Online Instruction

    Science.gov (United States)

    Terras, Katherine; Chiasson, Kari; Sansale, Adam

    2012-01-01

    According to Ayala (2009), blended learning is "the purposeful integration of traditional (i.e., face-to-face) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning. The purpose of this study was to explore students' perceptions of…

  19. Effectiveness of link prediction for face-to-face behavioral networks.

    Science.gov (United States)

    Tsugawa, Sho; Ohsaki, Hiroyuki

    2013-01-01

    Research on link prediction for social networks has been actively pursued. In link prediction for a given social network obtained from time-windowed observation, new link formation in the network is predicted from the topology of the obtained network. In contrast, recent advances in sensing technology have made it possible to obtain face-to-face behavioral networks, which are social networks representing face-to-face interactions among people. However, the effectiveness of link prediction techniques for face-to-face behavioral networks has not yet been explored in depth. To clarify this point, here we investigate the accuracy of conventional link prediction techniques for networks obtained from the history of face-to-face interactions among participants at an academic conference. Our findings were (1) that conventional link prediction techniques predict new link formation with a precision of 0.30-0.45 and a recall of 0.10-0.20, (2) that prolonged observation of social networks often degrades the prediction accuracy, (3) that the proposed decaying weight method leads to higher prediction accuracy than can be achieved by observing all records of communication and simply using them unmodified, and (4) that the prediction accuracy for face-to-face behavioral networks is relatively high compared to that for non-social networks, but not as high as for other types of social networks.

  20. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  1. Side-View Face Recognition

    NARCIS (Netherlands)

    Santemiz, P.; Spreeuwers, Lieuwe Jan; Veldhuis, Raymond N.J.

    2010-01-01

    Side-view face recognition is a challenging problem with many applications. Especially in real-life scenarios where the environment is uncontrolled, coping with pose variations up to side-view positions is an important task for face recognition. In this paper we discuss the use of side view face

  2. A Study on Students’ Views On Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Meryem YILMAZ SOYLU

    2006-07-01

    Full Text Available In the 21st century, information and communication technologies (ICT have developed rapidly and influenced most of the fields and education as well. Then, ICT have offered a favorable environment for the development and use of various methods and tools. With the developments in technology, blended learning has gained considerable popularity in recent years. Together with the developments it brought along the description of particular forms of teaching with technology. Blended learning is defined simply as a learning environment that combines technology with face-to-face learning. In other words blended learning means using a variety of delivery methods to best meet the course objectives by combining face-to-face teaching in a traditional classroom with teaching online. This article examines students’ views on blended learning environment. The study was conducted on 64 students from Department of Computer Education and Instructional Technologies in 2005–2006 fall semester in Instructional Design and Authoring Languages in PC Environment at Hacettepe University. The results showed that the students enjoyed taking part in the blended learning environment. Students’ achievement levels and their frequency of participation to forum affected their views about blended learning environment. Face-to-face interaction in blended learning application had the highest score. This result demonstrated the importance of interaction and communication for the success of on-line learning.

  3. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

    Energy Technology Data Exchange (ETDEWEB)

    Howlett, David, E-mail: david.howlett@esht.nhs.uk [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Vincent, Tim [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Watson, Gillian; Owens, Emma [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Webb, Richard; Gainsborough, Nicola [Department of Medicine, Royal Sussex County Hospital, Brighton (United Kingdom); Fairclough, Jil [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Taylor, Nick [Department of Medical Illustration, Eastbourne District General Hospital (United Kingdom); Miles, Ken [Department of Imaging, BSMS (United Kingdom); Cohen, Jon [Department of Infectious Diseases, BSMS (United Kingdom); Vincent, Richard [Department of Cardiology, BSMS (United Kingdom)

    2011-06-15

    Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

  4. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

    International Nuclear Information System (INIS)

    Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

    2011-01-01

    Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

  5. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

    Science.gov (United States)

    Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

    2011-06-01

    To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality

  6. Face-to-Face Interference in Typical and Atypical Development

    Science.gov (United States)

    Riby, Deborah M.; Doherty-Sneddon, Gwyneth; Whittle, Lisa

    2012-01-01

    Visual communication cues facilitate interpersonal communication. It is important that we look at faces to retrieve and subsequently process such cues. It is also important that we sometimes look away from faces as they increase cognitive load that may interfere with online processing. Indeed, when typically developing individuals hold face gaze…

  7. The integration of online face-to-face social networking: the need for managerial reconfiguration

    OpenAIRE

    B. Imperatori; D. Ruta

    2013-01-01

    Purpose — The chapter explores if and how online and face-to-face organizational environments can interact, and if and how this interaction could foster managerial practices to sustain personal growth, organizational development, and employee–organization relationships. Methodology — Research project is based on an emblematic case study: fubles.com is a social sport sharing platform with one of the most active sport communities in Europe. This case is representative of a novel initiative, ...

  8. Encouraging Participation in Face-to-Face Lectures: The Index Card Technique

    Science.gov (United States)

    Daws, Laura Beth

    2018-01-01

    Courses: This activity will work in any face-to-face communication lecture course. Objectives: By the end of the semester in a face-to-face lecture class, every student will have engaged in verbal discussion.

  9. Recognition of Faces in Unconstrained Environments: A Comparative Study

    Directory of Open Access Journals (Sweden)

    Javier Ruiz-del-Solar

    2009-01-01

    Full Text Available The aim of this work is to carry out a comparative study of face recognition methods that are suitable to work in unconstrained environments. The analyzed methods are selected by considering their performance in former comparative studies, in addition to be real-time, to require just one image per person, and to be fully online. In the study two local-matching methods, histograms of LBP features and Gabor Jet descriptors, one holistic method, generalized PCA, and two image-matching methods, SIFT-based and ERCF-based, are analyzed. The methods are compared using the FERET, LFW, UCHFaceHRI, and FRGC databases, which allows evaluating them in real-world conditions that include variations in scale, pose, lighting, focus, resolution, facial expression, accessories, makeup, occlusions, background and photographic quality. Main conclusions of this study are: there is a large dependence of the methods on the amount of face and background information that is included in the face's images, and the performance of all methods decreases largely with outdoor-illumination. The analyzed methods are robust to inaccurate alignment, face occlusions, and variations in expressions, to a large degree. LBP-based methods are an excellent election if we need real-time operation as well as high recognition rates.

  10. Facebook and MySpace: complement or substitute for face-to-face interaction?

    Science.gov (United States)

    Kujath, Carlyne L

    2011-01-01

    Previous studies have claimed that social-networking sites are used as a substitute for face-to-face interaction, resulting in deteriorating relationship quality and decreased intimacy among its users. The present study hypothesized that this type of communication is not a substitute for face-to-face interaction; rather, that it is an extension of communication with face-to-face partners. A survey was administered to examine the use of Facebook and MySpace in this regard among 183 college students. The study confirmed that Facebook and MySpace do act as an extension of face-to-face interaction, but that some users do tend to rely on Facebook and MySpace for interpersonal communication more than face-to-face interaction.

  11. The Online and Face-to-Face Counseling Attitudes Scales: A Validation Study

    Science.gov (United States)

    Rochlen, Aaron B.; Beretvas, S. Natasha; Zack, Jason S.

    2004-01-01

    This article reports on the development of measures of attitudes toward online and face-to-face counseling. Overall, participants expressed more favorable evaluations of face-to-face counseling than of online counseling. Significant correlations were found between online and face-to-face counseling with traditional help-seeking attitudes, comfort…

  12. A Comparison of Online and Face-to-Face Approaches to Teaching Introduction to American Government

    Science.gov (United States)

    Bolsen, Toby; Evans, Michael; Fleming, Anna McCaghren

    2016-01-01

    This article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion…

  13. Exploring the unconscious using faces.

    Science.gov (United States)

    Axelrod, Vadim; Bar, Moshe; Rees, Geraint

    2015-01-01

    Understanding the mechanisms of unconscious processing is one of the most substantial endeavors of cognitive science. While there are many different empirical ways to address this question, the use of faces in such research has proven exceptionally fruitful. We review here what has been learned about unconscious processing through the use of faces and face-selective neural correlates. A large number of cognitive systems can be explored with faces, including emotions, social cueing and evaluation, attention, multisensory integration, and various aspects of face processing. Copyright © 2014 Elsevier Ltd. All rights reserved.

  14. The Face-to-Face Light Detection Paradigm: A New Methodology for Investigating Visuospatial Attention Across Different Face Regions in Live Face-to-Face Communication Settings.

    Science.gov (United States)

    Thompson, Laura A; Malloy, Daniel M; Cone, John M; Hendrickson, David L

    2010-01-01

    We introduce a novel paradigm for studying the cognitive processes used by listeners within interactive settings. This paradigm places the talker and the listener in the same physical space, creating opportunities for investigations of attention and comprehension processes taking place during interactive discourse situations. An experiment was conducted to compare results from previous research using videotaped stimuli to those obtained within the live face-to-face task paradigm. A headworn apparatus is used to briefly display LEDs on the talker's face in four locations as the talker communicates with the participant. In addition to the primary task of comprehending speeches, participants make a secondary task light detection response. In the present experiment, the talker gave non-emotionally-expressive speeches that were used in past research with videotaped stimuli. Signal detection analysis was employed to determine which areas of the face received the greatest focus of attention. Results replicate previous findings using videotaped methods.

  15. Face ethnicity and measurement reliability affect face recognition performance in developmental prosopagnosia: evidence from the Cambridge Face Memory Test-Australian.

    Science.gov (United States)

    McKone, Elinor; Hall, Ashleigh; Pidcock, Madeleine; Palermo, Romina; Wilkinson, Ross B; Rivolta, Davide; Yovel, Galit; Davis, Joshua M; O'Connor, Kirsty B

    2011-03-01

    The Cambridge Face Memory Test (CFMT, Duchaine & Nakayama, 2006) provides a validated format for testing novel face learning and has been a crucial instrument in the diagnosis of developmental prosopagnosia. Yet, some individuals who report everyday face recognition symptoms consistent with prosopagnosia, and are impaired on famous face tasks, perform normally on the CFMT. Possible reasons include measurement error, CFMT assessment of memory only at short delays, and a face set whose ethnicity is matched to only some Caucasian groups. We develop the "CFMT-Australian" (CFMT-Aus), which complements the CFMT-original by using ethnicity better matched to a different European subpopulation. Results confirm reliability (.88) and validity (convergent, divergent using cars, inversion effects). We show that face ethnicity within a race has subtle but clear effects on face processing even in normal participants (includes cross-over interaction for face ethnicity by perceiver country of origin in distinctiveness ratings). We show that CFMT-Aus clarifies diagnosis of prosopagnosia in 6 previously ambiguous cases. In 3 cases, this appears due to the better ethnic match to prosopagnosics. We also show that face memory at short (<3-min), 20-min, and 24-hr delays taps overlapping processes in normal participants. There is some suggestion that a form of prosopagnosia may exist that is long delay only and/or reflects failure to benefit from face repetition. © 2011 Psychology Press, an imprint of the Taylor & Francis Group, an Informa business

  16. InterFace: A software package for face image warping, averaging, and principal components analysis.

    Science.gov (United States)

    Kramer, Robin S S; Jenkins, Rob; Burton, A Mike

    2017-12-01

    We describe InterFace, a software package for research in face recognition. The package supports image warping, reshaping, averaging of multiple face images, and morphing between faces. It also supports principal components analysis (PCA) of face images, along with tools for exploring the "face space" produced by PCA. The package uses a simple graphical user interface, allowing users to perform these sophisticated image manipulations without any need for programming knowledge. The program is available for download in the form of an app, which requires that users also have access to the (freely available) MATLAB Runtime environment.

  17. A comparison of student performance in human development classes using three different modes of delivery: Online, face-to-face, and combined

    Science.gov (United States)

    Kalsow, Susan Christensen

    1999-11-01

    The problem. The dual purposes of this research were to determine if there is a difference in student performance in three Human Development classes when the modes of delivery are different and to analyze student perceptions of using Web-based learning as all or part of their course experience. Procedures. Data for this study were collected from three Human Development courses taught at Drake University. Grades from five essays, projects, and overall grades were used in the three classes and analyzed using a single factor analysis of variance to determine if there was a significant difference. Content analysis was used on the evaluation comments of the participants in the online and combined classes to determine their perceptions of Web-based learning. Findings. The single factor analysis of variance measuring student performance showed no significant difference among the online, face-to-face, and combined scores at the .05 level of significance, however, the difference was significant at the .06. The content analysis of the online and combined course showed the three major strengths of learning totally or partly online to be increased comfort in using the computer, the quality of the overall experience, and convenience in terms of increased access to educational opportunities. The barriers included lack of human interaction and access to the professor. Conclusions. The study indicates that Web-based learning is a viable option for postsecondary educational delivery in terms of student performance and learning. On the average, performance is at least as good as performance in traditional face-to-face classrooms. Improved performance, however, is contingent on adequate access to equipment, faculty skill in teaching using a new mode of delivery, and the personality of the student. The convenient access to educational opportunities and becoming more comfortable with technology are benefits that were important to these two groups. Web-based learning is not for everyone

  18. Gender-Based Prototype Formation in Face Recognition

    Science.gov (United States)

    Baudouin, Jean-Yves; Brochard, Renaud

    2011-01-01

    The role of gender categories in prototype formation during face recognition was investigated in 2 experiments. The participants were asked to learn individual faces and then to recognize them. During recognition, individual faces were mixed with faces, which were blended faces of same or different genders. The results of the 2 experiments showed…

  19. Decoding of faces and face components in face-sensitive human visual cortex

    Directory of Open Access Journals (Sweden)

    David F Nichols

    2010-07-01

    Full Text Available A great challenge to the field of visual neuroscience is to understand how faces are encoded and represented within the human brain. Here we show evidence from functional magnetic resonance imaging (fMRI for spatially distributed processing of the whole face and its components in face-sensitive human visual cortex. We used multi-class linear pattern classifiers constructed with a leave-one-scan-out verification procedure to discriminate brain activation patterns elicited by whole faces, the internal features alone, and the external head outline alone. Furthermore, our results suggest that whole faces are represented disproportionately in the fusiform cortex (FFA whereas the building blocks of faces are represented disproportionately in occipitotemporal cortex (OFA. Faces and face components may therefore be organized with functional clustering within both the FFA and OFA, but with specialization for face components in the OFA and the whole face in the FFA.

  20. The Use of Computer-Mediated Communication To Enhance Subsequent Face-to-Face Discussions.

    Science.gov (United States)

    Dietz-Uhler, Beth; Bishop-Clark, Cathy

    2001-01-01

    Describes a study of undergraduate students that assessed the effects of synchronous (Internet chat) and asynchronous (Internet discussion board) computer-mediated communication on subsequent face-to-face discussions. Results showed that face-to-face discussions preceded by computer-mediated communication were perceived to be more enjoyable.…

  1. Matching faces with emotional expressions

    Directory of Open Access Journals (Sweden)

    Wenfeng eChen

    2011-08-01

    Full Text Available There is some evidence that faces with a happy expression are recognized better than faces with other expressions. However, little is known about whether this happy face advantage also applies to perceptual face matching, and whether similar differences exist among other expressions. Using a sequential matching paradigm, we systematically compared the effects of seven basic facial expressions on identity recognition. Identity matching was quickest when a pair of faces had an identical happy/sad/neutral expression, poorer when they had a fearful/surprise/angry expression, and poorest when they had a disgust expression. Faces with a happy/sad/fear/surprise expression were matched faster than those with an anger/disgust expression when the second face in a pair had a neutral expression. These results demonstrate that effects of facial expression on identity recognition are not limited to happy faces when a learned face is immediately tested. The results suggest different influences of expression in perceptual matching and long-term recognition memory.

  2. Eigenvector Weighting Function in Face Recognition

    Directory of Open Access Journals (Sweden)

    Pang Ying Han

    2011-01-01

    Full Text Available Graph-based subspace learning is a class of dimensionality reduction technique in face recognition. The technique reveals the local manifold structure of face data that hidden in the image space via a linear projection. However, the real world face data may be too complex to measure due to both external imaging noises and the intra-class variations of the face images. Hence, features which are extracted by the graph-based technique could be noisy. An appropriate weight should be imposed to the data features for better data discrimination. In this paper, a piecewise weighting function, known as Eigenvector Weighting Function (EWF, is proposed and implemented in two graph based subspace learning techniques, namely Locality Preserving Projection and Neighbourhood Preserving Embedding. Specifically, the computed projection subspace of the learning approach is decomposed into three partitions: a subspace due to intra-class variations, an intrinsic face subspace, and a subspace which is attributed to imaging noises. Projected data features are weighted differently in these subspaces to emphasize the intrinsic face subspace while penalizing the other two subspaces. Experiments on FERET and FRGC databases are conducted to show the promising performance of the proposed technique.

  3. Color Face Recognition Based on Steerable Pyramid Transform and Extreme Learning Machines

    Directory of Open Access Journals (Sweden)

    Ayşegül Uçar

    2014-01-01

    Full Text Available This paper presents a novel color face recognition algorithm by means of fusing color and local information. The proposed algorithm fuses the multiple features derived from different color spaces. Multiorientation and multiscale information relating to the color face features are extracted by applying Steerable Pyramid Transform (SPT to the local face regions. In this paper, the new three hybrid color spaces, YSCr, ZnSCr, and BnSCr, are firstly constructed using the Cb and Cr component images of the YCbCr color space, the S color component of the HSV color spaces, and the Zn and Bn color components of the normalized XYZ color space. Secondly, the color component face images are partitioned into the local patches. Thirdly, SPT is applied to local face regions and some statistical features are extracted. Fourthly, all features are fused according to decision fusion frame and the combinations of Extreme Learning Machines classifiers are applied to achieve color face recognition with fast and high correctness. The experiments show that the proposed Local Color Steerable Pyramid Transform (LCSPT face recognition algorithm improves seriously face recognition performance by using the new color spaces compared to the conventional and some hybrid ones. Furthermore, it achieves faster recognition compared with state-of-the-art studies.

  4. Tablet and Face-to-Face Hybrid Professional Development: Providing Earth Systems Science Educators Authentic Research Opportunities through The GLOBE Program at Purdue University

    Science.gov (United States)

    Wegner, K.; Branch, B. D.; Smith, S. C.

    2013-12-01

    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program (www.globe.gov). GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based authentic science investigations of the environment and the Earth system working in close partnership with NASA, NOAA and NSF Earth System Science Projects (ESSP's) in study and research about the dynamics of Earth's environment. GLOBE Partners conduct face-to-face Professional Development in more than 110 countries, providing authentic scientific research experience in five investigation areas: atmosphere, earth as a system, hydrology, land cover, and soil. This presentation will provide a sample for a new framework of Professional Development that was implemented in July 2013 at Purdue University lead by Mr. Steven Smith who has tested GLOBE training materials for future training. The presentation will demonstrate how institutions can provide educators authentic scientific research opportunities through various components, including: - Carrying out authentic research investigations - Learning how to enter their authentic research data into the GLOBE database and visualize it on the GLOBE website - Learn how to access to NASA's Earth System Science resources via GLOBE's new online 'e-Training Program' - Exploring the connections of their soil protocol measurements and the history of the soil in their area through iPad soils app - LIDAR data exposure, Hydrology data exposure

  5. From local pixel structure to global image super-resolution: a new face hallucination framework.

    Science.gov (United States)

    Hu, Yu; Lam, Kin-Man; Qiu, Guoping; Shen, Tingzhi

    2011-02-01

    We have developed a new face hallucination framework termed from local pixel structure to global image super-resolution (LPS-GIS). Based on the assumption that two similar face images should have similar local pixel structures, the new framework first uses the input low-resolution (LR) face image to search a face database for similar example high-resolution (HR) faces in order to learn the local pixel structures for the target HR face. It then uses the input LR face and the learned pixel structures as priors to estimate the target HR face. We present a three-step implementation procedure for the framework. Step 1 searches the database for K example faces that are the most similar to the input, and then warps the K example images to the input using optical flow. Step 2 uses the warped HR version of the K example faces to learn the local pixel structures for the target HR face. An effective method for learning local pixel structures from an individual face, and an adaptive procedure for fusing the local pixel structures of different example faces to reduce the influence of warping errors, have been developed. Step 3 estimates the target HR face by solving a constrained optimization problem by means of an iterative procedure. Experimental results show that our new method can provide good performances for face hallucination, both in terms of reconstruction error and visual quality; and that it is competitive with existing state-of-the-art methods.

  6. E-learning challenges faced by academics in higher education

    OpenAIRE

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning technology, categorises it in five challenges that teachers are faced with and suggestions for a successful e-learning outcome. This paper also discus...

  7. Assessing Students Perceptions on Intensive Face to Face in Open ...

    African Journals Online (AJOL)

    Therefore, this study assessed students‟ perception on Intensive Face to Face sessions. The study specifically aimed at identifying students‟ perception on quality of interaction between tutors and students and between students on the other hand. It also explored the nature of challenges students meet in attending face to ...

  8. A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face

    Directory of Open Access Journals (Sweden)

    Donovan A. McFarlane

    2011-01-01

    Full Text Available This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous interactions, etc, before deliberating on perceived differences in organizational structure and pedagogical approaches of virtual and brick-and-mortar schools by examining organizational structure, knowledge and pedagogical theories, ideas, and constructs. The roles of mission, vision, and other considerations that contribute to differences between virtual and brick-and-mortar schools are examined. The appropriateness of structure and pedagogy as related to variables such as class size, span of control, and several other factors is discussed. The benefits and drawbacks of both virtual and brick-and-mortar schools are assessed in terms of perceived effectiveness and relation to perceived organizational structural and pedagogical differences before the author presents an informed response to the major thesis of this paper based on pertinent literature and the foregone discussion. After recognizing prevailing practices with regard to organizational structure and pedagogy, and given the pertinent role of technology and several influencing factors such as leadership, and curriculum, among other factors in virtual and brick-and-mortar schools, several recommendations are presented for improving the teaching-learning process.

  9. Face to Face

    OpenAIRE

    Robert Leckey

    2013-01-01

    This paper uses Queer theory, specifically literature on Bowers v. Hardwick, to analyze debates over legislation proposed in Quebec regarding covered faces. Queer theory sheds light on legal responses to the veil. Parliamentary debates in Quebec reconstitute the polity, notably as secular and united. The paper highlights the contradictory and unstable character of four binaries: legislative text versus social practice, act versus status, majority versus minority, and knowable versus unknowabl...

  10. PrimeFaces beginner's guide

    CERN Document Server

    Reddy, K Siva Prasad

    2013-01-01

    A guide for beginner's with step-by-step instructions and an easy-to-follow approach.PrimeFaces Beginners Guide is a simple and effective guide for beginners, wanting to learn and implement PrimeFaces in their JSF-based applications. Some basic JSF and jQuery skills are required before you start working through the book.

  11. About Face

    Medline Plus

    Full Text Available Skip to Content Menu Closed (Tap to Open) Home Interviews Our Stories Search All Videos PTSD Basics ... What is AboutFace? Resources for Professionals Get Help Home Watch Interviews Our Stories Search All Videos Learn ...

  12. Learning PrimeFaces extensions development

    CERN Document Server

    Jonna, Sudheer

    2014-01-01

    This book provides a step by step approach that explains the most important extension components and their features. All the major features are explained by using the JobHub application with supporting screenshots.If you are an intermediate to advanced level user (or developer) who already has a basic working knowledge of PrimeFaces, then this book is for you.The only thing you need to know is Java Server Faces(JSF).

  13. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format.

    Science.gov (United States)

    Keis, Oliver; Grab, Claudia; Schneider, Achim; Öchsner, Wolfgang

    2017-11-09

    Since the introduction of the e-learning electrocardiogram (ECG) course 'ECG Online' into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. In a qualitative research approach, ten medical students were questioned in a guided interview. At the time of the survey the interviewees were enrolled in the 7th to 10th semesters. Among the respondents, 2 had participated only in the face-to-face ECG course, 4 only in the online version and 4 in both the face-to-face and the online course. Interestingly, the very factors associated with e-learning - and always praised as advantages of it - are viewed critically by the students. Thus, although the 24-h access to learning content was consistently evaluated positively, the unlimited availability (lack of expiry date) was not seen as conducive to learning. The lack of fixed time constraints and the attendant lack of pressure were important reasons why some of the students had discontinued the online course prematurely. A similar distinction was seen in the flexibility of location for e-learning, because the very obligation to be physically present on a particular day at a fixed time led to a higher degree of commitment to courses and a willingness to actually attend the course until the end. In addition, if the content has a high degree of perceived professional relevance face-to-face courses are preferred because they offer the possibility of direct interaction. Even though the small sample size limits the generalisability of the results, our findings indicate that when developing online courses students' needs could be better met if measures were included to strengthen extrinsic and intrinsic motivation and formats were favoured that enable students to have a minimum level

  14. Face-to-Face versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities

    Science.gov (United States)

    Richardson, John T. E.

    2016-01-01

    This study examined the experiences of students taking the same courses in the humanities by distance learning when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). The results showed that, given a…

  15. Weighted Local Active Pixel Pattern (WLAPP for Face Recognition in Parallel Computation Environment

    Directory of Open Access Journals (Sweden)

    Gundavarapu Mallikarjuna Rao

    2013-10-01

    Full Text Available Abstract  - The availability of multi-core technology resulted totally new computational era. Researchers are keen to explore available potential in state of art-machines for breaking the bearer imposed by serial computation. Face Recognition is one of the challenging applications on so ever computational environment. The main difficulty of traditional Face Recognition algorithms is lack of the scalability. In this paper Weighted Local Active Pixel Pattern (WLAPP, a new scalable Face Recognition Algorithm suitable for parallel environment is proposed.  Local Active Pixel Pattern (LAPP is found to be simple and computational inexpensive compare to Local Binary Patterns (LBP. WLAPP is developed based on concept of LAPP. The experimentation is performed on FG-Net Aging Database with deliberately introduced 20% distortion and the results are encouraging. Keywords — Active pixels, Face Recognition, Local Binary Pattern (LBP, Local Active Pixel Pattern (LAPP, Pattern computing, parallel workers, template, weight computation.  

  16. MO-DE-BRA-05: EUTEMPE-RX: Combining E-Learning and Face-To-Face Training to Build Expert Knowledge, Skills and Competences for Medical Physicists in Diagnostic and Interventional Radiology

    International Nuclear Information System (INIS)

    Bosmans, H; Van Peteghem, N; Creten, S; Mackenzie, A; Vano, E; Borowski, M; Christofides, S; Caruana, C

    2016-01-01

    Purpose: In 2013, the EURATOM authorities of the European Commission decided to support the Horizon2020 project submission ‘EUTEMPE-RX’ that aimed for a new set of course modules to train medical physicists in diagnostic and interventional radiology to expert level with small group deep learning. Each module would consist of 2 phases: an e-learning and a face-to-face phase, each phase requiring typically 40h of participant time. Methods: The European Federation (EFOMP) and 13 European partners, all of them selected for their excellent scientific and/or educational skills, led the 12 course modules. A quality manual ensured the quality of course content and organization. Educational workshops familiarized the teachers with e-learning techniques and methods for assessment. Content was set in accordance with the EC document RP174 that lists learning outcomes in terms of knowledge, skills and competences (KSCs) for different specialties and levels of medical physics. Surveys for stake holder satisfaction were prepared. Results: Today the course modules are being realized. The modules cover most of the KSCs in RP174 document. Teachers have challenged the participants with unique tasks: case studies in medical physics leadership, Monte Carlo simulation of a complete x-ray imaging chain, development of a task specific QA protocol, compilation of optimization plans, simulation tasks with anthropomorphic breast models, etc. Participants undertook practical sessions in modern hospitals and visited a synchrotron facility, a calibration lab, screening organizations, etc. Feedback form quality surveys was very positive and constructive. A sustainability plan has been worked out. Conclusion: The modules have enabled the participants to develop their KSCs and cope with challenges in medical physics. The sustainability plan will be implemented to continue the unique combined e-learning and face to face training at high level training in diagnostic and interventional radiology

  17. MO-DE-BRA-05: EUTEMPE-RX: Combining E-Learning and Face-To-Face Training to Build Expert Knowledge, Skills and Competences for Medical Physicists in Diagnostic and Interventional Radiology

    Energy Technology Data Exchange (ETDEWEB)

    Bosmans, H [University Hospitals Leuven, Leuven (Belgium); Van Peteghem, N; Creten, S [KU Leuven, Leuven, Vlaams Brabant (Belgium); Mackenzie, A [Royal Surrey County Hospital, Guildford, Surrey (United Kingdom); Vano, E [San Carlos University Hospital, Madrid (Spain); Borowski, M [Klinikum Braunschweig, Braunschweig (Germany); Christofides, S [Nicosia General Hospital, Nicosia (Cyprus); Caruana, C [University of Malta, Msida (Malta)

    2016-06-15

    Purpose: In 2013, the EURATOM authorities of the European Commission decided to support the Horizon2020 project submission ‘EUTEMPE-RX’ that aimed for a new set of course modules to train medical physicists in diagnostic and interventional radiology to expert level with small group deep learning. Each module would consist of 2 phases: an e-learning and a face-to-face phase, each phase requiring typically 40h of participant time. Methods: The European Federation (EFOMP) and 13 European partners, all of them selected for their excellent scientific and/or educational skills, led the 12 course modules. A quality manual ensured the quality of course content and organization. Educational workshops familiarized the teachers with e-learning techniques and methods for assessment. Content was set in accordance with the EC document RP174 that lists learning outcomes in terms of knowledge, skills and competences (KSCs) for different specialties and levels of medical physics. Surveys for stake holder satisfaction were prepared. Results: Today the course modules are being realized. The modules cover most of the KSCs in RP174 document. Teachers have challenged the participants with unique tasks: case studies in medical physics leadership, Monte Carlo simulation of a complete x-ray imaging chain, development of a task specific QA protocol, compilation of optimization plans, simulation tasks with anthropomorphic breast models, etc. Participants undertook practical sessions in modern hospitals and visited a synchrotron facility, a calibration lab, screening organizations, etc. Feedback form quality surveys was very positive and constructive. A sustainability plan has been worked out. Conclusion: The modules have enabled the participants to develop their KSCs and cope with challenges in medical physics. The sustainability plan will be implemented to continue the unique combined e-learning and face to face training at high level training in diagnostic and interventional radiology

  18. Web-based versus face-to-face interprofessional team encounters with standardized patients.

    Science.gov (United States)

    Lempicki, Kelly A; Holland, Christine S

    2018-03-01

    Challenges exist in developing interprofessional education (IPE) activities including coordinating schedules and obtaining appropriate space for teams to work. Virtual worlds have been explored as a means to overcome some of these challenges. We sought to develop a web-based interprofessional team interaction with a standardized patient (SP), as compared to a face-to-face SP interaction, focusing on the competency area of interprofessional communication. Interprofessional teams of students were randomized to complete a web-based or face-to-face SP encounter. The web-based encounter was conducted via video conference that students accessed using their own electronic device. Interprofessional communication was evaluated by faculty observers and the SPs. Participants of the web-based encounter also completed a perceptions questionnaire. Interprofessional communication was rated as average/above average by the authors and SPs. Perceptions of the web-based encounter were mixed with not all students willing to complete such an encounter again despite finding it enjoyable and a positive learning experience. The need for adequate preparation was identified, including the opportunity to review the patient case before the encounter. The web-based SP encounter afforded students the opportunity to utilize communication technology to provide patient-centered care while collaborating as an interprofessional team. Video conferencing presents an opportunity to bypass some logistical challenges in scheduling IPE experiences and can be implemented as a co-curricular activity, avoiding course revisions. Additional studies are needed to further explore student and patient perspectives and clarify when, and with what level of trainees, the experiences are most valuable. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. Neonatal face-to-face interactions promote later social behaviour in infant rhesus monkeys

    Science.gov (United States)

    Dettmer, Amanda M.; Kaburu, Stefano S. K.; Simpson, Elizabeth A.; Paukner, Annika; Sclafani, Valentina; Byers, Kristen L.; Murphy, Ashley M.; Miller, Michelle; Marquez, Neal; Miller, Grace M.; Suomi, Stephen J.; Ferrari, Pier F.

    2016-01-01

    In primates, including humans, mothers engage in face-to-face interactions with their infants, with frequencies varying both within and across species. However, the impact of this variation in face-to-face interactions on infant social development is unclear. Here we report that infant monkeys (Macaca mulatta) who engaged in more neonatal face-to-face interactions with mothers have increased social interactions at 2 and 5 months. In a controlled experiment, we show that this effect is not due to physical contact alone: monkeys randomly assigned to receive additional neonatal face-to-face interactions (mutual gaze and intermittent lip-smacking) with human caregivers display increased social interest at 2 months, compared with monkeys who received only additional handling. These studies suggest that face-to-face interactions from birth promote young primate social interest and competency. PMID:27300086

  20. Effects of anticaricaturing vs. caricaturing and their neural correlates elucidate a role of shape for face learning.

    Science.gov (United States)

    Schulz, Claudia; Kaufmann, Jürgen M; Walther, Lydia; Schweinberger, Stefan R

    2012-08-01

    To assess the role of shape information for unfamiliar face learning, we investigated effects of photorealistic spatial anticaricaturing and caricaturing on later face recognition. We assessed behavioural performance and event-related brain potential (ERP) correlates of recognition, using different images of anticaricatures, veridical faces, or caricatures at learning and test. Relative to veridical faces, recognition performance improved for caricatures, with performance decrements for anticaricatures in response times. During learning, an amplitude pattern with caricatures>veridicals=anticaricatures was seen for N170, left-hemispheric ERP negativity during the P200 and N250 time segments (200-380 ms), and for a late positive component (LPC, 430-830 ms), whereas P200 and N250 responses exhibited an additional difference between veridicals and anticaricatures over the right hemisphere. During recognition, larger amplitudes for caricatures again started in the N170, whereas the P200 and the right-hemispheric N250 exhibited a more graded pattern of amplitude effects (caricatures>veridicals>anticaricatures), a result which was specific to learned but not novel faces in the N250. Together, the results (i) emphasise the role of facial shape for visual encoding in the learning of previously unfamiliar faces and (ii) provide important information about the neuronal timing of the encoding advantage enjoyed by faces with distinctive shape. Copyright © 2012 Elsevier Ltd. All rights reserved.

  1. The activation of visual face memory and explicit face recognition are delayed in developmental prosopagnosia.

    Science.gov (United States)

    Parketny, Joanna; Towler, John; Eimer, Martin

    2015-08-01

    Individuals with developmental prosopagnosia (DP) are strongly impaired in recognizing faces, but the causes of this deficit are not well understood. We employed event-related brain potentials (ERPs) to study the time-course of neural processes involved in the recognition of previously unfamiliar faces in DPs and in age-matched control participants with normal face recognition abilities. Faces of different individuals were presented sequentially in one of three possible views, and participants had to detect a specific Target Face ("Joe"). EEG was recorded during task performance to Target Faces, Nontarget Faces, or the participants' Own Face (which had to be ignored). The N250 component was measured as a marker of the match between a seen face and a stored representation in visual face memory. The subsequent P600f was measured as an index of attentional processes associated with the conscious awareness and recognition of a particular face. Target Faces elicited reliable N250 and P600f in the DP group, but both of these components emerged later in DPs than in control participants. This shows that the activation of visual face memory for previously unknown learned faces and the subsequent attentional processing and conscious recognition of these faces are delayed in DP. N250 and P600f components to Own Faces did not differ between the two groups, indicating that the processing of long-term familiar faces is less affected in DP. However, P600f components to Own Faces were absent in two participants with DP who failed to recognize their Own Face during the experiment. These results provide new evidence that face recognition deficits in DP may be linked to a delayed activation of visual face memory and explicit identity recognition mechanisms. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Remote versus face-to-face check-ups for asthma.

    Science.gov (United States)

    Kew, Kayleigh M; Cates, Christopher J

    2016-04-18

    Asthma remains a significant cause of avoidable morbidity and mortality. Regular check-ups with a healthcare professional are essential to monitor symptoms and adjust medication.Health services worldwide are considering telephone and internet technologies as a way to manage the rising number of people with asthma and other long-term health conditions. This may serve to improve health and reduce the burden on emergency and inpatient services. Remote check-ups may represent an unobtrusive and efficient way of maintaining contact with patients, but it is uncertain whether conducting check-ups in this way is effective or whether it may have unexpected negative consequences. To assess the safety and efficacy of conducting asthma check-ups remotely versus usual face-to-face consultations. We identified trials from the Cochrane Airways Review Group Specialised Register (CAGR) up to 24 November 2015. We also searched www.clinicaltrials.gov, the World Health Organization (WHO) trials portal, reference lists of other reviews and contacted trial authors for additional information. We included parallel randomised controlled trials (RCTs) of adults or children with asthma that compared remote check-ups conducted using any form of technology versus standard face-to-face consultations. We excluded studies that used automated telehealth interventions that did not include personalised contact with a health professional. We included studies reported as full-text articles, as abstracts only and unpublished data. Two review authors screened the literature search results and independently extracted risk of bias and numerical data. We resolved any disagreements by consensus, and we contacted study authors for missing information.We analysed dichotomous data as odds ratios (ORs) using study participants as the unit of analysis, and continuous data as mean differences using the random-effects models. We rated all outcomes using the Grading of Recommendations Assessment, Development and

  3. A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

    Science.gov (United States)

    Lu, Fletcher; Lemonde, Manon

    2013-12-01

    The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

  4. Characteristics of problem drinkers in e-therapy versus face-to-face treatment.

    Science.gov (United States)

    Postel, Marloes G; de Haan, Hein A; Ter Huurne, Elke D; Becker, Eni S; de Jong, Cor A J

    2011-11-01

    The availability of online treatment programs offers the potential to reach more problem drinkers. This study compared the client populations of an e-therapy program (asynchronous client-therapist communication via the Internet) and a face-to-face treatment program. To determine whether e-therapy and face-to-face groups differed from each other and changed over time. We compared the baseline characteristics of four naturalistic groups (N = 4593): two e-therapy groups (2005-2006 and 2008-2009) and two consecutive series of ambulant face-to-face clients admitted for treatment as usual. The characteristics we were interested in were gender, age, education level, working situation, and earlier treatment for drinking problems. The results showed that the baseline characteristics of e-therapy and face-to-face clients differed by gender, education level, work situation, prior alcohol treatment, and age. We also found that both e-therapy groups differed over time by gender, work situation, and prior alcohol treatment. The e-therapy program successfully attracted clients who were different from those who were represented in regular face-to-face alcohol treatment services. This indicates that e-therapy decreases the barriers to treatment facilities and enhances the accessibility. However, the e-therapy population changed over time. Although the e-therapy program still reached an important new group of clients in 2008-2009, this group showed more overlap with the traditional face-to-face group of clients probably as a result of improved acceptance of e-therapy in the general population. Although e-therapy seems to be better accepted in the general population, anonymous treatment seems necessary to reach a broader range of problem drinkers.

  5. Famous face recognition, face matching, and extraversion.

    Science.gov (United States)

    Lander, Karen; Poyarekar, Siddhi

    2015-01-01

    It has been previously established that extraverts who are skilled at interpersonal interaction perform significantly better than introverts on a face-specific recognition memory task. In our experiment we further investigate the relationship between extraversion and face recognition, focusing on famous face recognition and face matching. Results indicate that more extraverted individuals perform significantly better on an upright famous face recognition task and show significantly larger face inversion effects. However, our results did not find an effect of extraversion on face matching or inverted famous face recognition.

  6. DCTNet : A Simple Learning-free Approach for Face Recognition

    OpenAIRE

    Ng, Cong Jie; Teoh, Andrew Beng Jin

    2015-01-01

    PCANet was proposed as a lightweight deep learning network that mainly leverages Principal Component Analysis (PCA) to learn multistage filter banks followed by binarization and block-wise histograming. PCANet was shown worked surprisingly well in various image classification tasks. However, PCANet is data-dependence hence inflexible. In this paper, we proposed a data-independence network, dubbed DCTNet for face recognition in which we adopt Discrete Cosine Transform (DCT) as filter banks in ...

  7. Face-to-face Tobacco Sales: What Retailers Need to Know

    Centers for Disease Control (CDC) Podcasts

    2010-09-30

    This podcast reviews new federal tobacco product regulations that require retailers to sell cigarettes and smokeless tobacco products in a face-to-face exchange.  Created: 9/30/2010 by The CDC Division of News and Electronic Media and the FDA Center for Tobacco Products.   Date Released: 9/30/2010.

  8. Kernel Learning of Histogram of Local Gabor Phase Patterns for Face Recognition

    Directory of Open Access Journals (Sweden)

    Bineng Zhong

    2008-06-01

    Full Text Available This paper proposes a new face recognition method, named kernel learning of histogram of local Gabor phase pattern (K-HLGPP, which is based on Daugman’s method for iris recognition and the local XOR pattern (LXP operator. Unlike traditional Gabor usage exploiting the magnitude part in face recognition, we encode the Gabor phase information for face classification by the quadrant bit coding (QBC method. Two schemes are proposed for face recognition. One is based on the nearest-neighbor classifier with chi-square as the similarity measurement, and the other makes kernel discriminant analysis for HLGPP (K-HLGPP using histogram intersection and Gaussian-weighted chi-square kernels. The comparative experiments show that K-HLGPP achieves a higher recognition rate than other well-known face recognition systems on the large-scale standard FERET, FERET200, and CAS-PEAL-R1 databases.

  9. Impaired face recognition is associated with social inhibition.

    Science.gov (United States)

    Avery, Suzanne N; VanDerKlok, Ross M; Heckers, Stephan; Blackford, Jennifer U

    2016-02-28

    Face recognition is fundamental to successful social interaction. Individuals with deficits in face recognition are likely to have social functioning impairments that may lead to heightened risk for social anxiety. A critical component of social interaction is how quickly a face is learned during initial exposure to a new individual. Here, we used a novel Repeated Faces task to assess how quickly memory for faces is established. Face recognition was measured over multiple exposures in 52 young adults ranging from low to high in social inhibition, a core dimension of social anxiety. High social inhibition was associated with a smaller slope of change in recognition memory over repeated face exposure, indicating participants with higher social inhibition showed smaller improvements in recognition memory after seeing faces multiple times. We propose that impaired face learning is an important mechanism underlying social inhibition and may contribute to, or maintain, social anxiety. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  10. Improving Posthospital Discharge Telephone Reach Rates Through Prehospital Discharge Face-to-Face Meetings.

    Science.gov (United States)

    Vergara, Franz H; Sheridan, Daniel J; Sullivan, Nancy J; Budhathoki, Chakra

    The purpose of this study was to determine whether a face-to-face meeting with patients by a telephonic case manager prehospital discharge would result in increased telephone follow-up (TFU) reach rates posthospital discharge. Acute care adult medicine inpatient units. A quasiexperimental design was utilized. Two adult inpatient medicine units were selected as the intervention and comparison groups. The framework of the study is the transitions theory. A convenience sampling technique was used, whereby 88 eligible patients on the intervention unit received face-to-face meetings prehospital discharge whereas 123 patients on the comparison unit received standard care (no face-to-face meetings). Cross-tabulation and chi-square tests were employed to examine the association of face-to-face meeting intervention and TFU reach rates. Implementing brief (face-to-face meetings by a telephonic case manager prehospital discharge resulted in a TFU reach rate of 87% on the intervention unit, whereas the comparison unit only had a 58% TFU reach rate (p communication with more patients posthospital discharge. A brief prehospital discharge face-to-face meeting with patients assisted them to understand the reasons for a posthospital discharge telephone call, identified the best times to call using accurate telephone numbers, and taught patients how best to prepare for the call. In addition, by meeting patients face-to-face, the telephonic case manager was no longer an unknown person on the telephone asking them questions about their medical condition. These factors combined may have significantly helped to increase TFU reach rates.

  11. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  12. Course design via Equivalency Theory supports equivalent student grades and satisfaction in online and face-to-face psychology classes

    Directory of Open Access Journals (Sweden)

    David eGarratt-Reed

    2016-05-01

    Full Text Available There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association (APA has highlighted the importance of ensuring the effectiveness of online psychology courses. Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a case study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting online students with an equivalent learning experience, we recommend that future research investigates means of successfully facilitating collaborative group-work assessment

  13. Side-View Face Recognition

    NARCIS (Netherlands)

    Santemiz, P.; Spreeuwers, Lieuwe Jan; Veldhuis, Raymond N.J.; van den Biggelaar, Olivier

    As a widely used biometrics, face recognition has many advantages such as being non-intrusive, natural and passive. On the other hand, in real-life scenarios with uncontrolled environment, pose variation up to side-view positions makes face recognition a challenging work. In this paper we discuss

  14. Neonatal face-to-face interactions promote later social behaviour in infant rhesus monkeys

    OpenAIRE

    Dettmer, Amanda M.; Kaburu, Stefano S. K.; Simpson, Elizabeth A.; Paukner, Annika; Sclafani, Valentina; Byers, Kristen L.; Murphy, Ashley M.; Miller, Michelle; Marquez, Neal; Miller, Grace M.; Suomi, Stephen J.; Ferrari, Pier F.

    2016-01-01

    In primates, including humans, mothers engage in face-to-face interactions with their infants, with frequencies varying both within and across species. However, the impact of this variation in face-to-face interactions on infant social development is unclear. Here we report that infant monkeys (Macaca mulatta) who engaged in more neonatal face-to-face interactions with mothers have increased social interactions at 2 and 5 months. In a controlled experiment, we show that this effect is not due...

  15. Reading faces and Facing words

    DEFF Research Database (Denmark)

    Robotham, Julia Emma; Lindegaard, Martin Weis; Delfi, Tzvetelina Shentova

    unilateral lesions, we found no patient with a selective deficit in either reading or face processing. Rather, the patients showing a deficit in processing either words or faces were also impaired with the other category. One patient performed within the normal range on all tasks. In addition, all patients......It has long been argued that perceptual processing of faces and words is largely independent, highly specialised and strongly lateralised. Studies of patients with either pure alexia or prosopagnosia have strongly contributed to this view. The aim of our study was to investigate how visual...... perception of faces and words is affected by unilateral posterior stroke. Two patients with lesions in their dominant hemisphere and two with lesions in their non-dominant hemisphere were tested on sensitive tests of face and word perception during the stable phase of recovery. Despite all patients having...

  16. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    Science.gov (United States)

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  17. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format

    Directory of Open Access Journals (Sweden)

    Oliver Keis

    2017-11-01

    Full Text Available Abstract Background Since the introduction of the e-learning electrocardiogram (ECG course ‘ECG Online’ into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. Methods In a qualitative research approach, ten medical students were questioned in a guided interview. At the time of the survey the interviewees were enrolled in the 7th to 10th semesters. Among the respondents, 2 had participated only in the face-to-face ECG course, 4 only in the online version and 4 in both the face-to-face and the online course. Results Interestingly, the very factors associated with e-learning – and always praised as advantages of it – are viewed critically by the students. Thus, although the 24-h access to learning content was consistently evaluated positively, the unlimited availability (lack of expiry date was not seen as conducive to learning. The lack of fixed time constraints and the attendant lack of pressure were important reasons why some of the students had discontinued the online course prematurely. A similar distinction was seen in the flexibility of location for e-learning, because the very obligation to be physically present on a particular day at a fixed time led to a higher degree of commitment to courses and a willingness to actually attend the course until the end. In addition, if the content has a high degree of perceived professional relevance face-to-face courses are preferred because they offer the possibility of direct interaction. Conclusions Even though the small sample size limits the generalisability of the results, our findings indicate that when developing online courses students’ needs could be better met if measures were included to strengthen extrinsic and intrinsic

  18. Faces in context: A review and systematization of contextual influences on affective face processing

    Directory of Open Access Journals (Sweden)

    Matthias J Wieser

    2012-11-01

    Full Text Available Facial expressions are of eminent importance for social interaction as they convey information about other individuals’ emotions and social intentions. According to the predominant basic emotion approach, the perception of emotion in faces is based on the rapid, automatic categorization of prototypical, universal expressions. Consequently, the perception of facial expressions has typically been investigated using isolated, decontextualized, static pictures of facial expressions that maximize the distinction between categories. However, in everyday life, an individual’s face is not perceived in isolation, but almost always appears within a situational context, which may arise from other people, the physical environment surrounding the face, as well as multichannel information from the sender. Furthermore, situational context may be provided by the perceiver, including already present social information gained from affective learning and implicit processing biases such as race bias. Thus, the perception of facial expressions is presumably always influenced by contextual variables. In this comprehensive review, we aim at 1 systematizing the contextual variables that may influence the perception of facial expressions and 2 summarizing experimental paradigms and findings that have been used to investigate these influences. The studies reviewed here demonstrate that perception and neural processing of facial expressions are substantially modified by contextual information, including verbal, visual, and auditory information presented together with the face as well as knowledge or processing biases already present in the observer. These findings further challenge the assumption of automatic, hardwired categorical emotion extraction mechanisms predicted by basic emotion theories. Taking into account a recent model on face processing, we discuss where and when these different contextual influences may take place, thus outlining potential avenues in

  19. A robust human face detection algorithm

    Science.gov (United States)

    Raviteja, Thaluru; Karanam, Srikrishna; Yeduguru, Dinesh Reddy V.

    2012-01-01

    Human face detection plays a vital role in many applications like video surveillance, managing a face image database, human computer interface among others. This paper proposes a robust algorithm for face detection in still color images that works well even in a crowded environment. The algorithm uses conjunction of skin color histogram, morphological processing and geometrical analysis for detecting human faces. To reinforce the accuracy of face detection, we further identify mouth and eye regions to establish the presence/absence of face in a particular region of interest.

  20. How Well Do Computer-Generated Faces Tap Face Expertise?

    Directory of Open Access Journals (Sweden)

    Kate Crookes

    Full Text Available The use of computer-generated (CG stimuli in face processing research is proliferating due to the ease with which faces can be generated, standardised and manipulated. However there has been surprisingly little research into whether CG faces are processed in the same way as photographs of real faces. The present study assessed how well CG faces tap face identity expertise by investigating whether two indicators of face expertise are reduced for CG faces when compared to face photographs. These indicators were accuracy for identification of own-race faces and the other-race effect (ORE-the well-established finding that own-race faces are recognised more accurately than other-race faces. In Experiment 1 Caucasian and Asian participants completed a recognition memory task for own- and other-race real and CG faces. Overall accuracy for own-race faces was dramatically reduced for CG compared to real faces and the ORE was significantly and substantially attenuated for CG faces. Experiment 2 investigated perceptual discrimination for own- and other-race real and CG faces with Caucasian and Asian participants. Here again, accuracy for own-race faces was significantly reduced for CG compared to real faces. However the ORE was not affected by format. Together these results signal that CG faces of the type tested here do not fully tap face expertise. Technological advancement may, in the future, produce CG faces that are equivalent to real photographs. Until then caution is advised when interpreting results obtained using CG faces.

  1. Face recognition system and method using face pattern words and face pattern bytes

    Science.gov (United States)

    Zheng, Yufeng

    2014-12-23

    The present invention provides a novel system and method for identifying individuals and for face recognition utilizing facial features for face identification. The system and method of the invention comprise creating facial features or face patterns called face pattern words and face pattern bytes for face identification. The invention also provides for pattern recognitions for identification other than face recognition. The invention further provides a means for identifying individuals based on visible and/or thermal images of those individuals by utilizing computer software implemented by instructions on a computer or computer system and a computer readable medium containing instructions on a computer system for face recognition and identification.

  2. Face Attention Network: An Effective Face Detector for the Occluded Faces

    OpenAIRE

    Wang, Jianfeng; Yuan, Ye; Yu, Gang

    2017-01-01

    The performance of face detection has been largely improved with the development of convolutional neural network. However, the occlusion issue due to mask and sunglasses, is still a challenging problem. The improvement on the recall of these occluded cases usually brings the risk of high false positives. In this paper, we present a novel face detector called Face Attention Network (FAN), which can significantly improve the recall of the face detection problem in the occluded case without comp...

  3. Using face validity to recognize empirical community observations.

    Science.gov (United States)

    Gaber, John; Gaber, Sharon L

    2010-05-01

    There is a growing interest among international planning scholars to explore community participation in the plan making process from a qualitative research approach. In this paper the research assessment tool "face validity" is discussed as one way to help planners decipher when the community is sharing empirically grounded observations that can advance the applicability of the plan making process. Face validity provides a common sense assessment of research conclusions. It allows the assessor to look at an entire research project and ask: "on the face of things, does this research make sense?" With planners listening to citizen comments with an ear for face validity observations, holds open the opportunity for government to empirically learn from the community to see if they "got it right." And if not, to chart out a course on how they can get it right. Copyright 2009 Elsevier Ltd. All rights reserved.

  4. THE BLENDED LEARNING ENVIRONMENT ON THE FOREIGN LANGUAGE LEARNING PROCESS: A Balance for Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Bahar ISIGUZEL

    2014-07-01

    Full Text Available The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Hacı Bektas Veli University (Turkey in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

  5. Why are some people's names easier to learn than others? The effects of face similarity on memory for face-name associations

    NARCIS (Netherlands)

    Pantelis, Peter C.; Van Vugt, Marieke K.; Sekuler, Robert; Wilson, Hugh R.; Kahana, Michael J.

    2008-01-01

    Using synthetic faces that varied along four perceptual dimensions (Wilson, Loffler, & Wilkinson, 2002), we examined the effects of face similarity on memory for face-name associations. The nature of these stimuli allowed us to go beyond the categorical similarity manipulations used in previous

  6. Impaired Value Learning for Faces in Preschoolers With Autism Spectrum Disorder.

    Science.gov (United States)

    Wang, Quan; DiNicola, Lauren; Heymann, Perrine; Hampson, Michelle; Chawarska, Katarzyna

    2018-01-01

    One of the common findings in autism spectrum disorder (ASD) is limited selective attention toward social objects, such as faces. Evidence from both human and nonhuman primate studies suggests that selection of objects for processing is guided by the appraisal of object values. We hypothesized that impairments in selective attention in ASD may reflect a disruption of a system supporting learning about object values in the social domain. We examined value learning in social (faces) and nonsocial (fractals) domains in preschoolers with ASD (n = 25) and typically developing (TD) controls (n = 28), using a novel value learning task implemented on a gaze-contingent eye-tracking platform consisting of value learning and a selective attention choice test. Children with ASD performed more poorly than TD controls on the social value learning task, but both groups performed similarly on the nonsocial task. Within-group comparisons indicated that value learning in TD children was enhanced on the social compared to the nonsocial task, but no such enhancement was seen in children with ASD. Performance in the social and nonsocial conditions was correlated in the ASD but not in the TD group. The study provides support for a domain-specific impairment in value learning for faces in ASD, and suggests that, in ASD, value learning in social and nonsocial domains may rely on a shared mechanism. These findings have implications both for models of selective social attention deficits in autism and for identification of novel treatment targets. Copyright © 2017 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  7. Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

    Science.gov (United States)

    Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

    2016-01-01

    There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we

  8. Alternatives to the face-to-face consultation in general practice: focused ethnographic case study.

    Science.gov (United States)

    Atherton, Helen; Brant, Heather; Ziebland, Sue; Bikker, Annemieke; Campbell, John; Gibson, Andy; McKinstry, Brian; Porqueddu, Tania; Salisbury, Chris

    2018-04-01

    NHS policy encourages general practices to introduce alternatives to the face-to-face consultation, such as telephone, email, e-consultation systems, or internet video. Most have been slow to adopt these, citing concerns about workload. This project builds on previous research by focusing on the experiences of patients and practitioners who have used one or more of these alternatives. To understand how, under what conditions, for which patients, and in what ways, alternatives to face-to-face consultations present benefits and challenges to patients and practitioners in general practice. Focused ethnographic case studies took place in eight UK general practices between June 2015 and March 2016. Non-participant observation, informal conversations with staff, and semi-structured interviews with staff and patients were conducted. Practice documents and protocols were reviewed. Data were analysed through charting and the 'one sheet of paper' mind-map method to identify the line of argument in each thematic report. Case study practices had different rationales for offering alternatives to the face-to-face consultation. Beliefs varied about which patients and health issues were suitable. Co-workers were often unaware of each other's practice; for example, practice policies for use of e-consultations systems with patients were not known about or followed. Patients reported benefits including convenience and access. Staff and some patients regarded the face-to-face consultation as the ideal. Experience of implementing alternatives to the face-to-face consultation suggests that changes in patient access and staff workload may be both modest and gradual. Practices planning to implement them should consider carefully their reasons for doing so and involve the whole practice team. © British Journal of General Practice 2018.

  9. Real-time teleophthalmology versus face-to-face consultation: A systematic review.

    Science.gov (United States)

    Tan, Irene J; Dobson, Lucy P; Bartnik, Stephen; Muir, Josephine; Turner, Angus W

    2017-08-01

    Introduction Advances in imaging capabilities and the evolution of real-time teleophthalmology have the potential to provide increased coverage to areas with limited ophthalmology services. However, there is limited research assessing the diagnostic accuracy of face-to-face teleophthalmology consultation. This systematic review aims to determine if real-time teleophthalmology provides comparable accuracy to face-to-face consultation for the diagnosis of common eye health conditions. Methods A search of PubMed, Embase, Medline and Cochrane databases and manual citation review was conducted on 6 February and 7 April 2016. Included studies involved real-time telemedicine in the field of ophthalmology or optometry, and assessed diagnostic accuracy against gold-standard face-to-face consultation. The revised quality assessment of diagnostic accuracy studies (QUADAS-2) tool assessed risk of bias. Results Twelve studies were included, with participants ranging from four to 89 years old. A broad number of conditions were assessed and include corneal and retinal pathologies, strabismus, oculoplastics and post-operative review. Quality assessment identified a high or unclear risk of bias in patient selection (75%) due to an undisclosed recruitment processes. The index test showed high risk of bias in the included studies, due to the varied interpretation and conduct of real-time teleophthalmology methods. Reference standard risk was overall low (75%), as was the risk due to flow and timing (75%). Conclusion In terms of diagnostic accuracy, real-time teleophthalmology was considered superior to face-to-face consultation in one study and comparable in six studies. Store-and-forward image transmission coupled with real-time videoconferencing is a suitable alternative to overcome poor internet transmission speeds.

  10. Do international flights promote FDI? : the role of face-to-face communication

    OpenAIRE

    Tanaka, Kiyoyasu

    2016-01-01

    Air transportation facilitates face-to-face interactions across borders for the spatial expansion of manufacturing production. I investigate the impact of international flights on FDI entry by Japanese firms. I find that FDI entry significantly increases with the weekly frequency of flights from Japan, and the positive impact increases with a proxy for an intensity of face-to-face communication between the parent firm and foreign affiliate. The results are robust to estimation methods, additi...

  11. Facing aggression: cues differ for female versus male faces.

    Directory of Open Access Journals (Sweden)

    Shawn N Geniole

    Full Text Available The facial width-to-height ratio (face ratio, is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judgements of aggression were associated with the face ratio even when other cues in the face related to masculinity were controlled statistically. Nevertheless, correlations between the face ratio and judgements of aggression were smaller for female than for male faces (F(1,36 = 7.43, p = 0.01. In Study 1, there was no significant relationship between judgements of femininity and of aggression in female faces. In Study 2, the association between judgements of masculinity and aggression was weaker in female faces than for male faces in Study 1. The weaker association in female faces may be because aggression and masculinity are stereotypically male traits. Thus, in Study 3, observers rated faces on nurturing (a stereotypically female trait and on femininity. Judgements of nurturing were associated with femininity (positively and masculinity (negatively ratings in both female and male faces. In summary, the perception of aggression differs in female versus male faces. The sex difference was not simply because aggression is a gendered construct; the relationships between masculinity/femininity and nurturing were similar for male and female faces even though nurturing is also a gendered construct. Masculinity and femininity ratings are not associated with aggression ratings nor with the face ratio for female faces. In contrast, all four variables are highly inter-correlated in male faces, likely because these cues in male faces serve as "honest signals".

  12. Facing aggression: cues differ for female versus male faces.

    Science.gov (United States)

    Geniole, Shawn N; Keyes, Amanda E; Mondloch, Catherine J; Carré, Justin M; McCormick, Cheryl M

    2012-01-01

    The facial width-to-height ratio (face ratio), is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judgements of aggression were associated with the face ratio even when other cues in the face related to masculinity were controlled statistically. Nevertheless, correlations between the face ratio and judgements of aggression were smaller for female than for male faces (F(1,36) = 7.43, p = 0.01). In Study 1, there was no significant relationship between judgements of femininity and of aggression in female faces. In Study 2, the association between judgements of masculinity and aggression was weaker in female faces than for male faces in Study 1. The weaker association in female faces may be because aggression and masculinity are stereotypically male traits. Thus, in Study 3, observers rated faces on nurturing (a stereotypically female trait) and on femininity. Judgements of nurturing were associated with femininity (positively) and masculinity (negatively) ratings in both female and male faces. In summary, the perception of aggression differs in female versus male faces. The sex difference was not simply because aggression is a gendered construct; the relationships between masculinity/femininity and nurturing were similar for male and female faces even though nurturing is also a gendered construct. Masculinity and femininity ratings are not associated with aggression ratings nor with the face ratio for female faces. In contrast, all four variables are highly inter-correlated in male faces, likely because these cues in male faces serve as "honest signals".

  13. Facing Aggression: Cues Differ for Female versus Male Faces

    Science.gov (United States)

    Geniole, Shawn N.; Keyes, Amanda E.; Mondloch, Catherine J.; Carré, Justin M.; McCormick, Cheryl M.

    2012-01-01

    The facial width-to-height ratio (face ratio), is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judgements of aggression were associated with the face ratio even when other cues in the face related to masculinity were controlled statistically. Nevertheless, correlations between the face ratio and judgements of aggression were smaller for female than for male faces (F1,36 = 7.43, p = 0.01). In Study 1, there was no significant relationship between judgements of femininity and of aggression in female faces. In Study 2, the association between judgements of masculinity and aggression was weaker in female faces than for male faces in Study 1. The weaker association in female faces may be because aggression and masculinity are stereotypically male traits. Thus, in Study 3, observers rated faces on nurturing (a stereotypically female trait) and on femininity. Judgements of nurturing were associated with femininity (positively) and masculinity (negatively) ratings in both female and male faces. In summary, the perception of aggression differs in female versus male faces. The sex difference was not simply because aggression is a gendered construct; the relationships between masculinity/femininity and nurturing were similar for male and female faces even though nurturing is also a gendered construct. Masculinity and femininity ratings are not associated with aggression ratings nor with the face ratio for female faces. In contrast, all four variables are highly inter-correlated in male faces, likely because these cues in male faces serve as “honest signals”. PMID:22276184

  14. Face-to-face Tobacco Sales: What Retailers Need to Know PSA (:30)

    Centers for Disease Control (CDC) Podcasts

    PSA to help raise retailers' awareness of the new federal tobacco regulations related to the sale of cigarettes and smokeless tobacco products to people under 18 and the requirement to sell products face-to-face.

  15. Orienting to face expression during encoding improves men's recognition of own gender faces.

    Science.gov (United States)

    Fulton, Erika K; Bulluck, Megan; Hertzog, Christopher

    2015-10-01

    It is unclear why women have superior episodic memory of faces, but the benefit may be partially the result of women engaging in superior processing of facial expressions. Therefore, we hypothesized that orienting instructions to attend to facial expression at encoding would significantly improve men's memory of faces and possibly reduce gender differences. We directed 203 college students (122 women) to study 120 faces under instructions to orient to either the person's gender or their emotional expression. They later took a recognition test of these faces by either judging whether they had previously studied the same person or that person with the exact same expression; the latter test evaluated recollection of specific facial details. Orienting to facial expressions during encoding significantly improved men's recognition of own-gender faces and eliminated the advantage that women had for male faces under gender orienting instructions. Although gender differences in spontaneous strategy use when orienting to faces cannot fully account for gender differences in face recognition, orienting men to facial expression during encoding is one way to significantly improve their episodic memory for male faces. Copyright © 2015 Elsevier B.V. All rights reserved.

  16. Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

    Science.gov (United States)

    Makarem, Suzanne C.

    2015-01-01

    University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost,…

  17. Doctor-patient communication: a comparison between telemedicine consultation and face-to-face consultation.

    Science.gov (United States)

    Liu, Xiao; Sawada, Yoshie; Takizawa, Takako; Sato, Hiroko; Sato, Mahito; Sakamoto, Hironosuke; Utsugi, Toshihiro; Sato, Kunio; Sumino, Hiroyuki; Okamura, Shinichi; Sakamaki, Tetsuo

    2007-01-01

    The objective of this study was to compare doctor-patient communications in clinical consultations via telemedicine technology to doctor-patient communications in face-to-face clinical consultations. Five doctors who had been practicing internal medicine for 8 to 18 years, and twenty patients were enrolled in this study; neither doctors nor patients had previous experience of telemedicine. The patients received both a telemedicine consultation and a face-to-face consultation. Three measures--video observation, medical record volume, and participants' satisfaction--were used for the assessment. It was found that the time spent on the telemedicine consultation was substantially longer than the time spent on the face-to-face consultation. No statistically significant differences were found in the number of either closed or open-ended questions asked by doctors between both types of consultation. Empathy-utterances, praise-utterances, and facilitation-utterances were, however, seen less in the telemedicine consultations than in the face-to-face consultations. The volume of the medical records was statistically smaller in the telemedicine consultations than in the face-to-face consultations. Patients were satisfied with the telemedicine consultation, but doctors were dissatisfied with it and felt hampered by the communication barriers. This study suggests that new training programs are needed for doctors to develop improved communication skills and the ability to express empathy in telemedicine consultations.

  18. Crossing the “Uncanny Valley”: adaptation to cartoon faces can influence perception of human faces

    Science.gov (United States)

    Chen, Haiwen; Russell, Richard; Nakayama, Ken; Livingstone, Margaret

    2013-01-01

    Adaptation can shift what individuals identify to be a prototypical or attractive face. Past work suggests that low-level shape adaptation can affect high-level face processing but is position dependent. Adaptation to distorted images of faces can also affect face processing but only within sub-categories of faces, such as gender, age, and race/ethnicity. This study assesses whether there is a representation of face that is specific to faces (as opposed to all shapes) but general to all kinds of faces (as opposed to subcategories) by testing whether adaptation to one type of face can affect perception of another. Participants were shown cartoon videos containing faces with abnormally large eyes. Using animated videos allowed us to simulate naturalistic exposure and avoid positional shape adaptation. Results suggest that adaptation to cartoon faces with large eyes shifts preferences for human faces toward larger eyes, supporting the existence of general face representations. PMID:20465173

  19. Cyber- and Face-to-Face Bullying: Who Crosses Over?

    Science.gov (United States)

    Shin, Hwayeon Helene; Braithwaite, Valerie; Ahmed, Eliza

    2016-01-01

    A total of 3956 children aged 12-13 years who completed the Longitudinal Study of Australian Children (LSAC Wave 5) were studied about their experiences of traditional face-to-face bullying and cyberbullying in the last month. In terms of prevalence, sixty percent of the sample had been involved in traditional bullying as the victim and/or the…

  20. Self-esteem, interpersonal risk, and preference for e-mail to face-to-face communication.

    Science.gov (United States)

    Joinson, Adam N

    2004-08-01

    The media choices made by high and low self-esteem Internet users were studied using web-based methodology (n = 265). Participants were asked to rank four media (face-to-face, e-mail, letter, and telephone) in order of preference across four different communication scenarios designed to pose an interpersonal risk. The level of interpersonal risk posed by two of the scenarios (asking for a pay rise and asking for a date) were also experimentally manipulated by randomly allocating participants to a 25%, 50%, or 75% chance of rejection. Low self-esteem users (LSE) showed a significant preference toward e-mail communication compared to high self-esteem users (HSE). This pattern was reversed for face-to-face preferences. Similarly, a greater chance of rejection in a scenario led to e-mail being preferred to face-to-face communication. The results are discussed in light of both the strategic use of different media and the motivated Internet user.

  1. Attention to the Model's Face When Learning from Video Modeling Examples in Adolescents with and without Autism Spectrum Disorder

    Science.gov (United States)

    van Wermeskerken, Margot; Grimmius, Bianca; van Gog, Tamara

    2018-01-01

    We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students' attention away from what the model is doing, but this did not hamper learning. We aimed to investigate…

  2. Non-egalitarian allocations among preschool peers in a face-to-face bargaining task.

    Directory of Open Access Journals (Sweden)

    Alicia P Melis

    Full Text Available In face-to-face bargaining tasks human adults almost always agree on an equal split of resources. This is due to mutually recognized fairness and equality norms. Early developmental studies on sharing and equality norms found that egalitarian allocations of resources are not common before children are 5 or 6 years old. However, recent studies have shown that in some face-to face collaborative situations, or when recipients express their desires, children at much younger ages choose equal allocations. We investigated the ability of 3.5 and 5-year-olds to negotiate face-to-face, whether to collaborate to obtain an equal or an unequal distribution of rewards. We hypothesized that the face-to-face interaction and interdependency between partners would facilitate egalitarian outcomes at both ages. In the first experiment we found that 5-year-olds were more egalitarian than 3.5-year-olds, but neither of the age classes shared equally. In the second experiment, in which we increased the magnitude of the inequality, we found that children at both ages mostly agreed on the unequal distribution. These results show that communication and face-to-face interactions are not sufficient to guarantee equal allocations at 3-5 years of age. These results add to previous findings suggesting that in the context of non-collaboratively produced resources it is only after 5 years of age that children use equality norms to allocate resources.

  3. Source Reconstruction of Brain Potentials Using Bayesian Model Averaging to Analyze Face Intra-Domain vs. Face-Occupation Cross-Domain Processing.

    Science.gov (United States)

    Olivares, Ela I; Lage-Castellanos, Agustín; Bobes, María A; Iglesias, Jaime

    2018-01-01

    We investigated the neural correlates of the access to and retrieval of face structure information in contrast to those concerning the access to and retrieval of person-related verbal information, triggered by faces. We experimentally induced stimulus familiarity via a systematic learning procedure including faces with and without associated verbal information. Then, we recorded event-related potentials (ERPs) in both intra-domain (face-feature) and cross-domain (face-occupation) matching tasks while N400-like responses were elicited by incorrect eyes-eyebrows completions and occupations, respectively. A novel Bayesian source reconstruction approach plus conjunction analysis of group effects revealed that in both cases the generated N170s were of similar amplitude but had different neural origin. Thus, whereas the N170 of faces was associated predominantly to right fusiform and occipital regions (the so-called "Fusiform Face Area", "FFA" and "Occipital Face Area", "OFA", respectively), the N170 of occupations was associated to a bilateral very posterior activity, suggestive of basic perceptual processes. Importantly, the right-sided perceptual P200 and the face-related N250 were evoked exclusively in the intra-domain task, with sources in OFA and extensively in the fusiform region, respectively. Regarding later latencies, the intra-domain N400 seemed to be generated in right posterior brain regions encompassing mainly OFA and, to some extent, the FFA, likely reflecting neural operations triggered by structural incongruities. In turn, the cross-domain N400 was related to more anterior left-sided fusiform and temporal inferior sources, paralleling those described previously for the classic verbal N400. These results support the existence of differentiated neural streams for face structure and person-related verbal processing triggered by faces, which can be activated differentially according to specific task demands.

  4. Source Reconstruction of Brain Potentials Using Bayesian Model Averaging to Analyze Face Intra-Domain vs. Face-Occupation Cross-Domain Processing

    Directory of Open Access Journals (Sweden)

    Ela I. Olivares

    2018-03-01

    Full Text Available We investigated the neural correlates of the access to and retrieval of face structure information in contrast to those concerning the access to and retrieval of person-related verbal information, triggered by faces. We experimentally induced stimulus familiarity via a systematic learning procedure including faces with and without associated verbal information. Then, we recorded event-related potentials (ERPs in both intra-domain (face-feature and cross-domain (face-occupation matching tasks while N400-like responses were elicited by incorrect eyes-eyebrows completions and occupations, respectively. A novel Bayesian source reconstruction approach plus conjunction analysis of group effects revealed that in both cases the generated N170s were of similar amplitude but had different neural origin. Thus, whereas the N170 of faces was associated predominantly to right fusiform and occipital regions (the so-called “Fusiform Face Area”, “FFA” and “Occipital Face Area”, “OFA”, respectively, the N170 of occupations was associated to a bilateral very posterior activity, suggestive of basic perceptual processes. Importantly, the right-sided perceptual P200 and the face-related N250 were evoked exclusively in the intra-domain task, with sources in OFA and extensively in the fusiform region, respectively. Regarding later latencies, the intra-domain N400 seemed to be generated in right posterior brain regions encompassing mainly OFA and, to some extent, the FFA, likely reflecting neural operations triggered by structural incongruities. In turn, the cross-domain N400 was related to more anterior left-sided fusiform and temporal inferior sources, paralleling those described previously for the classic verbal N400. These results support the existence of differentiated neural streams for face structure and person-related verbal processing triggered by faces, which can be activated differentially according to specific task demands.

  5. New Challenges Facing Universities in the Internet-Driven Global Environment

    Science.gov (United States)

    Rajasingham, Lalita

    2011-01-01

    This paper explores some new challenges facing universities in a global multimediated Internet-based environment, as they seek alternative paradigms and options to remain true to their core business. At a time of rapid technological change, and contested, complex concepts associated with globalisation, knowledge is becoming a primary factor of…

  6. 20 CFR 266.6 - Information to be submitted by a representative payee-applicant; face-to-face interview.

    Science.gov (United States)

    2010-04-01

    ... representative payee-applicant; face-to-face interview. 266.6 Section 266.6 Employees' Benefits RAILROAD... be submitted by a representative payee-applicant; face-to-face interview. Before the Board selects a... listed in § 266.4 of this part. An employee of the Board may also conduct a face-to-face interview with...

  7. Can't read my broker face: Learning about trustworthiness with age.

    Science.gov (United States)

    Rasmussen, Eileen C; Gutchess, Angela

    2018-02-05

    We assessed how age impacted learning who to trust, and the extent to which this type of learning relied on explicit memory. In contrast to prior studies, target faces were neutral without prior reputational information. Younger and older adults made investment decisions for 36 brokers, who yielded a good, neutral, or bad outcome. Brokers were encountered three times to measure adaptive learning. After the investment task, participants completed a surprise explicit source memory test for brokers. Although younger and older adults learned to distinguish good and bad brokers from neutral ones, older adults did not learn the brokers' behavior as well as younger adults. In addition, explicit source memory was highly correlated with investment decisions, although less so for good brokers for older than younger adults. Findings extend prior work by establishing that older adults' impairments in learning who to trust extend to neutral faces, and highlighting the role of explicit memory in investment performance. Future work should vary the task demands to explore the contribution of explicit and implicit processes. © The Author(s) 2018. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  8. Highlights from a Literature Review Prepared for the Face to Face Research Project

    Science.gov (United States)

    National Literacy Trust, 2010

    2010-01-01

    Between March 2009 and March 2011, Talk To Your Baby has been engaged in a research project, under the title of Face to Face, to identify key messages for parents and carers in relation to communicating with babies and young children, and has examined the most effective ways to promote these messages to parents and carers. The Face to Face project…

  9. The Effectiveness of Blended Learning Environments

    Science.gov (United States)

    Eryilmaz, Meltem

    2015-01-01

    The object of this experimental study is to measure the effectiveness of a blended learning environment which is laid out on the basis of features for face to face and online environments. The study was applied to 110 students who attend to Atilim University, Ankara, Turkey and take Introduction to Computers Course. During the application,…

  10. Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

  11. Electronic and face-to-face communication in maintaining social relationships

    NARCIS (Netherlands)

    Tillema, T.; Dijst, M.J.; Schwanen, T.

    2007-01-01

    Although the spectacular spread of wired and wireless communication technologies such as the Internet and mobile phone have been discussed extensively in the academic literature, knowledge of the interactions among face-to-face (F2F) and electronic communication modes and their implications for

  12. Challenges faced by parents of children with learning disabilities in Opuwo, Namibia.

    Science.gov (United States)

    Taderera, Clever; Hall, Herna

    2017-01-01

    Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children's learning and other developmental disabilities, including challenges related to preventative and supportive interventions. This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as

  13. Face to Faith: Teaching Global Citizenship

    Science.gov (United States)

    Beauchamp, Marcia

    2011-01-01

    The Tony Blair Faith Foundation has created a program that enables students to learn directly with, from, and about one another's culture, religion and beliefs. Face to Faith is a state-of-the-art educational program that addresses cross-cultural and inter-religious understanding in the context of study about global issues. The program uses…

  14. Quantitative Skills, Critical Thinking, and Writing Mechanics in Blended versus Face-to-Face Versions of a Research Methods and Statistics Course

    Science.gov (United States)

    Goode, Christopher T.; Lamoreaux, Marika; Atchison, Kristin J.; Jeffress, Elizabeth C.; Lynch, Heather L.; Sheehan, Elizabeth

    2018-01-01

    Hybrid or blended learning (BL) has been shown to be equivalent to or better than face-to-face (FTF) instruction in a broad variety of contexts. We randomly assigned students to either 50/50 BL or 100% FTF versions of a research methods and statistics in psychology course. Students who took the BL version of the course scored significantly lower…

  15. Holistic processing for other-race faces in chinese participants occurs for upright but not inverted faces.

    Science.gov (United States)

    Crookes, Kate; Favelle, Simone; Hayward, William G

    2013-01-01

    Recent evidence suggests stronger holistic processing for own-race faces may underlie the own-race advantage in face memory. In previous studies Caucasian participants have demonstrated larger holistic processing effects for Caucasian over Asian faces. However, Asian participants have consistently shown similar sized effects for both Asian and Caucasian faces. We investigated two proposed explanations for the holistic processing of other-race faces by Asian participants: (1) greater other-race exposure, (2) a general global processing bias. Holistic processing was tested using the part-whole task. Participants were living in predominantly own-race environments and other-race contact was evaluated. Despite reporting significantly greater contact with own-race than other-race people, Chinese participants displayed strong holistic processing for both Asian and Caucasian upright faces. In addition, Chinese participants showed no evidence of holistic processing for inverted faces arguing against a general global processing bias explanation. Caucasian participants, in line with previous studies, displayed stronger holistic processing for Caucasian than Asian upright faces. For inverted faces there were no race-of-face differences. These results are used to suggest that Asians may make more general use of face-specific mechanisms than Caucasians.

  16. Similarity measures for face recognition

    CERN Document Server

    Vezzetti, Enrico

    2015-01-01

    Face recognition has several applications, including security, such as (authentication and identification of device users and criminal suspects), and in medicine (corrective surgery and diagnosis). Facial recognition programs rely on algorithms that can compare and compute the similarity between two sets of images. This eBook explains some of the similarity measures used in facial recognition systems in a single volume. Readers will learn about various measures including Minkowski distances, Mahalanobis distances, Hansdorff distances, cosine-based distances, among other methods. The book also summarizes errors that may occur in face recognition methods. Computer scientists "facing face" and looking to select and test different methods of computing similarities will benefit from this book. The book is also useful tool for students undertaking computer vision courses.

  17. Theoretical Foundations for Enhancing Social Connectedness in Online Learning Environments

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Bishop, M. J.

    2009-01-01

    Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face-to-face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning…

  18. Brain Activity Related to the Judgment of Face-Likeness: Correlation between EEG and Face-Like Evaluation

    Directory of Open Access Journals (Sweden)

    Yuji Nihei

    2018-02-01

    Full Text Available Faces represent important information for social communication, because social information, such as face-color, expression, and gender, is obtained from faces. Therefore, individuals' tend to find faces unconsciously, even in objects. Why is face-likeness perceived in non-face objects? Previous event-related potential (ERP studies showed that the P1 component (early visual processing, the N170 component (face detection, and the N250 component (personal detection reflect the neural processing of faces. Inverted faces were reported to enhance the amplitude and delay the latency of P1 and N170. To investigate face-likeness processing in the brain, we explored the face-related components of the ERP through a face-like evaluation task using natural faces, cars, insects, and Arcimboldo paintings presented upright or inverted. We found a significant correlation between the inversion effect index and face-like scores in P1 in both hemispheres and in N170 in the right hemisphere. These results suggest that judgment of face-likeness occurs in a relatively early stage of face processing.

  19. Brain Activity Related to the Judgment of Face-Likeness: Correlation between EEG and Face-Like Evaluation.

    Science.gov (United States)

    Nihei, Yuji; Minami, Tetsuto; Nakauchi, Shigeki

    2018-01-01

    Faces represent important information for social communication, because social information, such as face-color, expression, and gender, is obtained from faces. Therefore, individuals' tend to find faces unconsciously, even in objects. Why is face-likeness perceived in non-face objects? Previous event-related potential (ERP) studies showed that the P1 component (early visual processing), the N170 component (face detection), and the N250 component (personal detection) reflect the neural processing of faces. Inverted faces were reported to enhance the amplitude and delay the latency of P1 and N170. To investigate face-likeness processing in the brain, we explored the face-related components of the ERP through a face-like evaluation task using natural faces, cars, insects, and Arcimboldo paintings presented upright or inverted. We found a significant correlation between the inversion effect index and face-like scores in P1 in both hemispheres and in N170 in the right hemisphere. These results suggest that judgment of face-likeness occurs in a relatively early stage of face processing.

  20. Examination of program exposure across intervention delivery modes: face-to-face versus internet

    Directory of Open Access Journals (Sweden)

    Mummery W Kerry

    2007-03-01

    Full Text Available Abstract Background There has been increasing interest in the ability of the internet to produce behaviour change. The focus of this study was to describe program exposure across three intervention groups from a randomised trial (RT comparing traditional face-to-face, internet-mediated (combined internet plus face-to-face, and internet-only program delivery. Methods Baseline and immediately post-intervention survey data, and exposure rates from participants that commenced the RT were included (n = 192. Exposure was defined as either face-to-face attendance, website usage, or a combination of both for the internet-mediated group. Characteristics of participants who were exposed to at least 75% of the program material were explored. Descriptive analysis and logistical regression were used to examine differences between groups for program exposure. Results All groups showed decrease in program exposure over time. Differences were also observed (χ2 = 10.37, p Conclusion These results suggest that the internet groups were as effective as the face-to-face delivery mode in engaging participants in the program material. However, different delivery methods may be more useful to different sub-populations. It is important to explore which target groups that internet-based programs are best suited, in order to increase their impact.

  1. Anti-Makeup: Learning A Bi-Level Adversarial Network for Makeup-Invariant Face Verification

    OpenAIRE

    Li, Yi; Song, Lingxiao; Wu, Xiang; He, Ran; Tan, Tieniu

    2017-01-01

    Makeup is widely used to improve facial attractiveness and is well accepted by the public. However, different makeup styles will result in significant facial appearance changes. It remains a challenging problem to match makeup and non-makeup face images. This paper proposes a learning from generation approach for makeup-invariant face verification by introducing a bi-level adversarial network (BLAN). To alleviate the negative effects from makeup, we first generate non-makeup images from makeu...

  2. Real Time Face Quality Assessment for Face Log Generation

    DEFF Research Database (Denmark)

    Kamal, Nasrollahi; Moeslund, Thomas B.

    2009-01-01

    Summarizing a long surveillance video to just a few best quality face images of each subject, a face-log, is of great importance in surveillance systems. Face quality assessment is the back-bone for face log generation and improving the quality assessment makes the face logs more reliable....... Developing a real time face quality assessment system using the most important facial features and employing it for face logs generation are the concerns of this paper. Extensive tests using four databases are carried out to validate the usability of the system....

  3. Meta-analytic review of the development of face discrimination in infancy: Face race, face gender, infant age, and methodology moderate face discrimination.

    Science.gov (United States)

    Sugden, Nicole A; Marquis, Alexandra R

    2017-11-01

    Infants show facility for discriminating between individual faces within hours of birth. Over the first year of life, infants' face discrimination shows continued improvement with familiar face types, such as own-race faces, but not with unfamiliar face types, like other-race faces. The goal of this meta-analytic review is to provide an effect size for infants' face discrimination ability overall, with own-race faces, and with other-race faces within the first year of life, how this differs with age, and how it is influenced by task methodology. Inclusion criteria were (a) infant participants aged 0 to 12 months, (b) completing a human own- or other-race face discrimination task, (c) with discrimination being determined by infant looking. Our analysis included 30 works (165 samples, 1,926 participants participated in 2,623 tasks). The effect size for infants' face discrimination was small, 6.53% greater than chance (i.e., equal looking to the novel and familiar). There was a significant difference in discrimination by race, overall (own-race, 8.18%; other-race, 3.18%) and between ages (own-race: 0- to 4.5-month-olds, 7.32%; 5- to 7.5-month-olds, 9.17%; and 8- to 12-month-olds, 7.68%; other-race: 0- to 4.5-month-olds, 6.12%; 5- to 7.5-month-olds, 3.70%; and 8- to 12-month-olds, 2.79%). Multilevel linear (mixed-effects) models were used to predict face discrimination; infants' capacity to discriminate faces is sensitive to face characteristics including race, gender, and emotion as well as the methods used, including task timing, coding method, and visual angle. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Face-to-face or not-to-face: A technology preference for communication.

    Science.gov (United States)

    Jaafar, Noor Ismawati; Darmawan, Bobby; Mohamed Ariffin, Mohd Yahya

    2014-11-01

    This study employed the Model of Technology Preference (MTP) to explain the relationship of the variables as the antecedents of behavioral intention to adopt a social networking site (SNS) for communication. Self-administered questionnaires were distributed to SNS account users using paper-based and web-based surveys that led to 514 valid responses. The data were analyzed using structural equation modeling (SEM). The results show that two out of three attributes of the attribute-based preference (ATRP) affect attitude-based preference (ATTP). The data support the hypotheses that perceived enjoyment and social presence are predictors of ATTP. In this study, the findings further indicated that ATTP has no relationship with the behavioral intention of using SNS, but it has a relationship with the attitude of using SNS. SNS development should provide features that ensure enjoyment and social presence for users to communicate instead of using the traditional face-to-face method of communication.

  5. Face-to-Face or Not-to-Face: A Technology Preference for Communication

    Science.gov (United States)

    Darmawan, Bobby; Mohamed Ariffin, Mohd Yahya

    2014-01-01

    Abstract This study employed the Model of Technology Preference (MTP) to explain the relationship of the variables as the antecedents of behavioral intention to adopt a social networking site (SNS) for communication. Self-administered questionnaires were distributed to SNS account users using paper-based and web-based surveys that led to 514 valid responses. The data were analyzed using structural equation modeling (SEM). The results show that two out of three attributes of the attribute-based preference (ATRP) affect attitude-based preference (ATTP). The data support the hypotheses that perceived enjoyment and social presence are predictors of ATTP. In this study, the findings further indicated that ATTP has no relationship with the behavioral intention of using SNS, but it has a relationship with the attitude of using SNS. SNS development should provide features that ensure enjoyment and social presence for users to communicate instead of using the traditional face-to-face method of communication. PMID:25405782

  6. Modeling human dynamics of face-to-face interaction networks

    OpenAIRE

    Starnini, Michele; Baronchelli, Andrea; Pastor-Satorras, Romualdo

    2013-01-01

    Face-to-face interaction networks describe social interactions in human gatherings, and are the substrate for processes such as epidemic spreading and gossip propagation. The bursty nature of human behavior characterizes many aspects of empirical data, such as the distribution of conversation lengths, of conversations per person, or of inter-conversation times. Despite several recent attempts, a general theoretical understanding of the global picture emerging from data is still lacking. Here ...

  7. Undergraduate Essay Writing: Online and Face-to-Face Peer Reviews

    Science.gov (United States)

    Chong, Mike R.; Goff, Lori; Dej, Kimberly

    2012-01-01

    We implemented two different approaches of using peer review to support undergraduate essay assignments for students taking large second-year courses in life sciences and biology: a web-based online peer review (OPR) approach and a more traditional face-to-face peer review (FPR) approach that was conducted in tutorial settings. The essays…

  8. Successful decoding of famous faces in the fusiform face area.

    Directory of Open Access Journals (Sweden)

    Vadim Axelrod

    Full Text Available What are the neural mechanisms of face recognition? It is believed that the network of face-selective areas, which spans the occipital, temporal, and frontal cortices, is important in face recognition. A number of previous studies indeed reported that face identity could be discriminated based on patterns of multivoxel activity in the fusiform face area and the anterior temporal lobe. However, given the difficulty in localizing the face-selective area in the anterior temporal lobe, its role in face recognition is still unknown. Furthermore, previous studies limited their analysis to occipito-temporal regions without testing identity decoding in more anterior face-selective regions, such as the amygdala and prefrontal cortex. In the current high-resolution functional Magnetic Resonance Imaging study, we systematically examined the decoding of the identity of famous faces in the temporo-frontal network of face-selective and adjacent non-face-selective regions. A special focus has been put on the face-area in the anterior temporal lobe, which was reliably localized using an optimized scanning protocol. We found that face-identity could be discriminated above chance level only in the fusiform face area. Our results corroborate the role of the fusiform face area in face recognition. Future studies are needed to further explore the role of the more recently discovered anterior face-selective areas in face recognition.

  9. Can Massive but Passive Exposure to Faces Contribute to Face Recognition Abilities?

    Science.gov (United States)

    Yovel, Galit; Halsband, Keren; Pelleg, Michel; Farkash, Naomi; Gal, Bracha; Goshen-Gottstein, Yonatan

    2012-01-01

    Recent studies have suggested that individuation of other-race faces is more crucial for enhancing recognition performance than exposure that involves categorization of these faces to an identity-irrelevant criterion. These findings were primarily based on laboratory training protocols that dissociated exposure and individuation by using…

  10. Human face recognition using eigenface in cloud computing environment

    Science.gov (United States)

    Siregar, S. T. M.; Syahputra, M. F.; Rahmat, R. F.

    2018-02-01

    Doing a face recognition for one single face does not take a long time to process, but if we implement attendance system or security system on companies that have many faces to be recognized, it will take a long time. Cloud computing is a computing service that is done not on a local device, but on an internet connected to a data center infrastructure. The system of cloud computing also provides a scalability solution where cloud computing can increase the resources needed when doing larger data processing. This research is done by applying eigenface while collecting data as training data is also done by using REST concept to provide resource, then server can process the data according to existing stages. After doing research and development of this application, it can be concluded by implementing Eigenface, recognizing face by applying REST concept as endpoint in giving or receiving related information to be used as a resource in doing model formation to do face recognition.

  11. Self-stigma and the intention to seek psychological help online compared to face-to-face.

    Science.gov (United States)

    Wallin, Emma; Maathz, Pernilla; Parling, Thomas; Hursti, Timo

    2018-07-01

    The present study aims to investigate the impact of help-seeking self-stigma on the preference and intention to seek psychological treatment delivered online compared to face-to-face. This study uses survey data from two Swedish samples. Sample 1 consists of 267 students (78.7% women) with a mean age of 24.5 (SD = 6.1). Sample 2 consists of 195 primary care patients (56.9% women) with a mean age of 45.3 (SD = 17.7). The number of participants who preferred online treatment was higher if seeking psychological help for a perceived stigmatized problem compared to mental health problems in general. The odds ratios for choosing treatment online over face-to-face were 6.41, 95% CI [4.05, 10.14] in Sample 1 and 11.19, 95% CI [5.29, 23.67] in Sample 2. In addition, findings suggest that higher levels of help-seeking self-stigma predicted higher intention to seek treatment online compared to face-to-face. Our results suggest that online interventions may facilitate help-seeking among individuals deterred by stigma. © 2018 Wiley Periodicals, Inc.

  12. Facing Aggression: Cues Differ for Female versus Male Faces

    OpenAIRE

    Geniole, Shawn N.; Keyes, Amanda E.; Mondloch, Catherine J.; Carr?, Justin M.; McCormick, Cheryl M.

    2012-01-01

    The facial width-to-height ratio (face ratio), is a sexually dimorphic metric associated with actual aggression in men and with observers' judgements of aggression in male faces. Here, we sought to determine if observers' judgements of aggression were associated with the face ratio in female faces. In three studies, participants rated photographs of female and male faces on aggression, femininity, masculinity, attractiveness, and nurturing. In Studies 1 and 2, for female and male faces, judge...

  13. Comparing Online to Face-To-Face Delivery of Undergraduate Digital Circuits Content

    Science.gov (United States)

    LaMeres, Brock J.; Plumb, Carolyn

    2014-01-01

    This paper presents a comparison of online to traditional face-to-face delivery of undergraduate digital systems material. Two specific components of digital content were compared and evaluated: a sophomore logic circuits course with no laboratory, and a microprocessor laboratory component of a junior-level computer systems course. For each of…

  14. Are reading and face processing related?

    DEFF Research Database (Denmark)

    Starrfelt, Randi; Klargaard, Solja; Petersen, Anders

    2015-01-01

    Traditionally, perceptual processing of faces and words is considered highly specialized, strongly lateralized, and largely independent. This has, however, recently been challenged by studies showing that learning to read may affect the perceptual and neural processes involved in face recognition......, a lower perceptual threshold, and higher processing speed for words compared to letters. In sum, we find no evidence that reading skills are abnormal in developmental prosopagnosia, a finding that may challenge the recently proposed hypothesis that reading development and face processing abilities...

  15. Blended synchronous learning environment: Student perspectives

    Directory of Open Access Journals (Sweden)

    Conklina Sheri

    2017-06-01

    Full Text Available Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-face and online synchronous students, which can cause cognitive overload and compromise the quality of instruction. Additionally, this study suggests that technical difficulties can affect students’ satisfaction with BSLE courses. Implications for further research and limitations are discussed.

  16. Computer-mediated and face-to-face communication in metastatic cancer support groups.

    Science.gov (United States)

    Vilhauer, Ruvanee P

    2014-08-01

    To compare the experiences of women with metastatic breast cancer (MBC) in computer-mediated and face-to-face support groups. Interviews from 18 women with MBC, who were currently in computer-mediated support groups (CMSGs), were examined using interpretative phenomenological analysis. The CMSGs were in an asynchronous mailing list format; women communicated exclusively via email. All the women were also, or had previously been, in a face-to-face support group (FTFG). CMSGs had both advantages and drawbacks, relative to face-to-face groups (FTFGs), for this population. Themes examined included convenience, level of support, intimacy, ease of expression, range of information, and dealing with debilitation and dying. CMSGs may provide a sense of control and a greater level of support. Intimacy may take longer to develop in a CMSG, but women may have more opportunities to get to know each other. CMSGs may be helpful while adjusting to a diagnosis of MBC, because women can receive support without being overwhelmed by physical evidence of disability in others or exposure to discussions about dying before they are ready. However, the absence of nonverbal cues in CMSGs also led to avoidance of topics related to death and dying when women were ready to face them. Agendas for discussion, the presence of a facilitator or more time in CMSGs may attenuate this problem. The findings were discussed in light of prevailing research and theories about computer-mediated communication. They have implications for designing CMSGs for this population.

  17. A Systems View of Mother-Infant Face-to-Face Communication

    Science.gov (United States)

    Beebe, Beatrice; Messinger, Daniel; Bahrick, Lorraine E.; Margolis, Amy; Buck, Karen A.; Chen, Henian

    2016-01-01

    Principles of a dynamic, dyadic systems view of mother-infant face-to-face communication, which considers self- and interactive processes in relation to one another, were tested. The process of interaction across time in a large low-risk community sample at infant age 4 months was examined. Split-screen videotape was coded on a 1-s time base for…

  18. Virtual clinics in glaucoma care: face-to-face versus remote decision-making.

    Science.gov (United States)

    Clarke, Jonathan; Puertas, Renata; Kotecha, Aachal; Foster, Paul J; Barton, Keith

    2017-07-01

    To examine the agreement in clinical decisions of glaucoma status made in a virtual glaucoma clinic with those made during a face-to-face consultation. A trained nurse and technicians entered data prospectively for 204 patients into a proforma. A subsequent face-to-face clinical assessment was completed by either a glaucoma consultant or fellow. Proformas were reviewed remotely by one of two additional glaucoma consultants, and 12 months later, by the clinicians who had undertaken the original clinical examination. The interobserver and intraobserver decision-making agreements of virtual assessment versus standard care were calculated. We identified adverse disagreement between face-to-face and virtual review in 7/204 (3.4%, 95% CI 0.9% to 5.9%) patients, where virtual review failed to predict a need to accelerated follow-up identified in face-to-face review. Misclassification events were rare, occurring in 1.9% (95% CI 0.3% to 3.8%) of assessments. Interobserver κ (95% CI) showed only fair agreement (0.24 (0.04 to 0.43)); this improved to moderate agreement when only consultant decisions were compared against each other (κ=0.41 (0.16 to 0.65)). The intraobserver agreement κ (95% CI) for the consultant was 0.274 (0.073 to 0.476), and that for the fellow was 0.264 (0.031 to 0.497). The low rate of adverse misclassification, combined with the slowly progressive nature of most glaucoma, and the fact that patients will all be regularly reassessed, suggests that virtual clinics offer a safe, logistically viable option for selected patients with glaucoma. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  19. Prosopagnosia when all faces look the same

    CERN Document Server

    Rivolta, Davide

    2014-01-01

    This book provides readers with a simplified and comprehensive account of the cognitive and neural bases of face perception in humans. Faces are ubiquitous in our environment and we rely on them during social interactions. The human face processing system allows us to extract information about the identity, gender, age, mood, race, attractiveness and approachability of other people in about a fraction of a second, just by glancing at their faces.  By introducing readers to the most relevant research on face recognition, this book seeks to answer the questions: “Why are humans so fast at recognizing faces?”, “Why are humans so efficient at recognizing faces?”, “Do faces represent a particular category for the human visual system?”, What makes face perception in humans so special?, “Can our face recognition system fail”?  This book presents the author’s findings on face perception during his research studies on both normal subjects and subjects with prosopagnosia, a neurological disorder cha...

  20. The Caledonian face test: A new test of face discrimination.

    Science.gov (United States)

    Logan, Andrew J; Wilkinson, Frances; Wilson, Hugh R; Gordon, Gael E; Loffler, Gunter

    2016-02-01

    This study aimed to develop a clinical test of face perception which is applicable to a wide range of patients and can capture normal variability. The Caledonian face test utilises synthetic faces which combine simplicity with sufficient realism to permit individual identification. Face discrimination thresholds (i.e. minimum difference between faces required for accurate discrimination) were determined in an "odd-one-out" task. The difference between faces was controlled by an adaptive QUEST procedure. A broad range of face discrimination sensitivity was determined from a group (N=52) of young adults (mean 5.75%; SD 1.18; range 3.33-8.84%). The test is fast (3-4 min), repeatable (test-re-test r(2)=0.795) and demonstrates a significant inversion effect. The potential to identify impairments of face discrimination was evaluated by testing LM who reported a lifelong difficulty with face perception. While LM's impairment for two established face tests was close to the criterion for significance (Z-scores of -2.20 and -2.27) for the Caledonian face test, her Z-score was -7.26, implying a more than threefold higher sensitivity. The new face test provides a quantifiable and repeatable assessment of face discrimination ability. The enhanced sensitivity suggests that the Caledonian face test may be capable of detecting more subtle impairments of face perception than available tests. Copyright © 2015 Elsevier Ltd. All rights reserved.

  1. Face-Lift Satisfaction Using the FACE-Q.

    Science.gov (United States)

    Sinno, Sammy; Schwitzer, Jonathan; Anzai, Lavinia; Thorne, Charles H

    2015-08-01

    Face lifting is one of the most common operative procedures for facial aging and perhaps the procedure most synonymous with plastic surgery in the minds of the lay public, but no verifiable documentation of patient satisfaction exists in the literature. This study is the first to examine face-lift outcomes and patient satisfaction using a validated questionnaire. One hundred five patients undergoing a face lift performed by the senior author (C.H.T.) using a high, extended-superficial musculoaponeurotic system with submental platysma approximation technique were asked to complete anonymously the FACE-Q by e-mail. FACE-Q scores were assessed for each domain (range, 0 to 100), with higher scores indicating greater satisfaction with appearance or superior quality of life. Fifty-three patients completed the FACE-Q (50.5 percent response rate). Patients demonstrated high satisfaction with facial appearance (mean ± SD, 80.7 ± 22.3), and quality of life, including social confidence (90.4 ± 16.6), psychological well-being (92.8 ± 14.3), and early life impact (92.2 ± 16.4). Patients also reported extremely high satisfaction with their decision to undergo face lifting (90.5 ± 15.9). On average, patients felt they appeared 6.9 years younger than their actual age. Patients were most satisfied with the appearance of their nasolabial folds (86.2 ± 18.5), cheeks (86.1 ± 25.4), and lower face/jawline (86.0 ± 20.6), compared with their necks (78.1 ± 25.6) and area under the chin (67.9 ± 32.3). Patients who responded in this study were extremely satisfied with their decision to undergo face lifting and the outcomes and quality of life following the procedure.

  2. A Fusion Face Recognition Approach Based on 7-Layer Deep Learning Neural Network

    Directory of Open Access Journals (Sweden)

    Jianzheng Liu

    2016-01-01

    Full Text Available This paper presents a method for recognizing human faces with facial expression. In the proposed approach, a motion history image (MHI is employed to get the features in an expressive face. The face can be seen as a kind of physiological characteristic of a human and the expressions are behavioral characteristics. We fused the 2D images of a face and MHIs which were generated from the same face’s image sequences with expression. Then the fusion features were used to feed a 7-layer deep learning neural network. The previous 6 layers of the whole network can be seen as an autoencoder network which can reduce the dimension of the fusion features. The last layer of the network can be seen as a softmax regression; we used it to get the identification decision. Experimental results demonstrated that our proposed method performs favorably against several state-of-the-art methods.

  3. Trust and Understanding in Face-to-Face and Synchronous Online Negotiations

    NARCIS (Netherlands)

    van der Toorn, Yvonne; van der Wijst, Per; Damen, Debby; van Amelsvoort, Marije; Zaraté, P.; Camilleri, G.; Kamissoko, D.; Amblard, F.

    This study investigates to what extent the synchronous character of chat communication overcomes the problems in creating mutual understanding and trust between conflicting parties. An experimental study was conducted in which participants negotiated with a confederate in either a face-to-face or

  4. The N250 brain potential to personally familiar and newly learned faces and objects

    Directory of Open Access Journals (Sweden)

    Lara Justine Pierce

    2011-10-01

    Full Text Available Studies employing event-related potentials (ERPs have shown that when participants are monitoring for a novel target face, the presentation of their own face elicits an enhanced negative brain potential in posterior channels approximately 250 ms after stimulus onset. Here, we investigate whether the own-face N250 effect generalizes to other highly familiar objects, specifically, images of the participant’s own dog and own car. In our experiments, participants were asked to monitor for a pre-experimentally unfamiliar target face (Joe, a target dog (Experiment 1: Joe’s Dog or a target car (Experiment 2: Joe’s Car. The target face and object stimuli were presented with non-target foils that included novel face and object stimuli, the participant’s own face, their own dog (Experiment 1 and their own car (Experiment 2. The consistent findings across the two experiments were the following: 1 the N250 potential differentiated the target faces and objects from the non-target face and object foils and 2 despite being non-targets, the own face and own objects produced an N250 response that was equal in magnitude to the target faces and objects by the end of the experiment. Thus, as indicated by its response to personally familiar and recently familiarized faces and objects, the N250 component is a sensitive index of individuated representations in visual memory.

  5. AN EFFICIENT SELF-UPDATING FACE RECOGNITION SYSTEM FOR PLASTIC SURGERY FACE

    Directory of Open Access Journals (Sweden)

    A. Devi

    2016-08-01

    Full Text Available Facial recognition system is fundamental a computer application for the automatic identification of a person through a digitized image or a video source. The major cause for the overall poor performance is related to the transformations in appearance of the user based on the aspects akin to ageing, beard growth, sun-tan etc. In order to overcome the above drawback, Self-update process has been developed in which, the system learns the biometric attributes of the user every time the user interacts with the system and the information gets updated automatically. The procedures of Plastic surgery yield a skilled and endurable means of enhancing the facial appearance by means of correcting the anomalies in the feature and then treating the facial skin with the aim of getting a youthful look. When plastic surgery is performed on an individual, the features of the face undergo reconstruction either locally or globally. But, the changes which are introduced new by plastic surgery remain hard to get modeled by the available face recognition systems and they deteriorate the performances of the face recognition algorithm. Hence the Facial plastic surgery produces changes in the facial features to larger extent and thereby creates a significant challenge to the face recognition system. This work introduces a fresh Multimodal Biometric approach making use of novel approaches to boost the rate of recognition and security. The proposed method consists of various processes like Face segmentation using Active Appearance Model (AAM, Face Normalization using Kernel Density Estimate/ Point Distribution Model (KDE-PDM, Feature extraction using Local Gabor XOR Patterns (LGXP and Classification using Independent Component Analysis (ICA. Efficient techniques have been used in each phase of the FRAS in order to obtain improved results.

  6. View-tolerant face recognition and Hebbian learning imply mirror-symmetric neural tuning to head orientation

    Science.gov (United States)

    Leibo, Joel Z.; Liao, Qianli; Freiwald, Winrich A.; Anselmi, Fabio; Poggio, Tomaso

    2017-01-01

    SUMMARY The primate brain contains a hierarchy of visual areas, dubbed the ventral stream, which rapidly computes object representations that are both specific for object identity and robust against identity-preserving transformations like depth-rotations [1, 2]. Current computational models of object recognition, including recent deep learning networks, generate these properties through a hierarchy of alternating selectivity-increasing filtering and tolerance-increasing pooling operations, similar to simple-complex cells operations [3, 4, 5, 6]. Here we prove that a class of hierarchical architectures and a broad set of biologically plausible learning rules generate approximate invariance to identity-preserving transformations at the top level of the processing hierarchy. However, all past models tested failed to reproduce the most salient property of an intermediate representation of a three-level face-processing hierarchy in the brain: mirror-symmetric tuning to head orientation [7]. Here we demonstrate that one specific biologically-plausible Hebb-type learning rule generates mirror-symmetric tuning to bilaterally symmetric stimuli like faces at intermediate levels of the architecture and show why it does so. Thus the tuning properties of individual cells inside the visual stream appear to result from group properties of the stimuli they encode and to reflect the learning rules that sculpted the information-processing system within which they reside. PMID:27916522

  7. Endocrinology Telehealth Consultation Improved Glycemic Control Similar to Face-to-Face Visits in Veterans.

    Science.gov (United States)

    Liu, Winnie; Saxon, David R; McNair, Bryan; Sanagorski, Rebecca; Rasouli, Neda

    2016-09-01

    Rates of diabetes for veterans who receive health care through the Veterans Health Administration are higher than rates in the general population. Furthermore, many veterans live in rural locations, far from Veterans Affairs (VA) hospitals, thus limiting their ability to readily seek face-to-face endocrinology care for diabetes. Telehealth (TH) technologies present an opportunity to improve access to specialty diabetes care for such patients; however, there is a lack of evidence regarding the ability of TH to improve glycemic control in comparison to traditional face-to-face consultations. This was a retrospective cohort study of all new endocrinology diabetes consultations at the Denver VA Medical Center over a 1-year period. A total of 189 patients were included in the analysis. In all, 85 patients had received face-to-face (FTF) endocrinology consultation for diabetes and 104 patients had received TH consultation. Subjects were mostly males (94.7%) and the mean age was 62.8 ± 10.1 years old. HbA1c improved from 9.76% (9.40% to 10.11%) to 8.55% (8.20% to 8.91%) (P Endocrinology TH consultations improved short-term glycemic control as effectively as traditional FTF visits in a veteran population with diabetes. © 2016 Diabetes Technology Society.

  8. USING PCU-CAMEL, A WEB-BASED LEARNING ENVIRONMENT, IN EVALUATING TEACHING-LEARNING PROCESS

    Directory of Open Access Journals (Sweden)

    Arlinah Imam Rahardjo

    2008-01-01

    Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results

  9. A Face Inversion Effect without a Face

    Science.gov (United States)

    Brandman, Talia; Yovel, Galit

    2012-01-01

    Numerous studies have attributed the face inversion effect (FIE) to configural processing of internal facial features in upright but not inverted faces. Recent findings suggest that face mechanisms can be activated by faceless stimuli presented in the context of a body. Here we asked whether faceless stimuli with or without body context may induce…

  10. Series 'Facing Radiation'. 2 Facing radiation is facing residents

    International Nuclear Information System (INIS)

    Hanzawa, Takahiro

    2013-01-01

    The series is to report how general people, who are not at all radiological experts, have faced and understood the problems and tasks of radiation given by the Fukushima Daiichi Nuclear Power Plant Accident (Mar. 2011). The section 2 is reported by an officer of Date City, which localizes at 60 km northern west of the Plant, borders on Iitate Village of Fukushima prefecture, and is indicated as the important area of contamination search (IACS), which the reporter has been conducted for as responsible personnel. In July 2011, the ambient dose was as high as 3.0-3.5 mc-Sv/h and the tentative storage place of contaminated materials was decided by own initiative of residents of a small community, from which the real decontamination started in the City. The target dose after decontamination was defined to be 1.0 mc-Sv/h: however, 28/32 IACS municipalities in the prefecture had not defined the target although they had worked for 2 years after the Accident for their areas exceeding the standard 0.23 mc-Sv/h. At the moment of decontamination of the reporter's own house, he noticed that resident's concerns had directed toward its work itself, not toward the target dose, and wondered if these figures had obstructed to correctly face the radiation. At present that about 2.5 years have passed since the Accident, all of Date citizens have personal accumulated glass dosimeters for seeing the effective external dose and it seems that their dose will not exceed 1 mSv/y if the ambient dose estimated is 0.3-5 mc-Sv/h. Media run to popularity not to face radiation, experts tend to hesitate to face media and residents, and radiation dose will be hardly reduced to zero, despite that correct understanding of radiation is a shorter way for residents' own ease: facing radiation is facing residents. (T.T.)

  11. 76 FR 41032 - Medicaid Program; Face-to-Face Requirements for Home Health Services; Policy Changes and...

    Science.gov (United States)

    2011-07-12

    ... documentation must also describe how the health status of the recipient at the time of the face-to-face... [CMS 2348-P] RIN 0938-AQ36 Medicaid Program; Face-to-Face Requirements for Home Health Services; Policy... document the existence of a face-to-face encounter (including through the use of telehealth) with the...

  12. Effects of Synchronous Computer-Mediated Communication and Face-to-Face Interaction on Speaking Skill Development of Iranian EFL Learners

    OpenAIRE

    Hakimeh Shahrokhi Mehr; Masoud Zoghi; Nader Assadi

    2013-01-01

    The traditional form of teaching speaking skill has been via face-to-face (FTF) interaction in the classroom setting. Today in the computer age, the on-line forum can provide a virtual environment for differential communication. The pedagogical system benefits from such technology improvement for teaching foreign languages. This quasi-experimental research aimed at comparing the effects of two instructional strategies: synchronous computer-mediated communication (SCMC) and FTF interaction. Fo...

  13. Face time: educating face transplant candidates.

    Science.gov (United States)

    Lamparello, Brooke M; Bueno, Ericka M; Diaz-Siso, Jesus Rodrigo; Sisk, Geoffroy C; Pomahac, Bohdan

    2013-01-01

    Face transplantation is the innovative application of microsurgery and immunology to restore appearance and function to those with severe facial disfigurements. Our group aims to establish a multidisciplinary education program that can facilitate informed consent and build a strong knowledge base in patients to enhance adherence to medication regimes, recovery, and quality of life. We analyzed handbooks from our institution's solid organ transplant programs to identify topics applicable to face transplant patients. The team identified unique features of face transplantation that warrant comprehensive patient education. We created a 181-page handbook to provide subjects interested in pursuing transplantation with a written source of information on the process and team members and to address concerns they may have. While the handbook covers a wide range of topics, it is easy to understand and visually appealing. Face transplantation has many unique aspects that must be relayed to the patients pursuing this novel therapy. Since candidates lack third-party support groups and programs, the transplant team must provide an extensive educational component to enhance this complex process. As face transplantation continues to develop, programs must create sound education programs that address patients' needs and concerns to facilitate optimal care.

  14. Time Spent in Face-to-Face Patient Care and Work Outside the Examination Room

    OpenAIRE

    Gottschalk, Andrew; Flocke, Susan A.

    2005-01-01

    PURPOSE Contrary to physicians’ concerns that face-to-face patient time is decreasing, data from the National Ambulatory Medical Care Survey (NAMCS) indicate that between 1988 and 1998, durations of primary care outpatient visits have increased. This study documented how physicians spend time during the workday, including time outside the examination room, and compared observed face-to-face patient care time with that reported in NAMCS.

  15. Guided Online or Face-to-Face Cognitive Behavioral Treatment for Insomnia: A Randomized Wait-List Controlled Trial.

    Science.gov (United States)

    Lancee, Jaap; van Straten, Annemieke; Morina, Nexhmedin; Kaldo, Viktor; Kamphuis, Jan H

    2016-01-01

    To compare the efficacy of guided online and individual face-to-face cognitive behavioral treatment for insomnia (CBT-I) to a wait-list condition. A randomized controlled trial comparing three conditions: guided online; face-to-face; wait-list. Posttest measurements were administered to all conditions, along with 3- and 6-mo follow-up assessments to the online and face-to-face conditions. Ninety media-recruited participants meeting the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria for insomnia were randomly allocated to either guided online CBT-I (n = 30), individual face-to-face CBT-I (n = 30), or wait-list (n = 30). At post-assessment, the online (Cohen d = 1.2) and face-to-face (Cohen d = 2.3) intervention groups showed significantly larger treatment effects than the wait-list group on insomnia severity (insomnia severity index). Large treatment effects were also found for the sleep diary estimates (except for total sleep time), and anxiety and depression measures (for depression only in the face-to-face condition). Face-to-face treatment yielded a statistically larger treatment effect (Cohen d = 0.9) on insomnia severity than the online condition at all time points. In addition, a moderate differential effect size favoring face-to-face treatment emerged at the 3- and 6-mo follow-up on all sleep diary estimates. Face-to-face treatment further outperformed online treatment on depression and anxiety outcomes. These data show superior performance of face-to-face treatment relative to online treatment. Yet, our results also suggest that online treatment may offer a potentially cost-effective alternative to and complement face-to-face treatment. Clinicaltrials.gov, NCT01955850. A commentary on this article appears in this issue on page 13. © 2016 Associated Professional Sleep Societies, LLC.

  16. Semisupervised kernel marginal Fisher analysis for face recognition.

    Science.gov (United States)

    Wang, Ziqiang; Sun, Xia; Sun, Lijun; Huang, Yuchun

    2013-01-01

    Dimensionality reduction is a key problem in face recognition due to the high-dimensionality of face image. To effectively cope with this problem, a novel dimensionality reduction algorithm called semisupervised kernel marginal Fisher analysis (SKMFA) for face recognition is proposed in this paper. SKMFA can make use of both labelled and unlabeled samples to learn the projection matrix for nonlinear dimensionality reduction. Meanwhile, it can successfully avoid the singularity problem by not calculating the matrix inverse. In addition, in order to make the nonlinear structure captured by the data-dependent kernel consistent with the intrinsic manifold structure, a manifold adaptive nonparameter kernel is incorporated into the learning process of SKMFA. Experimental results on three face image databases demonstrate the effectiveness of our proposed algorithm.

  17. Cross-modal face recognition using multi-matcher face scores

    Science.gov (United States)

    Zheng, Yufeng; Blasch, Erik

    2015-05-01

    The performance of face recognition can be improved using information fusion of multimodal images and/or multiple algorithms. When multimodal face images are available, cross-modal recognition is meaningful for security and surveillance applications. For example, a probe face is a thermal image (especially at nighttime), while only visible face images are available in the gallery database. Matching a thermal probe face onto the visible gallery faces requires crossmodal matching approaches. A few such studies were implemented in facial feature space with medium recognition performance. In this paper, we propose a cross-modal recognition approach, where multimodal faces are cross-matched in feature space and the recognition performance is enhanced with stereo fusion at image, feature and/or score level. In the proposed scenario, there are two cameras for stereo imaging, two face imagers (visible and thermal images) in each camera, and three recognition algorithms (circular Gaussian filter, face pattern byte, linear discriminant analysis). A score vector is formed with three cross-matched face scores from the aforementioned three algorithms. A classifier (e.g., k-nearest neighbor, support vector machine, binomial logical regression [BLR]) is trained then tested with the score vectors by using 10-fold cross validations. The proposed approach was validated with a multispectral stereo face dataset from 105 subjects. Our experiments show very promising results: ACR (accuracy rate) = 97.84%, FAR (false accept rate) = 0.84% when cross-matching the fused thermal faces onto the fused visible faces by using three face scores and the BLR classifier.

  18. 'Faceness' and affectivity: evidence for genetic contributions to distinct components of electrocortical response to human faces.

    Science.gov (United States)

    Shannon, Robert W; Patrick, Christopher J; Venables, Noah C; He, Sheng

    2013-12-01

    The ability to recognize a variety of different human faces is undoubtedly one of the most important and impressive functions of the human perceptual system. Neuroimaging studies have revealed multiple brain regions (including the FFA, STS, OFA) and electrophysiological studies have identified differing brain event-related potential (ERP) components (e.g., N170, P200) possibly related to distinct types of face information processing. To evaluate the heritability of ERP components associated with face processing, including N170, P200, and LPP, we examined ERP responses to fearful and neutral face stimuli in monozygotic (MZ) and dizygotic (DZ) twins. Concordance levels for early brain response indices of face processing (N170, P200) were found to be stronger for MZ than DZ twins, providing evidence of a heritable basis to each. These findings support the idea that certain key neural mechanisms for face processing are genetically coded. Implications for understanding individual differences in recognition of facial identity and the emotional content of faces are discussed. Copyright © 2013 Elsevier Inc. All rights reserved.

  19. Live face-to-face interaction during fMRI: a new tool for social cognitive neuroscience.

    Science.gov (United States)

    Redcay, Elizabeth; Dodell-Feder, David; Pearrow, Mark J; Mavros, Penelope L; Kleiner, Mario; Gabrieli, John D E; Saxe, Rebecca

    2010-05-01

    Cooperative social interaction is critical for human social development and learning. Despite the importance of social interaction, previous neuroimaging studies lack two fundamental components of everyday face-to-face interactions: contingent responding and joint attention. In the current studies, functional MRI data were collected while participants interacted with a human experimenter face-to-face via live video feed as they engaged in simple cooperative games. In Experiment 1, participants engaged in a live interaction with the experimenter ("Live") or watched a video of the same interaction ("Recorded"). During the "Live" interaction, as compared to the Recorded conditions, greater activation was seen in brain regions involved in social cognition and reward, including the right temporoparietal junction (rTPJ), anterior cingulate cortex (ACC), right superior temporal sulcus (rSTS), ventral striatum, and amygdala. Experiment 2 isolated joint attention, a critical component of social interaction. Participants either followed the gaze of the live experimenter to a shared target of attention ("Joint Attention") or found the target of attention alone while the experimenter was visible but not sharing attention ("Solo Attention"). The right temporoparietal junction and right posterior STS were differentially recruited during Joint, as compared to Solo, attention. These findings suggest the rpSTS and rTPJ are key regions for both social interaction and joint attention. This method of allowing online, contingent social interactions in the scanner could open up new avenues of research in social cognitive neuroscience, both in typical and atypical populations. 2010 Elsevier Inc. All rights reserved.

  20. Preferences for Online and/or Face-to-Face Counseling among University Students in Malaysia.

    Science.gov (United States)

    Wong, Kah P; Bonn, Gregory; Tam, Cai L; Wong, Chee P

    2018-01-01

    Increasingly, online counseling is considered to be a cost-effective and highly accessible method of providing basic counseling and mental health services. To examine the potential of online delivery as a way of increasing overall usage of services, this study looked at students' attitudes toward and likelihood of using both online and/or face-to-face counseling. A survey was conducted with 409 students from six universities in Malaysia participating. Approximately 35% of participants reported that they would be likely to utilize online counseling services but would be unlikely to participate in face-to-face counseling. Based on these results, it is suggested that offering online counseling, in addition to face-to-face services, could be an effective way for many university counseling centers to increase the utilization of their services and thus better serve their communities.

  1. Preferences for Online and/or Face-to-Face Counseling among University Students in Malaysia

    Directory of Open Access Journals (Sweden)

    Kah P. Wong

    2018-01-01

    Full Text Available Increasingly, online counseling is considered to be a cost-effective and highly accessible method of providing basic counseling and mental health services. To examine the potential of online delivery as a way of increasing overall usage of services, this study looked at students’ attitudes toward and likelihood of using both online and/or face-to-face counseling. A survey was conducted with 409 students from six universities in Malaysia participating. Approximately 35% of participants reported that they would be likely to utilize online counseling services but would be unlikely to participate in face-to-face counseling. Based on these results, it is suggested that offering online counseling, in addition to face-to-face services, could be an effective way for many university counseling centers to increase the utilization of their services and thus better serve their communities.

  2. Face-to-face Tobacco Sales: What Retailers Need to Know PSA (:30)

    Centers for Disease Control (CDC) Podcasts

    2010-09-30

    PSA to help raise retailers' awareness of the new federal tobacco regulations related to the sale of cigarettes and smokeless tobacco products to people under 18 and the requirement to sell products face-to-face.  Created: 9/30/2010 by The CDC Division of News and Electronic Media and the FDA Center for Tobacco Products.   Date Released: 9/30/2010.

  3. Revisiting the earliest electrophysiological correlate of familiar face recognition.

    Science.gov (United States)

    Huang, Wanyi; Wu, Xia; Hu, Liping; Wang, Lei; Ding, Yulong; Qu, Zhe

    2017-10-01

    The present study used event-related potentials (ERPs) to reinvestigate the earliest face familiarity effect (FFE: ERP differences between familiar and unfamiliar faces) that genuinely reflects cognitive processes underlying recognition of familiar faces in long-term memory. To trigger relatively early FFEs, participants were required to categorize upright and inverted famous faces and unknown faces in a task that placed high demand on face recognition. More importantly, to determine whether an observed FFE was linked to on-line face recognition, systematical investigation about the relationship between the FFE and behavioral performance of face recognition was conducted. The results showed significant FFEs on P1, N170, N250, and P300 waves. The FFEs on occipital P1 and N170 (faces, and were not correlated with any behavioral measure (accuracy, response time) or modulated by learning, indicating that they might merely reflect low-level visual differences between face sets. In contrast, the later FFEs on occipito-temporal N250 (~230ms) and centro-parietal P300 (~350ms) showed consistent polarities for upright and inverted faces. The N250 FFE was individually correlated with recognition speed for upright faces, and could be obtained for inverted faces through learning. The P300 FFE was also related to behavior in many aspects. These findings provide novel evidence supporting that cognitive discrimination of familiar and unfamiliar faces starts no less than 200ms after stimulus onset, and the familiarity effect on N250 may be the first electrophysiological correlate underlying recognition of familiar faces in long-term memory. Copyright © 2017 Elsevier B.V. All rights reserved.

  4. Bayesian Face Recognition and Perceptual Narrowing in Face-Space

    Science.gov (United States)

    Balas, Benjamin

    2012-01-01

    During the first year of life, infants' face recognition abilities are subject to "perceptual narrowing", the end result of which is that observers lose the ability to distinguish previously discriminable faces (e.g. other-race faces) from one another. Perceptual narrowing has been reported for faces of different species and different races, in…

  5. Decision Accuracy in Computer-Mediated versus Face-to-Face Decision-Making Teams.

    Science.gov (United States)

    Hedlund; Ilgen; Hollenbeck

    1998-10-01

    Changes in the way organizations are structured and advances in communication technologies are two factors that have altered the conditions under which group decisions are made. Decisions are increasingly made by teams that have a hierarchical structure and whose members have different areas of expertise. In addition, many decisions are no longer made via strictly face-to-face interaction. The present study examines the effects of two modes of communication (face-to-face or computer-mediated) on the accuracy of teams' decisions. The teams are characterized by a hierarchical structure and their members differ in expertise consistent with the framework outlined in the Multilevel Theory of team decision making presented by Hollenbeck, Ilgen, Sego, Hedlund, Major, and Phillips (1995). Sixty-four four-person teams worked for 3 h on a computer simulation interacting either face-to-face (FtF) or over a computer network. The communication mode had mixed effects on team processes in that members of FtF teams were better informed and made recommendations that were more predictive of the correct team decision, but leaders of CM teams were better able to differentiate staff members on the quality of their decisions. Controlling for the negative impact of FtF communication on staff member differentiation increased the beneficial effect of the FtF mode on overall decision making accuracy. Copyright 1998 Academic Press.

  6. Voice-associated static face image releases speech from informational masking.

    Science.gov (United States)

    Gao, Yayue; Cao, Shuyang; Qu, Tianshu; Wu, Xihong; Li, Haifeng; Zhang, Jinsheng; Li, Liang

    2014-06-01

    In noisy, multipeople talking environments such as a cocktail party, listeners can use various perceptual and/or cognitive cues to improve recognition of target speech against masking, particularly informational masking. Previous studies have shown that temporally prepresented voice cues (voice primes) improve recognition of target speech against speech masking but not noise masking. This study investigated whether static face image primes that have become target-voice associated (i.e., facial images linked through associative learning with voices reciting the target speech) can be used by listeners to unmask speech. The results showed that in 32 normal-hearing younger adults, temporally prepresenting a voice-priming sentence with the same voice reciting the target sentence significantly improved the recognition of target speech that was masked by irrelevant two-talker speech. When a person's face photograph image became associated with the voice reciting the target speech by learning, temporally prepresenting the target-voice-associated face image significantly improved recognition of target speech against speech masking, particularly for the last two keywords in the target sentence. Moreover, speech-recognition performance under the voice-priming condition was significantly correlated to that under the face-priming condition. The results suggest that learned facial information on talker identity plays an important role in identifying the target-talker's voice and facilitating selective attention to the target-speech stream against the masking-speech stream. © 2014 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

  7. Moodle: A Way for Blending VLE and Face-to-Face Instruction in the ELT Context?

    Science.gov (United States)

    Ilin, Gulden

    2013-01-01

    This classroom research explores the probable consequences of a blended Teaching English to Young Learners (TEYLs) course comprised of Moodle applications and face to face instruction in the English Language Teaching (ELT) context. Contrary to previous face to face only procedure, the course was divided into two segments: traditional classroom…

  8. Dyslexia and English: Degree of Difficulties Faced by the Students with Dyslexia while Learning English

    Directory of Open Access Journals (Sweden)

    Paraskevi Kaperoni

    2016-12-01

    Full Text Available This research aims to investigate the hypothesis that students diagnosed with dyslexia face a greater amount of difficulty when they attempt to learn a foreign language and especially English. On a survey carried out in the form of a questionnaire, two groups of students completed the same questionnaire regarding their difficulty to learn the basic skills such as reading, writing, listening, and speaking. The questions mostly focused on the difficulty they may face in spelling, reading, and listening which are the main aspects of the language dyslexic students’ score lower than students without dyslexia. The answers were evaluated with the use of the statistical method of t-test. The findings of the survey displayed a great difference on the score chosen by the two teams, which indicates the greater degree of difficulty the dyslexic students face confirming the original hypothesis.

  9. High-resolution measurements of face-to-face contact patterns in a primary school.

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    Juliette Stehlé

    Full Text Available BACKGROUND: Little quantitative information is available on the mixing patterns of children in school environments. Describing and understanding contacts between children at school would help quantify the transmission opportunities of respiratory infections and identify situations within schools where the risk of transmission is higher. We report on measurements carried out in a French school (6-12 years children, where we collected data on the time-resolved face-to-face proximity of children and teachers using a proximity-sensing infrastructure based on radio frequency identification devices. METHODS AND FINDINGS: Data on face-to-face interactions were collected on Thursday, October 1(st and Friday, October 2(nd 2009. We recorded 77,602 contact events between 242 individuals (232 children and 10 teachers. In this setting, each child has on average 323 contacts per day with 47 other children, leading to an average daily interaction time of 176 minutes. Most contacts are brief, but long contacts are also observed. Contacts occur mostly within each class, and each child spends on average three times more time in contact with classmates than with children of other classes. We describe the temporal evolution of the contact network and the trajectories followed by the children in the school, which constrain the contact patterns. We determine an exposure matrix aimed at informing mathematical models. This matrix exhibits a class and age structure which is very different from the homogeneous mixing hypothesis. CONCLUSIONS: We report on important properties of the contact patterns between school children that are relevant for modeling the propagation of diseases and for evaluating control measures. We discuss public health implications related to the management of schools in case of epidemics and pandemics. Our results can help define a prioritization of control measures based on preventive measures, case isolation, classes and school closures, that

  10. An Analysis of Density and Degree-Centrality According to the Social Networking Structure Formed in an Online Learning Environment

    Science.gov (United States)

    Ergün, Esin; Usluel, Yasemin Koçak

    2016-01-01

    In this study, we assessed the communication structure in an educational online learning environment using social network analysis (SNA). The communication structure was examined with respect to time, and instructor's participation. The course was implemented using ELGG, a network learning environment, blended with face-to-face sessions over a…

  11. A real time mobile-based face recognition with fisherface methods

    Science.gov (United States)

    Arisandi, D.; Syahputra, M. F.; Putri, I. L.; Purnamawati, S.; Rahmat, R. F.; Sari, P. P.

    2018-03-01

    Face Recognition is a field research in Computer Vision that study about learning face and determine the identity of the face from a picture sent to the system. By utilizing this face recognition technology, learning process about people’s identity between students in a university will become simpler. With this technology, student won’t need to browse student directory in university’s server site and look for the person with certain face trait. To obtain this goal, face recognition application use image processing methods consist of two phase, pre-processing phase and recognition phase. In pre-processing phase, system will process input image into the best image for recognition phase. Purpose of this pre-processing phase is to reduce noise and increase signal in image. Next, to recognize face phase, we use Fisherface Methods. This methods is chosen because of its advantage that would help system of its limited data. Therefore from experiment the accuracy of face recognition using fisherface is 90%.

  12. DIFFICULTIES THAT ARAB STUDENTS FACE IN LEARNING ENGLISH

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    Kassem BAHEEJ

    2015-11-01

    Full Text Available Jordan English is not used in everyday situations. Arab students face problems of learning English, both in writing and in speech. They find it hard to learn English in their native country, where language is Arabic. The only way to learn English in Jordan is through formal training, ie inside the classroom foreign language teachers are native speakers of Arabic. There is little opportunity to learn English through natural interaction in the target language. This is possible only when students are faced with native speakers of English who come to the country as tourists, and this happens very rarely.DIFICULTĂŢI CU CARE SE CONFRUNTĂ STUDENŢII ARABI CARE ÎNVAŢĂ LIMBA ENGLEZĂ În Iordania, limba engleză nu este utilizată în situaţii cotidiene. Studenţii arabi se confruntă cu probleme de învăţare a limbii engleze, atât în scris, cât şi în vorbire. Lor le vine greu să înveţe limba engleză în ţara lor natală, dat fiind că limba maternă este araba. Singura modalitate de a învăţa limba engleză în Iordania este prin instruire formală, adică în sala de clasă în care profesorii de limbă străină sunt vorbitori nativi de limbă arabă. Există puţine şanse de a învăţa limba engleză prin interacţiune naturală în limba-ţintă. Acest lucru este posibil numai atunci când elevii conversează cu vorbitori nativi de limbă engleză, care vin în ţară în calitate de turişti, ceea ce se întâmplă foarte rar.

  13. Student Facing Dashboards: One Size Fits All?

    Science.gov (United States)

    Teasley, Stephanie D.

    2017-01-01

    This emerging technology report reviews a new development in educational technology, student-facing dashboards, which provide comparative performance feedback to students calculated by Learning Analytics-based algorithms on data generated from university students' use of educational technology. Instructor- and advisor-facing dashboards emerged as…

  14. Coincidence Detection Using Spiking Neurons with Application to Face Recognition

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    Fadhlan Kamaruzaman

    2015-01-01

    Full Text Available We elucidate the practical implementation of Spiking Neural Network (SNN as local ensembles of classifiers. Synaptic time constant τs is used as learning parameter in representing the variations learned from a set of training data at classifier level. This classifier uses coincidence detection (CD strategy trained in supervised manner using a novel supervised learning method called τs Prediction which adjusts the precise timing of output spikes towards the desired spike timing through iterative adaptation of τs. This paper also discusses the approximation of spike timing in Spike Response Model (SRM for the purpose of coincidence detection. This process significantly speeds up the whole process of learning and classification. Performance evaluations with face datasets such as AR, FERET, JAFFE, and CK+ datasets show that the proposed method delivers better face classification performance than the network trained with Supervised Synaptic-Time Dependent Plasticity (STDP. We also found that the proposed method delivers better classification accuracy than k nearest neighbor, ensembles of kNN, and Support Vector Machines. Evaluation on several types of spike codings also reveals that latency coding delivers the best result for face classification as well as for classification of other multivariate datasets.

  15. Internet Communication versus Face-to-Face Interaction in Quality of Life

    Science.gov (United States)

    Lee, Paul S. N.; Leung, Louis; Lo, Venhwei; Xiong, Chengyu; Wu, Tingjun

    2011-01-01

    This study seeks to understand the role of the Internet in quality of life (QoL). Specifically, it examines the question of whether Internet communication serves, like face-to-face interactions, to enhance quality of life. It is hypothesized that the use of the Internet for interpersonal communication can improve quality of life among Internet…

  16. Alternative face models for 3D face registration

    Science.gov (United States)

    Salah, Albert Ali; Alyüz, Neşe; Akarun, Lale

    2007-01-01

    3D has become an important modality for face biometrics. The accuracy of a 3D face recognition system depends on a correct registration that aligns the facial surfaces and makes a comparison possible. The best results obtained so far use a one-to-all registration approach, which means each new facial surface is registered to all faces in the gallery, at a great computational cost. We explore the approach of registering the new facial surface to an average face model (AFM), which automatically establishes correspondence to the pre-registered gallery faces. Going one step further, we propose that using a couple of well-selected AFMs can trade-off computation time with accuracy. Drawing on cognitive justifications, we propose to employ category-specific alternative average face models for registration, which is shown to increase the accuracy of the subsequent recognition. We inspect thin-plate spline (TPS) and iterative closest point (ICP) based registration schemes under realistic assumptions on manual or automatic landmark detection prior to registration. We evaluate several approaches for the coarse initialization of ICP. We propose a new algorithm for constructing an AFM, and show that it works better than a recent approach. Finally, we perform simulations with multiple AFMs that correspond to different clusters in the face shape space and compare these with gender and morphology based groupings. We report our results on the FRGC 3D face database.

  17. Face recognition : implementation of face recognition on AMIGO

    NARCIS (Netherlands)

    Geelen, M.J.A.J.; Molengraft, van de M.J.G.; Elfring, J.

    2011-01-01

    In this (traineeship)report two possible methods of face recognition were presented. The first method describes how to detect and recognize faces by using the SURF algorithm. This algorithm finally was not used for recognizing faces, with the reason that the Eigenface algorithm was an already tested

  18. The roles of perceptual and conceptual information in face recognition.

    Science.gov (United States)

    Schwartz, Linoy; Yovel, Galit

    2016-11-01

    The representation of familiar objects is comprised of perceptual information about their visual properties as well as the conceptual knowledge that we have about them. What is the relative contribution of perceptual and conceptual information to object recognition? Here, we examined this question by designing a face familiarization protocol during which participants were either exposed to rich perceptual information (viewing each face in different angles and illuminations) or with conceptual information (associating each face with a different name). Both conditions were compared with single-view faces presented with no labels. Recognition was tested on new images of the same identities to assess whether learning generated a view-invariant representation. Results showed better recognition of novel images of the learned identities following association of a face with a name label, but no enhancement following exposure to multiple face views. Whereas these findings may be consistent with the role of category learning in object recognition, face recognition was better for labeled faces only when faces were associated with person-related labels (name, occupation), but not with person-unrelated labels (object names or symbols). These findings suggest that association of meaningful conceptual information with an image shifts its representation from an image-based percept to a view-invariant concept. They further indicate that the role of conceptual information should be considered to account for the superior recognition that we have for familiar faces and objects. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  19. Using Media While Interacting Face-to-Face Is Associated With Psychosocial Well-Being and Personality Traits.

    Science.gov (United States)

    Lee, Mindy; Murphy, Karen; Andrews, Glenda

    2018-01-01

    Positive face-to-face human interactions are known to benefit well-being. Drawing upon previous work regarding the interference of media (via technological devices or print) in social interaction, the aim of this study was to identify whether using media during face-to-face interaction could potentially limit the positive effect of interaction on well-being. Participants were 437 university students who completed an online survey which assessed media multitasking behaviors, well-being (trait depression, trait anxiety, social anxiety, empathy, and psychological well-being), and personality traits (Big-5 and narcissism). Face-to-face interaction was positively associated with well-being. However, when media use during face-to-face interaction was considered, there was a negative relationship with well-being (more depression, more anxiety, and less psychological well-being). Those who used certain media types, such as phone or video chatting, listening to music, and gaming, while interacting with others, also had lower scores on measures of empathy. Regression analyses showed significant contributions by these media types to empathy levels, even after controlling for age, gender, and personality traits. Face-to-face media multitasking was related to higher levels of narcissism and neuroticism, and lower levels of agreeableness, conscientiousness, and openness. This study provides insight into the possible role of media multitasking during face-to-face interaction on psychosocial outcomes.

  20. The complex duration perception of emotional faces: Effects of face direction

    Directory of Open Access Journals (Sweden)

    Katrin Martina Kliegl

    2015-03-01

    Full Text Available The perceived duration of emotional face stimuli strongly depends on the expressed emotion. But, emotional faces also differ regarding a number of other features like gaze, face direction, or sex. Usually, these features have been controlled by only using pictures of female models with straight gaze and face direction. Doi and Shinohara (2009 reported that an overestimation of angry faces could only be found when the model’s gaze was oriented towards the observer. We aimed at replicating this effect for face direction. Moreover, we explored the effect of face direction on the duration perception sad faces. Controlling for the sex of the face model and the participant, female and male participants rated the duration of neutral, angry and sad face stimuli of both sexes photographed from different perspectives in a bisection task. In line with current findings, we report a significant overestimation of angry compared to neutral face stimuli that was modulated by face direction. Moreover, the perceived duration of sad face stimuli did not differ from that of neutral faces and was not influenced by face direction. Furthermore, we found that faces of the opposite sex appeared to last longer than those of the same sex. This outcome is discussed with regards to stimulus parameters like the induced arousal, social relevance and an evolutionary context.

  1. Towards Robust and Accurate Multi-View and Partially-Occluded Face Alignment.

    Science.gov (United States)

    Xing, Junliang; Niu, Zhiheng; Huang, Junshi; Hu, Weiming; Zhou, Xi; Yan, Shuicheng

    2018-04-01

    Face alignment acts as an important task in computer vision. Regression-based methods currently dominate the approach to solving this problem, which generally employ a series of mapping functions from the face appearance to iteratively update the face shape hypothesis. One keypoint here is thus how to perform the regression procedure. In this work, we formulate this regression procedure as a sparse coding problem. We learn two relational dictionaries, one for the face appearance and the other one for the face shape, with coupled reconstruction coefficient to capture their underlying relationships. To deploy this model for face alignment, we derive the relational dictionaries in a stage-wised manner to perform close-loop refinement of themselves, i.e., the face appearance dictionary is first learned from the face shape dictionary and then used to update the face shape hypothesis, and the updated face shape dictionary from the shape hypothesis is in return used to refine the face appearance dictionary. To improve the model accuracy, we extend this model hierarchically from the whole face shape to face part shapes, thus both the global and local view variations of a face are captured. To locate facial landmarks under occlusions, we further introduce an occlusion dictionary into the face appearance dictionary to recover face shape from partially occluded face appearance. The occlusion dictionary is learned in a data driven manner from background images to represent a set of elemental occlusion patterns, a sparse combination of which models various practical partial face occlusions. By integrating all these technical innovations, we obtain a robust and accurate approach to locate facial landmarks under different face views and possibly severe occlusions for face images in the wild. Extensive experimental analyses and evaluations on different benchmark datasets, as well as two new datasets built by ourselves, have demonstrated the robustness and accuracy of our proposed

  2. What's in a crowd? Analysis of face-to-face behavioral networks.

    Science.gov (United States)

    Isella, Lorenzo; Stehlé, Juliette; Barrat, Alain; Cattuto, Ciro; Pinton, Jean-François; Van den Broeck, Wouter

    2011-02-21

    The availability of new data sources on human mobility is opening new avenues for investigating the interplay of social networks, human mobility and dynamical processes such as epidemic spreading. Here we analyze data on the time-resolved face-to-face proximity of individuals in large-scale real-world scenarios. We compare two settings with very different properties, a scientific conference and a long-running museum exhibition. We track the behavioral networks of face-to-face proximity, and characterize them from both a static and a dynamic point of view, exposing differences and similarities. We use our data to investigate the dynamics of a susceptible-infected model for epidemic spreading that unfolds on the dynamical networks of human proximity. The spreading patterns are markedly different for the conference and the museum case, and they are strongly impacted by the causal structure of the network data. A deeper study of the spreading paths shows that the mere knowledge of static aggregated networks would lead to erroneous conclusions about the transmission paths on the dynamical networks. Copyright © 2010 Elsevier Ltd. All rights reserved.

  3. Review of Research on Student-Facing Learning Analytics Dashboards and Educational Recommender Systems

    Science.gov (United States)

    Bodily, Robert; Verbert, Katrien

    2017-01-01

    This article is a comprehensive literature review of student-facing learning analytics reporting systems that track learning analytics data and report it directly to students. This literature review builds on four previously conducted literature reviews in similar domains. Out of the 945 articles retrieved from databases and journals, 93 articles…

  4. Efficacy of face-to-face versus self-guided treatments for disordered gambling: A meta-analysis.

    Science.gov (United States)

    Goslar, Martina; Leibetseder, Max; Muench, Hannah M; Hofmann, Stefan G; Laireiter, Anton-Rupert

    2017-06-01

    Background and aims In the light of growing traditional and novel forms of gambling, the treatment of disordered gambling is gaining increasing importance and practical relevance. Most studies have examined face-to-face treatments. Although trials implementing self-guided treatments have recently been conducted, these options have not yet been systematically examined. The primary objective of this meta-analysis, therefore, was to analyze the efficacy of all types of psychological face-to-face and self-guided treatments. Methods A multilevel literature search yielded 27 randomized controlled studies totaling 3,879 participants to provide a comprehensive comparative evaluation of the short- and long-term efficacies of face-to-face and self-guided treatments for disordered gambling. Results As expected, the results revealed significantly higher effect sizes for face-to-face treatments (16 studies with Hedges's g ranging from 0.67 to 1.15) as compared with self-guided treatments (11 studies with Hedges's g ranging from 0.12 to 0.30) regarding the reduction of problematic gambling behavior. The intensity of treatment moderated the therapy effect, particularly for self-guided treatments. Discussion and Conclusions The results of this meta-analysis favor face-to-face treatments over self-guided treatments for the reduction of disordered gambling. Although the findings broaden the scope of knowledge about psychological treatment modalities for disordered gambling, further research is needed to identify the reasons for these differences with the goal to optimize the treatment for this disabling condition.

  5. 77 FR 8328 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-02-14

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods... Panel Face-to-Face Service Methods Project Committee will be held Tuesday, March 13, 2012, at 2 p.m...

  6. Wheelchair Seating Assessment and Intervention: A Comparison Between Telerehabilitation and Face-to-Face Service

    Science.gov (United States)

    Barlow, Ingrid G; Liu, Lili; Sekulic, Angela

    2009-01-01

    This study compared outcomes of wheelchair seating and positioning interventions provided by telerehabilitation (n=10) and face-to-face (n=20; 10 in each of two comparison groups, one urban and one rural). Comparison clients were matched to the telerehabilitation clients in age, diagnosis, and type of seating components received. Clients and referring therapists rated their satisfaction and identified if seating intervention goals were met. Clients recorded travel expenses incurred or saved, and all therapists recorded time spent providing service. Wait times and completion times were tracked. Clients seen by telerehabilitation had similar satisfaction ratings and were as likely to have their goals met as clients seen face-to-face; telerehabilitation clients saved travel costs. Rural referring therapists who used telerehabilitation spent more time in preparation and follow-up than the other groups. Clients assessed by telerehabilitation had shorter wait times for assessment than rural face-to-face clients, but their interventions took as long to complete. PMID:25945159

  7. Producing Irony in Adolescence: A Comparison Between Face-to-Face and Computer-Mediated Communication

    Directory of Open Access Journals (Sweden)

    Aguert Marc

    2016-12-01

    Full Text Available The literature suggests that irony production expands in the developmental period of adolescence. We aimed to test this hypothesis by investigating two channels: face-to-face and computer-mediated communication (CMC. Corpora were collected by asking seventh and 11th graders to freely discuss some general topics (e.g., music, either face-to-face or on online forums. Results showed that 6.2% of the 11th graders’ productions were ironic utterances, compared with just 2.5% of the seventh graders’ productions, confirming the major development of irony production in adolescence. Results also showed that adolescents produced more ironic utterances in CMC than face-to-face. The analysis suggested that irony use is a strategy for increasing in-group solidarity and compensating for the distance intrinsic to CMC, as it was mostly inclusive and well-marked on forums. The present study also confirmed previous studies showing that irony is compatible with CMC.

  8. Nonverbal behavior during face-to-face social interaction in schizophrenia: a review.

    Science.gov (United States)

    Lavelle, Mary; Healey, Patrick G T; McCabe, Rosemarie

    2014-01-01

    Patients with a diagnosis of schizophrenia display social cognitive deficits. However, little is known about patients' nonverbal communication during their social encounters with others. This review identified 17 studies investigating nonverbal communication in patients' unscripted face-to-face interactions, addressing a) nonverbal differences between patients and others, b) nonverbal behavior of the patients' partners, c) the association between nonverbal behavior and symptoms, and d) the association between nonverbal behavior and social outcomes. Patients displayed fewer nonverbal behaviors inviting interaction, with negative symptoms exacerbating this pattern. Positive symptoms were associated with heightened nonverbal behavior. Patients' partners changed their own nonverbal behavior in response to the patient. Reduced prosocial behaviors, inviting interaction, were associated with poorer social outcomes. The evidence suggests that patients' nonverbal behavior, during face-to-face interaction, is influenced by patients symptoms and impacts the success of their social interactions.

  9. Incremental Nonnegative Matrix Factorization for Face Recognition

    Directory of Open Access Journals (Sweden)

    Wen-Sheng Chen

    2008-01-01

    Full Text Available Nonnegative matrix factorization (NMF is a promising approach for local feature extraction in face recognition tasks. However, there are two major drawbacks in almost all existing NMF-based methods. One shortcoming is that the computational cost is expensive for large matrix decomposition. The other is that it must conduct repetitive learning, when the training samples or classes are updated. To overcome these two limitations, this paper proposes a novel incremental nonnegative matrix factorization (INMF for face representation and recognition. The proposed INMF approach is based on a novel constraint criterion and our previous block strategy. It thus has some good properties, such as low computational complexity, sparse coefficient matrix. Also, the coefficient column vectors between different classes are orthogonal. In particular, it can be applied to incremental learning. Two face databases, namely FERET and CMU PIE face databases, are selected for evaluation. Compared with PCA and some state-of-the-art NMF-based methods, our INMF approach gives the best performance.

  10. Student Outcomes in Economics Principles: Online vs. Face-to-Face Delivery

    Science.gov (United States)

    Birkeland, Kathryn; Weinandt, Mandie; Carr, David L.

    2015-01-01

    This study looks at the performance of students in an online and face-to-face section of economic principles with the same instructor. After controlling for the bias of students selecting the online section and observable characteristics, we did not find any statistical difference in the exam performance of students across delivery modes of the…

  11. Responding with Care to Students Facing Trauma

    Science.gov (United States)

    Souers, Kristin

    2018-01-01

    Exposure to trauma--which many experts view as include ongoing life stressors like poverty, parents divorcing, death of a family member, or drug abuse in the home--is prevalent among school-aged children. Teachers know that facing trauma impedes students' ability to focus and learn, but it can be challenging to keep responding caringly to a…

  12. Access to Awareness for Faces during Continuous Flash Suppression Is Not Modulated by Affective Knowledge.

    Directory of Open Access Journals (Sweden)

    Milena Rabovsky

    Full Text Available It is a controversially debated topic whether stimuli can be analyzed up to the semantic level when they are suppressed from visual awareness during continuous flash suppression (CFS. Here, we investigated whether affective knowledge, i.e., affective biographical information about faces, influences the time it takes for initially invisible faces with neutral expressions to overcome suppression and break into consciousness. To test this, we used negative, positive, and neutral famous faces as well as initially unfamiliar faces, which were associated with negative, positive or neutral biographical information. Affective knowledge influenced ratings of facial expressions, corroborating recent evidence and indicating the success of our affective learning paradigm. Furthermore, we replicated shorter suppression durations for upright than for inverted faces, demonstrating the suitability of our CFS paradigm. However, affective biographical information did not modulate suppression durations for newly learned faces, and even though suppression durations for famous faces were influenced by affective knowledge, these effects did not differ between upright and inverted faces, indicating that they might have been due to low-level visual differences. Thus, we did not obtain unequivocal evidence for genuine influences of affective biographical information on access to visual awareness for faces during CFS.

  13. Face-to-face versus remote and web 2.0 interventions for promoting physical activity.

    Science.gov (United States)

    Richards, Justin; Thorogood, Margaret; Hillsdon, Melvyn; Foster, Charles

    2013-09-30

    Face-to-face interventions for promoting physical activity (PA) are continuing to be popular as remote and web 2.0 approaches rapidly emerge, but we are unsure which approach is more effective at achieving long term sustained change. To compare the effectiveness of face-to-face versus remote and web 2.0 interventions for PA promotion in community dwelling adults (aged 16 years and above). We searched CENTRAL, MEDLINE, EMBASE, CINAHL, and some other databases (from earliest dates available to October 2012). Reference lists of relevant articles were checked. No language restrictions were applied. Randomised trials that compared face-to-face versus remote and web 2.0 PA interventions for community dwelling adults. We included studies if they compared an intervention that was principally delivered face-to-face to an intervention that had principally remote and web 2.0 methods. To assess behavioural change over time, the included studies had a minimum of 12 months follow-up from the start of the intervention to the final results. We excluded studies that had more than a 20% loss to follow-up if they did not apply an intention-to-treat analysis. At least two review authors independently assessed the quality of each study and extracted the data. Non-English language papers were reviewed with the assistance of an interpreter who was an epidemiologist. Study authors were contacted for additional information where necessary. Standardised mean differences (SMDs) and 95% confidence intervals (CIs) were calculated for continuous measures of cardio-respiratory fitness. One study recruiting 225 apparently healthy adults met the inclusion criteria. This study took place in a high-income country. From 27,299 hits, the full texts of 193 papers were retrieved for examination against the inclusion criteria. However, there was only one paper that met the inclusion criteria. This study reported the effect of a PA intervention on cardio-respiratory fitness. There were no reported data

  14. Characteristics of Problem Drinkers in E-therapy versus Face-to-Face Treatment

    NARCIS (Netherlands)

    Postel, M.G.; Haan, H.A. de; Huurne, E.D. ter; Becker, E.S.; Jong, C.A.J. de

    2011-01-01

    Background: The availability of online treatment programs offers the potential to reach more problem drinkers. This study compared the client populations of an e-therapy program (asynchronous client–therapist communication via the Internet) and a face-to-face treatment program. Objective: To

  15. Characteristics of problem drinkers in e-therapy versus face-to-face treatment.

    NARCIS (Netherlands)

    Postel, M.G.; Haan, H.A. de; Huurne, E.D. Ter; Becker, E.S.; Jong, C.A.J. de

    2011-01-01

    BACKGROUND: The availability of online treatment programs offers the potential to reach more problem drinkers. This study compared the client populations of an e-therapy program (asynchronous client-therapist communication via the Internet) and a face-to-face treatment program. OBJECTIVE: To

  16. A causal relationship between face-patch activity and face-detection behavior.

    Science.gov (United States)

    Sadagopan, Srivatsun; Zarco, Wilbert; Freiwald, Winrich A

    2017-04-04

    The primate brain contains distinct areas densely populated by face-selective neurons. One of these, face-patch ML, contains neurons selective for contrast relationships between face parts. Such contrast-relationships can serve as powerful heuristics for face detection. However, it is unknown whether neurons with such selectivity actually support face-detection behavior. Here, we devised a naturalistic face-detection task and combined it with fMRI-guided pharmacological inactivation of ML to test whether ML is of critical importance for real-world face detection. We found that inactivation of ML impairs face detection. The effect was anatomically specific, as inactivation of areas outside ML did not affect face detection, and it was categorically specific, as inactivation of ML impaired face detection while sparing body and object detection. These results establish that ML function is crucial for detection of faces in natural scenes, performing a critical first step on which other face processing operations can build.

  17. The Body That Speaks: Recombining Bodies and Speech Sources in Unscripted Face-to-Face Communication.

    Science.gov (United States)

    Gillespie, Alex; Corti, Kevin

    2016-01-01

    This article examines advances in research methods that enable experimental substitution of the speaking body in unscripted face-to-face communication. A taxonomy of six hybrid social agents is presented by combining three types of bodies (mechanical, virtual, and human) with either an artificial or human speech source. Our contribution is to introduce and explore the significance of two particular hybrids: (1) the cyranoid method that enables humans to converse face-to-face through the medium of another person's body, and (2) the echoborg method that enables artificial intelligence to converse face-to-face through the medium of a human body. These two methods are distinct in being able to parse the unique influence of the human body when combined with various speech sources. We also introduce a new framework for conceptualizing the body's role in communication, distinguishing three levels: self's perspective on the body, other's perspective on the body, and self's perspective of other's perspective on the body. Within each level the cyranoid and echoborg methodologies make important research questions tractable. By conceptualizing and synthesizing these methods, we outline a novel paradigm of research on the role of the body in unscripted face-to-face communication.

  18. Pubface: Celebrity face identification based on deep learning

    Science.gov (United States)

    Ouanan, H.; Ouanan, M.; Aksasse, B.

    2018-05-01

    In this paper, we describe a new real time application called PubFace, which allows to recognize celebrities in public spaces by employs a new pose invariant face recognition deep neural network algorithm with an extremely low error rate. To build this application, we make the following contributions: firstly, we build a novel dataset with over five million faces labelled. Secondly, we fine tuning the deep convolutional neural network (CNN) VGG-16 architecture on our new dataset that we have built. Finally, we deploy this model on the Raspberry Pi 3 model B using the OpenCv dnn module (OpenCV 3.3).

  19. Teleconference versus face-to-face scientific peer review of grant application: effects on review outcomes.

    Directory of Open Access Journals (Sweden)

    Stephen A Gallo

    Full Text Available Teleconferencing as a setting for scientific peer review is an attractive option for funding agencies, given the substantial environmental and cost savings. Despite this, there is a paucity of published data validating teleconference-based peer review compared to the face-to-face process. Our aim was to conduct a retrospective analysis of scientific peer review data to investigate whether review setting has an effect on review process and outcome measures. We analyzed reviewer scoring data from a research program that had recently modified the review setting from face-to-face to a teleconference format with minimal changes to the overall review procedures. This analysis included approximately 1600 applications over a 4-year period: two years of face-to-face panel meetings compared to two years of teleconference meetings. The average overall scientific merit scores, score distribution, standard deviations and reviewer inter-rater reliability statistics were measured, as well as reviewer demographics and length of time discussing applications. The data indicate that few differences are evident between face-to-face and teleconference settings with regard to average overall scientific merit score, scoring distribution, standard deviation, reviewer demographics or inter-rater reliability. However, some difference was found in the discussion time. These findings suggest that most review outcome measures are unaffected by review setting, which would support the trend of using teleconference reviews rather than face-to-face meetings. However, further studies are needed to assess any correlations among discussion time, application funding and the productivity of funded research projects.

  20. Teleconference versus Face-to-Face Scientific Peer Review of Grant Application: Effects on Review Outcomes

    Science.gov (United States)

    Gallo, Stephen A.; Carpenter, Afton S.; Glisson, Scott R.

    2013-01-01

    Teleconferencing as a setting for scientific peer review is an attractive option for funding agencies, given the substantial environmental and cost savings. Despite this, there is a paucity of published data validating teleconference-based peer review compared to the face-to-face process. Our aim was to conduct a retrospective analysis of scientific peer review data to investigate whether review setting has an effect on review process and outcome measures. We analyzed reviewer scoring data from a research program that had recently modified the review setting from face-to-face to a teleconference format with minimal changes to the overall review procedures. This analysis included approximately 1600 applications over a 4-year period: two years of face-to-face panel meetings compared to two years of teleconference meetings. The average overall scientific merit scores, score distribution, standard deviations and reviewer inter-rater reliability statistics were measured, as well as reviewer demographics and length of time discussing applications. The data indicate that few differences are evident between face-to-face and teleconference settings with regard to average overall scientific merit score, scoring distribution, standard deviation, reviewer demographics or inter-rater reliability. However, some difference was found in the discussion time. These findings suggest that most review outcome measures are unaffected by review setting, which would support the trend of using teleconference reviews rather than face-to-face meetings. However, further studies are needed to assess any correlations among discussion time, application funding and the productivity of funded research projects. PMID:23951223

  1. Internet-based vs. face-to-face cognitive behavior therapy for psychiatric and somatic disorders

    DEFF Research Database (Denmark)

    Carlbring, Per; Andersson, Gerhard; Cuijpers, Pim

    2018-01-01

    During the last two decades, Internet-delivered cognitive behavior therapy (ICBT) has been tested in hundreds of randomized controlled trials, often with promising results. However, the control groups were often waitlisted, care-as-usual or attention control. Hence, little is known about...... the relative efficacy of ICBT as compared to face-to-face cognitive behavior therapy (CBT). In the present systematic review and meta-analysis, which included 1418 participants, guided ICBT for psychiatric and somatic conditions were directly compared to face-to-face CBT within the same trial. Out of the 2078...

  2. Faces in places: humans and machines make similar face detection errors.

    Directory of Open Access Journals (Sweden)

    Bernard Marius 't Hart

    Full Text Available The human visual system seems to be particularly efficient at detecting faces. This efficiency sometimes comes at the cost of wrongfully seeing faces in arbitrary patterns, including famous examples such as a rock configuration on Mars or a toast's roast patterns. In machine vision, face detection has made considerable progress and has become a standard feature of many digital cameras. The arguably most wide-spread algorithm for such applications ("Viola-Jones" algorithm achieves high detection rates at high computational efficiency. To what extent do the patterns that the algorithm mistakenly classifies as faces also fool humans? We selected three kinds of stimuli from real-life, first-person perspective movies based on the algorithm's output: correct detections ("real faces", false positives ("illusory faces" and correctly rejected locations ("non faces". Observers were shown pairs of these for 20 ms and had to direct their gaze to the location of the face. We found that illusory faces were mistaken for faces more frequently than non faces. In addition, rotation of the real face yielded more errors, while rotation of the illusory face yielded fewer errors. Using colored stimuli increases overall performance, but does not change the pattern of results. When replacing the eye movement by a manual response, however, the preference for illusory faces over non faces disappeared. Taken together, our data show that humans make similar face-detection errors as the Viola-Jones algorithm, when directing their gaze to briefly presented stimuli. In particular, the relative spatial arrangement of oriented filters seems of relevance. This suggests that efficient face detection in humans is likely to be pre-attentive and based on rather simple features as those encoded in the early visual system.

  3. In Search of Attributes That Support Self-Regulation in Blended Learning Environments

    Science.gov (United States)

    Van Laer, Stijn; Elen, Jan

    2017-01-01

    Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning…

  4. All You Need Is Facebook Friends? Associations between Online and Face-to-Face Friendships and Health.

    Science.gov (United States)

    Lima, Maria Luisa; Marques, Sibila; Muiños, Gabriel; Camilo, Cristina

    2017-01-01

    Positive social relations are known to have a beneficial impact on health, however, little is known about the links of health with online relationships. In this study, we compare face-to-face and virtual friendships in their association with health. By building on previous results of studies conducted on the well-being of college students, we expect to find stronger associations of face-to-face friendships with health than of those established through Facebook. Furthermore, we expect to test the mediating role of social capital variables in this process. Two large-scale studies conducted in community samples (Study 1 = 350 urban residents; Study 2 = 803 urban and rural residents) showed that the number and quality of face-to-face friendships were directly associated with self-reported health status, however, the same did not occur with Facebook friendships. Moreover, the association of face-to-face friendships with health was totally mediated by bonding (mostly) but also bridging social capital. These results, replicated in both studies, were found controlling for confounding variables such as age, gender, education, living alone, self-esteem, and socioeconomic status. This pattern of results emphasizes the gains of face-to-face over online friendships for individuals' health status in community samples.

  5. All You Need Is Facebook Friends? Associations between Online and Face-to-Face Friendships and Health

    Science.gov (United States)

    Lima, Maria Luisa; Marques, Sibila; Muiños, Gabriel; Camilo, Cristina

    2017-01-01

    Positive social relations are known to have a beneficial impact on health, however, little is known about the links of health with online relationships. In this study, we compare face-to-face and virtual friendships in their association with health. By building on previous results of studies conducted on the well-being of college students, we expect to find stronger associations of face-to-face friendships with health than of those established through Facebook. Furthermore, we expect to test the mediating role of social capital variables in this process. Two large-scale studies conducted in community samples (Study 1 = 350 urban residents; Study 2 = 803 urban and rural residents) showed that the number and quality of face-to-face friendships were directly associated with self-reported health status, however, the same did not occur with Facebook friendships. Moreover, the association of face-to-face friendships with health was totally mediated by bonding (mostly) but also bridging social capital. These results, replicated in both studies, were found controlling for confounding variables such as age, gender, education, living alone, self-esteem, and socioeconomic status. This pattern of results emphasizes the gains of face-to-face over online friendships for individuals’ health status in community samples. PMID:28194125

  6. Wheelchair Seating Assessment and Intervention: A Comparison between Telerehabilitation and Face-to-Face Service

    Directory of Open Access Journals (Sweden)

    Ingrid G Barlow

    2009-09-01

    Full Text Available This study compared outcomes of wheelchair seating and positioning interventions provided by telerehabilitation (n=10 and face-to-face (n=20; 10 in each of two comparison groups, one urban and one rural. Comparison clients were matched to the telerehabilitation clients in age, diagnosis, and type of seating components received. Clients and referring therapists rated their satisfaction and identified if seating intervention goals were met. Clients recorded travel expenses incurred or saved, and all therapists recorded time spent providing service. Wait times and completion times were tracked. Clients seen by telerehabilitation had similar satisfaction ratings and were as likely to have their goals met as clients seen face-to-face; telerehabilitation clients saved travel costs. Rural referring therapists who used telerehabilitation spent more time in preparation and follow-up than the other groups. Clients assessed by telerehabilitation had shorter wait times for assessment than rural face-to-face clients, but their interventions took as long to complete. Keywords: Telerehabilitation, Telehealth, Videoconferencing, Wheelchair Seating, Outcomes, Rehabilitation

  7. Behavioural and neurophysiological evidence for face identity and face emotion processing in animals

    Science.gov (United States)

    Tate, Andrew J; Fischer, Hanno; Leigh, Andrea E; Kendrick, Keith M

    2006-01-01

    Visual cues from faces provide important social information relating to individual identity, sexual attraction and emotional state. Behavioural and neurophysiological studies on both monkeys and sheep have shown that specialized skills and neural systems for processing these complex cues to guide behaviour have evolved in a number of mammals and are not present exclusively in humans. Indeed, there are remarkable similarities in the ways that faces are processed by the brain in humans and other mammalian species. While human studies with brain imaging and gross neurophysiological recording approaches have revealed global aspects of the face-processing network, they cannot investigate how information is encoded by specific neural networks. Single neuron electrophysiological recording approaches in both monkeys and sheep have, however, provided some insights into the neural encoding principles involved and, particularly, the presence of a remarkable degree of high-level encoding even at the level of a specific face. Recent developments that allow simultaneous recordings to be made from many hundreds of individual neurons are also beginning to reveal evidence for global aspects of a population-based code. This review will summarize what we have learned so far from these animal-based studies about the way the mammalian brain processes the faces and the emotions they can communicate, as well as associated capacities such as how identity and emotion cues are dissociated and how face imagery might be generated. It will also try to highlight what questions and advances in knowledge still challenge us in order to provide a complete understanding of just how brain networks perform this complex and important social recognition task. PMID:17118930

  8. Perceptual Learning: 12-Month-Olds' Discrimination of Monkey Faces

    Science.gov (United States)

    Fair, Joseph; Flom, Ross; Jones, Jacob; Martin, Justin

    2012-01-01

    Six-month-olds reliably discriminate different monkey and human faces whereas 9-month-olds only discriminate different human faces. It is often falsely assumed that perceptual narrowing reflects a permanent change in perceptual abilities. In 3 experiments, ninety-six 12-month-olds' discrimination of unfamiliar monkey faces was examined. Following…

  9. A comparison of nonresponse in mail, telephone, and face-to-face surveys

    NARCIS (Netherlands)

    Hox, J.J.; Leeuw, E.D. de

    1994-01-01

    This article reports a meta-analysis of 45 studies that explicitly compare the response obtained using a mail, telephone or face-to-face survey. The data analysis uses a generalized hierarchical linear model. Sampling procedure (e.g., local convenience sample, random general sample), saliency of

  10. Dogs can discriminate human smiling faces from blank expressions.

    Science.gov (United States)

    Nagasawa, Miho; Murai, Kensuke; Mogi, Kazutaka; Kikusui, Takefumi

    2011-07-01

    Dogs have a unique ability to understand visual cues from humans. We investigated whether dogs can discriminate between human facial expressions. Photographs of human faces were used to test nine pet dogs in two-choice discrimination tasks. The training phases involved each dog learning to discriminate between a set of photographs of their owner's smiling and blank face. Of the nine dogs, five fulfilled these criteria and were selected for test sessions. In the test phase, 10 sets of photographs of the owner's smiling and blank face, which had previously not been seen by the dog, were presented. The dogs selected the owner's smiling face significantly more often than expected by chance. In subsequent tests, 10 sets of smiling and blank face photographs of 20 persons unfamiliar to the dogs were presented (10 males and 10 females). There was no statistical difference between the accuracy in the case of the owners and that in the case of unfamiliar persons with the same gender as the owner. However, the accuracy was significantly lower in the case of unfamiliar persons of the opposite gender to that of the owner, than with the owners themselves. These results suggest that dogs can learn to discriminate human smiling faces from blank faces by looking at photographs. Although it remains unclear whether dogs have human-like systems for visual processing of human facial expressions, the ability to learn to discriminate human facial expressions may have helped dogs adapt to human society.

  11. An Introduction to Face Recognition Technology

    Directory of Open Access Journals (Sweden)

    Shang-Hung Lin

    2000-01-01

    Full Text Available Recently face recognition is attracting much attention in the society of network multimedia information access.  Areas such as network security, content indexing and retrieval, and video compression benefits from face recognition technology because "people" are the center of attention in a lot of video.  Network access control via face recognition not only makes hackers virtually impossible to steal one's "password", but also increases the user-friendliness in human-computer interaction.  Indexing and/or retrieving video data based on the appearances of particular persons will be useful for users such as news reporters, political scientists, and moviegoers.  For the applications of videophone and teleconferencing, the assistance of face recognition also provides a more efficient coding scheme.  In this paper, we give an introductory course of this new information processing technology.  The paper shows the readers the generic framework for the face recognition system, and the variants that are frequently encountered by the face recognizer.  Several famous face recognition algorithms, such as eigenfaces and neural networks, will also be explained.

  12. Modelling temporal networks of human face-to-face contacts with public activity and individual reachability

    Science.gov (United States)

    Zhang, Yi-Qing; Cui, Jing; Zhang, Shu-Min; Zhang, Qi; Li, Xiang

    2016-02-01

    Modelling temporal networks of human face-to-face contacts is vital both for understanding the spread of airborne pathogens and word-of-mouth spreading of information. Although many efforts have been devoted to model these temporal networks, there are still two important social features, public activity and individual reachability, have been ignored in these models. Here we present a simple model that captures these two features and other typical properties of empirical face-to-face contact networks. The model describes agents which are characterized by an attractiveness to slow down the motion of nearby people, have event-triggered active probability and perform an activity-dependent biased random walk in a square box with periodic boundary. The model quantitatively reproduces two empirical temporal networks of human face-to-face contacts which are testified by their network properties and the epidemic spread dynamics on them.

  13. Individual differences in adaptive coding of face identity are linked to individual differences in face recognition ability.

    Science.gov (United States)

    Rhodes, Gillian; Jeffery, Linda; Taylor, Libby; Hayward, William G; Ewing, Louise

    2014-06-01

    Despite their similarity as visual patterns, we can discriminate and recognize many thousands of faces. This expertise has been linked to 2 coding mechanisms: holistic integration of information across the face and adaptive coding of face identity using norms tuned by experience. Recently, individual differences in face recognition ability have been discovered and linked to differences in holistic coding. Here we show that they are also linked to individual differences in adaptive coding of face identity, measured using face identity aftereffects. Identity aftereffects correlated significantly with several measures of face-selective recognition ability. They also correlated marginally with own-race face recognition ability, suggesting a role for adaptive coding in the well-known other-race effect. More generally, these results highlight the important functional role of adaptive face-coding mechanisms in face expertise, taking us beyond the traditional focus on holistic coding mechanisms. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  14. Effective Connectivity from Early Visual Cortex to Posterior Occipitotemporal Face Areas Supports Face Selectivity and Predicts Developmental Prosopagnosia.

    Science.gov (United States)

    Lohse, Michael; Garrido, Lucia; Driver, Jon; Dolan, Raymond J; Duchaine, Bradley C; Furl, Nicholas

    2016-03-30

    Face processing is mediated by interactions between functional areas in the occipital and temporal lobe, and the fusiform face area (FFA) and anterior temporal lobe play key roles in the recognition of facial identity. Individuals with developmental prosopagnosia (DP), a lifelong face recognition impairment, have been shown to have structural and functional neuronal alterations in these areas. The present study investigated how face selectivity is generated in participants with normal face processing, and how functional abnormalities associated with DP, arise as a function of network connectivity. Using functional magnetic resonance imaging and dynamic causal modeling, we examined effective connectivity in normal participants by assessing network models that include early visual cortex (EVC) and face-selective areas and then investigated the integrity of this connectivity in participants with DP. Results showed that a feedforward architecture from EVC to the occipital face area, EVC to FFA, and EVC to posterior superior temporal sulcus (pSTS) best explained how face selectivity arises in both controls and participants with DP. In this architecture, the DP group showed reduced connection strengths on feedforward connections carrying face information from EVC to FFA and EVC to pSTS. These altered network dynamics in DP contribute to the diminished face selectivity in the posterior occipitotemporal areas affected in DP. These findings suggest a novel view on the relevance of feedforward projection from EVC to posterior occipitotemporal face areas in generating cortical face selectivity and differences in face recognition ability. Areas of the human brain showing enhanced activation to faces compared to other objects or places have been extensively studied. However, the factors leading to this face selectively have remained mostly unknown. We show that effective connectivity from early visual cortex to posterior occipitotemporal face areas gives rise to face

  15. Differences between E-negotiation and face-to-face negotiation by professional buyers: Analysis of role plays

    OpenAIRE

    Soroush, Negin

    2011-01-01

    In this research, we tried to find out the differences between face-to-face negotiation and E-negotiation. We have done so by examining hypotheses based on the existing literature on negotiations and communication, using a database on negotiations performed by professional buyers in training sessions. Part of the obtained results was based on a face-to-face setting, part of them on an e-mail negotiation setting. We have assessed the obtained results to find out the differences between face-t...

  16. 6th Annual Earth System Grid Federation Face to Face Conference Report

    Energy Technology Data Exchange (ETDEWEB)

    Williams, D. N. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

    2017-03-06

    The Sixth Annual Face-to-Face (F2F) Conference of the Earth System Grid Federation (ESGF), a global consortium of international government agencies, institutions, and companies dedicated to the creation, management, analysis, and distribution of extreme-scale scientific data, was held December 5–9, 2016, in Washington, D.C.

  17. Student Preferences and Performance in Online and Face-to-Face Classes Using Myers-Briggs Indicator: A Longitudinal Quasi-Experimental Study

    Directory of Open Access Journals (Sweden)

    Seta Boghikian-Whitby

    2016-05-01

    Full Text Available This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI in Internet-based Online and Face-to-Face (F2F modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST and Sensing and Perceiving (SP group types learned significantly more in Online modality versus F2F.

  18. Tolerance for distorted faces: challenges to a configural processing account of familiar face recognition.

    Science.gov (United States)

    Sandford, Adam; Burton, A Mike

    2014-09-01

    Face recognition is widely held to rely on 'configural processing', an analysis of spatial relations between facial features. We present three experiments in which viewers were shown distorted faces, and asked to resize these to their correct shape. Based on configural theories appealing to metric distances between features, we reason that this should be an easier task for familiar than unfamiliar faces (whose subtle arrangements of features are unknown). In fact, participants were inaccurate at this task, making between 8% and 13% errors across experiments. Importantly, we observed no advantage for familiar faces: in one experiment participants were more accurate with unfamiliars, and in two experiments there was no difference. These findings were not due to general task difficulty - participants were able to resize blocks of colour to target shapes (squares) more accurately. We also found an advantage of familiarity for resizing other stimuli (brand logos). If configural processing does underlie face recognition, these results place constraints on the definition of 'configural'. Alternatively, familiar face recognition might rely on more complex criteria - based on tolerance to within-person variation rather than highly specific measurement. Copyright © 2014 Elsevier B.V. All rights reserved.

  19. Comparison of Face-to-Face and Web Surveys on the Topic of Homosexual Rights.

    Science.gov (United States)

    Liu, Mingnan; Wang, Yichen

    2016-06-01

    Although academic research on homosexuality relies heavily on survey data, there has been limited study of the survey method of asking relevant questions. This study examines the effect of survey mode on responses to questions about homosexual rights. We find significant mode effects among heterosexual respondents, who are more likely to support equal access to employment, military service, adoption, and marriage for homosexual people in face-to-face surveys than in Web surveys. They are also more likely to choose to not respond when face-to-face than online. Homosexual respondents do not show mode effects for either substantive responses or item nonresponse rate.

  20. Adolescents' technology and face-to-face time use predict objective sleep outcomes.

    Science.gov (United States)

    Tavernier, Royette; Heissel, Jennifer A; Sladek, Michael R; Grant, Kathryn E; Adam, Emma K

    2017-08-01

    The present study examined both within- and between-person associations between adolescents' time use (technology-based activities and face-to-face interactions with friends and family) and sleep behaviors. We also assessed whether age moderated associations between adolescents' time use with friends and family and sleep. Adolescents wore an actigraph monitor and completed brief evening surveys daily for 3 consecutive days. Adolescents (N=71; mean age=14.50 years old, SD=1.84; 43.7% female) were recruited from 3 public high schools in the Midwest. We assessed 8 technology-based activities (eg, texting, working on a computer), as well as time spent engaged in face-to-face interactions with friends and family, via questions on adolescents' evening surveys. Actigraph monitors assessed 3 sleep behaviors: sleep latency, sleep hours, and sleep efficiency. Hierarchical linear models indicated that texting and working on the computer were associated with shorter sleep, whereas time spent talking on the phone predicted longer sleep. Time spent with friends predicted shorter sleep latencies, while family time predicted longer sleep latencies. Age moderated the association between time spent with friends and sleep efficiency, as well as between family time and sleep efficiency. Specifically, longer time spent interacting with friends was associated with higher sleep efficiency but only among younger adolescents. Furthermore, longer family time was associated with higher sleep efficiency but only for older adolescents. Findings are discussed in terms of the importance of regulating adolescents' technology use and improving opportunities for face-to-face interactions with friends, particularly for younger adolescents. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

  1. Learning Environment at Work: Dilemmas Facing Professional Employees

    DEFF Research Database (Denmark)

    Andersen, Vibeke; Andersen, Anders Siig

    2007-01-01

    In an effort to increase efficiency and democracy, the modernozation of the public sector has involved an increase in market and user control, an increased application of technology, a decentralization of responsibilities and competencies, and more management and personnel development initiatives....... The article analyze the learning environment in two govermental worksites in Denmark and shows how professional employees respond to the dilemmas posed by modernization at work.......In an effort to increase efficiency and democracy, the modernozation of the public sector has involved an increase in market and user control, an increased application of technology, a decentralization of responsibilities and competencies, and more management and personnel development initiatives...

  2. 12 CFR 221.115 - Accepting a purpose statement through the mail without benefit of face-to-face interview.

    Science.gov (United States)

    2010-01-01

    ... wishes to obtain the required purpose statement by mail rather than by a face-to-face interview. Personal... without benefit of face-to-face interview. 221.115 Section 221.115 Banks and Banking FEDERAL RESERVE...) Interpretations § 221.115 Accepting a purpose statement through the mail without benefit of face-to-face interview...

  3. Developing Face-to-Face Argumentation Skills: Does Arguing on the Computer Help?

    Science.gov (United States)

    Iordanou, Kalypso

    2013-01-01

    Arguing on the computer was used as a method to promote development of face-to-face argumentation skills in middle schoolers. In the study presented, sixth graders engaged in electronic dialogues with peers on a controversial topic and in some reflective activities based on transcriptions of the dialogues. Although participants initially exhibited…

  4. Interaction in a Blended Environment for English Language Learning

    Science.gov (United States)

    Romero Archila, Yuranny Marcela

    2014-01-01

    The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

  5. The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

    Directory of Open Access Journals (Sweden)

    Retta Guy

    2015-06-01

    Full Text Available Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

  6. Mutual friends' social support and self-disclosure in face-to-face and instant messenger communication.

    Science.gov (United States)

    Trepte, Sabine; Masur, Philipp K; Scharkow, Michael

    2018-01-01

    In the present study, we investigated long-term effects of self-disclosure on social support in face-to-face and instant messenger (IM) communication between mutual friends. Using a representative sample of 583 German IM users, we explored whether self-disclosure and positive experiences with regard to social support would dynamically interact in the form of a reinforcing spiral across three measurement occasions. If mutual friends self-disclose today, will they receive more social support 6 months later? In turn, will this affect their willingness to self-disclose another 6 months later? We further analyzed spill-over effects from face-to-face to IM communication and vice versa. We found that self-disclosure predicted social support and vice versa in IM communication, but not in face-to-face communication. In light of these results, the impact of IM communication on how individuals maneuver friendships through the interplay between self-disclosure and social support are discussed.

  7. Predicting Outcome of Face-to-Face and Telephone Counselling for Occupational Stress

    Science.gov (United States)

    Karatzias, Thanos; Chouliara, Zoe; Power, Kevin; Kilfedder, Catherine

    2011-01-01

    The aim of the present study was to investigate predictors of outcome of counselling, using mean change scores of three outcome measures, at treatment completion and at 4-months follow-up, in a randomised trial of face-to-face (n = 30) versus telephone counselling (n = 30) for occupational stress. Factors associated with treatment outcome were…

  8. A specialized face-processing model inspired by the organization of monkey face patches explains several face-specific phenomena observed in humans.

    Science.gov (United States)

    Farzmahdi, Amirhossein; Rajaei, Karim; Ghodrati, Masoud; Ebrahimpour, Reza; Khaligh-Razavi, Seyed-Mahdi

    2016-04-26

    Converging reports indicate that face images are processed through specialized neural networks in the brain -i.e. face patches in monkeys and the fusiform face area (FFA) in humans. These studies were designed to find out how faces are processed in visual system compared to other objects. Yet, the underlying mechanism of face processing is not completely revealed. Here, we show that a hierarchical computational model, inspired by electrophysiological evidence on face processing in primates, is able to generate representational properties similar to those observed in monkey face patches (posterior, middle and anterior patches). Since the most important goal of sensory neuroscience is linking the neural responses with behavioral outputs, we test whether the proposed model, which is designed to account for neural responses in monkey face patches, is also able to predict well-documented behavioral face phenomena observed in humans. We show that the proposed model satisfies several cognitive face effects such as: composite face effect and the idea of canonical face views. Our model provides insights about the underlying computations that transfer visual information from posterior to anterior face patches.

  9. Early (N170) activation of face-specific cortex by face-like objects

    Science.gov (United States)

    Hadjikhani, Nouchine; Kveraga, Kestutis; Naik, Paulami; Ahlfors, Seppo P.

    2009-01-01

    The tendency to perceive faces in random patterns exhibiting configural properties of faces is an example of pareidolia. Perception of ‘real’ faces has been associated with a cortical response signal arising at about 170ms after stimulus onset; but what happens when non-face objects are perceived as faces? Using magnetoencephalography (MEG), we found that objects incidentally perceived as faces evoked an early (165ms) activation in the ventral fusiform cortex, at a time and location similar to that evoked by faces, whereas common objects did not evoke such activation. An earlier peak at 130 ms was also seen for images of real faces only. Our findings suggest that face perception evoked by face-like objects is a relatively early process, and not a late re-interpretation cognitive phenomenon. PMID:19218867

  10. [The nurse mobilised in the face of precarity in the rural environment].

    Science.gov (United States)

    Francès, Pierre

    2018-04-01

    In the rural environment, faced with people in situations of precarity, the nurse is an ideal partner for health professionals, as a general practitioner working in a centre for emergency housing and social reintegration explains. Copyright © 2018 Elsevier Masson SAS. All rights reserved.

  11. The construction FACE database - Codifying the NIOSH FACE reports.

    Science.gov (United States)

    Dong, Xiuwen Sue; Largay, Julie A; Wang, Xuanwen; Cain, Chris Trahan; Romano, Nancy

    2017-09-01

    The National Institute for Occupational Safety and Health (NIOSH) has published reports detailing the results of investigations on selected work-related fatalities through the Fatality Assessment and Control Evaluation (FACE) program since 1982. Information from construction-related FACE reports was coded into the Construction FACE Database (CFD). Use of the CFD was illustrated by analyzing major CFD variables. A total of 768 construction fatalities were included in the CFD. Information on decedents, safety training, use of PPE, and FACE recommendations were coded. Analysis shows that one in five decedents in the CFD died within the first two months on the job; 75% and 43% of reports recommended having safety training or installing protection equipment, respectively. Comprehensive research using FACE reports may improve understanding of work-related fatalities and provide much-needed information on injury prevention. The CFD allows researchers to analyze the FACE reports quantitatively and efficiently. Copyright © 2017 Elsevier Ltd and National Safety Council. All rights reserved.

  12. Autistic traits and brain activation during face-to-face conversations in typically developed adults.

    Science.gov (United States)

    Suda, Masashi; Takei, Yuichi; Aoyama, Yoshiyuki; Narita, Kosuke; Sakurai, Noriko; Fukuda, Masato; Mikuni, Masahiko

    2011-01-01

    Autism spectrum disorders (ASD) are characterized by impaired social interaction and communication, restricted interests, and repetitive behaviours. The severity of these characteristics is posited to lie on a continuum that extends into the general population. Brain substrates underlying ASD have been investigated through functional neuroimaging studies using functional magnetic resonance imaging (fMRI). However, fMRI has methodological constraints for studying brain mechanisms during social interactions (for example, noise, lying on a gantry during the procedure, etc.). In this study, we investigated whether variations in autism spectrum traits are associated with changes in patterns of brain activation in typically developed adults. We used near-infrared spectroscopy (NIRS), a recently developed functional neuroimaging technique that uses near-infrared light, to monitor brain activation in a natural setting that is suitable for studying brain functions during social interactions. We monitored regional cerebral blood volume changes using a 52-channel NIRS apparatus over the prefrontal cortex (PFC) and superior temporal sulcus (STS), 2 areas implicated in social cognition and the pathology of ASD, in 28 typically developed participants (14 male and 14 female) during face-to-face conversations. This task was designed to resemble a realistic social situation. We examined the correlations of these changes with autistic traits assessed using the Autism-Spectrum Quotient (AQ). Both the PFC and STS were significantly activated during face-to-face conversations. AQ scores were negatively correlated with regional cerebral blood volume increases in the left STS during face-to-face conversations, especially in males. Our results demonstrate successful monitoring of brain function during realistic social interactions by NIRS as well as lesser brain activation in the left STS during face-to-face conversations in typically developed participants with higher levels of autistic

  13. Cost-effectiveness of face-to-face smoking cessation interventions: A dynamic modeling study

    NARCIS (Netherlands)

    T.L. Feenstra (Talitha); H.H. Hamberg-Van Reenen (Heleen); R.T. Hoogenveen (Rudolf); M.P.M.H. Rutten-van Mölken (Maureen)

    2005-01-01

    textabstractObjectives: To estimate the cost-effectiveness of five face-to-face smoking cessation interventions (i.e., minimal counseling by a general practitioner (GP) with, or without nicotine replacement therapy (NRT), intensive counseling with NRT, or bupropion, and telephone counseling) in

  14. Faces

    DEFF Research Database (Denmark)

    Mortensen, Kristine Køhler; Brotherton, Chloe

    2018-01-01

    for the face the be put into action. Based on an ethnographic study of Danish teenagers’ use of SnapChat we demonstrate how the face is used as a central medium for interaction with peers. Through the analysis of visual SnapChat messages we investigate how SnapChat requires the sender to put an ‘ugly’ face...... already secured their popular status on the heterosexual marketplace in the broad context of the school. Thus SnapChat functions both as a challenge to beauty norms of ‘flawless faces’ and as a reinscription of these same norms by further manifesting the exclusive status of the popular girl...

  15. Parent Education for Dialogic Reading: Online and Face-to-Face Delivery Methods

    Science.gov (United States)

    Beschorner, Beth; Hutchison, Amy

    2016-01-01

    This study explored the impact of a parent education program and the contextual factors that influenced the experiences of families in the program. Seventeen parents completed a 9-week, face-to-face program and 15 parents completed a similar online program. This study was designed as a multiple case study and utilized multimethods for data…

  16. Glued to Which Face? Attentional Priority Effect of Female Babyface and Male Mature Face

    Directory of Open Access Journals (Sweden)

    Wenwen Zheng

    2018-03-01

    Full Text Available A more babyfaced individual is perceived as more child-like and this impression from babyface, as known as babyface effect, has an impact on social life among various age groups. In this study, the influence of babyfaces on visual selective attention was tested by cognitive task, demonstrating that the female babyface and male mature face would draw participants’ attention so that they take their eyes off more slowly. In Experiment 1, a detection task was applied to test the influence of babyfaces on visual selective attention. In this experiment, a babyface and a mature face with the same gender were presented simultaneously with a letter on one of them. The reaction time was shorter when the target letter was overlaid with a female babyface or male mature face, suggesting an attention capture effect. To explore how this competition influenced by attentional resources, we conducted Experiment 2 with a spatial cueing paradigm and controlled the attentional resources by cueing validity and inter-stimulus interval. In this task, the female babyface and male mature face prolonged responses to the spatially separated targets under the condition of an invalid and long interval pre-cue. This observation replicated the result of Experiment 1. This indicates that the female babyface and male mature face glued visual selective attention once attentional resources were directed to them. To further investigate the subliminal influence from a babyface, we used continuous flash suppression paradigm in Experiment 3. The results, again, showed the advantage of the female babyfaces and male mature faces: they broke the suppression faster than other faces. Our results provide primary evidence that the female babyfaces and male mature faces can reliably glue the visual selective attention, both supra- and sub-liminally.

  17. Attitudes toward Face-to-Face and Online Counseling: Roles of Self-Concealment, Openness to Experience, Loss of Face, Stigma, and Disclosure Expectations among Korean College Students

    Science.gov (United States)

    Bathje, Geoff J.; Kim, Eunha; Rau, Ellen; Bassiouny, Muhammad Adam; Kim, Taehoon

    2014-01-01

    This study examined attitudes toward face-to-face (f2f) and online counseling among 228 Korean college students. In addition, it tested a hypothesized model proposing that general propensities (i.e., self-concealment, openness to experience, and loss of face) would influence counseling-specific expectations (i.e., self-stigma and disclosure…

  18. Guided online or face-to-face cognitive behavioral treatment for insomnia: A randomized wait-list controlled trial

    NARCIS (Netherlands)

    Lancee, J.; van Straten, A.; Morina, N.; Kaldo, V.; Kamphuis, J.H.

    2016-01-01

    Study Objectives: To compare the efficacy of guided online and individual face-to-face cognitive behavioral treatment for insomnia (CBT-I) to a wait-list condition. Methods: A randomized controlled trial comparing three conditions: guided online; face-to-face; wait-list. Posttest measurements were

  19. Early (M170) activation of face-specific cortex by face-like objects.

    Science.gov (United States)

    Hadjikhani, Nouchine; Kveraga, Kestutis; Naik, Paulami; Ahlfors, Seppo P

    2009-03-04

    The tendency to perceive faces in random patterns exhibiting configural properties of faces is an example of pareidolia. Perception of 'real' faces has been associated with a cortical response signal arising at approximately 170 ms after stimulus onset, but what happens when nonface objects are perceived as faces? Using magnetoencephalography, we found that objects incidentally perceived as faces evoked an early (165 ms) activation in the ventral fusiform cortex, at a time and location similar to that evoked by faces, whereas common objects did not evoke such activation. An earlier peak at 130 ms was also seen for images of real faces only. Our findings suggest that face perception evoked by face-like objects is a relatively early process, and not a late reinterpretation cognitive phenomenon.

  20. Face Alignment via Regressing Local Binary Features.

    Science.gov (United States)

    Ren, Shaoqing; Cao, Xudong; Wei, Yichen; Sun, Jian

    2016-03-01

    This paper presents a highly efficient and accurate regression approach for face alignment. Our approach has two novel components: 1) a set of local binary features and 2) a locality principle for learning those features. The locality principle guides us to learn a set of highly discriminative local binary features for each facial landmark independently. The obtained local binary features are used to jointly learn a linear regression for the final output. This approach achieves the state-of-the-art results when tested on the most challenging benchmarks to date. Furthermore, because extracting and regressing local binary features are computationally very cheap, our system is much faster than previous methods. It achieves over 3000 frames per second (FPS) on a desktop or 300 FPS on a mobile phone for locating a few dozens of landmarks. We also study a key issue that is important but has received little attention in the previous research, which is the face detector used to initialize alignment. We investigate several face detectors and perform quantitative evaluation on how they affect alignment accuracy. We find that an alignment friendly detector can further greatly boost the accuracy of our alignment method, reducing the error up to 16% relatively. To facilitate practical usage of face detection/alignment methods, we also propose a convenient metric to measure how good a detector is for alignment initialization.

  1. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?

    Directory of Open Access Journals (Sweden)

    LillAnne Jackson

    2013-12-01

    Full Text Available In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1 face-to-face instruction in-class versus an (2 online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.

  3. Development of ODL in a Newly Industrialized Country according to Face-to-Face Contact, ICT, and E-Readiness

    Directory of Open Access Journals (Sweden)

    J. Marinda van Zyl

    2013-03-01

    Full Text Available A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (r were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT. Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.

  4. 76 FR 76096 - Non-Face-to-Face Sale and Distribution of Tobacco Products and Advertising, Promotion, and...

    Science.gov (United States)

    2011-12-06

    ... Advertising, Promotion, and Marketing of Tobacco Products; Extension of Comment Period AGENCY: Food and Drug... related to non-face-to- face sale and distribution of tobacco products; the advertising, promotion, and...- face-to-face sale and distribution of tobacco products and the advertising, promotion, and marketing of...

  5. Effect of Face-to-face Education, Problem-based Learning, and Goldstein Systematic Training Model on Quality of Life and Fatigue among Caregivers of Patients with Diabetes.

    Science.gov (United States)

    Masoudi, Reza; Soleimani, Mohammad Ali; Yaghoobzadeh, Ameneh; Baraz, Shahram; Hakim, Ashrafalsadat; Chan, Yiong H

    2017-01-01

    Education is a fundamental component for patients with diabetes to achieve good glycemic control. In addition, selecting the appropriate method of education is one of the most effective factors in the quality of life. The present study aimed to evaluate the effect of face-to-face education, problem-based learning, and Goldstein systematic training model on the quality of life (QOL) and fatigue among caregivers of patients with diabetes. This randomized clinical trial was conducted in Hajar Hospital (Shahrekord, Iran) in 2012. The study subjects consisted of 105 family caregivers of patients with diabetes. The participants were randomly assigned to three intervention groups (35 caregivers in each group). For each group, 5-h training sessions were held separately. QOL and fatigue were evaluated immediately before and after the intervention, and after 1, 2, 3, and 4 months of intervention. There was a significant increase in QOL for all the three groups. Both the problem-based learning and the Goldstein method showed desirable QOL improvement over time. The desired educational intervention for fatigue reduction during the 4-month post-intervention period was the Goldstein method. A significant reduction was observed in fatigue in all three groups after the intervention ( P problem-based learning and Goldstein systematic training model improve the QOL of caregivers of patients with diabetes. In addition, the Goldstein systematic training model had the greatest effect on the reduction of fatigue within 4 months of the intervention.

  6. Sleep spindle-related reactivation of category-specific cortical regions after learning face-scene associations

    DEFF Research Database (Denmark)

    Bergmann, Til O; Mölle, Matthias; Diedrichs, Jens

    2012-01-01

    Newly acquired declarative memory traces are believed to be reactivated during NonREM sleep to promote their hippocampo-neocortical transfer for long-term storage. Yet it remains a major challenge to unravel the underlying neuronal mechanisms. Using simultaneous electroencephalography (EEG......-coupled reactivation of brain regions representing the specific task stimuli was traced during subsequent NonREM sleep with EEG-informed fMRI. Relative to the control task, learning face-scene associations triggered a stronger combined activation of neocortical and hippocampal regions during subsequent sleep. Notably......) and functional magnetic resonance imaging (fMRI) recordings in humans, we show that sleep spindles play a key role in the reactivation of memory-related neocortical representations. On separate days, participants either learned face-scene associations or performed a visuomotor control task. Spindle...

  7. 77 FR 37101 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-06-20

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted. The Taxpayer Advocacy Panel is soliciting public comments, ideas, and...

  8. 77 FR 40411 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-07-09

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted. The Taxpayer Advocacy Panel is soliciting public comments, ideas, and...

  9. 77 FR 21157 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-04-09

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS) Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted. The Taxpayer Advocacy Panel is soliciting public comments, ideas, and...

  10. 77 FR 55525 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-09-10

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted. The Taxpayer Advocacy Panel is soliciting public comments, ideas, and...

  11. Face-to-face handoff: improving transfer to the pediatric intensive care unit after cardiac surgery.

    Science.gov (United States)

    Vergales, Jeffrey; Addison, Nancy; Vendittelli, Analise; Nicholson, Evelyn; Carver, D Jeannean; Stemland, Christopher; Hoke, Tracey; Gangemi, James

    2015-01-01

    The goal was to develop and implement a comprehensive, primarily face-to-face handoff process that begins in the operating room and concludes at the bedside in the intensive care unit (ICU) for pediatric patients undergoing congenital heart surgery. Involving all stakeholders in the planning phase, the framework of the handoff system encompassed a combination of a formalized handoff tool, focused process steps that occurred prior to patient arrival in the ICU, and an emphasis on face-to-face communication at the conclusion of the handoff. The final process was evaluated by the use of observer checklists to examine quality metrics and timing for all patients admitted to the ICU following cardiac surgery. The process was found to improve how various providers view the efficiency of handoff, the ease of asking questions at each step, and the overall capability to improve patient care regardless of overall surgical complexity. © 2014 by the American College of Medical Quality.

  12. Fusion of footsteps and face biometrics on an unsupervised and uncontrolled environment

    Science.gov (United States)

    Vera-Rodriguez, Ruben; Tome, Pedro; Fierrez, Julian; Ortega-Garcia, Javier

    2012-06-01

    This paper reports for the first time experiments on the fusion of footsteps and face on an unsupervised and not controlled environment for person authentication. Footstep recognition is a relatively new biometric based on signals extracted from people walking over floor sensors. The idea of the fusion between footsteps and face starts from the premise that in an area where footstep sensors are installed it is very simple to place a camera to capture also the face of the person that walks over the sensors. This setup may find application in scenarios like ambient assisted living, smart homes, eldercare, or security access. The paper reports a comparative assessment of both biometrics using the same database and experimental protocols. In the experimental work we consider two different applications: smart homes (small group of users with a large set of training data) and security access (larger group of users with a small set of training data) obtaining results of 0.9% and 5.8% EER respectively for the fusion of both modalities. This is a significant performance improvement compared with the results obtained by the individual systems.

  13. A novel deep learning algorithm for incomplete face recognition: Low-rank-recovery network.

    Science.gov (United States)

    Zhao, Jianwei; Lv, Yongbiao; Zhou, Zhenghua; Cao, Feilong

    2017-10-01

    There have been a lot of methods to address the recognition of complete face images. However, in real applications, the images to be recognized are usually incomplete, and it is more difficult to realize such a recognition. In this paper, a novel convolution neural network frame, named a low-rank-recovery network (LRRNet), is proposed to conquer the difficulty effectively inspired by matrix completion and deep learning techniques. The proposed LRRNet first recovers the incomplete face images via an approach of matrix completion with the truncated nuclear norm regularization solution, and then extracts some low-rank parts of the recovered images as the filters. With these filters, some important features are obtained by means of the binaryzation and histogram algorithms. Finally, these features are classified with the classical support vector machines (SVMs). The proposed LRRNet method has high face recognition rate for the heavily corrupted images, especially for the images in the large databases. The proposed LRRNet performs well and efficiently for the images with heavily corrupted, especially in the case of large databases. Extensive experiments on several benchmark databases demonstrate that the proposed LRRNet performs better than some other excellent robust face recognition methods. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Modulations of eye movement patterns by spatial filtering during the learning and testing phases of an old/new face recognition task.

    Science.gov (United States)

    Lemieux, Chantal L; Collin, Charles A; Nelson, Elizabeth A

    2015-02-01

    In two experiments, we examined the effects of varying the spatial frequency (SF) content of face images on eye movements during the learning and testing phases of an old/new recognition task. At both learning and testing, participants were presented with face stimuli band-pass filtered to 11 different SF bands, as well as an unfiltered baseline condition. We found that eye movements varied significantly as a function of SF. Specifically, the frequency of transitions between facial features showed a band-pass pattern, with more transitions for middle-band faces (≈5-20 cycles/face) than for low-band (≈20 cpf) ones. These findings were similar for the learning and testing phases. The distributions of transitions across facial features were similar for the middle-band, high-band, and unfiltered faces, showing a concentration on the eyes and mouth; conversely, low-band faces elicited mostly transitions involving the nose and nasion. The eye movement patterns elicited by low, middle, and high bands are similar to those previous researchers have suggested reflect holistic, configural, and featural processing, respectively. More generally, our results are compatible with the hypotheses that eye movements are functional, and that the visual system makes flexible use of visuospatial information in face processing. Finally, our finding that only middle spatial frequencies yielded the same number and distribution of fixations as unfiltered faces adds more evidence to the idea that these frequencies are especially important for face recognition, and reveals a possible mediator for the superior performance that they elicit.

  15. 77 FR 47166 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-08-07

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS) Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods... Service Methods Project Committee will be held Tuesday, September 11, 2012, at 2 p.m. Eastern Time via...

  16. 76 FR 78342 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2011-12-16

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of Meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods... Service Methods Project Committee will be held Tuesday, January 10, 2012, at 2 p.m. Eastern Time via...

  17. 77 FR 2611 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-01-18

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS) Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods... Service Methods Project Committee will be held Tuesday, February 14, 2012, at 2 p.m. Eastern Time via...

  18. Patterns of feelings in face to face negotiation: a Sino-Dutch pilot study

    NARCIS (Netherlands)

    Ulijn, J.M.; Rutkowski, A.F.; Kumar, Rajesh; Zhu, Y.

    2005-01-01

    We conducted a pilot study to compare the emotions experienced by Dutch and Chinese students during a face-to-face negotiation role play. Emotions play an important role in negotiations because they influence the behaviour and judgments of negotiators The Data Printer case developed by Greenhalgh

  19. Model-driven gaze simulation for the blind person in face-to-face communication

    NARCIS (Netherlands)

    Qiu, S.; Anas, S.A.B.; Osawa, H.; Rauterberg, G.W.M.; Hu, J.

    2016-01-01

    In face-to-face communication, eye gaze is integral to a conversation to supplement verbal language. The sighted often uses eye gaze to convey nonverbal information in social interactions, which a blind conversation partner cannot access and react to them. In this paper, we present E-Gaze glasses

  20. Faces in the Mist: Illusory Face and Letter Detection

    Directory of Open Access Journals (Sweden)

    Cory A. Rieth

    2011-06-01

    Full Text Available We report three behavioral experiments on the spatial characteristics evoking illusory face and letter detection. False detections made to pure noise images were analyzed using a modified reverse correlation method in which hundreds of observers rated a modest number of noise images (480 during a single session. This method was originally developed for brain imaging research, and has been used in a number of fMRI publications, but this is the first report of the behavioral classification images. In Experiment 1 illusory face detection occurred in response to scattered dark patches throughout the images, with a bias to the left visual field. This occurred despite the use of a fixation cross and expectations that faces would be centered. In contrast, illusory letter detection (Experiment 2 occurred in response to centrally positioned dark patches. Experiment 3 included an oval in all displays to spatially constrain illusory face detection. With the addition of this oval the classification image revealed an eyes/nose/mouth pattern. These results suggest that face detection is triggered by a minimal face-like pattern even when these features are not centered in visual focus.

  1. Blended versus Face-to-Face: Evidence from a Graduate Corporate Finance Class

    Science.gov (United States)

    Harjoto, Maretno Agus

    2017-01-01

    The author compared students' perceptions of prelecture videos replacing face-to-face (F2F) classes in blended and F2F graduate corporate finance classes. Using 176 anonymous survey responses from eight F2F and two blended classes during the 2014-2016 year, the author found that students in the blended classes had a greater belief that prelecture…

  2. Looking at My Own Face: Visual Processing Strategies in Self–Other Face Recognition

    Directory of Open Access Journals (Sweden)

    Anya Chakraborty

    2018-02-01

    Full Text Available We live in an age of ‘selfies.’ Yet, how we look at our own faces has seldom been systematically investigated. In this study we test if the visual processing of the highly familiar self-face is different from other faces, using psychophysics and eye-tracking. This paradigm also enabled us to test the association between the psychophysical properties of self-face representation and visual processing strategies involved in self-face recognition. Thirty-three adults performed a self-face recognition task from a series of self-other face morphs with simultaneous eye-tracking. Participants were found to look longer at the lower part of the face for self-face compared to other-face. Participants with a more distinct self-face representation, as indexed by a steeper slope of the psychometric response curve for self-face recognition, were found to look longer at upper part of the faces identified as ‘self’ vs. those identified as ‘other’. This result indicates that self-face representation can influence where we look when we process our own vs. others’ faces. We also investigated the association of autism-related traits with self-face processing metrics since autism has previously been associated with atypical self-processing. The study did not find any self-face specific association with autistic traits, suggesting that autism-related features may be related to self-processing in a domain specific manner.

  3. 77 FR 61053 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-10-05

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods... Service Methods Project Committee will be held Tuesday, November 13, 2012, at 2:00 p.m. Eastern Time via...

  4. Tactile band : accessing gaze signals from the sighted in face-to-face communication

    NARCIS (Netherlands)

    Qiu, S.; Rauterberg, G.W.M.; Hu, J.

    2016-01-01

    Gaze signals, frequently used by the sighted in social interactions as visual cues, are hardly accessible for low-vision and blind people. A concept is proposed to help the blind people access and react to gaze signals in face-to-face communication. 20 blind and low-vision participants were

  5. Configuration perception and face memory, and face context effects in developmental prosopagnosia.

    Science.gov (United States)

    Huis in 't Veld, Elisabeth; Van den Stock, Jan; de Gelder, Beatrice

    2012-01-01

    This study addresses two central and controversial issues in developmental prosopagnosia (DP), configuration- versus feature-based face processing and the influence of affective information from either facial or bodily expressions on face recognition. A sample of 10 DPs and 10 controls were tested with a previously developed face and object recognition and memory battery (Facial Expressive Action Stimulus Test, FEAST), a task measuring the influence of emotional faces and bodies on face identity matching (Face-Body Compound task), and an emotionally expressive face memory task (Emotional Face Memory task, FaMe-E). We show that DPs were impaired in upright, but not inverted, face matching but they performed at the level of controls on part-to-whole matching. Second, DPs showed impaired memory for both neutral and emotional faces and scored within the normal range on the Face-Body Compound task. Third, configural perception but not feature-based processing was significantly associated with memory performance. Taken together the results indicate that DPs have a deficit in configural processing at the perception stage that may underlie the memory impairment.

  6. Learning weighted sparse representation of encoded facial normal information for expression-robust 3D face recognition

    KAUST Repository

    Li, Huibin

    2011-10-01

    This paper proposes a novel approach for 3D face recognition by learning weighted sparse representation of encoded facial normal information. To comprehensively describe 3D facial surface, three components, in X, Y, and Z-plane respectively, of normal vector are encoded locally to their corresponding normal pattern histograms. They are finally fed to a sparse representation classifier enhanced by learning based spatial weights. Experimental results achieved on the FRGC v2.0 database prove that the proposed encoded normal information is much more discriminative than original normal information. Moreover, the patch based weights learned using the FRGC v1.0 and Bosphorus datasets also demonstrate the importance of each facial physical component for 3D face recognition. © 2011 IEEE.

  7. Reconstructing 3D Face Model with Associated Expression Deformation from a Single Face Image via Constructing a Low-Dimensional Expression Deformation Manifold.

    Science.gov (United States)

    Wang, Shu-Fan; Lai, Shang-Hong

    2011-10-01

    Facial expression modeling is central to facial expression recognition and expression synthesis for facial animation. In this work, we propose a manifold-based 3D face reconstruction approach to estimating the 3D face model and the associated expression deformation from a single face image. With the proposed robust weighted feature map (RWF), we can obtain the dense correspondences between 3D face models and build a nonlinear 3D expression manifold from a large set of 3D facial expression models. Then a Gaussian mixture model in this manifold is learned to represent the distribution of expression deformation. By combining the merits of morphable neutral face model and the low-dimensional expression manifold, a novel algorithm is developed to reconstruct the 3D face geometry as well as the facial deformation from a single face image in an energy minimization framework. Experimental results on simulated and real images are shown to validate the effectiveness and accuracy of the proposed algorithm.

  8. The importance of internal facial features in learning new faces.

    Science.gov (United States)

    Longmore, Christopher A; Liu, Chang Hong; Young, Andrew W

    2015-01-01

    For familiar faces, the internal features (eyes, nose, and mouth) are known to be differentially salient for recognition compared to external features such as hairstyle. Two experiments are reported that investigate how this internal feature advantage accrues as a face becomes familiar. In Experiment 1, we tested the contribution of internal and external features to the ability to generalize from a single studied photograph to different views of the same face. A recognition advantage for the internal features over the external features was found after a change of viewpoint, whereas there was no internal feature advantage when the same image was used at study and test. In Experiment 2, we removed the most salient external feature (hairstyle) from studied photographs and looked at how this affected generalization to a novel viewpoint. Removing the hair from images of the face assisted generalization to novel viewpoints, and this was especially the case when photographs showing more than one viewpoint were studied. The results suggest that the internal features play an important role in the generalization between different images of an individual's face by enabling the viewer to detect the common identity-diagnostic elements across non-identical instances of the face.

  9. A Case Study of American and Chinese College Students' Motivation Differences in Online Learning Environment

    Science.gov (United States)

    Zhao, Chunjuan; Mei, Zongxiang

    2016-01-01

    Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and…

  10. Processing language in face-to-face conversation: Questions with gestures get faster responses.

    Science.gov (United States)

    Holler, Judith; Kendrick, Kobin H; Levinson, Stephen C

    2017-09-08

    The home of human language use is face-to-face interaction, a context in which communicative exchanges are characterised not only by bodily signals accompanying what is being said but also by a pattern of alternating turns at talk. This transition between turns is astonishingly fast-typically a mere 200-ms elapse between a current and a next speaker's contribution-meaning that comprehending, producing, and coordinating conversational contributions in time is a significant challenge. This begs the question of whether the additional information carried by bodily signals facilitates or hinders language processing in this time-pressured environment. We present analyses of multimodal conversations revealing that bodily signals appear to profoundly influence language processing in interaction: Questions accompanied by gestures lead to shorter turn transition times-that is, to faster responses-than questions without gestures, and responses come earlier when gestures end before compared to after the question turn has ended. These findings hold even after taking into account prosodic patterns and other visual signals, such as gaze. The empirical findings presented here provide a first glimpse of the role of the body in the psycholinguistic processes underpinning human communication.

  11. Novel attempt to create uniform magnetic-field space generated by face-to-face settled HTS bulk magnets

    International Nuclear Information System (INIS)

    Oka, Tetsuo; Ichiju, Kana; Higa, Kazuya; Fukui, Satoshi; Ogawa, Jun; Sato, Takao; Yokoyama, Kazuya; Nakamura, Takashi

    2017-01-01

    Various experimental attempts have been made to obtain a uniform magnetic field in the space between face-to-face HTS bulk magnets that could possibly be utilized as NMR magnets. In general, the magnetic fields emitted from the magnetic pole surfaces containing HTS bulk magnets are characterized as non-uniform field distributions. Since the NMR magnets require highly uniform magnetic-field spaces, it has been assumed to be difficult to form uniform magnetic-field spaces between magnetic poles placed face-to-face. The authors modified the shapes of the magnetic-field distribution from convex to concave by attaching ferromagnetic iron plates to the pole surfaces. The magnets were then set face-to-face with various gaps of 30-70 mm, and the experimental data on magnetic-field uniformity was precisely measured in the space. In order to detect the NMR signals, the target performance for uniformity was set as 1,500 ppm throughout the 4-mm span on the x-axis, which is equivalent to performance in the past when the world's first detection of NMR signals was observed in the bore of hollow-type HTS bulk magnets. When we combined the concave and convex field distributions to compensate the uneven field distributions, the data of the best uniformity reached 358 ppm and 493 ppm in the 30 mm and 50 mm gaps, respectively, which exceeded the target value for the purpose of detecting the NMR signals within the space. Furthermore, it was shown that the field distributions change from concave to convex shape without any change at 1.1 T in the range from 7 to 11 mm in the 30-mm gap, indicating that the distributions are uniform. This suggests the possibility that the uniform magnetic-field space between the HTS bulk magnets set face-to-face expands. (author)

  12. Interference among the Processing of Facial Emotion, Face Race, and Face Gender

    OpenAIRE

    Li, Yongna; Tse, Chi-Shing

    2016-01-01

    People are able to simultaneously process multiple dimensions of facial properties. Facial processing models are based on the processing of facial properties. This paper examined the processing of facial emotion, face race and face gender using categorization tasks. The same set of Chinese, White and Black faces, each posing a neutral, happy or angry expression, was used in three experiments. Facial emotion interfered with face race in all the tasks. The interaction of face race and face gend...

  13. Early (N170) activation of face-specific cortex by face-like objects

    OpenAIRE

    Hadjikhani, Nouchine; Kveraga, Kestutis; Naik, Paulami; Ahlfors, Seppo P.

    2009-01-01

    The tendency to perceive faces in random patterns exhibiting configural properties of faces is an example of pareidolia. Perception of ‘real’ faces has been associated with a cortical response signal arising at about 170ms after stimulus onset; but what happens when non-face objects are perceived as faces? Using magnetoencephalography (MEG), we found that objects incidentally perceived as faces evoked an early (165ms) activation in the ventral fusiform cortex, at a time and location similar t...

  14. All you need is Facebook friends? Associations between online and face-to-face friendships and health

    OpenAIRE

    Lima, M. L.; Marques, S.; Muiños, G.; Camilo, C.

    2017-01-01

    WOS:000392847900002 (Nº de Acesso Web of Science) Positive social relations are known to have a beneficial impact on health, however, little is known about the links of health with online relationships. In this study, we compare face-to-face and virtual friendships in their association with health. By building on previous results of studies conducted on the well-being of college students, we expect to find stronger associations of face-to-face friendships with health than of those establis...

  15. 77 FR 30591 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Science.gov (United States)

    2012-05-23

    ... Face-to-Face Service Methods Project Committee AGENCY: Internal Revenue Service (IRS), Treasury. ACTION: Notice of meeting. SUMMARY: An open meeting of the Taxpayer Advocacy Panel Face-to-Face [[Page 30592... meeting will be held Thursday, June 7 from 8:00 a.m.-5:00 p.m. Eastern Time and Friday, June 8 from 8:00 a...

  16. Validity, Sensitivity, and Responsiveness of the 11-Face Faces Pain Scale to Postoperative Pain in Adult Orthopedic Surgery Patients.

    Science.gov (United States)

    Van Giang, Nguyen; Chiu, Hsiao-Yean; Thai, Duong Hong; Kuo, Shu-Yu; Tsai, Pei-Shan

    2015-10-01

    Pain is common in patients after orthopedic surgery. The 11-face Faces Pain Scale has not been validated for use in adult patients with postoperative pain. To assess the validity of the 11-face Faces Pain Scale and its ability to detect responses to pain medications, and to determine whether the sensitivity of the 11-face Faces Pain Scale for detecting changes in pain intensity over time is associated with gender differences in adult postorthopedic surgery patients. The 11-face Faces Pain Scale was translated into Vietnamese using forward and back translation. Postoperative pain was assessed using an 11-point numerical rating scale and the 11-face Faces Pain Scale on the day of surgery, and before (Time 1) and every 30 minutes after (Times 2-5) the patients had taken pain medications on the first postoperative day. The 11-face Faces Pain Scale highly correlated with the numerical rating scale (r = 0.78, p Scale is appropriate for measuring acute postoperative pain in adults. Copyright © 2015 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

  17. Student Performance in Online and Face-to-Face Microeconomics: Evidence from Adult Learners

    Science.gov (United States)

    Medcalfe, Simon

    2009-01-01

    There have been few studies comparing student performance in online and face-to-face economics courses. Those studies that have been undertaken have concentrated on traditional students (18- to 22-year-olds). This paper examines student outcomes in an undergraduate course in microeconomics taught to non-traditional students (average age is 33…

  18. A randomised controlled trial of face to face versus pure online self-help cognitive behavioural treatment for perfectionism.

    Science.gov (United States)

    Egan, Sarah J; van Noort, Emily; Chee, Abby; Kane, Robert T; Hoiles, Kimberley J; Shafran, Roz; Wade, Tracey D

    2014-12-01

    Previous research has shown cognitive-behavioural treatment (CBT) to be effective in reducing perfectionism. The present study investigated the efficacy of two formats of CBT for perfectionism (CBT-P), face-to-face and pure online self-help, in reducing perfectionism and associated psychological symptoms. Participants were randomly allocated to face-to-face CBT-P (n = 18), pure online self-help CBT-P (n = 16), or a waitlist control period (n = 18). There was no significant change for the waitlist group on any of the outcome measures at the end of treatment. Both the face-to-face and pure online self-help groups reported significant reductions at the end of treatment for the perfectionism variables which were maintained at the 6-month follow-up. The face-to-face group also reported significant reductions over this time in depression, anxiety, and stress, and a significant pre-post increase in self-esteem, all of which were maintained at the 6-month follow-up. In contrast, the pure online self-help group showed no significant changes on these outcomes. The face-to-face group was statistically superior to the pure online self-help group at follow-up on the perfectionism measures, concern over mistakes and personal standards. The results show promising evidence for CBT for perfectionism, especially when offered face to face, where sustained benefit across a broad range of outcomes can be expected. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

  19. A model for production, perception, and acquisition of actions in face-to-face communication.

    Science.gov (United States)

    Kröger, Bernd J; Kopp, Stefan; Lowit, Anja

    2010-08-01

    The concept of action as basic motor control unit for goal-directed movement behavior has been used primarily for private or non-communicative actions like walking, reaching, or grasping. In this paper, literature is reviewed indicating that this concept can also be used in all domains of face-to-face communication like speech, co-verbal facial expression, and co-verbal gesturing. Three domain-specific types of actions, i.e. speech actions, facial actions, and hand-arm actions, are defined in this paper and a model is proposed that elucidates the underlying biological mechanisms of action production, action perception, and action acquisition in all domains of face-to-face communication. This model can be used as theoretical framework for empirical analysis or simulation with embodied conversational agents, and thus for advanced human-computer interaction technologies.

  20. Face to face interventions for informing or educating parents about early childhood vaccination.

    Science.gov (United States)

    Kaufman, Jessica; Synnot, Anneliese; Ryan, Rebecca; Hill, Sophie; Horey, Dell; Willis, Natalie; Lin, Vivian; Robinson, Priscilla

    2013-05-31

    Childhood vaccination (also described as immunisation) is an important and effective way to reduce childhood illness and death. However, there are many children who do not receive the recommended vaccines because their parents do not know why vaccination is important, do not understand how, where or when to get their children vaccinated, disagree with vaccination as a public health measure, or have concerns about vaccine safety.Face to face interventions to inform or educate parents about routine childhood vaccination may improve vaccination rates and parental knowledge or understanding of vaccination. Such interventions may describe or explain the practical and logistical factors associated with vaccination, and enable parents to understand the meaning and relevance of vaccination for their family or community. To assess the effects of face to face interventions for informing or educating parents about early childhood vaccination on immunisation uptake and parental knowledge. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) (The Cochrane Library 2012, Issue 7); MEDLINE (OvidSP) (1946 to July 2012); EMBASE + Embase Classic (OvidSP) (1947 to July 2012); CINAHL (EbscoHOST) (1981 to July 2012); PsycINFO (OvidSP) (1806 to July 2012); Global Health (CAB) (1910 to July 2012); Global Health Library (WHO) (searched July 2012); Google Scholar (searched September 2012), ISI Web of Science (searched September 2012) and reference lists of relevant articles. We searched for ongoing trials in The International Clinical Trials Registry Platform (ICTRP) (searched August 2012) and for grey literature in The Grey Literature Report and OpenGrey (searched August 2012). We also contacted authors of included studies and experts in the field. There were no language or date restrictions. Randomised controlled trials (RCTs) and cluster RCTs evaluating the effects of face to face interventions delivered to individual parents or groups of parents to inform or educate

  1. Recognition of human face images by the free flying wasp Vespula vulgaris

    Directory of Open Access Journals (Sweden)

    Aurore Avarguès-Weber

    2017-08-01

    Full Text Available The capacity to recognize perceptually similar complex visual stimuli such as human faces has classically been thought to require a large primate, and/or mammalian brain with neurobiological adaptations. However, recent work suggests that the relatively small brain of a paper wasp, Polistes fuscatus, possesses specialized face processing capabilities. In parallel, the honeybee, Apis mellifera, has been shown to be able to rely on configural learning for extensive visual learning, thus converging with primate visual processing. Therefore, the honeybee may be able to recognize human faces, and show sophisticated learning performance due to its foraging lifestyle involving visiting and memorizing many flowers. We investigated the visual capacities of the widespread invasive wasp Vespula vulgaris, which is unlikely to have any specialization for face processing. Freely flying individual wasps were trained in an appetitive-aversive differential conditioning procedure to discriminate between perceptually similar human face images from a standard face recognition test. The wasps could then recognize the target face from novel dissimilar or similar human faces, but showed a significant drop in performance when the stimuli were rotated by 180°, thus paralleling results acquired on a similar protocol with honeybees. This result confirms that a general visual system can likely solve complex recognition tasks, the first stage to evolve a visual expertise system to face recognition, even in the absence of neurobiological or behavioral specialization.

  2. An Interactive Mobile Lecturing Model: Enhancing Student Engagement with Face-to-Face Sessions

    Science.gov (United States)

    Boyinbode, Olutayo; Ng'ambi, Dick; Bagula, Antoine

    2013-01-01

    Although use of podcasts and vodcasts are increasingly becoming popular in higher education, their use is usually unidirectional and therefore replicates the transmission mode of traditional face-to-face lectures. In this paper, the authors propose a tool, MOBILect, a mobile lecturing tool that enables users to comment on lecture vodcasts using…

  3. Analysis of the Questions Asked through Digital and Face-to-Face Reference Services

    Science.gov (United States)

    Tsuji, Keita; Arai, Shunsuke; Suga, Reina; Ikeuchi, Atsushi; Yoshikane, Fuyuki

    2013-01-01

    In Japan, only a few public libraries provide e-mail reference services. To help public libraries start e-mail reference services, the authors investigated reference questions received by libraries via e-mail and traditional face-to-face services. The authors found that research questions are more frequently observed among e-mail questions and…

  4. Mapping the emotional face. How individual face parts contribute to successful emotion recognition.

    Directory of Open Access Journals (Sweden)

    Martin Wegrzyn

    Full Text Available Which facial features allow human observers to successfully recognize expressions of emotion? While the eyes and mouth have been frequently shown to be of high importance, research on facial action units has made more precise predictions about the areas involved in displaying each emotion. The present research investigated on a fine-grained level, which physical features are most relied on when decoding facial expressions. In the experiment, individual faces expressing the basic emotions according to Ekman were hidden behind a mask of 48 tiles, which was sequentially uncovered. Participants were instructed to stop the sequence as soon as they recognized the facial expression and assign it the correct label. For each part of the face, its contribution to successful recognition was computed, allowing to visualize the importance of different face areas for each expression. Overall, observers were mostly relying on the eye and mouth regions when successfully recognizing an emotion. Furthermore, the difference in the importance of eyes and mouth allowed to group the expressions in a continuous space, ranging from sadness and fear (reliance on the eyes to disgust and happiness (mouth. The face parts with highest diagnostic value for expression identification were typically located in areas corresponding to action units from the facial action coding system. A similarity analysis of the usefulness of different face parts for expression recognition demonstrated that faces cluster according to the emotion they express, rather than by low-level physical features. Also, expressions relying more on the eyes or mouth region were in close proximity in the constructed similarity space. These analyses help to better understand how human observers process expressions of emotion, by delineating the mapping from facial features to psychological representation.

  5. Mapping the emotional face. How individual face parts contribute to successful emotion recognition

    Science.gov (United States)

    Wegrzyn, Martin; Vogt, Maria; Kireclioglu, Berna; Schneider, Julia; Kissler, Johanna

    2017-01-01

    Which facial features allow human observers to successfully recognize expressions of emotion? While the eyes and mouth have been frequently shown to be of high importance, research on facial action units has made more precise predictions about the areas involved in displaying each emotion. The present research investigated on a fine-grained level, which physical features are most relied on when decoding facial expressions. In the experiment, individual faces expressing the basic emotions according to Ekman were hidden behind a mask of 48 tiles, which was sequentially uncovered. Participants were instructed to stop the sequence as soon as they recognized the facial expression and assign it the correct label. For each part of the face, its contribution to successful recognition was computed, allowing to visualize the importance of different face areas for each expression. Overall, observers were mostly relying on the eye and mouth regions when successfully recognizing an emotion. Furthermore, the difference in the importance of eyes and mouth allowed to group the expressions in a continuous space, ranging from sadness and fear (reliance on the eyes) to disgust and happiness (mouth). The face parts with highest diagnostic value for expression identification were typically located in areas corresponding to action units from the facial action coding system. A similarity analysis of the usefulness of different face parts for expression recognition demonstrated that faces cluster according to the emotion they express, rather than by low-level physical features. Also, expressions relying more on the eyes or mouth region were in close proximity in the constructed similarity space. These analyses help to better understand how human observers process expressions of emotion, by delineating the mapping from facial features to psychological representation. PMID:28493921

  6. Teaching Time Investment: Does Online Really Take More Time than Face-to-Face?

    Science.gov (United States)

    Van de Vord, Rebecca; Pogue, Korolyn

    2012-01-01

    Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload. To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to…

  7. DISCOURSE AND PARTICIPATION IN ESL FACE-TO-FACE AND WRITTEN ELECTRONIC CONFERENCES

    Directory of Open Access Journals (Sweden)

    Michael Fitze

    2006-01-01

    Full Text Available This study was a comparative investigation of face-to-face and written electronic conferences. The participants were advanced English as a second language (hereafter: ESL students. The two types of conferences were compared in terms of textual features and participation. There was no statistically significant difference in the total number of words that students produced in an equivalent amount of time in the two types of conferences. The discourse in written electronic conferences displayed greater lexical range, and students in these conferences produced more discourse demonstrating interactive competence. The statistically significant finding of increased lexical range in written electronic conferences persisted even when the interactive discourse was eliminated from the conference transcripts and the transcripts were reanalyzed. This finding suggests that, during written electronic conferences, students were better able to use and practice a wider range of vocabulary related to the topics. For one of the groups, participation in written electronic conferences was more balanced among students, while for the other group participation was about equally balanced regardless of the conference setting. This last finding came as a surprise and points to a need for further research into variables that might mediate balanced participation in face-to-face and written electronic conferences.

  8. Erfolgreiches Lernen in einem Blended Learning-Szenario im Vergleich mit der Präsenzausbildung - am Beispiel einer MTA-Ausbildung der Fachrichtung Radiologie [Successful learning in a blended learning scenario in comparison with face-to-face instruction - illustrated by the example of the training of medical technical assistants specialising in radiology

    Directory of Open Access Journals (Sweden)

    Hohenberg, Gregor

    2009-11-01

    Full Text Available [english] Purpose: This article presents partial results of an evaluation study which compared a three-year blended learning scenario with traditional face-to-face training for medical technical assistants specialising in radiology. Methods: The blended learning approach investigated here is based on an individual tutoring approach, i.e. students work on the necessary training units during self-learning periods, while a tutor is available at all times via the Internet. Following the theory of constructivism, the tutor should see him- or herself as a coach supporting the learner working on the individual training units. As the Saarland University Hospital offers both face-to-face training and the blended learning course, it was possible to perform direct comparative tests. Results: On the basis of the final state examination results, it could be shown that the participants of the blended learning course achieved equivalent or slightly better exam results. Conclusion: The positive results of the blended learning participants gain increased significance against the backdrop of the demographic data of both groups of participants: with an average age of 43 (median: 43, the blended learning participants show a significantly higher life experience compared to the face-to-face training participants, who had an average age of 28 (median: 25. That shows that the blended learning method is a good method to be used by people working in radiology. [german] Zielsetzung: Dieser Artikel stellt Teilergebnisse einer Evaluationsstudie dar, deren Zielsetzung es ist, ein dreijähriges Blended learning-Szenario mit einer klassischen Präsenzausbildung für medizinisch-technische Assistenten der Fachrichtung Radiologie zu vergleichen. Methodik: Der hier untersuchte Blended Learning-Ansatz beruht auf einem individuellen Betreuungsansatz, d. h. während die Teilnehmenden in den Selbstlernphasen die Unterrichtseinheiten bearbeiten, steht jederzeit via Internet ein

  9. Time for a Change: College Students' Preference for Technology-Mediated Versus Face-to-Face Help for Emotional Distress.

    Science.gov (United States)

    Lungu, Anita; Sun, Michael

    2016-12-01

    Even with recent advances in psychological treatments and mobile technology, online computerized therapy is not yet popular. College students, with ubiquitous access to technology, experiencing high distress, and often nontreatment seekers, could be an important area for online treatment dissemination. Finding ways to reach out to college students by offering psychological interventions through technology, devices, and applications they often use, might increase their engagement in treatment. This study evaluates college students' reported willingness to seek help for emotional distress through novel delivery mediums, to play computer games for learning emotional coping skills, and to disclose personal information online. We also evaluated the role of ethnicity and level of emotional distress in help-seeking patterns. A survey exploring our domains of interest and the Mental Health Inventory ([MHI] as mental health index) were completed by 572 students (mean age 18.7 years, predominantly Asian American, female, and freshmen in college). More participants expressed preference for online versus face-to-face professional help. We found no relationship between MHI and help-seeking preference. A third of participants were likely to disclose at least as much information online as face-to-face. Ownership of mobile technology was pervasive. Asian Americans were more likely to be nontreatment seekers than Caucasians. Most participants were interested in serious games for emotional distress. Our results suggest that college students are very open to creative ways of receiving emotional help such as playing games and seeking emotional help online, suggesting a need for online evidence-based treatments.

  10. Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment

    Directory of Open Access Journals (Sweden)

    Jako Olivier

    2016-10-01

    Full Text Available Increasingly blended learning, as a combination of face-to-face and online instruction is applied in university classrooms. In this study the use of an interactive learning environment (ILE, within a Sakai-based learning management system, as well as face-to-face teaching and learning in a first-year Afrikaans language class is explored. The Technology Acceptance Model (TAM was employed by means of a survey and the Structure Equation Model was used to explore factors relevant to this first-year class. In addition, qualitative research was conducted through an open questionnaire in order to determine the perceptions regarding the blended learning context and the ILE. It was found that students are generally able to function within the ILE and they are quite positive towards the use of the learning environment for learning and teaching. However, it is clear that some students still prefer printed study material. Despite the fact that students indicated that they use the ILE daily, actual usage statistics did not always correspond. Finally, this paper makes suggestions with regard to adapting teaching in terms of students’ behaviour based on their computer anxiety and Internet self-efficacy as well as the perceived usefulness and ease of use of the ILE.

  11. A Phenomenological Study of Teamwork in Online and Face-to-Face Student Teams

    Science.gov (United States)

    Saghafian, Marzieh; O'Neill, D. Kevin

    2018-01-01

    Team-based projects are widely used in both traditional face-to-face and online programs in higher education. To date, the teamwork experiences of students in each modality have been documented primarily through evaluative research conducted over short spans of time and limited by a priori frameworks. The literature also reflects a lack of…

  12. Reading the Mind in the Eyes or Reading between the Lines? Theory of Mind Predicts Collective Intelligence Equally Well Online and Face-To-Face

    Science.gov (United States)

    Engel, David; Woolley, Anita Williams; Jing, Lisa X.; Chabris, Christopher F.; Malone, Thomas W.

    2014-01-01

    Recent research with face-to-face groups found that a measure of general group effectiveness (called “collective intelligence”) predicted a group’s performance on a wide range of different tasks. The same research also found that collective intelligence was correlated with the individual group members’ ability to reason about the mental states of others (an ability called “Theory of Mind” or “ToM”). Since ToM was measured in this work by a test that requires participants to “read” the mental states of others from looking at their eyes (the “Reading the Mind in the Eyes” test), it is uncertain whether the same results would emerge in online groups where these visual cues are not available. Here we find that: (1) a collective intelligence factor characterizes group performance approximately as well for online groups as for face-to-face groups; and (2) surprisingly, the ToM measure is equally predictive of collective intelligence in both face-to-face and online groups, even though the online groups communicate only via text and never see each other at all. This provides strong evidence that ToM abilities are just as important to group performance in online environments with limited nonverbal cues as they are face-to-face. It also suggests that the Reading the Mind in the Eyes test measures a deeper, domain-independent aspect of social reasoning, not merely the ability to recognize facial expressions of mental states. PMID:25514387

  13. Measurement and visualization of face-to-face interaction among community-dwelling older adults using wearable sensors.

    Science.gov (United States)

    Masumoto, Kouhei; Yaguchi, Takaharu; Matsuda, Hiroshi; Tani, Hideaki; Tozuka, Keisuke; Kondo, Narihiko; Okada, Shuichi

    2017-10-01

    A number of interventions have been undertaken to develop and promote social networks among community-dwelling older adults. However, it has been difficult to examine the effects of these interventions, because of problems in assessing interactions. The present study was designed to quantitatively measure and visualize face-to-face interactions among elderly participants in an exercise program. We also examined relationships among interactional variables, personality and interest in community involvement, including interactions with the local community. Older adults living in the same community were recruited to participate in an exercise program that consisted of four sessions. We collected data on face-to-face interactions of the participants by using a wearable sensor technology device. Network analysis identified the communication networks of participants in the exercise program, as well as changes in these networks. Additionally, there were significant correlations between the number of people involved in face-to-face interactions and changes in both interest in community involvement and interactions with local community residents, as well as personality traits, including agreeableness. Social networks in the community are essential for solving problems caused by the aging society. We showed the possible applications of face-to-face interactional data for identifying core participants having many interactions, and isolated participants having only a few interactions within the community. Such data would be useful for carrying out efficient interventions for increasing participants' involvement with their community. Geriatr Gerontol Int 2017; 17: 1752-1758. © 2017 Japan Geriatrics Society.

  14. Are reading and face processing related?

    DEFF Research Database (Denmark)

    Starrfelt, Randi; Klargaard, Solja K.; Petersen, Anders

    Traditionally, perceptual processing of faces and words is considered highly specialized, strongly lateralized, and largely independent. This has, however, recently been challenged by studies showing that learning to read may affect the perceptual and neural processes involved in face recognition......, reflected in better overall accuracy, a lower perceptual threshold, and higher processing speed for words compared to letters. In sum, we find no evidence that reading skills are abnormal in developmental prosopagnosia, a finding that may challenge the recently proposed hypothesis that reading development...

  15. The Interaction Model in iLearning Environments and its Use in the Smart Lab Concept

    Directory of Open Access Journals (Sweden)

    Yuliya Lyalina

    2011-11-01

    Full Text Available This paper identifies and discusses current trends and challenges, offers an overview of state-of-the-art technologies in the development of remote and smart laboratories, and introduces the iLearning interaction model. The use of the model allows reconstructing already- existing iLearning environments. The smart lab model is described for face-to-face, Mobile and Blended Learning. As a result, this allows offering new information technology that organizes the educational process according to learning type (face-to-face, hands-on learning, Life Long Learning, E-Learning, M-Learning, Blended learning, Game-based learning, etc.. The remote access Architecture and Interface for the multifunctional Smart Lab will be developed.

  16. Human behavior preceding dog bites to the face.

    Science.gov (United States)

    Rezac, P; Rezac, K; Slama, P

    2015-12-01

    Facial injuries caused by dog bites pose a serious problem. The aims of this study were to determine human behavior immediately preceding a dog bite to the face and to assess the effects of victim age and gender and dog sex and size on the location of the bite to the face and the need for medical treatment. Complete data on 132 incidents of bites to the face were analysed. A human bending over a dog, putting the face close to the dog's face, and gazing between victim and dog closely preceded a dog bite to the face in 76%, 19% and 5% of cases, respectively. More than half of the bites were directed towards the central area of the victim's face (nose, lips). More than two thirds of the victims were children, none of the victims was an adult dog owner and only adult dogs bit the face. Victim's age and gender and dog's sex and size did not affect the location of the bite on the face. People who were bitten by large dogs sought medical treatment more often than people who were bitten by small dogs (P face close to the dog's face and gazing between human and dog should be avoided, and children should be carefully and constantly supervised when in the presence of dogs. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Differences in motivation and adherence to a prescribed assignment after face-to-face and online psychoeducation: an experimental study.

    Science.gov (United States)

    Alfonsson, Sven; Johansson, Karin; Uddling, Jonas; Hursti, Timo

    2017-01-26

    Adherence to treatment homework is associated with positive outcomes in behavioral psychotherapy but compliance to assignments is still often moderate. Whether adherence can be predicted by different types of motivation for the task and whether motivation plays different roles in face-to-face compared to online psychotherapy is unknown. If models of motivation, such as Self-determination theory, can be used to predict patients' behavior, it may facilitate further research into homework promotion. The aims of this study were, therefore, to investigate whether motivation variables could predict adherence to a prescribed assignment in face-to-face and online interventions using a psychotherapy analog model. A total of 100 participants were included in this study and randomized to either a face-to-face or online intervention. Participants in both groups received a psychoeducation session and were given an assignment for the subsequent week. The main outcome measurements were self-reported motivation and adherence to the assignment. Participant in the face-to-face condition reported significantly higher levels of motivation and showed higher levels of adherence compared to participants in the online condition. Adherence to the assignment was positively associated with intrinsic motivation and intervention credibility in the whole sample and especially in the online group. This study shows that intrinsic motivation and intervention credibility are strong predictors of adherence to assignments, especially in online interventions. The results indicate that intrinsic motivation may be partly substituted with face-to-face contact with a therapist. It may also be possible to identify patients with low motivation in online interventions who are at risk of dropping out. Methods for making online interventions more intrinsically motivating without increasing external pressure are needed. clinicaltrials.gov NCT02895308 . Retrospectively registered 30 August 2016.

  18. The development of the own-race advantage in school-age children: A morphing face paradigm.

    Science.gov (United States)

    Chien, Sarina Hui-Lin; Tai, Chu-Lik; Yang, Shu-Fei

    2018-01-01

    Previous studies examining the other-race effect in school-age children mostly focused on recognition memory performance. Here we investigated perceptual discriminability for Asian-like versus Caucasian-like morph faces in school-age Taiwanese children and adults. One-hundred-and-two 5- to 12-year-old children and twenty-three adults performed a sequential same/different face matching task, where they viewed an Asian- or a Caucasian-parent face followed by either the same parent face or a different morphed face (containing 15%, 30%, 45%, or 60% contribution from the other parent face) and judged if the two faces looked the same. We computed the d' as the sensitivity index for each age groups. We also analyzed the group mean rejection rates as a function of the morph level and fitted with a cumulative normal distribution function. Results showed that the adults and the oldest 11-12-year-old children exhibited a greater sensitivity (d') and a smaller discrimination threshold (μ) in the Asian-parent condition than those in the Caucasian-parent condition, indicating the presence of an own-race advantage. On the contrary, 5- to 10-year-old children showed an equal sensitivity and similar discrimination thresholds for both conditions, indicating an absence of the own-race advantage. Moreover, a gradual development in enhancing the discriminability for the Asian-parent condition was observed from age 5 to 12; however, the progression in the Caucasian-parent condition was less apparent. In sum, our findings suggest that expertise in face processing may take the entire childhood to develop, and supports the perceptual learning view of the other-race effect-the own-race advantage seen in adulthood likely reflects a result of prolonged learning specific to faces most commonly seen in one's visual environment such as own-race faces.

  19. Are Max-Specified Infant Facial Expressions during Face-to-Face Interaction Consistent with Differential Emotions Theory?

    Science.gov (United States)

    Matias, Reinaldo; Cohn, Jeffrey F.

    1993-01-01

    Examined infant facial expressions at two, four, and six months of age during face-to-face play and a still-face interaction with their mothers. Contrary to differential emotions theory, at no age did proportions or durations of discrete and blended negative expressions differ; they also showed different patterns of developmental change. (MM)

  20. A Comparison of the Decision Quality of Group Decisions Made in a Face-to-Face Environment with Decisions Made Using a Distributed Group Decision Support System

    National Research Council Canada - National Science Library

    Cullen, Hope

    1997-01-01

    The Air Force is increasingly turning to a team approach for decision making. When team members are geographically separated it can be expensive for them to meet in a traditional face to face setting...

  1. Blending Face-to-Face and Internet-Based Interventions for the Treatment of Mental Disorders in Adults: Systematic Review.

    Science.gov (United States)

    Erbe, Doris; Eichert, Hans-Christoph; Riper, Heleen; Ebert, David Daniel

    2017-09-15

    Many studies have provided evidence for the effectiveness of Internet-based stand-alone interventions for mental disorders. A newer form of intervention combines the strengths of face-to-face (f2f) and Internet approaches (blended interventions). The aim of this review was to provide an overview of (1) the different formats of blended treatments for adults, (2) the stage of treatment in which these are applied, (3) their objective in combining face-to-face and Internet-based approaches, and (4) their effectiveness. Studies on blended concepts were identified through systematic searches in the MEDLINE, PsycINFO, Cochrane, and PubMed databases. Keywords included terms indicating face-to-face interventions ("inpatient," "outpatient," "face-to-face," or "residential treatment"), which were combined with terms indicating Internet treatment ("internet," "online," or "web") and terms indicating mental disorders ("mental health," "depression," "anxiety," or "substance abuse"). We focused on three of the most common mental disorders (depression, anxiety, and substance abuse). We identified 64 publications describing 44 studies, 27 of which were randomized controlled trials (RCTs). Results suggest that, compared with stand-alone face-to-face therapy, blended therapy may save clinician time, lead to lower dropout rates and greater abstinence rates of patients with substance abuse, or help maintain initially achieved changes within psychotherapy in the long-term effects of inpatient therapy. However, there is a lack of comparative outcome studies investigating the superiority of the outcomes of blended treatments in comparison with classic face-to-face or Internet-based treatments, as well as of studies identifying the optimal ratio of face-to-face and Internet sessions. Several studies have shown that, for common mental health disorders, blended interventions are feasible and can be more effective compared with no treatment controls. However, more RCTs on effectiveness and

  2. Interplay between telecommunications and face-to-face interactions: a study using mobile phone data.

    Science.gov (United States)

    Calabrese, Francesco; Smoreda, Zbigniew; Blondel, Vincent D; Ratti, Carlo

    2011-01-01

    In this study we analyze one year of anonymized telecommunications data for over one million customers from a large European cellphone operator, and we investigate the relationship between people's calls and their physical location. We discover that more than 90% of users who have called each other have also shared the same space (cell tower), even if they live far apart. Moreover, we find that close to 70% of users who call each other frequently (at least once per month on average) have shared the same space at the same time--an instance that we call co-location. Co-locations appear indicative of coordination calls, which occur just before face-to-face meetings. Their number is highly predictable based on the amount of calls between two users and the distance between their home locations--suggesting a new way to quantify the interplay between telecommunications and face-to-face interactions.

  3. Mixing online and face-to-face therapy: how to benefit from blended care in mental healthcare

    NARCIS (Netherlands)

    Wentzel, M.J.; van der Vaart, R.; Bohlmeijer, Ernst Thomas; van Gemert-Pijnen, Julia E.W.C.

    2016-01-01

    Blended care, a combination of online and face-to-face therapy, is increasingly being applied in mental health care to obtain optimal benefit from the advantages these two treatment modalities have. Promising results have been reported, but a variety in descriptions and ways of operationalizing

  4. Online supervision at the university - A comparative study of supervision on student assignments face-to-face and online

    Directory of Open Access Journals (Sweden)

    Søren Smedegaard Bengtsen

    2015-09-01

    Full Text Available Through an empirical study of supervision on student assignments at the university across face-to-face and online settings, we show firstly the limiting implications of traditional dichotomies between face-to-face and online supervision. Secondly we show that more attention must be given to the way different digital tools influence the supervisory dialogue. These findings illustrate a form of ‘torn pedagogy’; that online tools and platforms destabilize and tear traditional understandings of supervision pedagogy apart. Also we forge a new concept of “format supervision” that enables supervisors to understand and reflect their supervision practice as a deliberate choice between face-to-face and online formats.

  5. Online supervision at the university - A comparative study of supervision on student assignments face-to-face and online

    Directory of Open Access Journals (Sweden)

    Søren Smedegaard Bengtsen

    2015-02-01

    Full Text Available Through an empirical study of supervision on student assignments at the university across face-to-face and online settings, we show firstly the limiting implications of traditional dichotomies between face-to-face and online supervision. Secondly we show that more attention must be given to the way different digital tools influence the supervisory dialogue. These findings illustrate a form of ‘torn pedagogy’; that online tools and platforms destabilize and tear traditional understandings of supervision pedagogy apart. Also we forge a new concept of “format supervision” that enables supervisors to understand and reflect their supervision practice as a deliberate choice between face-to-face and online formats.

  6. Gruppenleistungen beim Review von Multiple-Choice-Fragen - Ein Vergleich von face-to-face und virtuellen Gruppen mit und ohne Moderation [Review of multiple-choice-questions and group performance - A comparison of face-to-face and virtual groups with and without facilitation

    Directory of Open Access Journals (Sweden)

    Schüttpelz-Brauns, Katrin

    2010-11-01

    Full Text Available [english] Background: Multiple choice questions (MCQs are often used in exams of medical education and need careful quality management for example by the application of review committees. This study investigates whether groups communicating virtually by email are similar to face-to-face groups concerning their review process performance and whether a facilitator has positive effects.Methods: 16 small groups of students were examined, which had to evaluate and correct MCQs under four different conditions. In the second part of the investigation the changed questions were given to a new random sample for the judgement of the item quality.Results: There was no significant influence of the variables “form of review committee” and “facilitation”. However, face-to-face and virtual groups clearly differed in the required treatment times. The test condition “face to face without facilitation” was generally valued most positively concerning taking over responsibility, approach to work, sense of well-being, motivation and concentration on the task.Discussion: Face-to-face and virtual groups are equally effective in the review of MCQs but differ concerning their efficiency. The application of electronic review seems to be possible but is hardly recommendable because of the long process time and technical problems.[german] Einleitung: Multiple-Choice-Fragen (MCF werden in vielen Prüfungen der medizinischen Ausbildung verwendet und bedürfen aus diesem Grund einer sorgfältigen Qualitätssicherung, beispielsweise durch den Einsatz von Review-Komitees. Anhand der vorliegenden empirischen Studie soll erforscht werden, ob virtuell per E-Mail kommunizierende Review-Komitees vergleichbar sind mit face-to-face Review-Komitees hinsichtlich ihrer Leistung beim Review-Prozess und ob sich Moderation positiv auswirkt.Methodik: 16 Kleingruppen von Psychologie-Studenten hatten die Aufgabe unter vier verschiedenen Versuchsbedingungen MCF zu bewerten und zu

  7. Self-esteem Modulates the P3 Component in Response to the Self-face Processing after Priming with Emotional Faces.

    Science.gov (United States)

    Guan, Lili; Zhao, Yufang; Wang, Yige; Chen, Yujie; Yang, Juan

    2017-01-01

    The self-face processing advantage (SPA) refers to the research finding that individuals generally recognize their own face faster than another's face; self-face also elicits an enhanced P3 amplitude compared to another's face. It has been suggested that social evaluation threats could weaken the SPA and that self-esteem could be regarded as a threat buffer. However, little research has directly investigated the neural evidence of how self-esteem modulates the social evaluation threat to the SPA. In the current event-related potential study, 27 healthy Chinese undergraduate students were primed with emotional faces (angry, happy, or neutral) and were asked to judge whether the target face (self, friend, and stranger) was familiar or unfamiliar. Electrophysiological results showed that after priming with emotional faces (angry and happy), self-face elicited similar P3 amplitudes to friend-face in individuals with low self-esteem, but not in individuals with high self-esteem. The results suggest that as low self-esteem raises fears of social rejection and exclusion, priming with emotional faces (angry and happy) can weaken the SPA in low self-esteem individuals but not in high self-esteem individuals.

  8. Self-esteem Modulates the P3 Component in Response to the Self-face Processing after Priming with Emotional Faces

    Directory of Open Access Journals (Sweden)

    Lili Guan

    2017-08-01

    Full Text Available The self-face processing advantage (SPA refers to the research finding that individuals generally recognize their own face faster than another’s face; self-face also elicits an enhanced P3 amplitude compared to another’s face. It has been suggested that social evaluation threats could weaken the SPA and that self-esteem could be regarded as a threat buffer. However, little research has directly investigated the neural evidence of how self-esteem modulates the social evaluation threat to the SPA. In the current event-related potential study, 27 healthy Chinese undergraduate students were primed with emotional faces (angry, happy, or neutral and were asked to judge whether the target face (self, friend, and stranger was familiar or unfamiliar. Electrophysiological results showed that after priming with emotional faces (angry and happy, self-face elicited similar P3 amplitudes to friend-face in individuals with low self-esteem, but not in individuals with high self-esteem. The results suggest that as low self-esteem raises fears of social rejection and exclusion, priming with emotional faces (angry and happy can weaken the SPA in low self-esteem individuals but not in high self-esteem individuals.

  9. Illumination robust face recognition using spatial adaptive shadow compensation based on face intensity prior

    Science.gov (United States)

    Hsieh, Cheng-Ta; Huang, Kae-Horng; Lee, Chang-Hsing; Han, Chin-Chuan; Fan, Kuo-Chin

    2017-12-01

    Robust face recognition under illumination variations is an important and challenging task in a face recognition system, particularly for face recognition in the wild. In this paper, a face image preprocessing approach, called spatial adaptive shadow compensation (SASC), is proposed to eliminate shadows in the face image due to different lighting directions. First, spatial adaptive histogram equalization (SAHE), which uses face intensity prior model, is proposed to enhance the contrast of each local face region without generating visible noises in smooth face areas. Adaptive shadow compensation (ASC), which performs shadow compensation in each local image block, is then used to produce a wellcompensated face image appropriate for face feature extraction and recognition. Finally, null-space linear discriminant analysis (NLDA) is employed to extract discriminant features from SASC compensated images. Experiments performed on the Yale B, Yale B extended, and CMU PIE face databases have shown that the proposed SASC always yields the best face recognition accuracy. That is, SASC is more robust to face recognition under illumination variations than other shadow compensation approaches.

  10. Dissecting contributions of prefrontal cortex and fusiform face area to face working memory.

    Science.gov (United States)

    Druzgal, T Jason; D'Esposito, Mark

    2003-08-15

    Interactions between prefrontal cortex (PFC) and stimulus-specific visual cortical association areas are hypothesized to mediate visual working memory in behaving monkeys. To clarify the roles for homologous regions in humans, event-related fMRI was used to assess neural activity in PFC and fusiform face area (FFA) of subjects performing a delay-recognition task for faces. In both PFC and FFA, activity increased parametrically with memory load during encoding and maintenance of face stimuli, despite quantitative differences in the magnitude of activation. Moreover, timing differences in PFC and FFA activation during memory encoding and retrieval implied a context dependence in the flow of neural information. These results support existing neurophysiological models of visual working memory developed in the nonhuman primate.

  11. Brain responses differ to faces of mothers and fathers.

    Science.gov (United States)

    Arsalidou, Marie; Barbeau, Emmanuel J; Bayless, Sarah J; Taylor, Margot J

    2010-10-01

    We encounter many faces each day but relatively few are personally familiar. Once faces are familiar, they evoke semantic and social information known about the person. Neuroimaging studies demonstrate differential brain activity to familiar and non-familiar faces; however, brain responses related to personally familiar faces have been more rarely studied. We examined brain activity with fMRI in adults in response to faces of their mothers and fathers compared to faces of celebrities and strangers. Overall, faces of mothers elicited more activity in core and extended brain regions associated with face processing, compared to fathers, celebrity or stranger faces. Fathers' faces elicited activity in the caudate, a deep brain structure associated with feelings of love. These new findings of differential brain responses elicited by faces of mothers and fathers are consistent with psychological research on attachment, evident even during adulthood. 2010 Elsevier Inc. All rights reserved.

  12. Interplay between telecommunications and face-to-face interactions: a study using mobile phone data.

    Directory of Open Access Journals (Sweden)

    Francesco Calabrese

    Full Text Available In this study we analyze one year of anonymized telecommunications data for over one million customers from a large European cellphone operator, and we investigate the relationship between people's calls and their physical location. We discover that more than 90% of users who have called each other have also shared the same space (cell tower, even if they live far apart. Moreover, we find that close to 70% of users who call each other frequently (at least once per month on average have shared the same space at the same time--an instance that we call co-location. Co-locations appear indicative of coordination calls, which occur just before face-to-face meetings. Their number is highly predictable based on the amount of calls between two users and the distance between their home locations--suggesting a new way to quantify the interplay between telecommunications and face-to-face interactions.

  13. Development of snake-directed antipredator behavior by wild white-faced capuchin monkeys: II. Influence of the social environment.

    Science.gov (United States)

    Meno, Whitney; Coss, Richard G; Perry, Susan

    2013-03-01

    Young animals are known to direct alarm calls at a wider range of animals than adults. If social cues are safer and/or more reliable to use than asocial cues for learning about predators, then it is expected that the development of this behavior will be affected by the social environment. Our study examined the influence of the social environment on antipredator behavior in infant, juvenile, and adult wild white-faced capuchin monkeys (Cebus capucinus) at Lomas Barbudal Biological Reserve in Costa Rica during presentations of different species of model snakes and novel models. We examined (a) the alarm calling behavior of the focal animal when alone versus in the vicinity of conspecific alarm callers and (b) the latency of conspecifics to alarm call once the focal animal alarm called. Focal animals alarm called more when alone than after hearing a conspecific alarm call. No reliable differences were found in the latencies of conspecifics to alarm call based on age or model type. Conspecifics were more likely to alarm call when focal individuals alarm called at snake models than when they alarm called at novel models. Results indicate (a) that alarm calling may serve to attract others to the predator's location and (b) that learning about specific predators may begin with a generalized response to a wide variety of species, including some nonthreatening ones, that is winnowed down via Pavlovian conditioned inhibition into a response directed toward specific dangerous species. This study reveals that conspecifics play a role in the development of antipredator behavior in white-faced capuchins. © 2012 Wiley Periodicals, Inc.

  14. Uyghur face recognition method combining 2DDCT with POEM

    Science.gov (United States)

    Yi, Lihamu; Ya, Ermaimaiti

    2017-11-01

    In this paper, in light of the reduced recognition rate and poor robustness of Uyghur face under illumination and partial occlusion, a Uyghur face recognition method combining Two Dimension Discrete Cosine Transform (2DDCT) with Patterns Oriented Edge Magnitudes (POEM) was proposed. Firstly, the Uyghur face images were divided into 8×8 block matrix, and the Uyghur face images after block processing were converted into frequency-domain status using 2DDCT; secondly, the Uyghur face images were compressed to exclude non-sensitive medium frequency parts and non-high frequency parts, so it can reduce the feature dimensions necessary for the Uyghur face images, and further reduce the amount of computation; thirdly, the corresponding POEM histograms of the Uyghur face images were obtained by calculating the feature quantity of POEM; fourthly, the POEM histograms were cascaded together as the texture histogram of the center feature point to obtain the texture features of the Uyghur face feature points; finally, classification of the training samples was carried out using deep learning algorithm. The simulation experiment results showed that the proposed algorithm further improved the recognition rate of the self-built Uyghur face database, and greatly improved the computing speed of the self-built Uyghur face database, and had strong robustness.

  15. 76 FR 55835 - Non-Face-to-Face Sale and Distribution of Tobacco Products and Advertising, Promotion, and...

    Science.gov (United States)

    2011-09-09

    ... Advertising, Promotion, and Marketing of Tobacco Products AGENCY: Food and Drug Administration, HHS. ACTION...-to-face sale and distribution of tobacco products and the advertising, promotion, and marketing of... information related to non-face-to-face sale and distribution of tobacco products; the advertising, promotion...

  16. Cost-effectiveness of blended vs. face-to-face cognitive behavioural therapy for severe anxiety disorders

    DEFF Research Database (Denmark)

    Romijn, Geke; Riper, Heleen; Kok, Robin

    2015-01-01

    BACKGROUND: Anxiety disorders are among the most prevalent psychiatric conditions, and are associated with poor quality of life and substantial economic burden. Cognitive behavioural therapy is an effective treatment to reduce anxiety symptoms, but is also costly and labour intensive. Cost......-effectiveness could possibly be improved by delivering cognitive behavioural therapy in a blended format, where face-to-face sessions are partially replaced by online sessions. The aim of this trial is to determine the cost-effectiveness of blended cognitive behavioural therapy for adults with anxiety disorders, i.......e. panic disorder, social phobia or generalized anxiety disorder, in specialized mental health care settings compared to face-to-face cognitive behavioural therapy. In this paper, we present the study protocol. It is hypothesized that blended cognitive behavioural therapy for anxiety disorders...

  17. Measuring External Face Appearance for Face Classification

    OpenAIRE

    Masip, David; Lapedriza, Agata; Vitria, Jordi

    2007-01-01

    In this chapter we introduce the importance of the external features in face classification problems, and propose a methodology to extract the external features obtaining an aligned feature set. The extracted features can be used as input to any standard pattern recognition classifier, as the classic feature extraction approaches dealing with internal face regions in the literature. The resulting scheme follows a top-down segmentation approach to deal with the diversity inherent to the extern...

  18. Editing faces in videos

    OpenAIRE

    Amberg, Brian

    2011-01-01

    Editing faces in movies is of interest in the special effects industry. We aim at producing effects such as the addition of accessories interacting correctly with the face or replacing the face of a stuntman with the face of the main actor. The system introduced in this thesis is based on a 3D generative face model. Using a 3D model makes it possible to edit the face in the semantic space of pose, expression, and identity instead of pixel space, and due to its 3D nature allows...

  19. Extending Face-to-Face Interactions: Understanding and Developing an Online Teacher and Family Community

    Science.gov (United States)

    Zhang, Chun; Du, Jianxia; Sun, Li; Ding, Yi

    2018-01-01

    Technology has been quickly changing human interactions, traditional practices, and almost every aspect of our lives. It is important to maintain effective face-to-face communication and interactions between teachers and families. Nonetheless, technology and its tools can also extend and enhance family-teacher relationships and partnerships. This…

  20. Learning to Collaborate by Collaborating: A Face-to-Face Collaborative Activity for Measuring and Learning Basics about Teamwork

    Science.gov (United States)

    Cortez, C.; Nussbaum, M.; Woywood, G.; Aravena, R.

    2009-01-01

    In today's fast-changing business environment, teams have emerged as a requirement for business success. However, in schools and universities, students are usually not taught teamwork skills. In this paper, we introduce learning to collaborate by collaborating, a process that enables collaboration and teamwork skills to be taught and measured…

  1. Comparing Face-To-Face and Asynchronous Online Communication as Mechanisms for Critical Reflective Dialogue

    Science.gov (United States)

    Salter, Susan; Douglas, Tracy; Kember, David

    2017-01-01

    Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article…

  2. The experiences of patients with Duchenne muscular dystrophy in facing and learning about their clinical conditions.

    Science.gov (United States)

    Fujino, Haruo; Iwata, Yuko; Saito, Toshio; Matsumura, Tsuyoshi; Fujimura, Harutoshi; Imura, Osamu

    2016-01-01

    Patients experience extreme difficulty when facing an intractable genetic disease. Herein, we examine the experiences of patients with Duchenne muscular dystrophy in facing and learning about their disease. A total of seven patients with Duchenne muscular dystrophy (age range: 20-48) participated. We conducted in-depth interviews with them about how they learned of their disease and how their feelings regarding the disease changed over time. Transcribed data were analysed using thematic analysis. The following themes emerged from this analysis: "experiences before receiving the diagnosis," "experiences when they learned of their condition and progression of the disease," "supports," and "desired explanations." Anxiety and worry were most pronounced when they had to transition to using wheelchairs or respirators due to disease progression; indeed, such transitions affect the patients psychological adjustment. In such times, support from significant others in their lives helped patients adjust.

  3. Recognition of face and non-face stimuli in autistic spectrum disorder.

    Science.gov (United States)

    Arkush, Leo; Smith-Collins, Adam P R; Fiorentini, Chiara; Skuse, David H

    2013-12-01

    The ability to remember faces is critical for the development of social competence. From childhood to adulthood, we acquire a high level of expertise in the recognition of facial images, and neural processes become dedicated to sustaining competence. Many people with autism spectrum disorder (ASD) have poor face recognition memory; changes in hairstyle or other non-facial features in an otherwise familiar person affect their recollection skills. The observation implies that they may not use the configuration of the inner face to achieve memory competence, but bolster performance in other ways. We aimed to test this hypothesis by comparing the performance of a group of high-functioning unmedicated adolescents with ASD and a matched control group on a "surprise" face recognition memory task. We compared their memory for unfamiliar faces with their memory for images of houses. To evaluate the role that is played by peripheral cues in assisting recognition memory, we cropped both sets of pictures, retaining only the most salient central features. ASD adolescents had poorer recognition memory for faces than typical controls, but their recognition memory for houses was unimpaired. Cropping images of faces did not disproportionately influence their recall accuracy, relative to controls. House recognition skills (cropped and uncropped) were similar in both groups. In the ASD group only, performance on both sets of task was closely correlated, implying that memory for faces and other complex pictorial stimuli is achieved by domain-general (non-dedicated) cognitive mechanisms. Adolescents with ASD apparently do not use domain-specialized processing of inner facial cues to support face recognition memory. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

  4. Applied learning-based color tone mapping for face recognition in video surveillance system

    Science.gov (United States)

    Yew, Chuu Tian; Suandi, Shahrel Azmin

    2012-04-01

    In this paper, we present an applied learning-based color tone mapping technique for video surveillance system. This technique can be applied onto both color and grayscale surveillance images. The basic idea is to learn the color or intensity statistics from a training dataset of photorealistic images of the candidates appeared in the surveillance images, and remap the color or intensity of the input image so that the color or intensity statistics match those in the training dataset. It is well known that the difference in commercial surveillance cameras models, and signal processing chipsets used by different manufacturers will cause the color and intensity of the images to differ from one another, thus creating additional challenges for face recognition in video surveillance system. Using Multi-Class Support Vector Machines as the classifier on a publicly available video surveillance camera database, namely SCface database, this approach is validated and compared to the results of using holistic approach on grayscale images. The results show that this technique is suitable to improve the color or intensity quality of video surveillance system for face recognition.

  5. Increasing Students' Perceived Sociopolitical Empowerment through Online and Face-to-Face Community Psychology Seminars

    Science.gov (United States)

    Francescato, Donata; Solimeno, Andrea; Mebane, Minou Ella; Tomai, Manuela

    2009-01-01

    Community psychology theorists underline the importance of promoting sociopolitical empowerment, but few studies have been conducted on the evaluation of the efficacy of empowering programs among university students. The authors report two studies: the first, with 216 psychology majors, compared the efficacy of face-to-face and online community…

  6. Assessing Student Performance and Perceptions in Lecture Capture vs. Face-to-Face Course Delivery

    Science.gov (United States)

    Euzent, Patricia; Martin, Thomas; Moskal, Patrick; Moskal, Patsy

    2011-01-01

    Public universities are currently facing a challenge in determining how to deliver quality instruction in the face of severe fiscal constraints. With recent technological advances, courses streamed over the Internet (i.e., lecture capture) are now becoming common. However, little research has been published that specifically examines student…

  7. A face a mother could love: depression-related maternal neural responses to infant emotion faces.

    Science.gov (United States)

    Laurent, Heidemarie K; Ablow, Jennifer C

    2013-01-01

    Depressed mothers show negatively biased responses to their infants' emotional bids, perhaps due to faulty processing of infant cues. This study is the first to examine depression-related differences in mothers' neural response to their own infant's emotion faces, considering both effects of perinatal depression history and current depressive symptoms. Primiparous mothers (n = 22), half of whom had a history of major depressive episodes (with one episode occurring during pregnancy and/or postpartum), were exposed to images of their own and unfamiliar infants' joy and distress faces during functional neuroimaging. Group differences (depression vs. no-depression) and continuous effects of current depressive symptoms were tested in relation to neural response to own infant emotion faces. Compared to mothers with no psychiatric diagnoses, those with depression showed blunted responses to their own infant's distress faces in the dorsal anterior cingulate cortex. Mothers with higher levels of current symptomatology showed reduced responses to their own infant's joy faces in the orbitofrontal cortex and insula. Current symptomatology also predicted lower responses to own infant joy-distress in left-sided prefrontal and insula/striatal regions. These deficits in self-regulatory and motivational response circuits may help explain parenting difficulties in depressed mothers.

  8. On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

    Science.gov (United States)

    Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

    2011-12-01

    On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their

  9. When a face type is perceived as threatening: Using general recognition theory to understand biased categorization of Afrocentric faces.

    Science.gov (United States)

    Kleider-Offutt, Heather M; Bond, Alesha D; Williams, Sarah E; Bohil, Corey J

    2018-03-07

    Prior research indicates that stereotypical Black faces (e.g., wide nose, full lips: Afrocentric) are often associated with crime and violence. The current study investigated whether stereotypical faces may bias the interpretation of facial expression to seem threatening. Stimuli were prerated by face type (stereotypical, nonstereotypical) and expression (neutral, threatening). Later in a forced-choice task, different participants categorized face stimuli as stereotypical or not and threatening or not. Regardless of prerated expression, stereotypical faces were judged as more threatening than were nonstereotypical faces. These findings were supported using computational models based on general recognition theory (GRT), indicating that decision boundaries were more biased toward the threatening response for stereotypical faces than for nonstereotypical faces. GRT analysis also indicated that perception of face stereotypicality and emotional expression are dependent, both across categories and within individual categories. Higher perceived stereotypicality predicts higher perception of threat, and, conversely, higher ratings of threat predict higher perception of stereotypicality. Implications for racial face-type bias influencing perception and decision-making in a variety of social and professional contexts are discussed.

  10. Happy faces are preferred regardless of familiarity--sad faces are preferred only when familiar.

    Science.gov (United States)

    Liao, Hsin-I; Shimojo, Shinsuke; Yeh, Su-Ling

    2013-06-01

    Familiarity leads to preference (e.g., the mere exposure effect), yet it remains unknown whether it is objective familiarity, that is, repetitive exposure, or subjective familiarity that contributes to preference. In addition, it is unexplored whether and how different emotions influence familiarity-related preference. The authors investigated whether happy or sad faces are preferred or perceived as more familiar and whether this subjective familiarity judgment correlates with preference for different emotional faces. An emotional face--happy or sad--was paired with a neutral face, and participants rated the relative preference and familiarity of each of the paired faces. For preference judgment, happy faces were preferred and sad faces were less preferred, compared with neutral faces. For familiarity judgment, happy faces did not show any bias, but sad faces were perceived as less familiar than neutral faces. Item-by-item correlational analyses show preference for sad faces--but not happy faces--positively correlate with familiarity. These results suggest a direct link between positive emotion and preference, and argue at least partly against a common cause for familiarity and preference. Instead, facial expression of different emotional valence modulates the link between familiarity and preference.

  11. Face inversion increases attractiveness.

    Science.gov (United States)

    Leder, Helmut; Goller, Juergen; Forster, Michael; Schlageter, Lena; Paul, Matthew A

    2017-07-01

    Assessing facial attractiveness is a ubiquitous, inherent, and hard-wired phenomenon in everyday interactions. As such, it has highly adapted to the default way that faces are typically processed: viewing faces in upright orientation. By inverting faces, we can disrupt this default mode, and study how facial attractiveness is assessed. Faces, rotated at 90 (tilting to either side) and 180°, were rated on attractiveness and distinctiveness scales. For both orientations, we found that faces were rated more attractive and less distinctive than upright faces. Importantly, these effects were more pronounced for faces rated low in upright orientation, and smaller for highly attractive faces. In other words, the less attractive a face was, the more it gained in attractiveness by inversion or rotation. Based on these findings, we argue that facial attractiveness assessments might not rely on the presence of attractive facial characteristics, but on the absence of distinctive, unattractive characteristics. These unattractive characteristics are potentially weighed against an individual, attractive prototype in assessing facial attractiveness. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

  12. Activating social strategies: Face-to-face interaction in technology-mediated citizen science.

    Science.gov (United States)

    Cappa, Francesco; Laut, Jeffrey; Nov, Oded; Giustiniano, Luca; Porfiri, Maurizio

    2016-11-01

    The use of crowds in research activities by public and private organizations is growing under different forms. Citizen science is a popular means of engaging the general public in research activities led by professional scientists. By involving a large number of amateur scientists, citizen science enables distributed data collection and analysis on a scale that would be otherwise difficult and costly to achieve. While advancements in information technology in the past few decades have fostered the growth of citizen science through online participation, several projects continue to fail due to limited participation. Such web-based projects may isolate the citizen scientists from the researchers. By adopting the perspective of social strategy, we investigate within a measure-manipulate-measure experiment if motivations to participate in a citizen science project can be positively influenced by a face-to-face interaction with the scientists leading the project. Such an interaction provides the participants with the possibility of asking questions on the spot and obtaining a detailed explanation of the citizen science project, its scientific merit, and environmental relevance. Social and cultural factors that moderate the effect brought about by face-to-face interactions on the motivations are also dissected and analyzed. Our findings provide an exploratory insight into a means for motivating crowds to participate in online environmental monitoring projects, also offering possible selection criteria of target audience. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. Facial Asymmetry-Based Age Group Estimation: Role in Recognizing Age-Separated Face Images.

    Science.gov (United States)

    Sajid, Muhammad; Taj, Imtiaz Ahmad; Bajwa, Usama Ijaz; Ratyal, Naeem Iqbal

    2018-04-23

    Face recognition aims to establish the identity of a person based on facial characteristics. On the other hand, age group estimation is the automatic calculation of an individual's age range based on facial features. Recognizing age-separated face images is still a challenging research problem due to complex aging processes involving different types of facial tissues, skin, fat, muscles, and bones. Certain holistic and local facial features are used to recognize age-separated face images. However, most of the existing methods recognize face images without incorporating the knowledge learned from age group estimation. In this paper, we propose an age-assisted face recognition approach to handle aging variations. Inspired by the observation that facial asymmetry is an age-dependent intrinsic facial feature, we first use asymmetric facial dimensions to estimate the age group of a given face image. Deeply learned asymmetric facial features are then extracted for face recognition using a deep convolutional neural network (dCNN). Finally, we integrate the knowledge learned from the age group estimation into the face recognition algorithm using the same dCNN. This integration results in a significant improvement in the overall performance compared to using the face recognition algorithm alone. The experimental results on two large facial aging datasets, the MORPH and FERET sets, show that the proposed age group estimation based on the face recognition approach yields superior performance compared to some existing state-of-the-art methods. © 2018 American Academy of Forensic Sciences.

  14. Is having similar eye movement patterns during face learning and recognition beneficial for recognition performance? Evidence from hidden Markov modeling.

    Science.gov (United States)

    Chuk, Tim; Chan, Antoni B; Hsiao, Janet H

    2017-12-01

    The hidden Markov model (HMM)-based approach for eye movement analysis is able to reflect individual differences in both spatial and temporal aspects of eye movements. Here we used this approach to understand the relationship between eye movements during face learning and recognition, and its association with recognition performance. We discovered holistic (i.e., mainly looking at the face center) and analytic (i.e., specifically looking at the two eyes in addition to the face center) patterns during both learning and recognition. Although for both learning and recognition, participants who adopted analytic patterns had better recognition performance than those with holistic patterns, a significant positive correlation between the likelihood of participants' patterns being classified as analytic and their recognition performance was only observed during recognition. Significantly more participants adopted holistic patterns during learning than recognition. Interestingly, about 40% of the participants used different patterns between learning and recognition, and among them 90% switched their patterns from holistic at learning to analytic at recognition. In contrast to the scan path theory, which posits that eye movements during learning have to be recapitulated during recognition for the recognition to be successful, participants who used the same or different patterns during learning and recognition did not differ in recognition performance. The similarity between their learning and recognition eye movement patterns also did not correlate with their recognition performance. These findings suggested that perceptuomotor memory elicited by eye movement patterns during learning does not play an important role in recognition. In contrast, the retrieval of diagnostic information for recognition, such as the eyes for face recognition, is a better predictor for recognition performance. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. Faces with Light Makeup Are Better Recognized than Faces with Heavy Makeup.

    Science.gov (United States)

    Tagai, Keiko; Ohtaka, Hitomi; Nittono, Hiroshi

    2016-01-01

    Many women wear facial makeup to accentuate their appeal and attractiveness. Makeup may vary from natural (light) to glamorous (heavy), depending of the context of interpersonal situations, an emphasis on femininity, and current societal makeup trends. This study examined how light makeup and heavy makeup influenced attractiveness ratings and facial recognition. In a rating task, 38 Japanese women assigned attractiveness ratings to 36 Japanese female faces with no makeup, light makeup, and heavy makeup (12 each). In a subsequent recognition task, the participants were presented with 36 old and 36 new faces. Results indicated that attractiveness was rated highest for the light makeup faces and lowest for the no makeup faces. In contrast, recognition performance was higher for the no makeup and light make up faces than for the heavy makeup faces. Faces with heavy makeup produced a higher rate of false recognition than did other faces, possibly because heavy makeup creates an impression of the style of makeup itself, rather than the individual wearing the makeup. The present study suggests that light makeup is preferable to heavy makeup in that light makeup does not interfere with individual recognition and gives beholders positive impressions.

  16. Faces with light makeup are better recognized than faces with heavy makeup

    Directory of Open Access Journals (Sweden)

    Keiko eTagai

    2016-03-01

    Full Text Available Many women wear facial makeup to accentuate their appeal and attractiveness. Makeup may vary from natural (light to glamorous (heavy, depending of the context of interpersonal situations, an emphasis on femininity, and current societal makeup trends. This study examined how light makeup and heavy makeup influenced attractiveness ratings and facial recognition. In a rating task, 38 Japanese women assigned attractiveness ratings to 36 Japanese female faces with no makeup, light makeup, and heavy makeup (12 each. In a subsequent recognition task, the participants were presented with 36 old and 36 new faces. Results indicated that attractiveness was rated highest for the light makeup faces and lowest for the no makeup faces. In contrast, recognition performance was higher for the no makeup and light make up faces than for the heavy makeup faces. Faces with heavy makeup produced a higher rate of false recognition than did other faces, possibly because heavy makeup creates an impression of the style of makeup itself, rather than the individual wearing the makeup. The present study suggests that light makeup is preferable to heavy makeup in that light makeup does not interfere with individual recognition and gives beholders positive impressions.

  17. Physical properties of glasses exposed to Earth-facing and trailing-side environments on LDEF

    Science.gov (United States)

    Wiedlocher, David E.; Kinser, Donald L.; Weller, Robert A.; Weeks, Robert A.; Mendenhall, Marcus H.

    1993-01-01

    The exposure of 108 glass samples and 12 glass-ceramic samples to Earth-orbit environments permitted measurements which establish the effects of each environment. Examination of five glass types and one glass ceramic located on both the Earth-facing side and the trailing edge revealed no reduction in strength within experimental limits. Strength measurements subjected less than 5 percent of the sample surface area to stresses above 90 percent of the glass's failure strength. Seven micrometeorite or space debris impacts occurred on trailing edge samples. One of those impacts occurred in a location which was subjected to 50 percent of the applied stress at failure. Micrometeorite or space debris impacts were not observed on Earth-facing samples. The physical shape and structure of the impact sites were carefully examined using stereographic scanning electron microscopy. These impacts induce a stress concentration at the damaged region which influences mechanical strength. The flaw size produced by such damage was examined to determine the magnitude of strength degradation in micrometeorite or space-debris impacted glasses. Scanning electron microscopy revealed topographical details of impact sites which included central melt zones and glass fiber production. The overall crater structure is similar to much larger impacts of large meteorite on the Moon in that the melt crater is surrounded by shocked regions of material which fracture zones and spall areas. Residual stresses arising from shock compression and cooling of the fused zone cannot currently be included in fracture mechanics analyses based on simple flaw size examination.

  18. Visual search of Mooney faces

    Directory of Open Access Journals (Sweden)

    Jessica Emeline Goold

    2016-02-01

    Full Text Available Faces spontaneously capture attention. However, which special attributes of a face underlie this effect are unclear. To address this question, we investigate how gist information, specific visual properties and differing amounts of experience with faces affect the time required to detect a face. Three visual search experiments were conducted investigating the rapidness of human observers to detect Mooney face images. Mooney images are two-toned, ambiguous images. They were used in order to have stimuli that maintain gist information but limit low-level image properties. Results from the experiments show: 1 although upright Mooney faces were searched inefficiently, they were detected more rapidly than inverted Mooney face targets, demonstrating the important role of gist information in guiding attention towards a face. 2 Several specific Mooney face identities were searched efficiently while others were not, suggesting the involvement of specific visual properties in face detection. 3 By providing participants with unambiguous gray-scale versions of the Mooney face targets prior to the visual search task, the targets were detected significantly more efficiently, suggesting that prior experience with Mooney faces improves the ability to extract gist information for rapid face detection. However, a week of training with Mooney face categorization did not lead to even more efficient visual search of Mooney face targets. In summary, these results reveal that specific local image properties cannot account for how faces capture attention. On the other hand, gist information alone cannot account for how faces capture attention either. Prior experience facilitates the effect of gist on visual search of faces, making faces a special object category for guiding attention.

  19. Gender differences in recognition of toy faces suggest a contribution of experience

    OpenAIRE

    Ryan, Kaitlin F.; Gauthier, Isabel

    2016-01-01

    When there is a gender effect, women perform better then men in face recognition tasks. Prior work has not documented a male advantage on a face recognition task, suggesting that women may outperform men at face recognition generally either due to evolutionary reasons or the influence of social roles. Here, we question the idea that women excel at all face recognition and provide a proof of concept based on a face category for which men outperform women. We developed a test of face learning t...

  20. Measuring outcomes that matter to face-lift patients: development and validation of FACE-Q appearance appraisal scales and adverse effects checklist for the lower face and neck.

    Science.gov (United States)

    Klassen, Anne F; Cano, Stefan J; Scott, Amie M; Pusic, Andrea L

    2014-01-01

    The FACE-Q is a new patient-reported outcome instrument to evaluate a range of outcomes for patients undergoing any type of facial cosmetic operation, minimally invasive cosmetic procedure, or facial injectable. This article describes the development and validation of FACE-Q scales relevant to face-lift patients. The FACE-Q was developed by following international guidelines for patient-reported outcome instrument development. For outcomes following a face lift, the authors developed five appearance appraisal scales (i.e., Satisfaction with Cheeks, Satisfaction with Lower Face and Jawline, Appraisal of Nasolabial Folds, Appraisal of Area Under the Chin, and Appraisal of the Neck) and an adverse effects checklist. A field test of these scales was performed in a sample of 225 face-lift patients, and were evaluated using both modern and traditional psychometric methods. The five FACE-Q appearance appraisal scales were found to be clinically meaningful, reliable, valid, and responsive to clinical change. These findings were supported by Rasch measurement theory analysis (e.g., overall chi-square values of p ≥ 0.18; Person Separation Index ≥ 0.88). Responsiveness analyses showed that patient scores for facial appearance improved significantly after treatment (p < 0.001); changes in scores were associated with moderate effect sizes (range effect size, 0.40 to 0.79; range standardized response mean, 0.37 to 0.69). Traditional psychometric statistics provided further support (e.g., Cronbach's alpha values ≥ 0.94) CONCLUSIONS:: The FACE-Q appearance appraisal scales are scientifically sound and clinically meaningful and can be used with the adverse effects checklist to measure patient-reported outcomes following a face lift.

  1. Interference among the Processing of Facial Emotion, Face Race, and Face Gender

    Science.gov (United States)

    Li, Yongna; Tse, Chi-Shing

    2016-01-01

    People can process multiple dimensions of facial properties simultaneously. Facial processing models are based on the processing of facial properties. The current study examined the processing of facial emotion, face race, and face gender using categorization tasks. The same set of Chinese, White and Black faces, each posing a neutral, happy or angry expression, was used in three experiments. Facial emotion interacted with face race in all the tasks. The interaction of face race and face gender was found in the race and gender categorization tasks, whereas the interaction of facial emotion and face gender was significant in the emotion and gender categorization tasks. These results provided evidence for a symmetric interaction between variant facial properties (emotion) and invariant facial properties (race and gender). PMID:27840621

  2. Interference among the Processing of Facial Emotion, Face Race, and Face Gender.

    Science.gov (United States)

    Li, Yongna; Tse, Chi-Shing

    2016-01-01

    People can process multiple dimensions of facial properties simultaneously. Facial processing models are based on the processing of facial properties. The current study examined the processing of facial emotion, face race, and face gender using categorization tasks. The same set of Chinese, White and Black faces, each posing a neutral, happy or angry expression, was used in three experiments. Facial emotion interacted with face race in all the tasks. The interaction of face race and face gender was found in the race and gender categorization tasks, whereas the interaction of facial emotion and face gender was significant in the emotion and gender categorization tasks. These results provided evidence for a symmetric interaction between variant facial properties (emotion) and invariant facial properties (race and gender).

  3. In-person contact begets calling and texting: interpersonal motives for cell phone use, face-to-face interaction, and loneliness.

    Science.gov (United States)

    Jin, Borae; Park, Namkee

    2010-12-01

    This study examined how cell-phone use is related to interpersonal motives for using cell phones, face-to-face communication, and loneliness. A survey of 232 college students who owned a cell phone revealed that affection and inclusion were relatively strong motivations for using voice calls and text messaging, and that interpersonal motives were positively related to the amount of cell-phone use, including calling and texting. The amount of face-to-face interaction was positively associated with the participants' cell-phone use and their interpersonal motives for using cell phones: the more the participants engaged in face-to-face interaction with other people, the higher their motives were and the more frequent cell-phone use was. Loneliness did not have a direct relation to cell-phone use. Instead, the participants with higher levels of loneliness were less likely to engage in face-to-face social interaction, which led them to use cell phones less and to be less motivated to use cell phones for interpersonal purposes.

  4. Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

    Directory of Open Access Journals (Sweden)

    Alexandra Gasparinatou

    2015-10-01

    Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

  5. A multi-view face recognition system based on cascade face detector and improved Dlib

    Science.gov (United States)

    Zhou, Hongjun; Chen, Pei; Shen, Wei

    2018-03-01

    In this research, we present a framework for multi-view face detect and recognition system based on cascade face detector and improved Dlib. This method is aimed to solve the problems of low efficiency and low accuracy in multi-view face recognition, to build a multi-view face recognition system, and to discover a suitable monitoring scheme. For face detection, the cascade face detector is used to extracted the Haar-like feature from the training samples, and Haar-like feature is used to train a cascade classifier by combining Adaboost algorithm. Next, for face recognition, we proposed an improved distance model based on Dlib to improve the accuracy of multiview face recognition. Furthermore, we applied this proposed method into recognizing face images taken from different viewing directions, including horizontal view, overlooks view, and looking-up view, and researched a suitable monitoring scheme. This method works well for multi-view face recognition, and it is also simulated and tested, showing satisfactory experimental results.

  6. Acceptability of psychological treatment to Chinese- and Caucasian-Australians: Internet treatment reduces barriers but face-to-face care is preferred.

    Science.gov (United States)

    Choi, Isabella; Sharpe, Louise; Li, Stephen; Hunt, Caroline

    2015-01-01

    Internet treatments have the potential to improve access, especially for cultural groups who face considerable treatment barriers. This study explored the perceived barriers and likelihood of using Internet and face-to-face treatments for depression among Chinese and Caucasian Australian participants. Three-hundred ninety-five (289 Chinese, 106 Caucasian) primary care patients completed a questionnaire about depression history, previous help-seeking, perceived barriers to Internet and face-to-face treatment, and likelihood of using either treatment for depressive symptoms. Internet treatment reduced perceived barriers (including stigma, lack of motivation, concerns of bringing up upsetting feelings, time constraints, transport difficulties, and cost) for both groups to a similar degree, except for time constraints. There were heightened concerns about the helpfulness, suitability, and confidentiality of Internet treatments. Chinese participants and individuals with a probable depression history reported increased perceived barriers across treatments. Both Chinese and Caucasian groups preferred face-to-face treatment across depression severity. However, when age was controlled, there were no significant concerns about Internet treatment, and face-to-face treatment was only preferred for severe depression. Only 12 % of the entire sample refused to try Internet treatment for depression. Endorsement of perceived Internet treatment barriers (including concerns of bringing up upsetting feelings, that treatment would be unhelpful or unsuitable, lack of motivation, cost, cultural sensitivity, and confidentiality) reduced the likelihood to try Internet treatments. Internet treatment reduced perceived treatment barriers across groups, with encouraging support for Internet treatment as an acceptable form of receiving help. Negative concerns about Internet treatment need to be addressed to encourage use.

  7. Real-time embedded face recognition for smart home

    NARCIS (Netherlands)

    Zuo, F.; With, de P.H.N.

    2005-01-01

    We propose a near real-time face recognition system for embedding in consumer applications. The system is embedded in a networked home environment and enables personalized services by automatic identification of users. The aim of our research is to design and build a face recognition system that is

  8. Face to face versus Facebook: does exposure to social networking web sites augment or attenuate physiological arousal among the socially anxious?

    Science.gov (United States)

    Rauch, Shannon M; Strobel, Cara; Bella, Megan; Odachowski, Zachary; Bloom, Christopher

    2014-03-01

    The present study tested two competing hypotheses about the effect of Facebook exposure on the physiological arousal level of participants who then encountered the stimulus person in a face-to-face situation. Facebook exposure may attenuate later arousal by providing increased comfort and confidence, but it is also possible that Facebook exposure will augment arousal, particularly among the socially anxious. Participants completed a measure of social anxiety and were exposed to a stimulus person via Facebook, face to face, or both. Galvanic skin response was recorded during the exposures to the stimulus person. Results were consistent with the augmentation hypothesis: a prior exposure on Facebook will lead to increased arousal during a face-to-face encounter, particularly for those high in social anxiety.

  9. TELMA: Technology-enhanced learning environment for minimally invasive surgery.

    Science.gov (United States)

    Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J

    2013-06-01

    Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.

  10. Pair Interactions and Mode of Communication: Comparing Face-to-Face and Computer Mediated Communication

    Science.gov (United States)

    Tan, Lan Liana; Wigglesworth, Gillian; Storch, Neomy

    2010-01-01

    In today's second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved…

  11. Face-blind for other-race faces: Individual differences in other-race recognition impairments.

    Science.gov (United States)

    Wan, Lulu; Crookes, Kate; Dawel, Amy; Pidcock, Madeleine; Hall, Ashleigh; McKone, Elinor

    2017-01-01

    We report the existence of a previously undescribed group of people, namely individuals who are so poor at recognition of other-race faces that they meet criteria for clinical-level impairment (i.e., they are "face-blind" for other-race faces). Testing 550 participants, and using the well-validated Cambridge Face Memory Test for diagnosing face blindness, results show the rate of other-race face blindness to be nontrivial, specifically 8.1% of Caucasians and Asians raised in majority own-race countries. Results also show risk factors for other-race face blindness to include: a lack of interracial contact; and being at the lower end of the normal range of general face recognition ability (i.e., even for own-race faces); but not applying less individuating effort to other-race than own-race faces. Findings provide a potential resolution of contradictory evidence concerning the importance of the other-race effect (ORE), by explaining how it is possible for the mean ORE to be modest in size (suggesting a genuine but minor problem), and simultaneously for individuals to suffer major functional consequences in the real world (e.g., eyewitness misidentification of other-race offenders leading to wrongful imprisonment). Findings imply that, in legal settings, evaluating an eyewitness's chance of having made an other-race misidentification requires information about the underlying face recognition abilities of the individual witness. Additionally, analogy with prosopagnosia (inability to recognize even own-race faces) suggests everyday social interactions with other-race people, such as those between colleagues in the workplace, will be seriously impacted by the ORE in some people. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  12. Transfer between Pose and Illumination Training in Face Recognition

    Science.gov (United States)

    Liu, Chang Hong; Bhuiyan, Md. Al-Amin; Ward, James; Sui, Jie

    2009-01-01

    The relationship between pose and illumination learning in face recognition was examined in a yes-no recognition paradigm. The authors assessed whether pose training can transfer to a new illumination or vice versa. Results show that an extensive level of pose training through a face-name association task was able to generalize to a new…

  13. Cyborg Ontologies and the Lecturer's Voice: A Posthuman Reading of the "Face-to-Face"

    Science.gov (United States)

    Gourlay, Lesley

    2012-01-01

    The lecture is often posited as the prototypical "face-to-face" educational encounter, seen as embodying key features of the pre-networked academy. These are implicitly characterised as forms of boundedness or impermeability, in terms of both the physical and temporal context, and the ontological status of the participants and the nature of the…

  14. Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

    Science.gov (United States)

    Alias, Aliza

    2014-01-01

    Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special…

  15. Gaze Cueing by Pareidolia Faces

    Directory of Open Access Journals (Sweden)

    Kohske Takahashi

    2013-12-01

    Full Text Available Visual images that are not faces are sometimes perceived as faces (the pareidolia phenomenon. While the pareidolia phenomenon provides people with a strong impression that a face is present, it is unclear how deeply pareidolia faces are processed as faces. In the present study, we examined whether a shift in spatial attention would be produced by gaze cueing of face-like objects. A robust cueing effect was observed when the face-like objects were perceived as faces. The magnitude of the cueing effect was comparable between the face-like objects and a cartoon face. However, the cueing effect was eliminated when the observer did not perceive the objects as faces. These results demonstrated that pareidolia faces do more than give the impression of the presence of faces; indeed, they trigger an additional face-specific attentional process.

  16. Gaze cueing by pareidolia faces.

    Science.gov (United States)

    Takahashi, Kohske; Watanabe, Katsumi

    2013-01-01

    Visual images that are not faces are sometimes perceived as faces (the pareidolia phenomenon). While the pareidolia phenomenon provides people with a strong impression that a face is present, it is unclear how deeply pareidolia faces are processed as faces. In the present study, we examined whether a shift in spatial attention would be produced by gaze cueing of face-like objects. A robust cueing effect was observed when the face-like objects were perceived as faces. The magnitude of the cueing effect was comparable between the face-like objects and a cartoon face. However, the cueing effect was eliminated when the observer did not perceive the objects as faces. These results demonstrated that pareidolia faces do more than give the impression of the presence of faces; indeed, they trigger an additional face-specific attentional process.

  17. What's So Hard about Staff Development? A Study in Face-to-Face Interaction. Occasional Paper No. 14.

    Science.gov (United States)

    Anang, Arlene; Florio-Ruane, Susan

    Staff development carried out within a conference format is multidimensional, ambiguous, potentially face-threatening, and complex. It is dependent upon the interactional work that takes place during face-to-face negotiations. The skills and knowledge of the staff developer cannot be shared with a teacher in a vacuum, but are dependent upon the…

  18. Active Self-Paced Learning for Cost-Effective and Progressive Face Identification.

    Science.gov (United States)

    Lin, Liang; Wang, Keze; Meng, Deyu; Zuo, Wangmeng; Zhang, Lei

    2018-01-01

    This paper aims to develop a novel cost-effective framework for face identification, which progressively maintains a batch of classifiers with the increasing face images of different individuals. By naturally combining two recently rising techniques: active learning (AL) and self-paced learning (SPL), our framework is capable of automatically annotating new instances and incorporating them into training under weak expert recertification. We first initialize the classifier using a few annotated samples for each individual, and extract image features using the convolutional neural nets. Then, a number of candidates are selected from the unannotated samples for classifier updating, in which we apply the current classifiers ranking the samples by the prediction confidence. In particular, our approach utilizes the high-confidence and low-confidence samples in the self-paced and the active user-query way, respectively. The neural nets are later fine-tuned based on the updated classifiers. Such heuristic implementation is formulated as solving a concise active SPL optimization problem, which also advances the SPL development by supplementing a rational dynamic curriculum constraint. The new model finely accords with the "instructor-student-collaborative" learning mode in human education. The advantages of this proposed framework are two-folds: i) The required number of annotated samples is significantly decreased while the comparable performance is guaranteed. A dramatic reduction of user effort is also achieved over other state-of-the-art active learning techniques. ii) The mixture of SPL and AL effectively improves not only the classifier accuracy compared to existing AL/SPL methods but also the robustness against noisy data. We evaluate our framework on two challenging datasets, which include hundreds of persons under diverse conditions, and demonstrate very promising results. Please find the code of this project at: http://hcp.sysu.edu.cn/projects/aspl/.

  19. Self-esteem Modulates the P3 Component in Response to the Self-face Processing after Priming with Emotional Faces

    OpenAIRE

    Lili Guan; Lili Guan; Yufang Zhao; Yige Wang; Yujie Chen; Juan Yang

    2017-01-01

    The self-face processing advantage (SPA) refers to the research finding that individuals generally recognize their own face faster than another’s face; self-face also elicits an enhanced P3 amplitude compared to another’s face. It has been suggested that social evaluation threats could weaken the SPA and that self-esteem could be regarded as a threat buffer. However, little research has directly investigated the neural evidence of how self-esteem modulates the social evaluation threat to the ...

  20. Quantified Faces

    DEFF Research Database (Denmark)

    Sørensen, Mette-Marie Zacher

    2016-01-01

    artist Marnix de Nijs' Physiognomic Scrutinizer is an interactive installation whereby the viewer's face is scanned and identified with historical figures. The American artist Zach Blas' project Fag Face Mask consists of three-dimensional portraits that blend biometric facial data from 30 gay men's faces...... and critically examine bias in surveillance technologies, as well as scientific investigations, regarding the stereotyping mode of the human gaze. The American artist Heather Dewey-Hagborg creates three-dimensional portraits of persons she has “identified” from their garbage. Her project from 2013 entitled...

  1. About Face

    Medline Plus

    Full Text Available ... Basics PTSD Treatment What is AboutFace? Resources for Professionals Get Help Home Watch Videos by Topic Videos ... Basics PTSD Treatment What is AboutFace? Resources for Professionals Get Help PTSD We've been there. After ...

  2. About Face

    Medline Plus

    Full Text Available ... Treatment What is AboutFace? Resources for Professionals Get Help Home Watch Videos by Topic Videos by Type ... Treatment What is AboutFace? Resources for Professionals Get Help PTSD We've been there. After a traumatic ...

  3. Estimating Students’ Satisfaction with Web Based Learning System in Blended Learning Environment

    Directory of Open Access Journals (Sweden)

    Sanja Bauk

    2014-01-01

    Full Text Available Blended learning became the most popular educational model that universities apply for teaching and learning. This model combines online and face-to-face learning environments, in order to enhance learning with implementation of new web technologies and tools in learning process. In this paper principles of DeLone and Mclean success model for information system are applied to Kano two-dimensional model, for categorizing quality attributes related to satisfaction of students with web based learning system used in blended learning model. Survey results are obtained among the students at “Mediterranean” University in Montenegro. The (dysfunctional dimensions of Kano model, including Kano basic matrix for assessment of the degree of students’ satisfaction level, have been considered in some more detail through corresponding numerical, graphical, and statistical analysis.

  4. Web-Face-to-Face Mixed-Mode Design in a Longitudinal Survey: Effects on Participation Rates, Sample Composition, and Costs

    Directory of Open Access Journals (Sweden)

    Bianchi Annamaria

    2017-06-01

    Full Text Available Sequential mixed-mode designs are increasingly considered as an alternative to interviewer-administered data collection, allowing researchers to take advantage of the benefits of each mode. We assess the effects of the introduction of a sequential web-face-to-face mixed-mode design over three waves of a longitudinal survey in which members were previously interviewed face-to-face. Findings are reported from a large-scale randomised experiment carried out on the UK Household Longitudinal Study. No differences are found between the mixed-mode design and face-to-face design in terms of cumulative response rates and only minimal differences in terms of sample composition. On the other hand, potential cost savings are evident.

  5. The time course of face processing: startle eyeblink response modulation by face gender and expression.

    Science.gov (United States)

    Duval, Elizabeth R; Lovelace, Christopher T; Aarant, Justin; Filion, Diane L

    2013-12-01

    The purpose of this study was to investigate the effects of both facial expression and face gender on startle eyeblink response patterns at varying lead intervals (300, 800, and 3500ms) indicative of attentional and emotional processes. We aimed to determine whether responses to affective faces map onto the Defense Cascade Model (Lang et al., 1997) to better understand the stages of processing during affective face viewing. At 300ms, there was an interaction between face expression and face gender with female happy and neutral faces and male angry faces producing inhibited startle. At 3500ms, there was a trend for facilitated startle during angry compared to neutral faces. These findings suggest that affective expressions are perceived differently in male and female faces, especially at short lead intervals. Future studies investigating face processing should take both face gender and expression into account. © 2013.

  6. Dissociation between face perception and face memory in adults, but not children, with developmental prosopagnosia

    Directory of Open Access Journals (Sweden)

    Kirsten A. Dalrymple

    2014-10-01

    Full Text Available Cognitive models propose that face recognition is accomplished through a series of discrete stages, including perceptual representation of facial structure, and encoding and retrieval of facial information. This implies that impaired face recognition can result from failures of face perception, face memory, or both. Studies of acquired prosopagnosia, autism spectrum disorders, and the development of normal face recognition support the idea that face perception and face memory are distinct processes, yet this distinction has received little attention in developmental prosopagnosia (DP. To address this issue, we tested the face perception and face memory of children and adults with DP. By definition, face memory is impaired in DP, so memory deficits were present in all participants. However, we found that all children, but only half of the adults had impaired face perception. Thus, results from adults indicate that face perception and face memory are dissociable, while the results from children provide no evidence for this division. Importantly, our findings raise the possibility that DP is qualitatively different in childhood versus adulthood. We discuss theoretical explanations for this developmental pattern and conclude that longitudinal studies are necessary to better understand the developmental trajectory of face perception and face memory deficits in DP.

  7. Dissociation between face perception and face memory in adults, but not children, with developmental prosopagnosia.

    Science.gov (United States)

    Dalrymple, Kirsten A; Garrido, Lúcia; Duchaine, Brad

    2014-10-01

    Cognitive models propose that face recognition is accomplished through a series of discrete stages, including perceptual representation of facial structure, and encoding and retrieval of facial information. This implies that impaired face recognition can result from failures of face perception, face memory, or both. Studies of acquired prosopagnosia, autism spectrum disorders, and the development of normal face recognition support the idea that face perception and face memory are distinct processes, yet this distinction has received little attention in developmental prosopagnosia (DP). To address this issue, we tested the face perception and face memory of children and adults with DP. By definition, face memory is impaired in DP, so memory deficits were present in all participants. However, we found that all children, but only half of the adults had impaired face perception. Thus, results from adults indicate that face perception and face memory are dissociable, while the results from children provide no evidence for this division. Importantly, our findings raise the possibility that DP is qualitatively different in childhood versus adulthood. We discuss theoretical explanations for this developmental pattern and conclude that longitudinal studies are necessary to better understand the developmental trajectory of face perception and face memory deficits in DP. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

  8. Face recognition accuracy of forensic examiners, superrecognizers, and face recognition algorithms.

    Science.gov (United States)

    Phillips, P Jonathon; Yates, Amy N; Hu, Ying; Hahn, Carina A; Noyes, Eilidh; Jackson, Kelsey; Cavazos, Jacqueline G; Jeckeln, Géraldine; Ranjan, Rajeev; Sankaranarayanan, Swami; Chen, Jun-Cheng; Castillo, Carlos D; Chellappa, Rama; White, David; O'Toole, Alice J

    2018-05-29

    Achieving the upper limits of face identification accuracy in forensic applications can minimize errors that have profound social and personal consequences. Although forensic examiners identify faces in these applications, systematic tests of their accuracy are rare. How can we achieve the most accurate face identification: using people and/or machines working alone or in collaboration? In a comprehensive comparison of face identification by humans and computers, we found that forensic facial examiners, facial reviewers, and superrecognizers were more accurate than fingerprint examiners and students on a challenging face identification test. Individual performance on the test varied widely. On the same test, four deep convolutional neural networks (DCNNs), developed between 2015 and 2017, identified faces within the range of human accuracy. Accuracy of the algorithms increased steadily over time, with the most recent DCNN scoring above the median of the forensic facial examiners. Using crowd-sourcing methods, we fused the judgments of multiple forensic facial examiners by averaging their rating-based identity judgments. Accuracy was substantially better for fused judgments than for individuals working alone. Fusion also served to stabilize performance, boosting the scores of lower-performing individuals and decreasing variability. Single forensic facial examiners fused with the best algorithm were more accurate than the combination of two examiners. Therefore, collaboration among humans and between humans and machines offers tangible benefits to face identification accuracy in important applications. These results offer an evidence-based roadmap for achieving the most accurate face identification possible. Copyright © 2018 the Author(s). Published by PNAS.

  9. Adjudicating between face-coding models with individual-face fMRI responses.

    Directory of Open Access Journals (Sweden)

    Johan D Carlin

    2017-07-01

    Full Text Available The perceptual representation of individual faces is often explained with reference to a norm-based face space. In such spaces, individuals are encoded as vectors where identity is primarily conveyed by direction and distinctiveness by eccentricity. Here we measured human fMRI responses and psychophysical similarity judgments of individual face exemplars, which were generated as realistic 3D animations using a computer-graphics model. We developed and evaluated multiple neurobiologically plausible computational models, each of which predicts a representational distance matrix and a regional-mean activation profile for 24 face stimuli. In the fusiform face area, a face-space coding model with sigmoidal ramp tuning provided a better account of the data than one based on exemplar tuning. However, an image-processing model with weighted banks of Gabor filters performed similarly. Accounting for the data required the inclusion of a measurement-level population averaging mechanism that approximates how fMRI voxels locally average distinct neuronal tunings. Our study demonstrates the importance of comparing multiple models and of modeling the measurement process in computational neuroimaging.

  10. Human face processing is tuned to sexual age preferences

    DEFF Research Database (Denmark)

    Ponseti, J; Granert, O; van Eimeren, T

    2014-01-01

    Human faces can motivate nurturing behaviour or sexual behaviour when adults see a child or an adult face, respectively. This suggests that face processing is tuned to detecting age cues of sexual maturity to stimulate the appropriate reproductive behaviour: either caretaking or mating....... In paedophilia, sexual attraction is directed to sexually immature children. Therefore, we hypothesized that brain networks that normally are tuned to mature faces of the preferred gender show an abnormal tuning to sexual immature faces in paedophilia. Here, we use functional magnetic resonance imaging (f......MRI) to test directly for the existence of a network which is tuned to face cues of sexual maturity. During fMRI, participants sexually attracted to either adults or children were exposed to various face images. In individuals attracted to adults, adult faces activated several brain regions significantly more...

  11. Interpersonal Communication Motives for Flirting Face to Face and Through Texting.

    Science.gov (United States)

    Punyanunt-Carter, Narissra M; Wagner, Thomas R

    2018-04-01

    The objective of this study was to investigate specific interpersonal communication motives that college students use to flirt through texting versus face to face (FtF). Four hundred college students (101 men, 299 women) were surveyed and reported using various communication motives to flirt using texting with a potential romantic partner. College students reported specific motives for flirting. Women reported flirting through text and FtF for pleasure motives significantly more than men, whereas men reported flirting for control and relaxation. In addition, men were more likely to flirt FtF for escape compared with women. Findings suggest that individuals are likely to flirt for pleasure if they are in a committed romantic relationship compared with those not in a committed relationship.

  12. Neonates' responses to repeated exposure to a still face.

    Science.gov (United States)

    Nagy, Emese; Pilling, Karen; Watt, Rachel; Pal, Attila; Orvos, Hajnalka

    2017-01-01

    The main aims of the study were to examine whether human neonates' responses to communication disturbance modelled by the still-face paradigm were stable and whether their responses were affected by their previous experience with the still-face paradigm. The still face procedure, as a laboratory model of interpersonal stress, was administered repeatedly, twice, to 84 neonates (0 to 4 day olds), with a delay of an average of 1.25 day. Frame-by-frame analysis of the frequency and duration of gaze, distressed face, crying, sleeping and sucking behaviours showed that the procedure was stressful to them both times, that is, the still face effect was stable after repeated administration and newborns consistently responded to such nonverbal violation of communication. They averted their gaze, showed distress and cried more during the still-face phase in both the first and the second administration. They also showed a carry-over effect in that they continued to avert their gaze and displayed increased distress and crying in the first reunion period, but their gaze behaviour changed with experience, in the second administration. While in the first administration the babies continued averting their gaze even after the stressful still-face phase was over, this carry-over effect disappeared in the second administration, and the babies significantly increased their gaze following the still-face phase. After excluding explanations of fatigue, habituation and random effects, a self-other regulatory model is discussed as a possible explanation for this pattern.

  13. A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record.

    Science.gov (United States)

    Fischer, Aaron J; Collier-Meek, Melissa A; Bloomfield, Bradley; Erchul, William P; Gresham, Frank M

    2017-08-01

    School psychologists who experience challenges delivering face-to-face consultation may utilize videoconferencing to facilitate their consultation activities. Videoconferencing has been found to be an effective method of service delivery in related fields and emerging research suggests that it may be effective for providing teacher training and support in school settings. In this exploratory investigation, we used the Consultation Analysis Record (Bergan & Tombari, 1975) and its four indices to assess the effectiveness of conducting problem identification interviews via videoconferencing versus face-to-face. Overall, findings indicated significant differences across these two conditions, with videoconference interviews coded as having higher indices of content relevance, process effectiveness, and message control, but lower content focus, compared to face-to-face interviews. As these indices have been positively associated with favorable consultation outcomes, the results provide initial support for the effectiveness of consultation delivered via videoconferencing. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  14. Contrasting Internet and Face-to-Face Focus Groups for Children with Chronic Health Conditions: Outcomes and Participant Experiences

    Directory of Open Access Journals (Sweden)

    David B. Nicholas PhD

    2010-03-01

    Full Text Available In this study the authors examined Internet-mediated qualitative data collection methods among a sample of children with chronic health conditions. Specifically, focus groups via Internet technology were contrasted to traditional face-to-face focus groups. Internet focus groups consisted of asynchronous text-based chat rooms lasting a total of one week in duration. Participants comprised 23 children with cerebral palsy, spina bifida, or cystic fibrosis, who were assigned to either an Internet or face-to-face focus group. Focus group analysis and follow-up participant interviews identified a range of content outcomes and processes as well as participant experiences and preferences. Findings yielded differences in terms of the volume and nature of online and face-to-face data, and participants' affinity to focus group modality appeared to reflect differences in participant expectations for social engagement and interaction. This study identifies both benefits and limitations of asynchronous, text-based online focus groups. Implications and recommendations are discussed.

  15. Attention Capture by Faces

    Science.gov (United States)

    Langton, Stephen R. H.; Law, Anna S.; Burton, A. Mike; Schweinberger, Stefan R.

    2008-01-01

    We report three experiments that investigate whether faces are capable of capturing attention when in competition with other non-face objects. In Experiment 1a participants took longer to decide that an array of objects contained a butterfly target when a face appeared as one of the distracting items than when the face did not appear in the array.…

  16. Understanding how adolescents and young adults with cancer talk about needs in online and face-to-face support groups.

    Science.gov (United States)

    Thompson, Charee M; Crook, Brittani; Love, Brad; Macpherson, Catherine Fiona; Johnson, Rebecca

    2015-04-27

    We compared adolescent and young adult cancer patient and survivor language between mediated and face-to-face support communities in order to understand how the use of certain words frame conversations about family, friends, health, work, achievement, and leisure. We analyzed transcripts from an online discussion board (N = 360) and face-to-face support group (N = 569) for adolescent and young adults using Linguistic Inquiry and Word Count, a word-based computerized text analysis software that counts the frequency of words and word stems. There were significant differences between the online and face-to-face support groups in terms of content (e.g. friends, health) and style words (e.g. verb tense, negative emotion, and cognitive process). © The Author(s) 2015.

  17. Online versus Face-to-Face Training of Critical Time Intervention: A Matching Cluster Randomized Trial

    Science.gov (United States)

    Olivet, Jeffrey; Zerger, Suzanne; Greene, R. Neil; Kenney, Rachael R.; Herman, Daniel B.

    2016-01-01

    This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from nineteen homeless service agencies to participate in one of two training…

  18. RE-SEARCHING SECONDARY TEACHER TRAINEES IN DISTANCE EDUCATION AND FACE-TO-FACE MODE: Study of Their Background Variables, Personal Characteristics and Academic Performance

    Directory of Open Access Journals (Sweden)

    Mamta GARG

    2011-07-01

    Full Text Available The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and socio-economic status. Distance trainees outperformed the on-campus trainees on their preference for left-hemispheric styles of learning and thinking, budgeting time, learning motivation, overall study habits, academic motivation, attitude towards education, work methods, interpersonal relations, and on their perception about relevance of course content of theory papers in B.Ed., but on-campus trainees outperformed distance trainees on preference for right-hemispheric learning styles, need for achievement, motivation for sports, attitude towards teaching profession, child-centered practices, teachers, overall attitude towards teaching along with their perception for development of teaching skills and attitude, personality development during B.Ed. course. In academic performance distance trainees lag behind the on-campus trainee in their marks in theory papers, skills in teaching and in aggregate.

  19. Laterality Biases to Chimeric Faces in Asperger Syndrome: What Is Right about Face-Processing?

    Science.gov (United States)

    Ashwin, Chris; Wheelwright, Sally; Baron-Cohen, Simon

    2005-01-01

    People show a left visual field (LVF) bias for faces, i.e., involving the right hemisphere of the brain. Lesion and neuroimaging studies confirm the importance of the right-hemisphere and suggest separable neural pathways for processing facial identity vs. emotions. We investigated the hemispheric processing of faces in adults with and without…

  20. Gender differences in recognition of toy faces suggest a contribution of experience.

    Science.gov (United States)

    Ryan, Kaitlin F; Gauthier, Isabel

    2016-12-01

    When there is a gender effect, women perform better then men in face recognition tasks. Prior work has not documented a male advantage on a face recognition task, suggesting that women may outperform men at face recognition generally either due to evolutionary reasons or the influence of social roles. Here, we question the idea that women excel at all face recognition and provide a proof of concept based on a face category for which men outperform women. We developed a test of face learning to measures individual differences with face categories for which men and women may differ in experience, using the faces of Barbie dolls and of Transformers. The results show a crossover interaction between subject gender and category, where men outperform women with Transformers' faces. We demonstrate that men can outperform women with some categories of faces, suggesting that explanations for a general face recognition advantage for women are in fact not needed. Copyright © 2016 Elsevier Ltd. All rights reserved.