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

ERIC Educational Resources Information Center

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…

Learning Compact Binary Face Descriptor for Face Recognition.

PubMed

Lu, Jiwen; Liong, Venice Erin; Zhou, Xiuzhuang; Zhou, Jie

2015-10-01

Binary feature descriptors such as local binary patterns (LBP) and its variations have been widely used in many face recognition systems due to their excellent robustness and strong discriminative power. However, most existing binary face descriptors are hand-crafted, which require strong prior knowledge to engineer them by hand. In this paper, we propose a compact binary face descriptor (CBFD) feature learning method for face representation and recognition. Given each face image, we first extract pixel difference vectors (PDVs) in local patches by computing the difference between each pixel and its neighboring pixels. Then, we learn a feature mapping to project these pixel difference vectors into low-dimensional binary vectors in an unsupervised manner, where 1) the variance of all binary codes in the training set is maximized, 2) the loss between the original real-valued codes and the learned binary codes is minimized, and 3) binary codes evenly distribute at each learned bin, so that the redundancy information in PDVs is removed and compact binary codes are obtained. Lastly, we cluster and pool these binary codes into a histogram feature as the final representation for each face image. Moreover, we propose a coupled CBFD (C-CBFD) method by reducing the modality gap of heterogeneous faces at the feature level to make our method applicable to heterogeneous face recognition. Extensive experimental results on five widely used face datasets show that our methods outperform state-of-the-art face descriptors.

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

ERIC Educational Resources Information Center

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…

Faces forming traces: neurophysiological correlates of learning naturally distinctive and caricatured faces.

PubMed

Schulz, Claudia; Kaufmann, Jürgen M; Kurt, Alexander; Schweinberger, Stefan R

2012-10-15

Distinctive faces are easier to learn and recognise than typical faces. We investigated effects of natural vs. artificial distinctiveness on performance and neural correlates of face learning. Spatial caricatures of initially non-distinctive faces were created such that their rated distinctiveness matched a set of naturally distinctive faces. During learning, we presented naturally distinctive, caricatured, and non-distinctive faces for later recognition among novel faces, using different images of the same identities at learning and test. For learned faces, an advantage in performance was observed for naturally distinctive and caricatured over non-distinctive faces, with larger benefits for naturally distinctive faces. Distinctive and caricatured faces elicited more negative occipitotemporal ERPs (P200, N250) and larger centroparietal positivity (LPC) during learning. At test, earliest distinctiveness effects were again seen in the P200. In line with recent research, N250 and LPC were larger for learned than for novel faces overall. Importantly, whereas left hemispheric N250 was increased for learned naturally distinctive faces, right hemispheric N250 responded particularly to caricatured novel faces. We conclude that natural distinctiveness induces benefits to face recognition beyond those induced by exaggeration of a face's idiosyncratic shape, and that the left hemisphere in particular may mediate recognition across different images. Copyright © 2012 Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

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…

Online or Face-to-Face? Students' Experiences and Preferences in E-Learning

ERIC Educational Resources Information Center

Paechter, Manuela; Maier, Brigitte

2010-01-01

Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an…

Student Learning Outcomes and Pedagogy in Online and Face-to-Face College English Composition: A Mixed Methods Study

ERIC Educational Resources Information Center

Montagne, Lisa

2012-01-01

This mixed methods study combined quantitative statistics and qualitative inquiry to determine if any differences exist between how students in face-to-face and online college English composition courses performed on and demonstrated knowledge of the California state curriculum standards, and to explore the online learning environment in this…

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

PubMed

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.

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

PubMed

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.

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

ERIC Educational Resources Information Center

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…

Face-to-Face versus Distance Learning: Psychological Consequences and Practical Implications.

ERIC Educational Resources Information Center

Kahl, Thomas N.; Cropley, Arthur J.

1986-01-01

Summarizes differences between face-to-face and distance learners at Fernuniversitat (West Germany) in terms of demographics, motivation, study conditions, and personal consequences, in order to provide some empirically derived insights into the psychological consequences of distance learning for learners. (MBR)

Learning optimal eye movements to unusual faces

PubMed Central

Peterson, Matthew F.; Eckstein, Miguel P.

2014-01-01

Eye movements, which guide the fovea’s high resolution and computational power to relevant areas of the visual scene, are integral to efficient, successful completion of many visual tasks. How humans modify their eye movements through experience with their perceptual environments, and its functional role in learning new tasks, has not been fully investigated. Here, we used a face identification task where only the mouth discriminated exemplars to assess if, how, and when eye movement modulation may mediate learning. By interleaving trials of unconstrained eye movements with trials of forced fixation, we attempted to separate the contributions of eye movements and covert mechanisms to performance improvements. Without instruction, a majority of observers substantially increased accuracy and learned to direct their initial eye movements towards the optimal fixation point. The proximity of an observer’s default face identification eye movement behavior to the new optimal fixation point and the observer’s peripheral processing ability were predictive of performance gains and eye movement learning. After practice in a subsequent condition in which observers were directed to fixate different locations along the face, including the relevant mouth region, all observers learned to make eye movements to the optimal fixation point. In this fully learned state, augmented fixation strategy accounted for 43% of total efficiency improvements while covert mechanisms accounted for the remaining 57%. The findings suggest a critical role for eye movement planning to perceptual learning, and elucidate factors that can predict when and how well an observer can learn a new task with unusual exemplars. PMID:24291712

Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-Mediated versus Face-to-Face Tutoring

ERIC Educational Resources Information Center

Siler, Stephanie Ann; VanLehn, Kurt

2009-01-01

Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to-face tutoring. Does the lack of spoken, face-to-face interaction affect learning gains and…

Face-to-Face or Distance Training? Two Different Approaches To Motivate SMEs To Learn--An Update.

ERIC Educational Resources Information Center

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

2001-01-01

Two projects attempted to assess and meet small and medium-sized enterprises' training needs. Britain's Learning support for Small Businesses delivery methods included paper, CD-ROM, and the Internet. The University of Limerick, Ireland, offered face-to-face learning for microenterprises. (SK)

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

ERIC Educational Resources Information Center

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)

Semantic Learning Modifies Perceptual Face Processing

ERIC Educational Resources Information Center

Heisz, Jennifer J.; Shedden, Judith M.

2009-01-01

Face processing changes when a face is learned with personally relevant information. In a five-day learning paradigm, faces were presented with rich semantic stories that conveyed personal information about the faces. Event-related potentials were recorded before and after learning during a passive viewing task. When faces were novel, we observed…

Learning to recognize face shapes through serial exploration.

PubMed

Wallraven, Christian; Whittingstall, Lisa; Bülthoff, Heinrich H

2013-05-01

Human observers are experts at visual face recognition due to specialized visual mechanisms for face processing that evolve with perceptual expertize. Such expertize has long been attributed to the use of configural processing, enabled by fast, parallel information encoding of the visual information in the face. Here we tested whether participants can learn to efficiently recognize faces that are serially encoded-that is, when only partial visual information about the face is available at any given time. For this, ten participants were trained in gaze-restricted face recognition in which face masks were viewed through a small aperture controlled by the participant. Tests comparing trained with untrained performance revealed (1) a marked improvement in terms of speed and accuracy, (2) a gradual development of configural processing strategies, and (3) participants' ability to rapidly learn and accurately recognize novel exemplars. This performance pattern demonstrates that participants were able to learn new strategies to compensate for the serial nature of information encoding. The results are discussed in terms of expertize acquisition and relevance for other sensory modalities relying on serial encoding.

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

NASA Astrophysics Data System (ADS)

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.

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

PubMed

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.

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

PubMed

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.

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

ERIC Educational Resources Information Center

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,…

Voicing on Virtual and Face to Face Discussion

ERIC Educational Resources Information Center

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.…

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

ERIC Educational Resources Information Center

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…

Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education. Practice Application Brief No. 23.

ERIC Educational Resources Information Center

Wonacott, Michael E.

Both face-to-face and distance learning methods are currently being used in adult education and career and technical education. In theory, the advantages of face-to-face and distance learning methods complement each other. In practice, however, both face-to-face and information and communications technology (ICT)-based distance programs often rely…

Personalized Online Learning Labs and Face-To-Face Teaching in First-Year College English Courses

ERIC Educational Resources Information Center

Sizemore, Mary L.

2017-01-01

The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics…

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

PubMed

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.

Translating Knowledge through Blended Learning: A Comparative Analysis of Face-to-Face and Blended Learning Methods

ERIC Educational Resources Information Center

Golden, Thomas P.; Karpur, Arun

2012-01-01

This study is a comparative analysis of the impact of traditional face-to-face training contrasted with a blended learning approach, as it relates to improving skills, knowledge and attitudes for enhancing practices for achieving improved employment outcomes for individuals with disabilities. The study included two intervention groups: one…

Implicit face prototype learning from geometric information.

PubMed

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.

A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

PubMed Central

Holbrook, Jane

2010-01-01

Objective To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Design 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. Assessment 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. Conclusion 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. PMID:20798797

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

PubMed

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.

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

PubMed Central

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�

Blended learning on medication administration for new nurses: integration of e-learning and face-to-face instruction in the classroom.

PubMed

Sung, Young Hee; Kwon, In Gak; Ryu, Eunjung

2008-11-01

This study analyzed the effects of a blended learning program on medication administration by new nurses using a non-equivalent groups design. A medication education program using blended learning (including e-learning) was administered to 26 new nurses, while face-to-face instruction in the classroom was given to 24 new nurses. The following dependent variables were compared: degree of knowledge of medication, self-efficacy of medication administration, medication-administration ability, and satisfaction with the learning program. The experimental, blended learning group showed a significantly higher level of knowledge of medication and satisfaction with the comprehensiveness of their medication learning, but the self-efficacy of medication administration, medication-administration ability, and other items related to their learning satisfaction did not differ significantly from that in the control group. These results suggest that blended learning integrating e-learning and face-to-face instruction in the classroom is useful for enhancing medication knowledge. An e-learning program can reduce the lecturing time and cost of repeated topics such as medication, suggesting that it can be an effective component in nurse education programs.

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

ERIC Educational Resources Information Center

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…

Comparisons of Internet-Based and Face-to-Face Learning Systems Based on "Equivalency of Experiences" According to Students' Academic Achievements and Satisfactions

ERIC Educational Resources Information Center

Karatas, Sercin; Simsek, Nurettin

2009-01-01

The purpose of this study is to determine whether "equivalent learning experiences" ensure equivalency, in the Internet-based and face-to-face interaction methods on learning results and student satisfaction. In the experimental process of this study, the effect of the Internet-based and face-to-face learning on the equivalency in…

Effectiveness and acceptance of web-based learning compared to traditional face-to-face learning for performance nutrition education.

PubMed

Margolis, Lee M; Grediagin, Ann; Koenig, Chad; Sanders, LesLee F

2009-10-01

The objective of this study was to assess the effectiveness and acceptance of Web-based (WB) versus face-to-face (FF) lecturing. There were 48 soldiers stationed at Fort Bragg, NC who completed the study, participating in either a Web-based or face-to-face lecture on nutrition for performance. The lecture was 30 minutes long. Participants completed a prequiz and survey before the lecture and a postquiz and survey at its conclusion. Results showed there was no difference in the effectiveness of the two mediums on the basis of postquiz scores (Web-based group = 75.68; face-to-face group = 73.27; p = 0.436). Change in scores from pre to post also showed no difference between the two groups (p = 0.375). Assessing the acceptance of the two teaching mediums, there was no significant difference reported, except for the instructor's ability to answer questions (p = 0.05). The conclusion of this study is that Web-based learning can be an effective and acceptable tool for registered dietitians to educate soldiers on nutrition for performance.

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

NASA Astrophysics Data System (ADS)

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.

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

ERIC Educational Resources Information Center

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…

Learned face-voice pairings facilitate visual search.

PubMed

Zweig, L Jacob; Suzuki, Satoru; Grabowecky, Marcia

2015-04-01

Voices provide a rich source of information that is important for identifying individuals and for social interaction. During search for a face in a crowd, voices often accompany visual information, and they facilitate localization of the sought-after individual. However, it is unclear whether this facilitation occurs primarily because the voice cues the location of the face or because it also increases the salience of the associated face. Here we demonstrate that a voice that provides no location information nonetheless facilitates visual search for an associated face. We trained novel face-voice associations and verified learning using a two-alternative forced choice task in which participants had to correctly match a presented voice to the associated face. Following training, participants searched for a previously learned target face among other faces while hearing one of the following sounds (localized at the center of the display): a congruent learned voice, an incongruent but familiar voice, an unlearned and unfamiliar voice, or a time-reversed voice. Only the congruent learned voice speeded visual search for the associated face. This result suggests that voices facilitate the visual detection of associated faces, potentially by increasing their visual salience, and that the underlying crossmodal associations can be established through brief training.

The surprisingly high human efficiency at learning to recognize faces

PubMed Central

Peterson, Matthew F.; Abbey, Craig K.; Eckstein, Miguel P.

2009-01-01

We investigated the ability of humans to optimize face recognition performance through rapid learning of individual relevant features. We created artificial faces with discriminating visual information heavily concentrated in single features (nose, eyes, chin or mouth). In each of 2500 learning blocks a feature was randomly selected and retained over the course of four trials, during which observers identified randomly sampled, noisy face images. Observers learned the discriminating feature through indirect feedback, leading to large performance gains. Performance was compared to a learning Bayesian ideal observer, resulting in unexpectedly high learning compared to previous studies with simpler stimuli. We explore various explanations and conclude that the higher learning measured with faces cannot be driven by adaptive eye movement strategies but can be mostly accounted for by suboptimalities in human face discrimination when observers are uncertain about the discriminating feature. We show that an initial bias of humans to use specific features to perform the task even though they are informed that each of four features is equally likely to be the discriminatory feature would lead to seemingly supra-optimal learning. We also examine the possibility of inefficient human integration of visual information across the spatially distributed facial features. Together, the results suggest that humans can show large performance improvement effects in discriminating faces as they learn to identify the feature containing the discriminatory information. PMID:19000918

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

PubMed

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.

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

ERIC Educational Resources Information Center

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.…

Task-irrelevant emotion facilitates face discrimination learning.

PubMed

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.

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

PubMed

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 (P<.001) and 6.00 (3.33) (P<.001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

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

ERIC Educational Resources Information Center

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…

Firefighter Training in Sweden: From Face-to-Face Learning in Training Grounds to Distance Learning--A Challenge for Exercise Instructors?

ERIC Educational Resources Information Center

Holmgren, Robert

2016-01-01

When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and…

Toward End-to-End Face Recognition Through Alignment Learning

NASA Astrophysics Data System (ADS)

Zhong, Yuanyi; Chen, Jiansheng; Huang, Bo

2017-08-01

Plenty of effective methods have been proposed for face recognition during the past decade. Although these methods differ essentially in many aspects, a common practice of them is to specifically align the facial area based on the prior knowledge of human face structure before feature extraction. In most systems, the face alignment module is implemented independently. This has actually caused difficulties in the designing and training of end-to-end face recognition models. In this paper we study the possibility of alignment learning in end-to-end face recognition, in which neither prior knowledge on facial landmarks nor artificially defined geometric transformations are required. Specifically, spatial transformer layers are inserted in front of the feature extraction layers in a Convolutional Neural Network (CNN) for face recognition. Only human identity clues are used for driving the neural network to automatically learn the most suitable geometric transformation and the most appropriate facial area for the recognition task. To ensure reproducibility, our model is trained purely on the publicly available CASIA-WebFace dataset, and is tested on the Labeled Face in the Wild (LFW) dataset. We have achieved a verification accuracy of 99.08\\% which is comparable to state-of-the-art single model based methods.

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

PubMed

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.

A Comparative Study of Factors Related to Student Performance in Online and Traditional Face-to-Face MBA Courses That Are Quantitative and Qualitative in Nature

ERIC Educational Resources Information Center

Davis, Carenado V.

2013-01-01

Online learning environments have been embraced by many institutions, faculty, and students as a viable adult learning option to the traditional face-to-face learning environment. As this mode of delivery for instruction continues to grow in acceptance, it is important to understand the characteristics of adult learners, the historical progression…

Neural correlates of face gender discrimination learning.

PubMed

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.

An Advanced Cardiovascular Pharmacotherapy Course Blending Online and Face-to-Face Instruction

PubMed Central

2009-01-01

Objective To assess the effectiveness of online instruction in a cardiology pharmacotherapy elective. Design Eight drug-focused lectures and 6 introductory presentations were added to a cardiology pharmacotherapy course. Students completed an online quiz after each online drug-focused lecture and scores were compared to quizzes taken at the beginning and end of the course, as well as on a cardiology advanced pharmacy practice experience (APPE). For online introductory presentations, students completed a quiz at the beginning of the next face-to-face session. A survey was conducted at the end of the course to obtain student feedback. Assessment Compared to baseline scores, student learning was demonstrated after online drug-focused lectures by higher quiz scores attained immediately after completing the lecture, at the end of the course, and at the beginning of the APPE. Furthermore, students performed better on quizzes at the beginning of face-to-face sessions if they first completed an online introductory presentation. Students expressed strong support for the online components of the course. Conclusions A blended learning environment with online and face-to-face instruction is an effective way to teach a cardiology pharmacotherapy elective. The online component of this course was well received by students, improved student preparation before attending class, and appeared to enhance long-term cardiovascular drug knowledge. PMID:19564994

Exploring the spatio-temporal neural basis of face learning

PubMed Central

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

Exploring the spatio-temporal neural basis of face learning.

PubMed

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

2017-06-01

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.

Context-Aware Local Binary Feature Learning for Face Recognition.

PubMed

Duan, Yueqi; Lu, Jiwen; Feng, Jianjiang; Zhou, Jie

2018-05-01

In this paper, we propose a context-aware local binary feature learning (CA-LBFL) method for face recognition. Unlike existing learning-based local face descriptors such as discriminant face descriptor (DFD) and compact binary face descriptor (CBFD) which learn each feature code individually, our CA-LBFL exploits the contextual information of adjacent bits by constraining the number of shifts from different binary bits, so that more robust information can be exploited for face representation. Given a face image, we first extract pixel difference vectors (PDV) in local patches, and learn a discriminative mapping in an unsupervised manner to project each pixel difference vector into a context-aware binary vector. Then, we perform clustering on the learned binary codes to construct a codebook, and extract a histogram feature for each face image with the learned codebook as the final representation. In order to exploit local information from different scales, we propose a context-aware local binary multi-scale feature learning (CA-LBMFL) method to jointly learn multiple projection matrices for face representation. To make the proposed methods applicable for heterogeneous face recognition, we present a coupled CA-LBFL (C-CA-LBFL) method and a coupled CA-LBMFL (C-CA-LBMFL) method to reduce the modality gap of corresponding heterogeneous faces in the feature level, respectively. Extensive experimental results on four widely used face datasets clearly show that our methods outperform most state-of-the-art face descriptors.

The Influence of Students and Teachers Characteristics on the Efficacy of Face-to-Face and Computer Supported Collaborative Learning

ERIC Educational Resources Information Center

Solimeno, Andrea; Mebane, Minou Ella; Tomai, Manuela; Francescato, Donata

2008-01-01

In this paper we compared the efficacy of face-to-face and computer supported collaborative learning (CSCL) in increasing academic knowledge and professional competences. We also explored how students' personality characteristics and learning strategies and teachers' characteristics were associated with better learning outcomes in online or…

MBTI Personality Type and Other Factors that Relate to Preference for Online versus Face-to-Face Instruction

ERIC Educational Resources Information Center

Harrington, Rick; Loffredo, Donald A.

2010-01-01

Online college classes are being offered at a rate that far exceeds the growth of overall higher education classes. However, much can still be learned about how to create a better online classroom environment by determining why a large percentage of students continue to prefer face-to-face classes. One factor among many that may have an influence…

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.

PubMed

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.

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

PubMed

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.

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

ERIC Educational Resources Information Center

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…

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

PubMed

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.

Continuing the Conversation about Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017

ERIC Educational Resources Information Center

Wandera, Silas

2017-01-01

This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts…

The Effect of Face-to-Face versus Online Pedagogy-Based Professional Development on Student Learning Outcomes

ERIC Educational Resources Information Center

Rock, Heidi Marie

2017-01-01

The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine…

Comparing Student Outcomes in Blended and Face-to-Face Courses

ERIC Educational Resources Information Center

Roscoe, Douglas D.

2012-01-01

This article reports on a study of student outcomes in a pair of matched courses, one taught face-to-face and one taught in a blended format, in which students completed most of the work online but met several times face-to-face. Learning objectives, course content, and pedagogical approaches were identical but the mode of instruction was…

Blended Online and Face-to-Face Learning: A Pilot Project in the Faculty of Education, Eduardo Mondlane University

ERIC Educational Resources Information Center

Muianga, Xavier

2005-01-01

This paper is about the introduction of blended online and face-to-face learning to the Faculty of Education at Eduardo Mondlane University (EMU) in Mozambique. The main objective of the intervention was to explore the use of a course management system (CMS) within a flexible, student-centred teaching and learning strategy. The author selected two…

Recognition memory of newly learned faces.

PubMed

Ishai, Alumit; Yago, Elena

2006-12-11

We used event-related fMRI to study recognition memory of newly learned faces. Caucasian subjects memorized unfamiliar, neutral and happy South Korean faces and 4 days later performed a memory retrieval task in the MR scanner. We predicted that previously seen faces would be recognized faster and more accurately and would elicit stronger neural activation than novel faces. Consistent with our hypothesis, novel faces were recognized more slowly and less accurately than previously seen faces. We found activation in a distributed cortical network that included face-responsive regions in the visual cortex, parietal and prefrontal regions, and the hippocampus. Within all regions, correctly recognized, previously seen faces evoked stronger activation than novel faces. Additionally, in parietal and prefrontal cortices, stronger activation was observed during correct than incorrect trials. Finally, in the hippocampus, false alarms to happy faces elicited stronger responses than false alarms to neutral faces. Our findings suggest that face recognition memory is mediated by stimulus-specific representations stored in extrastriate regions; parietal and prefrontal regions where old and new items are classified; and the hippocampus where veridical memory traces are recovered.

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

ERIC Educational Resources Information Center

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…

Effects of an Online Learning Community on Active and Reflective Learners' Learning Performance and Attitudes in a Face-to-Face Undergraduate Course

ERIC Educational Resources Information Center

Zhan, Zehui; Xu, Fuyin; Ye, Huiwen

2011-01-01

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners' learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC,…

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

PubMed

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.

Testing protects against proactive interference in face-name learning.

PubMed

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.

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

ERIC Educational Resources Information Center

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,…

Novel face-detection method under various environments

NASA Astrophysics Data System (ADS)

Jing, Min-Quan; Chen, Ling-Hwei

2009-06-01

We propose a method to detect a face with different poses under various environments. On the basis of skin color information, skin regions are first extracted from an input image. Next, the shoulder part is cut out by using shape information and the head part is then identified as a face candidate. For a face candidate, a set of geometric features is applied to determine if it is a profile face. If not, then a set of eyelike rectangles extracted from the face candidate and the lighting distribution are used to determine if the face candidate is a nonprofile face. Experimental results show that the proposed method is robust under a wide range of lighting conditions, different poses, and races. The detection rate for the HHI face database is 93.68%. For the Champion face database, the detection rate is 95.15%.

Face to Face Communications in Space

NASA Technical Reports Server (NTRS)

Cohen, Malcolm M.; Davon, Bonnie P. (Technical Monitor)

1999-01-01

It has been reported that human face-to-face communications in space are compromised by facial edema, variations in the orientations of speakers and listeners, and background noises that are encountered in the shuttle and in space stations. To date, nearly all reports have been anecdotal or subjective, in the form of post-flight interviews or questionnaires; objective and quantitative data are generally lacking. Although it is acknowledged that efficient face-to-face communications are essential for astronauts to work safely and effectively, specific ways in which the space environment interferes with non-linguistic communication cues are poorly documented. Because we have only a partial understanding of how non-linguistic communication cues may change with mission duration, it is critically important to obtain objective data, and to evaluate these cues under well-controlled experimental conditions.

Online and Face-to-Face Anatomy Dissection Labs: A Comparison of Levels of Achievement in Learning Outcomes and Perception of Learning and Satisfaction

ERIC Educational Resources Information Center

Davidson, Jenna L.

2017-01-01

This quantitative study examined levels of achievement in learning outcomes when using a face-to-face dissection lab compared to an online dissection lab. Constructivist theory and Understanding by Design learning framework were at the core of this research study design. Data was collected from 24 health science students at a private Midwestern…

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

PubMed

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.

Analyzing Interactions by an IIS-Map-Based Method in Face-to-Face Collaborative Learning: An Empirical Study

ERIC Educational Resources Information Center

Zheng, Lanqin; Yang, Kaicheng; Huang, Ronghuai

2012-01-01

This study proposes a new method named the IIS-map-based method for analyzing interactions in face-to-face collaborative learning settings. This analysis method is conducted in three steps: firstly, drawing an initial IIS-map according to collaborative tasks; secondly, coding and segmenting information flows into information items of IIS; thirdly,…

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

ERIC Educational Resources Information Center

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

2018-01-01

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'…

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

PubMed

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.

Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-to-Face Learners in Rich-Media Real-Time Collaborative Activities

ERIC Educational Resources Information Center

Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J. W.; Kennedy, Gregor E.

2014-01-01

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and…

Future Schools: Blending Face-to-Face and Online Learning

ERIC Educational Resources Information Center

Schorr, Jonathan; McGriff, Deborah

2012-01-01

"Hybrid schools" are schools that combine "face-to-face" education in a specific place with online instruction. In this article, the authors describe school models which offer a vision for what deeply integrated technology can mean for children's education, for the way schools are structured, and for the promise of greater…

Choosing between Online and Face-to-Face Courses: Community College Student Voices

ERIC Educational Resources Information Center

Jaggars, Shanna Smith

2014-01-01

In this study, community college students discussed their experiences with online and face-to-face learning as well as their reasons for selecting online (rather than face-to-face) sections of specific courses. Students reported lower levels of instructor presence in online courses and that they needed to "teach themselves." Accordingly,…

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

ERIC Educational Resources Information Center

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…

Comparative Study on the Performance of Bachelor of Secondary Education (BSE) Students in Educational Technology Using Blended Learning Strategy and Traditional Face-to-Face Instruction

ERIC Educational Resources Information Center

Lorenzo, Arnold R.

2017-01-01

Technology offers various tools of improving the teaching -- learning process. It revolutionizes teaching from traditional face-to-face to distance and online learning. This study described and compared the performance of BSE II students in educational technology using the traditional face-to-face classroom interaction and the blended learning…

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

ERIC Educational Resources Information Center

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…

Navon letters affect face learning and face retrieval.

PubMed

Lewis, Michael B; Mills, Claire; Hills, Peter J; Weston, Nicola

2009-01-01

Identifying the local letters of a Navon letter (a large letter made up of smaller different letters) prior to recognition causes impairment in accuracy, while identifying the global letters of a Navon letter causes an enhancement in recognition accuracy (Macrae & Lewis, 2002). This effect may result from a transfer-inappropriate processing shift (TIPS) (Schooler, 2002). The present experiment extends research on the underlying mechanism of this effect by exploring this Navon effect on face learning as well as face recognition. The results of the two experiments revealed that when the Navon task used at retrieval was the same as that used at encoding then the performance accuracy is enhanced, whereas when the processing operations mismatch at retrieval and at encoding, this impairs recognition accuracy. These results provide support for the TIPS explanation of the Navon effect.

Face format at encoding affects the other-race effect in face memory.

PubMed

Zhao, Mintao; Hayward, William G; Bülthoff, Isabelle

2014-08-07

Memory of own-race faces is generally better than memory of other-races faces. This other-race effect (ORE) in face memory has been attributed to differences in contact, holistic processing, and motivation to individuate faces. Since most studies demonstrate the ORE with participants learning and recognizing static, single-view faces, it remains unclear whether the ORE can be generalized to different face learning conditions. Using an old/new recognition task, we tested whether face format at encoding modulates the ORE. The results showed a significant ORE when participants learned static, single-view faces (Experiment 1). In contrast, the ORE disappeared when participants learned rigidly moving faces (Experiment 2). Moreover, learning faces displayed from four discrete views produced the same results as learning rigidly moving faces (Experiment 3). Contact with other-race faces was correlated with the magnitude of the ORE. Nonetheless, the absence of the ORE in Experiments 2 and 3 cannot be readily explained by either more frequent contact with other-race faces or stronger motivation to individuate them. These results demonstrate that the ORE is sensitive to face format at encoding, supporting the hypothesis that relative involvement of holistic and featural processing at encoding mediates the ORE observed in face memory. © 2014 ARVO.

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

PubMed

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.

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

PubMed

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

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

PubMed Central

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

Brain Responses Reveal That Infants' Face Discrimination Is Guided by Statistical Learning from Distributional Information

ERIC Educational Resources Information Center

Altvater-Mackensen, Nicole; Jessen, Sarah; Grossmann, Tobias

2017-01-01

Infants' perception of faces becomes attuned to the environment during the first year of life. However, the mechanisms that underpin perceptual narrowing for faces are only poorly understood. Considering the developmental similarities seen in perceptual narrowing for faces and speech and the role that statistical learning has been shown to play…

Face-to-face: Perceived personal relevance amplifies face processing

PubMed Central

Pittig, Andre; Schupp, Harald T.; Alpers, Georg W.

2017-01-01

Abstract The human face conveys emotional and social information, but it is not well understood how these two aspects influence face perception. In order to model a group situation, two faces displaying happy, neutral or angry expressions were presented. Importantly, faces were either facing the observer, or they were presented in profile view directed towards, or looking away from each other. In Experiment 1 (n = 64), face pairs were rated regarding perceived relevance, wish-to-interact, and displayed interactivity, as well as valence and arousal. All variables revealed main effects of facial expression (emotional > neutral), face orientation (facing observer > towards > away) and interactions showed that evaluation of emotional faces strongly varies with their orientation. Experiment 2 (n = 33) examined the temporal dynamics of perceptual-attentional processing of these face constellations with event-related potentials. Processing of emotional and neutral faces differed significantly in N170 amplitudes, early posterior negativity (EPN), and sustained positive potentials. Importantly, selective emotional face processing varied as a function of face orientation, indicating early emotion-specific (N170, EPN) and late threat-specific effects (LPP, sustained positivity). Taken together, perceived personal relevance to the observer—conveyed by facial expression and face direction—amplifies emotional face processing within triadic group situations. PMID:28158672

Face-to-face: Perceived personal relevance amplifies face processing.

PubMed

Bublatzky, Florian; Pittig, Andre; Schupp, Harald T; Alpers, Georg W

2017-05-01

The human face conveys emotional and social information, but it is not well understood how these two aspects influence face perception. In order to model a group situation, two faces displaying happy, neutral or angry expressions were presented. Importantly, faces were either facing the observer, or they were presented in profile view directed towards, or looking away from each other. In Experiment 1 (n = 64), face pairs were rated regarding perceived relevance, wish-to-interact, and displayed interactivity, as well as valence and arousal. All variables revealed main effects of facial expression (emotional > neutral), face orientation (facing observer > towards > away) and interactions showed that evaluation of emotional faces strongly varies with their orientation. Experiment 2 (n = 33) examined the temporal dynamics of perceptual-attentional processing of these face constellations with event-related potentials. Processing of emotional and neutral faces differed significantly in N170 amplitudes, early posterior negativity (EPN), and sustained positive potentials. Importantly, selective emotional face processing varied as a function of face orientation, indicating early emotion-specific (N170, EPN) and late threat-specific effects (LPP, sustained positivity). Taken together, perceived personal relevance to the observer-conveyed by facial expression and face direction-amplifies emotional face processing within triadic group situations. © The Author (2017). Published by Oxford University Press.

Representations in learning new faces: evidence from prosopagnosia.

PubMed

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.

Caricature generalization benefits for faces learned with enhanced idiosyncratic shape or texture.

PubMed

Itz, Marlena L; Schweinberger, Stefan R; Kaufmann, Jürgen M

2017-02-01

Recent findings show benefits for learning and subsequent recognition of faces caricatured in shape or texture, but there is little evidence on whether this caricature learning advantage generalizes to recognition of veridical counterparts at test. Moreover, it has been reported that there is a relatively higher contribution of texture information, at the expense of shape information, for familiar compared to unfamiliar face recognition. The aim of this study was to examine whether veridical faces are recognized better when they were learned as caricatures compared to when they were learned as veridicals-what we call a caricature generalization benefit. Photorealistic facial stimuli derived from a 3-D camera system were caricatured selectively in either shape or texture by 50 %. Faces were learned across different images either as veridicals, shape caricatures, or texture caricatures. At test, all learned and novel faces were presented as previously unseen frontal veridicals, and participants performed an old-new task. We assessed accuracies, reaction times, and face-sensitive event-related potentials (ERPs). Faces learned as caricatures were recognized more accurately than faces learned as veridicals. At learning, N250 and LPC were largest for shape caricatures, suggesting encoding advantages of distinctive facial shape. At test, LPC was largest for faces that had been learned as texture caricatures, indicating the importance of texture for familiar face recognition. Overall, our findings demonstrate that caricature learning advantages can generalize to and, importantly, improve recognition of veridical versions of faces.

Orientation During Initial Learning and Subsequent Discrimination of Faces

NASA Technical Reports Server (NTRS)

Cohen, Malcolm M.; Holton, Emily M. (Technical Monitor)

1997-01-01

Discrimination of facial features degrades with stimulus rotation (e.g., the "Margaret Thatcher" effect). Thirty-two observers learned to discriminate between two upright, or two inverted, faces. Images, erect and rotated by +/-45deg, +/-90deg, +/-135deg and 180deg about the line of sight, were presented on a computer screen. Initial discriminative reaction times increased with stimulus rotation only for observers who learned the upright faces. Orientation during learning is critical in identifying faces subsequently seen at different orientations.

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

PubMed

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.

Face perception and learning in autism spectrum disorders.

PubMed

Webb, Sara Jane; Neuhaus, Emily; Faja, Susan

2017-05-01

Autism Spectrum Disorder (ASD) is characterized by impairment in social communication and restricted and repetitive interests. While not included in the diagnostic characterization, aspects of face processing and learning have shown disruptions at all stages of development in ASD, although the exact nature and extent of the impairment vary by age and level of functioning of the ASD sample as well as by task demands. In this review, we examine the nature of face attention, perception, and learning in individuals with ASD focusing on three broad age ranges (early development, middle childhood, and adolescence/adulthood). We propose that early delays in basic face processing contribute to the atypical trajectory of social communicative skills in individuals with ASD and contribute to poor social learning throughout development. Face learning is a life-long necessity, as the social world of individual only broadens with age, and thus addressing both the source of the impairment in ASD as well as the trajectory of ability throughout the lifespan, through targeted treatments, may serve to positively impact the lives of individuals who struggle with social information and understanding.

Acceptance of Cloud Services in Face-to-Face Computer-Supported Collaborative Learning: A Comparison between Single-User Mode and Multi-User Mode

ERIC Educational Resources Information Center

Wang, Chia-Sui; Huang, Yong-Ming

2016-01-01

Face-to-face computer-supported collaborative learning (CSCL) was used extensively to facilitate learning in classrooms. Cloud services not only allow a single user to edit a document, but they also enable multiple users to simultaneously edit a shared document. However, few researchers have compared student acceptance of such services in…

Examining the Roles of the Facilitator in Online and Face-to-Face PD Contexts

ERIC Educational Resources Information Center

Park, Gina; Johnson, Heather; Vath, Richard; Kubitskey, Beth; Fishman, Barry

2013-01-01

Online teacher professional development has become an alternative to face-to-face professional development. Such a shift from face-to-face to online professional development, however, brings new challenges for professional development facilitators, whose roles are crucial in orchestrating teacher learning. This paper is motivated by the need to…

Learning new faces in typical and atypical populations of children.

PubMed

Jones, Rebecca R; Blades, Mark; Coleman, Mike; Pascalis, Olivier

2013-02-01

Recognizing an individual as familiar is an important aspect of our social cognition, which requires both learning a face and recalling it. It has been suggested that children with autistic spectrum disorder (ASD) have deficits and abnormalities in face processing. We investigated whether the process by which unfamiliar faces become familiar differs in typically developing (TD) children, children with ASD, and children with developmental delay. Children were familiarized with a set of moving novel faces presented over a three-day period. Recognition of the learned faces was assessed at five time points during the three-day period. Both immediate and delayed recall of faces was tested. All groups showed improvements in face recognition at immediate recall, which indicated that learning had occurred. The TD population showed slightly better performance than the two other groups, however no difference was specific to the ASD group. All groups showed similar levels of improvements with time. Our results are discussed in terms of learning in ASD. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

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

PubMed

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

How Do Medium Naturalness and Personality Traits Shape Academic Achievement and Perceived Learning? An Experimental Study of Face-to-Face and Synchronous E-Learning

ERIC Educational Resources Information Center

Blau, Ina; Weiser, Orli; Eshet-Alkalai, Yoram

2017-01-01

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…

An Exploration of the Characteristics of Public Relations in Regards to Face-to-Face versus Distance Learning in Two Private Liberal Arts Higher Education Settings

ERIC Educational Resources Information Center

Winslow, Cessna Catherine Smith

2014-01-01

This study explored perceptions of Public Relations (PR) among graduate higher education publics regarding distance learning as contrasted with face-to-face learning contexts. The research questions assessed student, faculty and administrator perceptions of characteristics of PR: trust, communication, quality, respect and rigor. Participants…

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.

PubMed

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.

A Case Study of Using Peer Feedback in Face-to-Face and Distance Learning Classes among Pre-Service Teachers

ERIC Educational Resources Information Center

Vásquez-Colina, María D.; Russo, Marianne Robin; Lieberman, Mary; Morris, John D.

2017-01-01

This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students' work samples were…

Face Perception and Learning in Autism Spectrum Disorders

PubMed Central

Webb, Sara Jane; Neuhaus, Emily; Faja, Susan

2016-01-01

Autism Spectrum Disorder (ASD) is characterized by impairment in social communication and restricted and repetitive interests (American Psychiatric Association, 2013). While not included in the diagnostic characterization, aspects of face processing and learning have shown disruptions at all stages of development in ASD, although the exact nature and extent of the impairment varies by age and level of functioning of the ASD sample as well as by task demands. In this review, we examine the nature of face attention, perception, and learning in individuals with ASD focusing on 3 broad age ranges (early development, middle childhood, and adolescence/adulthood). We propose that early delays in basic face processing contribute to the atypical trajectory of social communicative skills in individuals with ASD and contribute to poor social learning throughout development. Face learning is a life-long necessity, as the social world of individual only broadens with age, and thus addressing both the source of the impairment in ASD as well as the trajectory of ability throughout the lifespan, through targeted treatments, may serve to positively impact the lives of individuals who struggle with social understanding and information. PMID:26886246

Attitudes of Middle School Students: Learning Online Compared to Face to Face

ERIC Educational Resources Information Center

Edwards, Clayton; Rule, Audrey

2013-01-01

Education in an online setting is an increasingly popular method of instruction. Previous studies comparing college or high school student performance in online and face-to-face courses found, in most cases, similar achievement between conditions. However, research is lacking regarding middle school students' academic performance and attitudes…

Name and face learning in older adults: effects of level of processing, self-generation, and intention to learn.

PubMed

Troyer, Angela K; Häfliger, Andrea; Cadieux, Mélanie J; Craik, Fergus I M

2006-03-01

Many older adults are interested in strategies to help them learn new names. We examined the learning conditions that provide maximal benefit to name and face learning. In Experiment 1, consistent with levels-of-processing theory, name recall and recognition by 20 younger and 20 older adults was poorest with physical processing, intermediate with phonemic processing, and best with semantic processing. In Experiment 2, name and face learning in 20 younger and 20 older adults was maximized with semantic processing of names and physical processing of faces. Experiment 3 showed a benefit of self-generation and of intentional learning of name-face pairs in 24 older adults. Findings suggest that memory interventions should emphasize processing names semantically, processing faces physically, self-generating this information, and keeping in mind that memory for the names will be needed in the future.

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

PubMed

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.

Simultaneous Local Binary Feature Learning and Encoding for Homogeneous and Heterogeneous Face Recognition.

PubMed

Lu, Jiwen; Erin Liong, Venice; Zhou, Jie

2017-08-09

In this paper, we propose a simultaneous local binary feature learning and encoding (SLBFLE) approach for both homogeneous and heterogeneous face recognition. Unlike existing hand-crafted face descriptors such as local binary pattern (LBP) and Gabor features which usually require strong prior knowledge, our SLBFLE is an unsupervised feature learning approach which automatically learns face representation from raw pixels. Unlike existing binary face descriptors such as the LBP, discriminant face descriptor (DFD), and compact binary face descriptor (CBFD) which use a two-stage feature extraction procedure, our SLBFLE jointly learns binary codes and the codebook for local face patches so that discriminative information from raw pixels from face images of different identities can be obtained by using a one-stage feature learning and encoding procedure. Moreover, we propose a coupled simultaneous local binary feature learning and encoding (C-SLBFLE) method to make the proposed approach suitable for heterogeneous face matching. Unlike most existing coupled feature learning methods which learn a pair of transformation matrices for each modality, we exploit both the common and specific information from heterogeneous face samples to characterize their underlying correlations. Experimental results on six widely used face datasets are presented to demonstrate the effectiveness of the proposed method.

Quality labeled faces in the wild (QLFW): a database for studying face recognition in real-world environments

NASA Astrophysics Data System (ADS)

Karam, Lina J.; Zhu, Tong

2015-03-01

The varying quality of face images is an important challenge that limits the effectiveness of face recognition technology when applied in real-world applications. Existing face image databases do not consider the effect of distortions that commonly occur in real-world environments. This database (QLFW) represents an initial attempt to provide a set of labeled face images spanning the wide range of quality, from no perceived impairment to strong perceived impairment for face detection and face recognition applications. Types of impairment include JPEG2000 compression, JPEG compression, additive white noise, Gaussian blur and contrast change. Subjective experiments are conducted to assess the perceived visual quality of faces under different levels and types of distortions and also to assess the human recognition performance under the considered distortions. One goal of this work is to enable automated performance evaluation of face recognition technologies in the presence of different types and levels of visual distortions. This will consequently enable the development of face recognition systems that can operate reliably on real-world visual content in the presence of real-world visual distortions. Another goal is to enable the development and assessment of visual quality metrics for face images and for face detection and recognition applications.

Neural synchronization during face-to-face communication.

PubMed

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.

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

ERIC Educational Resources Information Center

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…

Impact of Bilingualism on Infants' Ability to Learn from Talking and Nontalking Faces

ERIC Educational Resources Information Center

Fort, Mathilde; Ayneto-Gimeno, Alba; Escrichs, Anira; Sebastian-Galles, Nuria

2018-01-01

To probably overcome the challenge of learning two languages at the same time, infants raised in a bilingual environment pay more attention to the mouth of talking faces than same-age monolinguals. Here we examined the consequences of such preference for monolingual and bilingual infants' ability to perceive nonspeech information coming from the…

Searching for Interference Effects in Learning New Face-Name Associations

PubMed Central

James, Lori E.; Tauber, Sarah K.; McMahan, Ethan A.; Oberle, Shalyn; Martinez, Ashley P.; Fogler, Kethera A.

2012-01-01

In 3 experiments, we attempted to increase interference using experimental manipulations in a face-name learning paradigm. All experiments included young and older adult participants because aging is associated with increases in both susceptibility to interference and difficulty in learning face-name associations. None of the experiments produced interference for either age group: The inclusion of confusable (i.e., ambiguous) names and occupations, having to learn an additional piece of information in association with each face, and requiring participants to guess when uncertain all failed to negatively impact name learning. Interference does not appear to be the critical mechanism underlying the difficulty of learning proper names, and it cannot account for older adults’ disproportionate decline in name-learning ability. PMID:22292565

Improving face image extraction by using deep learning technique

NASA Astrophysics Data System (ADS)

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.

Construction of Shared Knowledge in Face-to-Face and Computer-Mediated Cooperation.

ERIC Educational Resources Information Center

Fischer, Frank; Mandl, Heinz

This study examined how learners constructed and used shared knowledge in computer-mediated and face-to-face cooperative learning, investigating how to facilitate the construction and use of shared knowledge through dynamic visualization. Forty-eight college students were separated into dyads and assigned to one of four experimental conditions…

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

ERIC Educational Resources Information Center

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…

Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches

ERIC Educational Resources Information Center

Yilmaz, M. Betul; Orhan, Feza

2010-01-01

Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The "learning…

Face identification with frequency domain matched filtering in mobile environments

NASA Astrophysics Data System (ADS)

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.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Developing a Community of Inquiry in a Face-to-Face Class: How an Online Learning Framework Can Enrich Traditional Classroom Practice

ERIC Educational Resources Information Center

Warner, Alfred G.

2016-01-01

Traditional classes are typically bound both in the classroom space and scheduled time. In this article, I show how applying an online learning framework called the Community of Inquiry and an organizational architecture of matrixed teams has worked in a face-to-face capstone class and extended those boundaries. These were introduced as an…

Comparative Effectiveness and Student Choice for Online and Face-to-Face Classwork

ERIC Educational Resources Information Center

Nemetz, Patricia Louise; Eager, Wendy M.; Limpaphayom, Wanthanee

2017-01-01

The authors examined learning and task choices made by students when the same interactive course design was used online and face-to-face. A survey was administered in an operations management course covering both conceptual and quantitative topics. Course grades were compared and correlations were measured to determine relevant relationships.…

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

PubMed

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.

In Your Face: Startle to Emotional Facial Expressions Depends on Face Direction.

PubMed

Åsli, Ole; Michalsen, Henriette; Øvervoll, Morten

2017-01-01

Although faces are often included in the broad category of emotional visual stimuli, the affective impact of different facial expressions is not well documented. The present experiment investigated startle electromyographic responses to pictures of neutral, happy, angry, and fearful facial expressions, with a frontal face direction (directed) and at a 45° angle to the left (averted). Results showed that emotional facial expressions interact with face direction to produce startle potentiation: Greater responses were found for angry expressions, compared with fear and neutrality, with directed faces. When faces were averted, fear and neutrality produced larger responses compared with anger and happiness. These results are in line with the notion that startle is potentiated to stimuli signaling threat. That is, a forward directed angry face may signal a threat toward the observer, and a fearful face directed to the side may signal a possible threat in the environment.

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

ERIC Educational Resources Information Center

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…

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

PubMed

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

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

PubMed Central

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

2015-01-01

Background 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. Objective 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. Methods 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. Results 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

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

ERIC Educational Resources Information Center

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…

Virtual & Real Face to Face Teaching

ERIC Educational Resources Information Center

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…

Deep learning and face recognition: the state of the art

NASA Astrophysics Data System (ADS)

Balaban, Stephen

2015-05-01

Deep Neural Networks (DNNs) have established themselves as a dominant technique in machine learning. DNNs have been top performers on a wide variety of tasks including image classification, speech recognition, and face recognition.1-3 Convolutional neural networks (CNNs) have been used in nearly all of the top performing methods on the Labeled Faces in the Wild (LFW) dataset.3-6 In this talk and accompanying paper, I attempt to provide a review and summary of the deep learning techniques used in the state-of-the-art. In addition, I highlight the need for both larger and more challenging public datasets to benchmark these systems. Despite the ability of DNNs and autoencoders to perform unsupervised feature learning, modern facial recognition pipelines still require domain specific engineering in the form of re-alignment. For example, in Facebook's recent DeepFace paper, a 3D "frontalization" step lies at the beginning of the pipeline. This step creates a 3D face model for the incoming image and then uses a series of affine transformations of the fiducial points to "frontalize" the image. This step enables the DeepFace system to use a neural network architecture with locally connected layers without weight sharing as opposed to standard convolutional layers.6 Deep learning techniques combined with large datasets have allowed research groups to surpass human level performance on the LFW dataset.3, 5 The high accuracy (99.63% for FaceNet at the time of publishing) and utilization of outside data (hundreds of millions of images in the case of Google's FaceNet) suggest that current face verification benchmarks such as LFW may not be challenging enough, nor provide enough data, for current techniques.3, 5 There exist a variety of organizations with mobile photo sharing applications that would be capable of releasing a very large scale and highly diverse dataset of facial images captured on mobile devices. Such an "ImageNet for Face Recognition" would likely receive a warm

Designing for Student-Facing Learning Analytics

ERIC Educational Resources Information Center

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,…

On-Line vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

ERIC Educational Resources Information Center

Said, Hazem; Kirgis, Lauren; Verkamp, Brian; Johnson, Lawrence

2015-01-01

This paper investigates students' assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students' ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and…

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

ERIC Educational Resources Information Center

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…

Reading Faces: From Features to Recognition.

PubMed

Guntupalli, J Swaroop; Gobbini, M Ida

2017-12-01

Chang and Tsao recently reported that the monkey face patch system encodes facial identity in a space of facial features as opposed to exemplars. Here, we discuss how such coding might contribute to face recognition, emphasizing the critical role of learning and interactions with other brain areas for optimizing the recognition of familiar faces. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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,…

Faculty and Student Perceptions of Academic Cheating and the Influence of Achievement Motivation with Online and Face-to-Face Learning Environments

ERIC Educational Resources Information Center

Royer, Sheree Christine

2013-01-01

There are many components contributing to academically dishonest behaviors and with improvements in technology, methods for cheating have expanded to web-based classrooms. This study focuses on academically dishonest behaviors in online and face-to-face (F2F) course formats in an attempt to better understand the impact of cheating in these two…

Determinants of Engagement in Face-to-Face and Online Patient Support Groups

PubMed Central

Van Uden-Kraan, Cornelia F; Taal, Erik; Smit, Willem M; Bernelot Moens, Hein J; Van de Laar, Mart AFJ

2011-01-01

Background Although peer-to-peer contact might empower patients in various ways, studies show that only a few patients actually engage in support groups. Objective The objective of our study was to explore factors that facilitate or impede engagement in face-to-face and online peer support, using the Theory of Planned Behavior. Methods A questionnaire was completed by 679 patients being treated for arthritis, breast cancer, or fibromyalgia at two Dutch regional hospitals. Results Our results showed that only a minority of the patients engaged in organized forms of peer support. In total 10% (65/679) of the respondents had engaged in face-to-face meetings for patients in the past year. Only 4% (30/679) of the respondents had contact with peers via the Internet in the past year. Patients were more positive about face-to-face peer support than about online peer support (P < .001). In accordance with the Theory of Planned Behavior, having a more positive attitude (P < .01) and feeling more supported by people in the social environment (P < .001) increased the intention to participate in both kinds of peer support. In addition, perceived behavioral control (P = .01) influenced the intention to participate in online peer support. Nevertheless, the intention to engage in face-to-face and online peer support was only modestly predicted by the Theory of Planned Behavior variables (R 2 = .33 for face-to-face contact and R 2 = .26 for online contact). Conclusion Although Health 2.0 Internet technology has significantly increased opportunities for having contact with fellow patients, only a minority seem to be interested in organized forms of peer contact (either online or face-to-face). Patients seem somewhat more positive about face-to-face contact than about online contact. PMID:22155649

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Neural correlates of facilitations in face learning by selective caricaturing of facial shape or reflectance.

PubMed

Itz, Marlena L; Schweinberger, Stefan R; Schulz, Claudia; Kaufmann, Jürgen M

2014-11-15

Spatially caricatured faces were recently shown to benefit face learning (Schulz et al., 2012a). Moreover, spatial information may be particularly important for encoding unfamiliar faces, but less so for recognizing familiar faces (Kaufmann et al., 2013). To directly test the possibility of a major role of reflectance information for the recognition of familiar faces, we compared effects of selective photorealistic caricaturing in either shape or reflectance on face learning and recognition. Participants learned 3D-photographed faces across different viewpoints, and different images were presented at learning and test. At test, performance benefits for both types of caricatures were modulated by familiarity: Benefits for learned faces were substantially larger for reflectance caricatures, whereas benefits for novel faces were numerically larger for shape caricatures. ERPs confirmed a consistent reduction of the occipitotemporal P200 (200-240 ms) by shape caricaturing, whereas the most prominent effect of reflectance caricaturing was seen in an enhanced posterior N250 (240-400 ms), a component that has been related to the activation of acquired face representations. Our results suggest that performance benefits for face learning caused by distinctive spatial versus reflectance information are mediated by different neural processes with different timing and support a prominent role of reflectance for the recognition of learned faces. Copyright © 2014 Elsevier Inc. All rights reserved.

Oxytocin decreases aversion to angry faces in an associative learning task.

PubMed

Evans, Simon; Shergill, Sukhwinder S; Averbeck, Bruno B

2010-12-01

Social and financial considerations are often integrated when real life decisions are made, and recent studies have provided evidence that similar brain networks are engaged when either social or financial information is integrated. Other studies, however, have suggested that the neuropeptide oxytocin can specifically affect social behaviors, which would suggest separable mechanisms at the pharmacological level. Thus, we examined the hypothesis that oxytocin would specifically affect social and not financial information in a decision making task, in which participants learned which of the two faces, one smiling and the other angry or sad, was most often being rewarded. We found that oxytocin specifically decreased aversion to angry faces, without affecting integration of positive or negative financial feedback or choices related to happy vs sad faces.

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

ERIC Educational Resources Information Center

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…

From Face-to-Face to e-Mentoring: Does the "e" Add Any Value for Mentors?

ERIC Educational Resources Information Center

Shrestha, Celayne Heaton; May, Steve; Edirisingha, Palitha; Burke, Linda; Linsey, Tim

2009-01-01

For many years, face-to-face peer mentoring has been a feature of learning support provided to first-year undergraduate students at one university in the UK. Building on the success of these initiatives, a scheme has been developed at this institution in which first-year undergraduates are mentored by second- and third-year students through a…

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

PubMed

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.

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

PubMed

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.

Maximal likelihood correspondence estimation for face recognition across pose.

PubMed

Li, Shaoxin; Liu, Xin; Chai, Xiujuan; Zhang, Haihong; Lao, Shihong; Shan, Shiguang

2014-10-01

Due to the misalignment of image features, the performance of many conventional face recognition methods degrades considerably in across pose scenario. To address this problem, many image matching-based methods are proposed to estimate semantic correspondence between faces in different poses. In this paper, we aim to solve two critical problems in previous image matching-based correspondence learning methods: 1) fail to fully exploit face specific structure information in correspondence estimation and 2) fail to learn personalized correspondence for each probe image. To this end, we first build a model, termed as morphable displacement field (MDF), to encode face specific structure information of semantic correspondence from a set of real samples of correspondences calculated from 3D face models. Then, we propose a maximal likelihood correspondence estimation (MLCE) method to learn personalized correspondence based on maximal likelihood frontal face assumption. After obtaining the semantic correspondence encoded in the learned displacement, we can synthesize virtual frontal images of the profile faces for subsequent recognition. Using linear discriminant analysis method with pixel-intensity features, state-of-the-art performance is achieved on three multipose benchmarks, i.e., CMU-PIE, FERET, and MultiPIE databases. Owe to the rational MDF regularization and the usage of novel maximal likelihood objective, the proposed MLCE method can reliably learn correspondence between faces in different poses even in complex wild environment, i.e., labeled face in the wild database.

Computer Self-Efficacy, Anxiety, and Learning in Online versus Face to Face Medium

ERIC Educational Resources Information Center

Hauser, Richard; Paul, Ravi; Bradley, John

2012-01-01

The purpose of this research is to examine the relationships between changes to computer self-efficacy (CSE) and computer anxiety and the impact on performance on computer-related tasks in both online and face-to-face mediums. While many studies have looked at these factors individually, relatively few have included multiple measures of these…

Learner-Centered Teaching Style: Comparing Face-to-Face and Online Adult Educators' Commitment Levels

ERIC Educational Resources Information Center

Edwards, Shanda E.

2013-01-01

For at least 50 years, prominent adult learning theorists have recommended that adult educators commit to a learner-centered teaching approach. Extensive teaching styles research has been conducted on face-to-face and online adult educators, albeit separately, to examine their commitment levels to the learner-centered style. In addition, there has…

Finding Hope in the Face-to-Face.

PubMed

Edgoose, Jennifer Y C; Edgoose, Julian M

2017-05-01

What does it mean to look into the face of a patient who looks back? Face-to-face encounters are at the heart of the patient-clinician relationship but their singular significance is often lost amid the demands of today's high-tech, metric-driven health care systems. Using the framework provided by the philosopher and Holocaust survivor Emmanuel Levinas, the authors explore the unique responsibility and potential for hope found only in face-to-face encounters. Revisiting this most fundamental attribute of medicine is likely our greatest chance to reclaim who we are as clinicians and why we do what we do. © 2017 Annals of Family Medicine, Inc.

Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation

ERIC Educational Resources Information Center

Fishman, Barry; Konstantopoulos, Spyros; Kubitskey, Beth W.; Vath, Richard; Park, Gina; Johnson, Heather; Edelson, Daniel C.

2013-01-01

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality.…

College Students' Conceptions of Learning Management: The Difference between Traditional (Face-to-Face) Instruction and Web-Based Learning Environments

ERIC Educational Resources Information Center

Lin, Hung-Ming; Tsai, Chin-Chung

2011-01-01

This study investigates the differences between students' conceptions of learning management via traditional instruction and Web-based learning environments. The Conceptions of Learning Management Inventory (COLM) was administered to 259 Taiwanese college students majoring in Business Administration. The COLM has six factors (categories), namely,…

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

PubMed

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

Some effects of alcohol and eye movements on cross-race face learning.

PubMed

Harvey, Alistair J

2014-01-01

This study examines the impact of acute alcohol intoxication on visual scanning in cross-race face learning. The eye movements of a group of white British participants were recorded as they encoded a series of own-and different-race faces, under alcohol and placebo conditions. Intoxication reduced the rate and extent of visual scanning during face encoding, reorienting the focus of foveal attention away from the eyes and towards the nose. Differences in encoding eye movements also varied between own-and different-race face conditions as a function of alcohol. Fixations to both face types were less frequent and more lingering following intoxication, but in the placebo condition this was only the case for different-race faces. While reducing visual scanning, however, alcohol had no adverse effect on memory, only encoding restrictions associated with sober different-race face processing led to poorer recognition. These results support perceptual expertise accounts of own-race face processing, but suggest the adverse effects of alcohol on face learning published previously are not caused by foveal encoding restrictions. The implications of these findings for alcohol myopia theory are discussed.

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

PubMed

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.

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

PubMed

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 (P<0.05) for four MCQ questions but with no difference for the remaining six questions. Overall students were positive towards each learning modality, but a one-way analysis of variance found BL was the most and F2FL was the least accepted (P=0.002). EL was significantly (P=0.028) less preferred. The order of the components in BL had no significant effects. 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.

Baby FaceTime: can toddlers learn from online video chat?

PubMed

Myers, Lauren J; LeWitt, Rachel B; Gallo, Renee E; Maselli, Nicole M

2017-07-01

There is abundant evidence for the 'video deficit': children under 2 years old learn better in person than from video. We evaluated whether these findings applied to video chat by testing whether children aged 12-25 months could form relationships with and learn from on-screen partners. We manipulated social contingency: children experienced either real-time FaceTime conversations or pre-recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from video chat because it retains social contingency. A video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA. © 2016 John Wiley & Sons Ltd.

Contributions of individual face features to face discrimination.

PubMed

Logan, Andrew J; Gordon, Gael E; Loffler, Gunter

2017-08-01

Faces are highly complex stimuli that contain a host of information. Such complexity poses the following questions: (a) do observers exhibit preferences for specific information? (b) how does sensitivity to individual face parts compare? These questions were addressed by quantifying sensitivity to different face features. Discrimination thresholds were determined for synthetic faces under the following conditions: (i) 'full face': all face features visible; (ii) 'isolated feature': single feature presented in isolation; (iii) 'embedded feature': all features visible, but only one feature modified. Mean threshold elevations for isolated features, relative to full-faces, were 0.84x, 1.08, 2.12, 3.34, 4.07 and 4.47 for head-shape, hairline, nose, mouth, eyes and eyebrows respectively. Hence, when two full faces can be discriminated at threshold, the difference between the eyes is about four times less than what is required when discriminating between isolated eyes. In all cases, sensitivity was higher when features were presented in isolation than when they were embedded within a face context (threshold elevations of 0.94x, 1.74, 2.67, 2.90, 5.94 and 9.94). This reveals a specific pattern of sensitivity to face information. Observers are between two and four times more sensitive to external than internal features. The pattern for internal features (higher sensitivity for the nose, compared to mouth, eyes and eyebrows) is consistent with lower sensitivity for those parts affected by facial dynamics (e.g. facial expressions). That isolated features are easier to discriminate than embedded features supports a holistic face processing mechanism which impedes extraction of information about individual features from full faces. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

PubMed

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.

Impact of the Placement and Quality of Face-to-Face Meetings in a Hybrid Distance Learning Course

ERIC Educational Resources Information Center

Colucci, William; Koppel, Nicole

2010-01-01

As online and hybrid courses are becoming a wide-spread option for higher education, researchers are exploring various delivery methods. Hybrid courses involve blending two modes of interaction--both face-to-face as well as online. The exact distribution and timing of face-to-face meetings verse online delivery is a question that instructors have…

Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial.

PubMed

Cobbett, Shelley; Snelgrove-Clarke, Erna

2016-10-01

Clinical simulations can provide students with realistic clinical learning environments to increase their knowledge, self-confidence, and decrease their anxiety prior to entering clinical practice settings. To compare the effectiveness of two maternal newborn clinical simulation scenarios; virtual clinical simulation and face-to-face high fidelity manikin simulation. Randomized pretest-posttest design. A public research university in Canada. Fifty-six third year Bachelor of Science in Nursing students. Participants were randomized to either face-to-face or virtual clinical simulation and then to dyads for completion of two clinical simulations. Measures included: (1) Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale (NASC-CDM) (White, 2011), (2) knowledge pretest and post-test related to preeclampsia and group B strep, and (3) Simulation Completion Questionnaire. Before and after each simulation students completed a knowledge test and the NASC-CDM and the Simulation Completion Questionnaire at study completion. There were no statistically significant differences in student knowledge and self-confidence between face-to-face and virtual clinical simulations. Anxiety scores were higher for students in the virtual clinical simulation than for those in the face-to-face simulation. Students' self-reported preference was face-to-face citing the similarities to practicing in a 'real' situation and the immediate debrief. Students not liking the virtual clinical simulation most often cited technological issues as their rationale. Given the equivalency of knowledge and self-confidence when undergraduate nursing students participate in either maternal newborn clinical scenarios of face-to-face or virtual clinical simulation identified in this trial, it is important to take into the consideration costs and benefits/risks of simulation implementation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Face-to-Face Contact in Blended Learning for Intercultural Education: The Role of Teachers

ERIC Educational Resources Information Center

Austin, Roger; Rickard, Angela; Reilly, Jacqueline

2017-01-01

In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers' views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly…

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

PubMed Central

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

2015-01-01

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-hour interval between presentation and recall included an 8-hour 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. PMID:26549626

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

PubMed

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.

Virtually the Same: A Comparison of STEM Students' Content Knowledge, Course Performance, and Motivation to Learn in Virtual and Face-to-Face Introductory Biology Laboratories. Research and Teaching

ERIC Educational Resources Information Center

Reece, Amber J.; Butler, Malcolm B.

2017-01-01

Biology I is a required course for many science, technology, engineering, and mathematics (STEM) majors and is often their first college-level laboratory experience. The replacement of the traditional face-to-face laboratory experience with virtual laboratories could influence students' content knowledge, motivation to learn biology, and overall…

Blending Face-to-Face Higher Education with Web-Based Lectures: Comparing Different Didactical Application Scenarios

ERIC Educational Resources Information Center

Montrieux, Hannelore; Vangestel, Sandra; Raes, Annelies; Matthys, Paul; Schellens, Tammy

2015-01-01

Blended learning as an instructional approach is getting more attention in the educational landscape and has been researched thoroughly. Yet, this study reports the results of an innovation project aiming to gain insight into three different scenarios of applying web-based lectures: as preparation for face-to-face practical exercises, as a…

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

NASA Astrophysics Data System (ADS)

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

Automatic face naming by learning discriminative affinity matrices from weakly labeled images.

PubMed

Xiao, Shijie; Xu, Dong; Wu, Jianxin

2015-10-01

Given a collection of images, where each image contains several faces and is associated with a few names in the corresponding caption, the goal of face naming is to infer the correct name for each face. In this paper, we propose two new methods to effectively solve this problem by learning two discriminative affinity matrices from these weakly labeled images. We first propose a new method called regularized low-rank representation by effectively utilizing weakly supervised information to learn a low-rank reconstruction coefficient matrix while exploring multiple subspace structures of the data. Specifically, by introducing a specially designed regularizer to the low-rank representation method, we penalize the corresponding reconstruction coefficients related to the situations where a face is reconstructed by using face images from other subjects or by using itself. With the inferred reconstruction coefficient matrix, a discriminative affinity matrix can be obtained. Moreover, we also develop a new distance metric learning method called ambiguously supervised structural metric learning by using weakly supervised information to seek a discriminative distance metric. Hence, another discriminative affinity matrix can be obtained using the similarity matrix (i.e., the kernel matrix) based on the Mahalanobis distances of the data. Observing that these two affinity matrices contain complementary information, we further combine them to obtain a fused affinity matrix, based on which we develop a new iterative scheme to infer the name of each face. Comprehensive experiments demonstrate the effectiveness of our approach.

Face-n-Food: Gender Differences in Tuning to Faces.

PubMed

Pavlova, Marina A; Scheffler, Klaus; Sokolov, Alexander N

2015-01-01

Faces represent valuable signals for social cognition and non-verbal communication. A wealth of research indicates that women tend to excel in recognition of facial expressions. However, it remains unclear whether females are better tuned to faces. We presented healthy adult females and males with a set of newly created food-plate images resembling faces (slightly bordering on the Giuseppe Arcimboldo style). In a spontaneous recognition task, participants were shown a set of images in a predetermined order from the least to most resembling a face. Females not only more readily recognized the images as a face (they reported resembling a face on images, on which males still did not), but gave on overall more face responses. The findings are discussed in the light of gender differences in deficient face perception. As most neuropsychiatric, neurodevelopmental and psychosomatic disorders characterized by social brain abnormalities are sex specific, the task may serve as a valuable tool for uncovering impairments in visual face processing.

Face-n-Food: Gender Differences in Tuning to Faces

PubMed Central

Pavlova, Marina A.; Scheffler, Klaus; Sokolov, Alexander N.

2015-01-01

Faces represent valuable signals for social cognition and non-verbal communication. A wealth of research indicates that women tend to excel in recognition of facial expressions. However, it remains unclear whether females are better tuned to faces. We presented healthy adult females and males with a set of newly created food-plate images resembling faces (slightly bordering on the Giuseppe Arcimboldo style). In a spontaneous recognition task, participants were shown a set of images in a predetermined order from the least to most resembling a face. Females not only more readily recognized the images as a face (they reported resembling a face on images, on which males still did not), but gave on overall more face responses. The findings are discussed in the light of gender differences in deficient face perception. As most neuropsychiatric, neurodevelopmental and psychosomatic disorders characterized by social brain abnormalities are sex specific, the task may serve as a valuable tool for uncovering impairments in visual face processing. PMID:26154177

Hybrid Structures: Faculty Use and Perception of Web-Based Courseware as a Supplement to Face-to-Face Instruction

ERIC Educational Resources Information Center

Woods, Robert; Baker, Jason D.; Hopper, Dave

2004-01-01

The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features…

Face sketch recognition based on edge enhancement via deep learning

NASA Astrophysics Data System (ADS)

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.

Reward learning modulates the attentional processing of faces in children with and without autism spectrum disorder.

PubMed

Li, Tianbi; Wang, Xueqin; Pan, Junhao; Feng, Shuyuan; Gong, Mengyuan; Wu, Yaxue; Li, Guoxiang; Li, Sheng; Yi, Li

2017-11-01

The processing of social stimuli, such as human faces, is impaired in individuals with autism spectrum disorder (ASD), which could be accounted for by their lack of social motivation. The current study examined how the attentional processing of faces in children with ASD could be modulated by the learning of face-reward associations. Sixteen high-functioning children with ASD and 20 age- and ability-matched typically developing peers participated in the experiments. All children started with a reward learning task, in which the children were presented with three female faces that were attributed with positive, negative, and neutral values, and were required to remember the faces and their associated values. After this, they were tested on the recognition of the learned faces and a visual search task in which the learned faces served as the distractor. We found a modulatory effect of the face-reward associations on the visual search but not the recognition performance in both groups despite the lower efficacy among children with ASD in learning the face-reward associations. Specifically, both groups responded faster when one of the distractor faces was associated with positive or negative values than when the distractor face was neutral, suggesting an efficient attentional processing of these reward-associated faces. Our findings provide direct evidence for the perceptual-level modulatory effect of reward learning on the attentional processing of faces in individuals with ASD. Autism Res 2017, 10: 1797-1807. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. In our study, we tested whether the face processing of individuals with ASD could be changed when the faces were associated with different social meanings. We found no effect of social meanings on face recognition, but both groups responded faster in the visual search task when one of the distractor faces was associated with positive or negative values than when the neutral face. The

Comparison of Novice Programmers' Performances: Blended versus Face-to-Face

ERIC Educational Resources Information Center

Cakiroglu, Unal

2012-01-01

This study investigated the effect of blended learning on novices' understandings of the introductory programming. A quasi-experimental design with participants of preservice computer and instructional technologies teachers, one control group (CG, N =64) and one experimental group (EG, N=61) who received the course 11 weeks. While face-to-face…

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

ERIC Educational Resources Information Center

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…

Face Search at Scale.

PubMed

Wang, Dayong; Otto, Charles; Jain, Anil K

2017-06-01

Given the prevalence of social media websites, one challenge facing computer vision researchers is to devise methods to search for persons of interest among the billions of shared photos on these websites. Despite significant progress in face recognition, searching a large collection of unconstrained face images remains a difficult problem. To address this challenge, we propose a face search system which combines a fast search procedure, coupled with a state-of-the-art commercial off the shelf (COTS) matcher, in a cascaded framework. Given a probe face, we first filter the large gallery of photos to find the top- k most similar faces using features learned by a convolutional neural network. The k retrieved candidates are re-ranked by combining similarities based on deep features and those output by the COTS matcher. We evaluate the proposed face search system on a gallery containing 80 million web-downloaded face images. Experimental results demonstrate that while the deep features perform worse than the COTS matcher on a mugshot dataset (93.7 percent versus 98.6 percent TAR@FAR of 0.01 percent), fusing the deep features with the COTS matcher improves the overall performance ( 99.5 percent TAR@FAR of 0.01 percent). This shows that the learned deep features provide complementary information over representations used in state-of-the-art face matchers. On the unconstrained face image benchmarks, the performance of the learned deep features is competitive with reported accuracies. LFW database: 98.20 percent accuracy under the standard protocol and 88.03 percent TAR@FAR of 0.1 percent under the BLUFR protocol; IJB-A benchmark: 51.0 percent TAR@FAR of 0.1 percent (verification), rank 1 retrieval of 82.2 percent (closed-set search), 61.5 percent FNIR@FAR of 1 percent (open-set search). The proposed face search system offers an excellent trade-off between accuracy and scalability on galleries with millions of images. Additionally, in a face search experiment involving

Face to face with emotion: holistic face processing is modulated by emotional state.

PubMed

Curby, Kim M; Johnson, Kareem J; Tyson, Alyssa

2012-01-01

Negative emotions are linked with a local, rather than global, visual processing style, which may preferentially facilitate feature-based, relative to holistic, processing mechanisms. Because faces are typically processed holistically, and because social contexts are prime elicitors of emotions, we examined whether negative emotions decrease holistic processing of faces. We induced positive, negative, or neutral emotions via film clips and measured holistic processing before and after the induction: participants made judgements about cued parts of chimeric faces, and holistic processing was indexed by the interference caused by task-irrelevant face parts. Emotional state significantly modulated face-processing style, with the negative emotion induction leading to decreased holistic processing. Furthermore, self-reported change in emotional state correlated with changes in holistic processing. These results contrast with general assumptions that holistic processing of faces is automatic and immune to outside influences, and they illustrate emotion's power to modulate socially relevant aspects of visual perception.

Reading faces: investigating the use of a novel face-based orthography in acquired alexia.

PubMed

Moore, Michelle W; Brendel, Paul C; Fiez, Julie A

2014-02-01

Skilled visual word recognition is thought to rely upon a particular region within the left fusiform gyrus, the visual word form area (VWFA). We investigated whether an individual (AA1) with pure alexia resulting from acquired damage to the VWFA territory could learn an alphabetic "FaceFont" orthography, in which faces rather than typical letter-like units are used to represent phonemes. FaceFont was designed to distinguish between perceptual versus phonological influences on the VWFA. AA1 was unable to learn more than five face-phoneme mappings, performing well below that of controls. AA1 succeeded, however, in learning and using a proto-syllabary comprising 15 face-syllable mappings. These results suggest that the VWFA provides a "linguistic bridge" into left hemisphere speech and language regions, irrespective of the perceptual characteristics of a written language. They also suggest that some individuals may be able to acquire a non-alphabetic writing system more readily than an alphabetic writing system. Copyright © 2013 Elsevier Inc. All rights reserved.

Reading faces: Investigating the use of a novel face-based orthography in acquired alexia

PubMed Central

Moore, Michelle W.; Brendel, Paul C.; Fiez, Julie A.

2014-01-01

Skilled visual word recognition is thought to rely upon a particular region within the left fusiform gyrus, the visual word form area (VWFA). We investigated whether an individual (AA1) with pure alexia resulting from acquired damage to the VWFA territory could learn an alphabetic “FaceFont” orthography, in which faces rather than typical letter-like units are used to represent phonemes. FaceFont was designed to distinguish between perceptual versus phonological influences on the VWFA. AA1 was unable to learn more than five face-phoneme mappings, performing well below that of controls. AA1 succeeded, however, in learning and using a proto-syllabary comprising 15 face-syllable mappings. These results suggest that the VWFA provides a “linguistic bridge” into left hemisphere speech and language regions, irrespective of the perceptual characteristics of a written language. They also suggest that some individuals may be able to acquire a non-alphabetic writing system more readily than an alphabetic writing system. PMID:24463310

Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group

ERIC Educational Resources Information Center

Wichadee, Saovapa

2013-01-01

Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. The current study examined and compared summary writing abilities between students learning by wiki-based collaboration and students learning by traditional face-to-face collaboration.…

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

ERIC Educational Resources Information Center

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…

Face-Name Association Learning and Brain Structural Substrates in Alcoholism

PubMed Central

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

2011-01-01

Background 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. Methods 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 a 3T structural MRI. Results Compared with controls, alcoholics had poorer associative and single-item recognition, each impaired to the same extent. Level of processing at encoding had little effect on recognition performance but affected reaction time. Correlations with brain volumes were generally modest and based primarily on reaction time in alcoholics, where the deeper the processing at encoding, the more restricted the correlations with brain volumes. In alcoholics, longer control task reaction times correlated modestly with volumes across several anterior to posterior brain regions; shallow encoding correlated with calcarine and striatal volumes; deep encoding correlated with precuneus and parietal volumes; 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. Conclusions 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 reaction times and more specific relations with regional brain volumes than did shallow encoding. The normal relation between associative

Gender-based prototype formation in face recognition.

PubMed

Baudouin, Jean-Yves; Brochard, Renaud

2011-07-01

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 that blended faces made with learned individual faces were recognized, even though they had never been seen before. In Experiment 1, this effect was stronger when faces belonged to the same gender category (same-sex blended faces), but it also emerged across gender categories (cross-sex blended faces). Experiment 2 further showed that this prototype effect was not affected by the presentation order for same-sex blended faces: The effect was equally strong when the faces were presented one after the other during learning or alternated with faces of the opposite gender. By contrast, the prototype effect across gender categories was highly sensitive to the temporal proximity of the faces blended into the blended faces and almost disappeared when other faces were intermixed. These results indicate that distinct neural populations code for female and male faces. However, the formation of a facial representation can also be mediated by both neural populations. The implications for face-space properties and face-encoding processes are discussed.

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

ERIC Educational Resources Information Center

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…

Webcam mouse using face and eye tracking in various illumination environments.

PubMed

Lin, Yuan-Pin; Chao, Yi-Ping; Lin, Chung-Chih; Chen, Jyh-Horng

2005-01-01

Nowadays, due to enhancement of computer performance and popular usage of webcam devices, it has become possible to acquire users' gestures for the human-computer-interface with PC via webcam. However, the effects of illumination variation would dramatically decrease the stability and accuracy of skin-based face tracking system; especially for a notebook or portable platform. In this study we present an effective illumination recognition technique, combining K-Nearest Neighbor classifier and adaptive skin model, to realize the real-time tracking system. We have demonstrated that the accuracy of face detection based on the KNN classifier is higher than 92% in various illumination environments. In real-time implementation, the system successfully tracks user face and eyes features at 15 fps under standard notebook platforms. Although KNN classifier only initiates five environments at preliminary stage, the system permits users to define and add their favorite environments to KNN for computer access. Eventually, based on this efficient tracking algorithm, we have developed a "Webcam Mouse" system to control the PC cursor using face and eye tracking. Preliminary studies in "point and click" style PC web games also shows promising applications in consumer electronic markets in the future.

About-face on face recognition ability and holistic processing.

PubMed

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.

About-face on face recognition ability and holistic processing

PubMed Central

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. PMID:26223027

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

PubMed

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.

Face-to-face instruction combined with online resources improves retention of clinical skills among undergraduate nursing students.

PubMed

Terry, Victoria R; Terry, Peter C; Moloney, Clint; Bowtell, Les

2018-02-01

There is growing evidence that online resources used to develop clinical skills among students in the healthcare professions can produce equivalent learning outcomes to traditional face-to-face training methods. Whether clinical competence is retained equally well for online and face-to-face training methods is not yet established. The objective of the study was to compare retention of competence in using an IV infusion pump among nursing students trained in its use using three different protocols. A quasi-experimental design was used. The study was conducted in the School of Nursing and Midwifery at a regional university in Queensland, Australia. Participants were 102 first year nursing students (female=89, male=13) enrolled in a medications course, ranging in age from 18 to 44years. Three groups of participants were trained in the use of an IV infusion pump and competence was assessed following a 26-week period of no access to the pump. Group 1 participants (ONL; n=34) were trained online using an Intravenous Pump Emulator (IVPE); Group 2 participants (ONC; n=38) were trained on campus using an actual IV pump in a traditional face-to-face setting; Group 3 participants (ONL+ONC; n=30) were trained both on campus using the actual IV pump and online using the IVPE. As hypothesised, no significant differences in learning outcomes, measured by assessment scores out of 80 points, were found between the ONL (M=68.7±5.9) and ONC (M=65.5±11.5; p>0.05) groups. The ONL+ONC group recorded the highest mean assessment score (M=70.0±5.0) and completed the assessment task significantly faster (p<0.001) than the other two groups. This study suggests that nursing students retained clinical competence in preparing and administrating IV infusions better when face-to-face and online learning were combined. Copyright © 2017 Elsevier Ltd. All rights reserved.

Face photo-sketch synthesis and recognition.

PubMed

Wang, Xiaogang; Tang, Xiaoou

2009-11-01

In this paper, we propose a novel face photo-sketch synthesis and recognition method using a multiscale Markov Random Fields (MRF) model. Our system has three components: 1) given a face photo, synthesizing a sketch drawing; 2) given a face sketch drawing, synthesizing a photo; and 3) searching for face photos in the database based on a query sketch drawn by an artist. It has useful applications for both digital entertainment and law enforcement. We assume that faces to be studied are in a frontal pose, with normal lighting and neutral expression, and have no occlusions. To synthesize sketch/photo images, the face region is divided into overlapping patches for learning. The size of the patches decides the scale of local face structures to be learned. From a training set which contains photo-sketch pairs, the joint photo-sketch model is learned at multiple scales using a multiscale MRF model. By transforming a face photo to a sketch (or transforming a sketch to a photo), the difference between photos and sketches is significantly reduced, thus allowing effective matching between the two in face sketch recognition. After the photo-sketch transformation, in principle, most of the proposed face photo recognition approaches can be applied to face sketch recognition in a straightforward way. Extensive experiments are conducted on a face sketch database including 606 faces, which can be downloaded from our Web site (http://mmlab.ie.cuhk.edu.hk/facesketch.html).

Emotional Expression and Heart Rate in High-Risk Infants during the Face-To-Face/Still-Face

PubMed Central

Mattson, Whitney I.; Ekas, Naomi V.; Lambert, Brittany; Tronick, Ed; Lester, Barry M.; Messinger, Daniel S.

2013-01-01

In infants, eye constriction—the Duchenne marker—and mouth opening appear to index the intensity of both positive and negative facial expressions. We combined eye constriction and mouth opening that co-occurred with smiles and cry-faces (respectively, the prototypic expressions of infant joy and distress) to measure emotional expression intensity. Expression intensity and heart rate were measured throughout the Face-to-Face/Still Face (FFSF) in a sample of infants with prenatal cocaine exposure who were at risk for developmental difficulties. Smiles declined and cry-faces increased in the still-face episode, but the distribution of eye constriction and mouth opening in smiles and cry-faces did not differ across episodes of the FFSF. As time elapsed in the still face episode potential indices of intensity increased, cry-faces were more likely to be accompanied by eye constriction and mouth opening. During cry-faces there were also moderately stable individual differences in the quantity of eye constriction and mouth opening. Infant heart rate was higher during cry-faces and lower during smiles, but did not vary with intensity of expression or by episode. In sum, infants express more intense negative affect as the still-face progresses, but do not show clear differences in expressive intensity between episodes of the FFSF. PMID:24095807

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

PubMed

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

Face familiarity promotes stable identity recognition: exploring face perception using serial dependence

PubMed Central

Kok, Rebecca; Van der Burg, Erik; Rhodes, Gillian; Alais, David

2017-01-01

Studies suggest that familiar faces are processed in a manner distinct from unfamiliar faces and that familiarity with a face confers an advantage in identity recognition. Our visual system seems to capitalize on experience to build stable face representations that are impervious to variation in retinal input that may occur due to changes in lighting, viewpoint, viewing distance, eye movements, etc. Emerging evidence also suggests that our visual system maintains a continuous perception of a face's identity from one moment to the next despite the retinal input variations through serial dependence. This study investigates whether interactions occur between face familiarity and serial dependence. In two experiments, participants used a continuous scale to rate attractiveness of unfamiliar and familiar faces (either experimentally learned or famous) presented in rapid sequences. Both experiments revealed robust inter-trial effects in which attractiveness ratings for a given face depended on the preceding face's attractiveness. This inter-trial attractiveness effect was most pronounced for unfamiliar faces. Indeed, when participants were familiar with a given face, attractiveness ratings showed significantly less serial dependence. These results represent the first evidence that familiar faces can resist the temporal integration seen in sequential dependencies and highlight the importance of familiarity to visual cognition. PMID:28405355

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

ERIC Educational Resources Information Center

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…

Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let's Face It! program.

PubMed

Tanaka, James W; Wolf, Julie M; Klaiman, Cheryl; Koenig, Kathleen; Cockburn, Jeffrey; Herlihy, Lauren; Brown, Carla; Stahl, Sherin; Kaiser, Martha D; Schultz, Robert T

2010-08-01

An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention. In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let's Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let's Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let's Face It! Skills battery. The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features. These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let's Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications.

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

ERIC Educational Resources Information Center

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…

Emotional expression and heart rate in high-risk infants during the face-to-face/still-face.

PubMed

Mattson, Whitney I; Ekas, Naomi V; Lambert, Brittany; Tronick, Ed; Lester, Barry M; Messinger, Daniel S

2013-12-01

In infants, eye constriction-the Duchenne marker-and mouth opening appear to index the intensity of both positive and negative facial expressions. We combined eye constriction and mouth opening that co-occurred with smiles and cry-faces (respectively, the prototypic expressions of infant joy and distress) to measure emotional expression intensity. Expression intensity and heart rate were measured throughout the face-to-face/still-face (FFSF) in a sample of infants with prenatal cocaine exposure who were at risk for developmental difficulties. Smiles declined and cry-faces increased in the still-face episode, but the distribution of eye constriction and mouth opening in smiles and cry-faces did not differ across episodes of the FFSF. As time elapsed in the still face episode potential indices of intensity increased, cry-faces were more likely to be accompanied by eye constriction and mouth opening. During cry-faces there were also moderately stable individual differences in the quantity of eye constriction and mouth opening. Infant heart rate was higher during cry-faces and lower during smiles, but did not vary with intensity of expression or by episode. In sum, infants express more intense negative affect as the still-face progresses, but do not show clear differences in expressive intensity between episodes of the FFSF. Copyright © 2013 Elsevier Inc. All rights reserved.

Applying Learner-Centered Principles and Strategies: From Face to Face Instruction to a Hybrid Course Learning Format

ERIC Educational Resources Information Center

McDonough, Darlene

2012-01-01

This paper discusses the transition from traditional face to face instruction to a hybrid format using the newly drafted 8 Standards of the Educational Leadership Constituents Council (2010) as guidelines for the curriculum, the 14 Learner Centered Principles (1997) from the American Psychological Association as elements for instructional…

Effectiveness of Integrating Case Studies in Online and Face-to-Face Instruction of Pathophysiology: A Comparative Study

ERIC Educational Resources Information Center

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

2013-01-01

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…

Breakeven, cost benefit, cost effectiveness, and willingness to pay for web-based versus face-to-face education delivery for health professionals.

PubMed

Maloney, Stephen; Haas, Romi; Keating, Jenny L; Molloy, Elizabeth; Jolly, Brian; Sims, Jane; Morgan, Prue; Haines, Terry

2012-04-02

The introduction of Web-based education and open universities has seen an increase in access to professional development within the health professional education marketplace. Economic efficiencies of Web-based education and traditional face-to-face educational approaches have not been compared under randomized controlled trial conditions. To compare costs and effects of Web-based and face-to-face short courses in falls prevention education for health professionals. We designed two short courses to improve the clinical performance of health professionals in exercise prescription for falls prevention. One was developed for delivery in face-to-face mode and the other for online learning. Data were collected on learning outcomes including participation, satisfaction, knowledge acquisition, and change in practice, and combined with costs, savings, and benefits, to enable a break-even analysis from the perspective of the provider, cost-effectiveness analysis from the perspective of the health service, and cost-benefit analysis from the perspective of the participant. Face-to-face and Web-based delivery modalities produced comparable outcomes for participation, satisfaction, knowledge acquisition, and change in practice. Break-even analysis identified the Web-based educational approach to be robustly superior to face-to-face education, requiring a lower number of enrollments for the program to reach its break-even point. Cost-effectiveness analyses from the perspective of the health service and cost-benefit analysis from the perspective of the participant favored face-to-face education, although the outcomes were contingent on the sensitivity analysis applied (eg, the fee structure used). The Web-based educational approach was clearly more efficient from the perspective of the education provider. In the presence of relatively equivocal results for comparisons from other stakeholder perspectives, it is likely that providers would prefer to deliver education via a Web

Breakeven, Cost Benefit, Cost Effectiveness, and Willingness to Pay for Web-Based Versus Face-to-Face Education Delivery for Health Professionals

PubMed Central

Haas, Romi; Keating, Jenny L; Molloy, Elizabeth; Jolly, Brian; Sims, Jane; Morgan, Prue; Haines, Terry

2012-01-01

Background The introduction of Web-based education and open universities has seen an increase in access to professional development within the health professional education marketplace. Economic efficiencies of Web-based education and traditional face-to-face educational approaches have not been compared under randomized controlled trial conditions. Objective To compare costs and effects of Web-based and face-to-face short courses in falls prevention education for health professionals. Methods We designed two short courses to improve the clinical performance of health professionals in exercise prescription for falls prevention. One was developed for delivery in face-to-face mode and the other for online learning. Data were collected on learning outcomes including participation, satisfaction, knowledge acquisition, and change in practice, and combined with costs, savings, and benefits, to enable a break-even analysis from the perspective of the provider, cost-effectiveness analysis from the perspective of the health service, and cost-benefit analysis from the perspective of the participant. Results Face-to-face and Web-based delivery modalities produced comparable outcomes for participation, satisfaction, knowledge acquisition, and change in practice. Break-even analysis identified the Web-based educational approach to be robustly superior to face-to-face education, requiring a lower number of enrollments for the program to reach its break-even point. Cost-effectiveness analyses from the perspective of the health service and cost-benefit analysis from the perspective of the participant favored face-to-face education, although the outcomes were contingent on the sensitivity analysis applied (eg, the fee structure used). Conclusions The Web-based educational approach was clearly more efficient from the perspective of the education provider. In the presence of relatively equivocal results for comparisons from other stakeholder perspectives, it is likely that providers

Encoding deficit during face processing within the right fusiform face area in schizophrenia.

PubMed

Walther, Sebastian; Federspiel, Andrea; Horn, Helge; Bianchi, Piero; Wiest, Roland; Wirth, Miranka; Strik, Werner; Müller, Thomas Jörg

2009-06-30

Face processing is crucial to social interaction, but is impaired in schizophrenia patients, who experience delays in face recognition, difficulties identifying others, and misperceptions of affective content. The right fusiform face area plays an important role in the early stages of human face processing and thus may be affected in schizophrenia. The aim of the study was therefore to investigate whether face processing deficits are related to dysfunctions of the right fusiform face area in schizophrenia patients compared with controls. In a rapid, event-related functional magnetic resonance imaging (fMRI) design, we investigated the encoding of new faces, as well as the recognition of newly learned, famous, and unfamiliar faces, in 13 schizophrenia patients and 21 healthy controls. We applied region of interest analysis to each individual's right fusiform face area and tested for group differences. Controls displayed higher blood oxygenation level dependent (BOLD) activation during the memorization of faces that were later successfully recognized. In schizophrenia patients, this effect was not observed. During the recognition task, schizophrenia patients exhibited lower BOLD responses, less accuracy, and longer reaction times to famous and unfamiliar faces. Our results support the hypothesis that impaired face processing in schizophrenia is related to early-stage deficits during the encoding and recognition of faces.

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Collaborative recall in face-to-face and electronic groups.

PubMed

Ekeocha, Justina Ohaeri; Brennan, Susan E

2008-04-01

When people remember shared experiences, the amount they recall as a collaborating group is less than the amount obtained by pooling their individual memories. We tested the hypothesis that reduced group productivity can be attributed, at least in part, to content filtering, where information is omitted from group products either because individuals fail to retrieve it or choose to withhold it (self-filtering), or because groups reject or fail to incorporate it (group-filtering). Three-person groups viewed a movie clip together and recalled it, first individually, then in face-to-face or electronic groups, and finally individually again. Although both kinds of groups recalled equal amounts, group-filtering occurred more often face-to-face, while self-filtering occurred more often electronically. This suggests that reduced group productivity is due not only to intrapersonal factors stemming from cognitive interference, but also to interpersonal costs of coordinating the group product. Finally, face-to-face group interaction facilitated subsequent individual recall.

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

PubMed

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.

Effectiveness of Link Prediction for Face-to-Face Behavioral Networks

PubMed Central

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. PMID:24339956

Student-Teacher Interaction in Online Learning Environments

ERIC Educational Resources Information Center

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…

Online and Face-to-Face Language Learning: A Comparative Analysis of Oral Proficiency in Introductory Spanish

ERIC Educational Resources Information Center

Moneypenny, Dianne Burke; Aldrich, Rosalie S.

2016-01-01

The primary resistance to online foreign language teaching often involves questions of spoken mastery of second language. In order to address this concern, this research comparatively assesses undergraduate students' oral proficiency in online and face-to-face Spanish classes, while taking into account students' previous second language…

Outlining face processing skills of portrait artists: Perceptual experience with faces predicts performance.

PubMed

Devue, Christel; Barsics, Catherine

2016-10-01

Most humans seem to demonstrate astonishingly high levels of skill in face processing if one considers the sophisticated level of fine-tuned discrimination that face recognition requires. However, numerous studies now indicate that the ability to process faces is not as fundamental as once thought and that performance can range from despairingly poor to extraordinarily high across people. Here we studied people who are super specialists of faces, namely portrait artists, to examine how their specific visual experience with faces relates to a range of face processing skills (perceptual discrimination, short- and longer term recognition). Artists show better perceptual discrimination and, to some extent, recognition of newly learned faces than controls. They are also more accurate on other perceptual tasks (i.e., involving non-face stimuli or mental rotation). By contrast, artists do not display an advantage compared to controls on longer term face recognition (i.e., famous faces) nor on person recognition from other sensorial modalities (i.e., voices). Finally, the face inversion effect exists in artists and controls and is not modulated by artistic practice. Advantages in face processing for artists thus seem to closely mirror perceptual and visual short term memory skills involved in portraiture. Copyright © 2016 Elsevier Ltd. All rights reserved.

Approaches to Studying and Students' Use of a Computer Supported Learning Environment

ERIC Educational Resources Information Center

Foster, Jonathan; Lin, Angela

2007-01-01

Although studies of students' study approaches in face to face learning environments are commonplace, studies investigating the role of students' study approaches in online learning environments is currently a less explored area. This paper presents the findings of a survey aimed at investigating the relationship between students' approaches to…

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

PubMed

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

Virtual Representations in 3D Learning Environments

ERIC Educational Resources Information Center

Shonfeld, Miri; Kritz, Miki

2013-01-01

This research explores the extent to which virtual worlds can serve as online collaborative learning environments for students by increasing social presence and engagement. 3D environments enable learning, which simulates face-to-face encounters while retaining the advantages of online learning. Students in Education departments created avatars…

Individual differences in cortical face selectivity predict behavioral performance in face recognition

PubMed Central

Huang, Lijie; Song, Yiying; Li, Jingguang; Zhen, Zonglei; Yang, Zetian; Liu, Jia

2014-01-01

In functional magnetic resonance imaging studies, object selectivity is defined as a higher neural response to an object category than other object categories. Importantly, object selectivity is widely considered as a neural signature of a functionally-specialized area in processing its preferred object category in the human brain. However, the behavioral significance of the object selectivity remains unclear. In the present study, we used the individual differences approach to correlate participants' face selectivity in the face-selective regions with their behavioral performance in face recognition measured outside the scanner in a large sample of healthy adults. Face selectivity was defined as the z score of activation with the contrast of faces vs. non-face objects, and the face recognition ability was indexed as the normalized residual of the accuracy in recognizing previously-learned faces after regressing out that for non-face objects in an old/new memory task. We found that the participants with higher face selectivity in the fusiform face area (FFA) and the occipital face area (OFA), but not in the posterior part of the superior temporal sulcus (pSTS), possessed higher face recognition ability. Importantly, the association of face selectivity in the FFA and face recognition ability cannot be accounted for by FFA response to objects or behavioral performance in object recognition, suggesting that the association is domain-specific. Finally, the association is reliable, confirmed by the replication from another independent participant group. In sum, our finding provides empirical evidence on the validity of using object selectivity as a neural signature in defining object-selective regions in the human brain. PMID:25071513

Face-to-Face Interference in Typical and Atypical Development

ERIC Educational Resources Information Center

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…

Supplemental Instruction Online: As Effective as the Traditional Face-to-Face Model?

NASA Astrophysics Data System (ADS)

Hizer, Suzanne E.; Schultz, P. W.; Bray, Richard

2017-02-01

Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment.

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

ERIC Educational Resources Information Center

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.

Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study.

PubMed

Campbell, Malcolm; Gibson, Will; Hall, Andy; Richards, David; Callery, Peter

2008-05-01

, only whether an M.Phil./Ph.D. student (p=0.024) and number of non-discussion hits (p=0.045) retained significance. This study demonstrates that a research methods course can be delivered to postgraduate healthcare students at least as successfully by an entirely online method in which students participate in online discussion as by a blended method in which students accessing web-based teaching material attend face-to-face seminar discussions. Increased online activity was associated with higher assignment marks. The study highlights new opportunities for educational research that arise from the use of virtual learning environments that routinely record the activities of learners and tutors.

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

PubMed

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.

Face-to-face interference in typical and atypical development

PubMed Central

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 it interferes with task completion. In this novel study we quantify face interference for the first time in Williams syndrome (WS) and Autism Spectrum Disorder (ASD). These disorders of development impact on cognition and social attention, but how do faces interfere with cognitive processing? Individuals developing typically as well as those with ASD (n = 19) and WS (n = 16) were recorded during a question and answer session that involved mathematics questions. In phase 1 gaze behaviour was not manipulated, but in phase 2 participants were required to maintain eye contact with the experimenter at all times. Looking at faces decreased task accuracy for individuals who were developing typically. Critically, the same pattern was seen in WS and ASD, whereby task performance decreased when participants were required to hold face gaze. The results show that looking at faces interferes with task performance in all groups. This finding requires the caveat that individuals with WS and ASD found it harder than individuals who were developing typically to maintain eye contact throughout the interaction. Individuals with ASD struggled to hold eye contact at all points of the interaction while those with WS found it especially difficult when thinking. PMID:22356183

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

The Effects of Age and Gender on Student Achievement in Face-To-Face and Online College Algebra Classes

ERIC Educational Resources Information Center

Amro, Hanan Jamal; Mundy, Marie-Anne; Kupczynski, Lori

2015-01-01

Demand for online learning has increased in recent years due to the convenience of course delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data. The factors of achievement and demographics were compared for face-to-face and…

Exploring the unconscious using faces.

PubMed

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.

Study of the Impact of Educational Behavioral Interventions on Fatigue in Mothers in the Postpartum Period in the Groups of Face-to-Face and Electronic Training

PubMed Central

Gholami, Zahra; Mohammadirizi, Soheila; Bahadoran, Parvin

2017-01-01

Background: Maternal fatigue in the postpartum period include factors that affect the quality of life and health of both the mother and newborn. This study aimed to investigate two educational approaches regarding mother's fatigue in the postpartum period. Materials and Methods: This experimental study was performed among 110 pregnant mothers during their postpartum care using random sampling. The participants were divided in three groups, namely, face-to-face, e-learning, and control groups. Interventions included individual meetings between the researcher and mothers in the face-to-face group and giving educational compact disc to the e-learning department to improve maternal fatigue. Personal information and fertility data was obtained (before training); the maternal fatigue questionnaire Fatigue Severity Scale (FSS) was completed before and after any type of (face-to-face, e-learning, and control) education. Obtained data were analyzed using one-way analysis of variance (ANOVA) and repeated-measures ANOVA. Results: Results showed that both face-to-face and e-learning methods had similar maternal fatigue scores. The average change on the maternal fatigue score in the second treatment was (p = 0.02) and the third treatment was (p < 0.001)among three groups that was indicative of significant statistical differences. Similarly, there was no statistically significant difference in the average maternal fatigue score between the two groups before the intervention and in the second and third groups after the intervention. Therefore, over time, the training was unaffected. Conclusions: The findings of this study indicate that both face-to-face and e-learning methods are effective to reduce maternal postpartum fatigue. PMID:29184586

Face verification with balanced thresholds.

PubMed

Yan, Shuicheng; Xu, Dong; Tang, Xiaoou

2007-01-01

The process of face verification is guided by a pre-learned global threshold, which, however, is often inconsistent with class-specific optimal thresholds. It is, hence, beneficial to pursue a balance of the class-specific thresholds in the model-learning stage. In this paper, we present a new dimensionality reduction algorithm tailored to the verification task that ensures threshold balance. This is achieved by the following aspects. First, feasibility is guaranteed by employing an affine transformation matrix, instead of the conventional projection matrix, for dimensionality reduction, and, hence, we call the proposed algorithm threshold balanced transformation (TBT). Then, the affine transformation matrix, constrained as the product of an orthogonal matrix and a diagonal matrix, is optimized to improve the threshold balance and classification capability in an iterative manner. Unlike most algorithms for face verification which are directly transplanted from face identification literature, TBT is specifically designed for face verification and clarifies the intrinsic distinction between these two tasks. Experiments on three benchmark face databases demonstrate that TBT significantly outperforms the state-of-the-art subspace techniques for face verification.

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.

PubMed

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.

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

PubMed Central

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

2009-01-01

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. PMID:21113354

Student Success in Face-to-Face and Online Sections of Biology Courses at a Community College in East Tennessee

NASA Astrophysics Data System (ADS)

Garman, Deanna Essington

The purpose of this quantitative study was to determine if there were significant differences in student success in face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011. Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, from no significant differences to differences in grades, learning styles, and satisfaction levels. Four research questions guided this study with data analysis involving t-tests for independent groups and chi-square tests. This researcher noted significant differences in the results of this study: grades, success rates by gender, success rates by health and nonhealth majors, and nontraditional age (≥25) success rate were higher for students in the face-to-face courses; and the attrition rate was higher for students in the online course sections. There was no significant difference found in the success rate for traditional age (<25) students in the face-to-face sections compared to those in the online sections.

In the face of fear: Anxiety sensitizes defensive responses to fearful faces

PubMed Central

Grillon, Christian; Charney, Danielle R.

2011-01-01

Fearful faces readily activate the amygdala. Yet, whether fearful faces evoke fear is unclear. Startle studies show no potentiation of startle by fearful faces, suggesting that such stimuli do not activate defense mechanisms. However, the response to biologically relevant stimuli may be sensitized by anxiety. The present study tested the hypothesis that startle would not be potentiated by fearful faces in a safe context, but that startle would be larger during fearful faces compared to neutral faces in a threat-of-shock context. Subjects viewed fearful and neutral faces in alternating periods of safety and threat of shock. Acoustic startle stimuli were presented in the presence and absence of the faces. Startle was transiently potentiated by fearful faces compared to neutral faces in the threat periods. This suggests that although fearful faces do not prompt behavioral mobilization in an innocuous context, they can do so in an anxiogenic one. PMID:21824155

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

PubMed

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

Challenges Faced by Institutions of Higher Education in Migrating to Distance Learning.

ERIC Educational Resources Information Center

Broskoske, Stephen L.; Harvey, Francis A.

This paper presents the results of a research study conducted in fall 1999 to examine the challenges facing higher educational institutions in migrating to distance learning. The study consisted of five case studies conducted at higher educational institutions in Pennsylvania. At each institution the researchers interviewed the president and other…

Distance Metric Learning Using Privileged Information for Face Verification and Person Re-Identification.

PubMed

Xu, Xinxing; Li, Wen; Xu, Dong

2015-12-01

In this paper, we propose a new approach to improve face verification and person re-identification in the RGB images by leveraging a set of RGB-D data, in which we have additional depth images in the training data captured using depth cameras such as Kinect. In particular, we extract visual features and depth features from the RGB images and depth images, respectively. As the depth features are available only in the training data, we treat the depth features as privileged information, and we formulate this task as a distance metric learning with privileged information problem. Unlike the traditional face verification and person re-identification tasks that only use visual features, we further employ the extra depth features in the training data to improve the learning of distance metric in the training process. Based on the information-theoretic metric learning (ITML) method, we propose a new formulation called ITML with privileged information (ITML+) for this task. We also present an efficient algorithm based on the cyclic projection method for solving the proposed ITML+ formulation. Extensive experiments on the challenging faces data sets EUROCOM and CurtinFaces for face verification as well as the BIWI RGBD-ID data set for person re-identification demonstrate the effectiveness of our proposed approach.

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

PubMed

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.

Visual Search Efficiency is Greater for Human Faces Compared to Animal Faces

PubMed Central

Simpson, Elizabeth A.; Mertins, Haley L.; Yee, Krysten; Fullerton, Alison; Jakobsen, Krisztina V.

2015-01-01

The Animate Monitoring Hypothesis proposes that humans and animals were the most important categories of visual stimuli for ancestral humans to monitor, as they presented important challenges and opportunities for survival and reproduction; however, it remains unknown whether animal faces are located as efficiently as human faces. We tested this hypothesis by examining whether human, primate, and mammal faces elicit similarly efficient searches, or whether human faces are privileged. In the first three experiments, participants located a target (human, primate, or mammal face) among distractors (non-face objects). We found fixations on human faces were faster and more accurate than primate faces, even when controlling for search category specificity. A final experiment revealed that, even when task-irrelevant, human faces slowed searches for non-faces, suggesting some bottom-up processing may be responsible for the human face search efficiency advantage. PMID:24962122

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

NASA Astrophysics Data System (ADS)

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

Dynamic Emotional Faces Generalise Better to a New Expression but not to a New View.

PubMed

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

2016-08-08

Prior research based on static images has found limited improvement for recognising previously learnt faces in a new expression after several different facial expressions of these faces had been shown during the learning session. We investigated whether non-rigid motion of facial expression facilitates the learning process. In Experiment 1, participants remembered faces that were either presented in short video clips or still images. To assess the effect of exposure to expression variation, each face was either learnt through a single expression or three different expressions. Experiment 2 examined whether learning faces in video clips could generalise more effectively to a new view. The results show that faces learnt from video clips generalised effectively to a new expression with exposure to a single expression, whereas faces learnt from stills showed poorer generalisation with exposure to either single or three expressions. However, although superior recognition performance was demonstrated for faces learnt through video clips, dynamic facial expression did not create better transfer of learning to faces tested in a new view. The data thus fail to support the hypothesis that non-rigid motion enhances viewpoint invariance. These findings reveal both benefits and limitations of exposures to moving expressions for expression-invariant face recognition.

Dynamic Emotional Faces Generalise Better to a New Expression but not to a New View

PubMed Central

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

2016-01-01

Prior research based on static images has found limited improvement for recognising previously learnt faces in a new expression after several different facial expressions of these faces had been shown during the learning session. We investigated whether non-rigid motion of facial expression facilitates the learning process. In Experiment 1, participants remembered faces that were either presented in short video clips or still images. To assess the effect of exposure to expression variation, each face was either learnt through a single expression or three different expressions. Experiment 2 examined whether learning faces in video clips could generalise more effectively to a new view. The results show that faces learnt from video clips generalised effectively to a new expression with exposure to a single expression, whereas faces learnt from stills showed poorer generalisation with exposure to either single or three expressions. However, although superior recognition performance was demonstrated for faces learnt through video clips, dynamic facial expression did not create better transfer of learning to faces tested in a new view. The data thus fail to support the hypothesis that non-rigid motion enhances viewpoint invariance. These findings reveal both benefits and limitations of exposures to moving expressions for expression-invariant face recognition. PMID:27499252

Face features and face configurations both contribute to visual crowding.

PubMed

Sun, Hsin-Mei; Balas, Benjamin

2015-02-01

Crowding refers to the inability to recognize an object in peripheral vision when other objects are presented nearby (Whitney & Levi Trends in Cognitive Sciences, 15, 160-168, 2011). A popular explanation of crowding is that features of the target and flankers are combined inappropriately when they are located within an integration field, thus impairing target recognition (Pelli, Palomares, & Majaj Journal of Vision, 4(12), 12:1136-1169, 2004). However, it remains unclear which features of the target and flankers are combined inappropriately to cause crowding (Levi Vision Research, 48, 635-654, 2008). For example, in a complex stimulus (e.g., a face), to what extent does crowding result from the integration of features at a part-based level or at the level of global processing of the configural appearance? In this study, we used a face categorization task and different types of flankers to examine how much the magnitude of visual crowding depends on the similarity of face parts or of global configurations. We created flankers with face-like features (e.g., the eyes, nose, and mouth) in typical and scrambled configurations to examine the impacts of part appearance and global configuration on the visual crowding of faces. Additionally, we used "electrical socket" flankers that mimicked first-order face configuration but had only schematic features, to examine the extent to which global face geometry impacted crowding. Our results indicated that both face parts and configurations contribute to visual crowding, suggesting that face similarity as realized under crowded conditions includes both aspects of facial appearance.

Gender-Based Prototype Formation in Face Recognition

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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.…

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

NASA Astrophysics Data System (ADS)

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

Face Processing: Models For Recognition

NASA Astrophysics Data System (ADS)

Turk, Matthew A.; Pentland, Alexander P.

1990-03-01

The human ability to process faces is remarkable. We can identify perhaps thousands of faces learned throughout our lifetime and read facial expression to understand such subtle qualities as emotion. These skills are quite robust, despite sometimes large changes in the visual stimulus due to expression, aging, and distractions such as glasses or changes in hairstyle or facial hair. Computers which model and recognize faces will be useful in a variety of applications, including criminal identification, human-computer interface, and animation. We discuss models for representing faces and their applicability to the task of recognition, and present techniques for identifying faces and detecting eye blinks.

Study Shows No Difference in Impact between Online and Face-to-Face Professional Learning. Lessons from Research

ERIC Educational Resources Information Center

Killion, Joellen

2014-01-01

Adopting new curricula presents both a need and an opportunity for professional development to advance teacher content knowledge and instructional practices for achieving curriculum-specific student outcomes. This study examines two modalities of professional development: face-to-face in a summer workshop and online that included two days of…

Creating and Nurturing Distributed Asynchronous Learning Environments.

ERIC Educational Resources Information Center

Kochtanek, Thomas R.; Hein, Karen K.

2000-01-01

Describes the evolution of a university course from a face-to-face experience to a Web-based asynchronous learning environment. Topics include cognition and learning; distance learning and distributed learning; student learning communities and the traditional classroom; the future as it relates to education and technology; collaborative student…

"Just another pretty face": a multidimensional scaling approach to face attractiveness and variability.

PubMed

Potter, Timothy; Corneille, Olivier; Ruys, Kirsten I; Rhodes, Ginwan

2007-04-01

Findings on both attractiveness and memory for faces suggest that people should perceive more similarity among attractive than among unattractive faces. A multidimensional scaling approach was used to test this hypothesis in two studies. In Study 1, we derived a psychological face space from similarity ratings of attractive and unattractive Caucasian female faces. In Study 2, we derived a face space for attractive and unattractive male faces of Caucasians and non-Caucasians. Both studies confirm that attractive faces are indeed more tightly clustered than unattractive faces in people's psychological face spaces. These studies provide direct and original support for theoretical assumptions previously made in the face space and face memory literatures.

An evil face? Verbal evaluative multi-CS conditioning enhances face-evoked mid-latency magnetoencephalographic responses

PubMed Central

Junghöfer, Markus; Rehbein, Maimu Alissa; Maitzen, Julius; Schindler, Sebastian

2017-01-01

Abstract Humans have a remarkable capacity for rapid affective learning. For instance, using first-order US such as odors or electric shocks, magnetoencephalography (MEG) studies of multi-CS conditioning demonstrate enhanced early (<150 ms) and mid-latency (150–300 ms) visual evoked responses to affectively conditioned faces, together with changes in stimulus evaluation. However, particularly in social contexts, human affective learning is often mediated by language, a class of complex higher-order US. To elucidate mechanisms of this type of learning, we investigate how face processing changes following verbal evaluative multi-CS conditioning. Sixty neutral expression male faces were paired with phrases about aversive crimes (30) or neutral occupations (30). Post conditioning, aversively associated faces evoked stronger magnetic fields in a mid-latency interval between 220 and 320 ms, localized primarily in left visual cortex. Aversively paired faces were also rated as more arousing and more unpleasant, evaluative changes occurring both with and without contingency awareness. However, no early MEG effects were found, implying that verbal evaluative conditioning may require conceptual processing and does not engage rapid, possibly sub-cortical, pathways. Results demonstrate the efficacy of verbal evaluative multi-CS conditioning and indicate both common and distinct neural mechanisms of first- and higher-order multi-CS conditioning, thereby informing theories of associative learning. PMID:28008078

An evil face? Verbal evaluative multi-CS conditioning enhances face-evoked mid-latency magnetoencephalographic responses.

PubMed

Junghöfer, Markus; Rehbein, Maimu Alissa; Maitzen, Julius; Schindler, Sebastian; Kissler, Johanna

2017-04-01

Humans have a remarkable capacity for rapid affective learning. For instance, using first-order US such as odors or electric shocks, magnetoencephalography (MEG) studies of multi-CS conditioning demonstrate enhanced early (<150 ms) and mid-latency (150-300 ms) visual evoked responses to affectively conditioned faces, together with changes in stimulus evaluation. However, particularly in social contexts, human affective learning is often mediated by language, a class of complex higher-order US. To elucidate mechanisms of this type of learning, we investigate how face processing changes following verbal evaluative multi-CS conditioning. Sixty neutral expression male faces were paired with phrases about aversive crimes (30) or neutral occupations (30). Post conditioning, aversively associated faces evoked stronger magnetic fields in a mid-latency interval between 220 and 320 ms, localized primarily in left visual cortex. Aversively paired faces were also rated as more arousing and more unpleasant, evaluative changes occurring both with and without contingency awareness. However, no early MEG effects were found, implying that verbal evaluative conditioning may require conceptual processing and does not engage rapid, possibly sub-cortical, pathways. Results demonstrate the efficacy of verbal evaluative multi-CS conditioning and indicate both common and distinct neural mechanisms of first- and higher-order multi-CS conditioning, thereby informing theories of associative learning. © The Author (2016). Published by Oxford University Press.

Monetary Valuations of University Course Delivery: The Case for Face-to-Face Learning Activities in Accounting Education

ERIC Educational Resources Information Center

Taplin, Ross; Kerr, Rosy; Brown, Alistair

2017-01-01

Student preferences for delivery options were obtained within a monetary framework by asking students to purchase their ideal course structure. Results show that accounting students prefer to spend more on tutorials but purchase less lecture time; the difference due to the higher cost of tutorials compared to lectures. Face-to-face classes were…

Individual face-to-face tutorials: the value in nurse education.

PubMed

Nathan, Martina

The individual, face-to-face tutorial is one means by which academic support can be provided to students in higher education. This mode of tutorial support has been deemed effective but it can be considered labour-intensive, which is a concern in the UK with the recession currently impacting on higher education institutions. Nevertheless, with increasing student fees come higher student expectations. With all UK pre-registration nursing study programmes at degree level and with the emphasis on widening access, students may require additional academic support to ensure success. This study aimed to examine the value of individual, face-to-face tutorials for academic support in nurse education. A descriptive and exploratory design was used, mixing qualitative and quantitative methods. The survey approach employed a web-based, self-completion questionnaire, which was distributed to lecturers and pre-registration student nurses in a UK university. Following analysis of the questionnaire results, students were invited to attend a group interview. Findings highlighted the importance of individual, face-to-face tutorials with qualitative data supplying detailed accounts regarding their value.

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.

PubMed

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

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

ERIC Educational Resources Information Center

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…

Greater sensitivity of the cortical face processing system to perceptually-equated face detection

PubMed Central

Maher, S.; Ekstrom, T.; Tong, Y.; Nickerson, L.D.; Frederick, B.; Chen, Y.

2015-01-01

Face detection, the perceptual capacity to identify a visual stimulus as a face before probing deeper into specific attributes (such as its identity or emotion), is essential for social functioning. Despite the importance of this functional capacity, face detection and its underlying brain mechanisms are not well understood. This study evaluated the roles that the cortical face processing system, which is identified largely through studying other aspects of face perception, play in face detection. Specifically, we used functional magnetic resonance imaging (fMRI) to examine the activations of the fusifom face area (FFA), occipital face area (OFA) and superior temporal sulcus (STS) when face detection was isolated from other aspects of face perception and when face detection was perceptually-equated across individual human participants (n=20). During face detection, FFA and OFA were significantly activated, even for stimuli presented at perceptual-threshold levels, whereas STS was not. During tree detection, however, FFA and OFA were responsive only for highly salient (i.e., high contrast) stimuli. Moreover, activation of FFA during face detection predicted a significant portion of the perceptual performance levels that were determined psychophysically for each participant. This pattern of result indicates that FFA and OFA have a greater sensitivity to face detection signals and selectively support the initial process of face vs. non-face object perception. PMID:26592952

Enhancement of face recognition learning in patients with brain injury using three cognitive training procedures.

PubMed

Powell, Jane; Letson, Susan; Davidoff, Jules; Valentine, Tim; Greenwood, Richard

2008-04-01

Twenty patients with impairments of face recognition, in the context of a broader pattern of cognitive deficits, were administered three new training procedures derived from contemporary theories of face processing to enhance their learning of new faces: semantic association (being given additional verbal information about the to-be-learned faces); caricaturing (presentation of caricatured versions of the faces during training and veridical versions at recognition testing); and part recognition (focusing patients on distinctive features during the training phase). Using a within-subjects design, each training procedure was applied to a different set of 10 previously unfamiliar faces and entailed six presentations of each face. In a "simple exposure" control procedure (SE), participants were given six presentations of another set of faces using the same basic protocol but with no further elaboration. Order of the four procedures was counterbalanced, and each condition was administered on a different day. A control group of 12 patients with similar levels of face recognition impairment were trained on all four sets of faces under SE conditions. Compared to the SE condition, all three training procedures resulted in more accurate discrimination between the 10 studied faces and 10 distractor faces in a post-training recognition test. This did not reflect any intrinsic lesser memorability of the faces used in the SE condition, as evidenced by the comparable performance across face sets by the control group. At the group level, the three experimental procedures were of similar efficacy, and associated cognitive deficits did not predict which technique would be most beneficial to individual patients; however, there was limited power to detect such associations. Interestingly, a pure prosopagnosic patient who was tested separately showed benefit only from the part recognition technique. Possible mechanisms for the observed effects, and implications for rehabilitation, are

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

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bosmans, H; Van Peteghem, N; Creten, S

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 andmore » 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

Blended Outreach: Face-to-Face and Remote Programs

ERIC Educational Resources Information Center

Poeppelmeyer, Diana

2011-01-01

The Texas School for the Deaf (TSD) has two missions. One is to provide educational services to deaf and hard of hearing students and their families on the Austin campus--this is the traditional, face-to-face, center-based service model. The other is to serve as a resource center for the state, providing information, referral, programs, and…

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

PubMed

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.

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

PubMed Central

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

The Effect of Seeing an Instructor's Face within an Instructional Video on Connectedness, Attention, and Satisfaction

ERIC Educational Resources Information Center

Pierson, April

2017-01-01

Retention of online students is lower than that of students in face-to-face learning environments. With the growth in online learning, instructional video is becoming more common. This quantitative, experimental study examined the effect of seeing an instructor's face within an instructional video through a webcam recording. A convenience sample…

Efficient live face detection to counter spoof attack in face recognition systems

NASA Astrophysics Data System (ADS)

Biswas, Bikram Kumar; Alam, Mohammad S.

2015-03-01

Face recognition is a critical tool used in almost all major biometrics based security systems. But recognition, authentication and liveness detection of the face of an actual user is a major challenge because an imposter or a non-live face of the actual user can be used to spoof the security system. In this research, a robust technique is proposed which detects liveness of faces in order to counter spoof attacks. The proposed technique uses a three-dimensional (3D) fast Fourier transform to compare spectral energies of a live face and a fake face in a mathematically selective manner. The mathematical model involves evaluation of energies of selective high frequency bands of average power spectra of both live and non-live faces. It also carries out proper recognition and authentication of the face of the actual user using the fringe-adjusted joint transform correlation technique, which has been found to yield the highest correlation output for a match. Experimental tests show that the proposed technique yields excellent results for identifying live faces.

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

PubMed

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.

Impaired face recognition is associated with social inhibition

PubMed Central

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

2016-01-01

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. PMID:26776300

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

PubMed

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.

Famous face recognition, face matching, and extraversion.

PubMed

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.

Faces in Context: Does Face Perception Depend on the Orientation of the Visual Scene?

PubMed

Taubert, Jessica; van Golde, Celine; Verstraten, Frans A J

2016-10-01

The mechanisms held responsible for familiar face recognition are thought to be orientation dependent; inverted faces are more difficult to recognize than their upright counterparts. Although this effect of inversion has been investigated extensively, researchers have typically sliced faces from photographs and presented them in isolation. As such, it is not known whether the perceived orientation of a face is inherited from the visual scene in which it appears. Here, we address this question by measuring performance in a simultaneous same-different task while manipulating both the orientation of the faces and the scene. We found that the face inversion effect survived scene inversion. Nonetheless, an improvement in performance when the scene was upside down suggests that sensitivity to identity increased when the faces were more easily segmented from the scene. Thus, while these data identify congruency with the visual environment as a contributing factor in recognition performance, they imply different mechanisms operate on upright and inverted faces. © The Author(s) 2016.

Impaired face recognition is associated with social inhibition.

PubMed

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.

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

PubMed

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 (<10 min) 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 < .001). Increasing reach rates by a telephonic case manager facilitates 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.

Modeling Human Dynamics of Face-to-Face Interaction Networks

NASA Astrophysics Data System (ADS)

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

2013-04-01

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 interconversation times. Despite several recent attempts, a general theoretical understanding of the global picture emerging from data is still lacking. Here we present a simple model that reproduces quantitatively most of the relevant features of empirical face-to-face interaction networks. The model describes agents that perform a random walk in a two-dimensional space and are characterized by an attractiveness whose effect is to slow down the motion of people around them. The proposed framework sheds light on the dynamics of human interactions and can improve the modeling of dynamical processes taking place on the ensuing dynamical social networks.

Framing faces: Frame alignment impacts holistic face perception.

PubMed

Curby, Kim M; Entenman, Robert

2016-11-01

Traditional accounts of face perception emphasise the importance of the prototypical configuration of features within faces. However, here we probe influences of more general perceptual grouping mechanisms on holistic face perception. Participants made part-matching judgments about composite faces presented in intact external oval frames or frames made from misaligned oval parts. This manipulation served to disrupt basic perceptual grouping cues that facilitate the grouping of the two face halves together. This manipulation also produced an external face contour like that in the standard misaligned condition used within the classic composite face task. Notably, by introducing a discontinuity in the external contour, grouping of the face halves into a cohesive unit was discouraged, but face configuration was preserved. Conditions where both the face parts and the frames were misaligned together, as in the typical composite task paradigm, or where just the internal face parts where misaligned, were also included. Disrupting only the face frame similarly disrupted holistic face perception as disrupting both the frame and face configuration. However, misaligned face parts presented in aligned frames also incurred a cost to holistic perception. These findings provide support for the contribution of general-purpose perceptual grouping mechanisms to holistic face perception and are presented and discussed in the context of an enhanced object-based selection account of holistic perception.

Practical Applications and Experiences in K-20 Blended Learning Environments

ERIC Educational Resources Information Center

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"…

Integrating Web 2.0 Technologies into Face-to-Face PBL to Support Producing, Storing, and Sharing Content in a Higher Education Course

ERIC Educational Resources Information Center

Virtanen, Jaana; Rasi, Päivi

2016-01-01

In this article we present and discuss the process of developing and implementing a PBL-based course entitled Moving Images in Teaching and Learning that was held at the University of Lapland, Finland. In the course of the project, this fairly traditional face-to-face course was redesigned into a blended PBL course by integrating Web 2.0…

A Benchmark and Comparative Study of Video-Based Face Recognition on COX Face Database.

PubMed

Huang, Zhiwu; Shan, Shiguang; Wang, Ruiping; Zhang, Haihong; Lao, Shihong; Kuerban, Alifu; Chen, Xilin

2015-12-01

Face recognition with still face images has been widely studied, while the research on video-based face recognition is inadequate relatively, especially in terms of benchmark datasets and comparisons. Real-world video-based face recognition applications require techniques for three distinct scenarios: 1) Videoto-Still (V2S); 2) Still-to-Video (S2V); and 3) Video-to-Video (V2V), respectively, taking video or still image as query or target. To the best of our knowledge, few datasets and evaluation protocols have benchmarked for all the three scenarios. In order to facilitate the study of this specific topic, this paper contributes a benchmarking and comparative study based on a newly collected still/video face database, named COX(1) Face DB. Specifically, we make three contributions. First, we collect and release a largescale still/video face database to simulate video surveillance with three different video-based face recognition scenarios (i.e., V2S, S2V, and V2V). Second, for benchmarking the three scenarios designed on our database, we review and experimentally compare a number of existing set-based methods. Third, we further propose a novel Point-to-Set Correlation Learning (PSCL) method, and experimentally show that it can be used as a promising baseline method for V2S/S2V face recognition on COX Face DB. Extensive experimental results clearly demonstrate that video-based face recognition needs more efforts, and our COX Face DB is a good benchmark database for evaluation.

Online or Face to Face? A Comparison of Two Methods of Training Professionals

ERIC Educational Resources Information Center

Dillon, Kristin; Dworkin, Jodi; Gengler, Colleen; Olson, Kathleen

2008-01-01

Online courses offer benefits over face-to-face courses such as accessibility, affordability, and flexibility. Literature assessing the effectiveness of face-to-face and online courses is growing, but findings remain inconclusive. This study compared evaluations completed by professionals who had taken a research update short course either face to…

Transferring of speech movements from video to 3D face space.

PubMed

Pei, Yuru; Zha, Hongbin

2007-01-01

We present a novel method for transferring speech animation recorded in low quality videos to high resolution 3D face models. The basic idea is to synthesize the animated faces by an interpolation based on a small set of 3D key face shapes which span a 3D face space. The 3D key shapes are extracted by an unsupervised learning process in 2D video space to form a set of 2D visemes which are then mapped to the 3D face space. The learning process consists of two main phases: 1) Isomap-based nonlinear dimensionality reduction to embed the video speech movements into a low-dimensional manifold and 2) K-means clustering in the low-dimensional space to extract 2D key viseme frames. Our main contribution is that we use the Isomap-based learning method to extract intrinsic geometry of the speech video space and thus to make it possible to define the 3D key viseme shapes. To do so, we need only to capture a limited number of 3D key face models by using a general 3D scanner. Moreover, we also develop a skull movement recovery method based on simple anatomical structures to enhance 3D realism in local mouth movements. Experimental results show that our method can achieve realistic 3D animation effects with a small number of 3D key face models.

How Well Do Computer-Generated Faces Tap Face Expertise?

PubMed

Crookes, Kate; Ewing, Louise; Gildenhuys, Ju-Dith; Kloth, Nadine; Hayward, William G; Oxner, Matt; Pond, Stephen; Rhodes, Gillian

2015-01-01

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.

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

ERIC Educational Resources Information Center

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…

Face Patch Resting State Networks Link Face Processing to Social Cognition

PubMed Central

Schwiedrzik, Caspar M.; Zarco, Wilbert; Everling, Stefan; Freiwald, Winrich A.

2015-01-01

Faces transmit a wealth of social information. How this information is exchanged between face-processing centers and brain areas supporting social cognition remains largely unclear. Here we identify these routes using resting state functional magnetic resonance imaging in macaque monkeys. We find that face areas functionally connect to specific regions within frontal, temporal, and parietal cortices, as well as subcortical structures supporting emotive, mnemonic, and cognitive functions. This establishes the existence of an extended face-recognition system in the macaque. Furthermore, the face patch resting state networks and the default mode network in monkeys show a pattern of overlap akin to that between the social brain and the default mode network in humans: this overlap specifically includes the posterior superior temporal sulcus, medial parietal, and dorsomedial prefrontal cortex, areas supporting high-level social cognition in humans. Together, these results reveal the embedding of face areas into larger brain networks and suggest that the resting state networks of the face patch system offer a new, easily accessible venue into the functional organization of the social brain and into the evolution of possibly uniquely human social skills. PMID:26348613

The effect of postnatal depression on mother-infant interaction, infant response to the Still-face perturbation, and performance on an Instrumental Learning task.

PubMed

Stanley, Charles; Murray, Lynne; Stein, Alan

2004-01-01

A representative community sample of primiparous depressed women and a nondepressed control group were assessed while in interaction with their infants at 2 months postpartum. At 3 months, infants were assessed on the Still-face perturbation of face to face interaction, and a subsample completed an Instrumental Learning paradigm. Compared to nondepressed women, depressed mothers' interactions were both less contingent and less affectively attuned to infant behavior. Postnatal depression did not adversely affect the infant's performance in either the Still-face perturbation or the Instrumental Learning assessment. Maternal responsiveness in interactions at 2 months predicted the infant's performance in the Instrumental Learning assessment but not in the Still-face perturbation. The implications of these findings for theories of infant cognitive and emotional development are discussed.

Artificial faces are harder to remember

PubMed Central

Balas, Benjamin; Pacella, Jonathan

2015-01-01

Observers interact with artificial faces in a range of different settings and in many cases must remember and identify computer-generated faces. In general, however, most adults have heavily biased experience favoring real faces over synthetic faces. It is well known that face recognition abilities are affected by experience such that faces belonging to “out-groups” defined by race or age are more poorly remembered and harder to discriminate from one another than faces belonging to the “in-group.” Here, we examine the extent to which artificial faces form an “out-group” in this sense when other perceptual categories are matched. We rendered synthetic faces using photographs of real human faces and compared performance in a memory task and a discrimination task across real and artificial versions of the same faces. We found that real faces were easier to remember, but only slightly more discriminable than artificial faces. Artificial faces were also equally susceptible to the well-known face inversion effect, suggesting that while these patterns are still processed by the human visual system in a face-like manner, artificial appearance does compromise the efficiency of face processing. PMID:26195852

Faces in Context: A Review and Systematization of Contextual Influences on Affective Face Processing

PubMed Central

Wieser, Matthias J.; Brosch, Tobias

2012-01-01

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, de-contextualized, 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 future

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

PubMed

Wieser, Matthias J; Brosch, Tobias

2012-01-01

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, de-contextualized, 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 future research.

A robust human face detection algorithm

NASA Astrophysics Data System (ADS)

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.

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

DOEpatents

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.

A Comparison of Two Native American Navigator Formats: Face-to-Face and Telephone

PubMed Central

Dignan, Mark B.; Burhansstipanov, Linda; Hariton, Judy; Harjo, Lisa; Rattler, Jerri; Lee, Rose; Mason, Mondi

2012-01-01

The study was designed to test the relative effectiveness of a Navigator intervention delivered face-to-face or by telephone to urban Native American women. The effectiveness of the intervention was evaluated using a design that included a pretest, random assignment to face-to-face or telephone group, and posttest. The Social Cognitive Theory-based intervention was a tailored education program developed to address individual risk factors for breast cancer. At posttest, self-reported mammograms in the past year increased from 29% to 41.3% in the telephone group and from 34.4%: to 45.2% in the face-to-face group. There was no difference in change from pretest to posttest between the telephone and face-to-face groups. Navigators can be effective in increasing adherence to recommendations for screening mammography among urban American Indian women. PMID:16327748

Using face validity to recognize empirical community observations.

PubMed

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.

The Relevance of Personality and Language Proficiency on the Participation Style of ESL Learners in Face-To-Face and Online Discussions

ERIC Educational Resources Information Center

Chew, S. Y.; Ng, L. L.

2016-01-01

Recognising that active involvement with the target language is important in learning a second language, this research compared the participation style of the language learners in different discussion settings; online and face-to-face. The personality (extroversion and introversion) and language proficiency (high-intermediate and low-intermediate)…

What's behind a face: person context coding in fusiform face area as revealed by multivoxel pattern analysis.

PubMed

van den Hurk, J; Gentile, F; Jansma, B M

2011-12-01

The identification of a face comprises processing of both visual features and conceptual knowledge. Studies showing that the fusiform face area (FFA) is sensitive to face identity generally neglect this dissociation. The present study is the first that isolates conceptual face processing by using words presented in a person context instead of faces. The design consisted of 2 different conditions. In one condition, participants were presented with blocks of words related to each other at the categorical level (e.g., brands of cars, European cities). The second condition consisted of blocks of words linked to the personality features of a specific face. Both conditions were created from the same 8 × 8 word matrix, thereby controlling for visual input across conditions. Univariate statistical contrasts did not yield any significant differences between the 2 conditions in FFA. However, a machine learning classification algorithm was able to successfully learn the functional relationship between the 2 contexts and their underlying response patterns in FFA, suggesting that these activation patterns can code for different semantic contexts. These results suggest that the level of processing in FFA goes beyond facial features. This has strong implications for the debate about the role of FFA in face identification.

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

PubMed

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.

Adherence to Internet-Based and Face-to-Face Cognitive Behavioural Therapy for Depression: A Meta-Analysis

PubMed Central

van Ballegooijen, Wouter; Cuijpers, Pim; van Straten, Annemieke; Karyotaki, Eirini; Andersson, Gerhard; Smit, Jan H.; Riper, Heleen

2014-01-01

Background Internet-based cognitive behavioural therapy (iCBT) is an effective and acceptable treatment for depression, especially when it includes guidance, but its treatment adherence has not yet been systematically studied. We conducted a meta-analysis, comparing the adherence to guided iCBT with the adherence to individual face-to-face CBT. Methods Studies were selected from a database of trials that investigate treatment for adult depression (see www.evidencebasedpsychotherapies.org), updated to January 2013. We identified 24 studies describing 26 treatment conditions (14 face-to-face CBT, 12 guided iCBT), by means of these inclusion criteria: targeting depressed adults, no comorbid somatic disorder or substance abuse, community recruitment, published in the year 2000 or later. The main outcome measure was the percentage of completed sessions. We also coded the percentage of treatment completers (separately coding for 100% or at least 80% of treatment completed). Results We did not find studies that compared guided iCBT and face-to-face CBT in a single trial that met our inclusion criteria. Face-to-face CBT treatments ranged from 12 to 28 sessions, guided iCBT interventions consisted of 5 to 9 sessions. Participants in face-to-face CBT completed on average 83.9% of their treatment, which did not differ significantly from participants in guided iCBT (80.8%, P  =  .59). The percentage of completers (total intervention) was significantly higher in face-to-face CBT (84.7%) than in guided iCBT (65.1%, P < .001), as was the percentage of completers of 80% or more of the intervention (face-to-face CBT: 85.2%, guided iCBT: 67.5%, P  =  .003). Non-completers of face-to-face CBT completed on average 24.5% of their treatment, while non-completers of guided iCBT completed on average 42.1% of their treatment. Conclusion We did not find studies that compared guided iCBT and face-to-face CBT in a single trial. Adherence to guided iCBT appears to be adequate and could

Contagion in the Classroom: Or, What Empathy Can Teach Us about the Importance of Face-to-Face Learning

ERIC Educational Resources Information Center

Major, William

2014-01-01

Debates over online education versus old-school brick-and mortar, face-to-face instruction generally go in one of several directions, often at the same time. Advocates for online instruction might point to the freedom it provides the learner who can advance at his or her own pace, retrieving and reviewing materials, attending "lectures,"…

Processing of task-irrelevant emotional faces impacted by implicit sequence learning.

PubMed

Peng, Ming; Cai, Mengfei; Zhou, Renlai

2015-12-02

Attentional load may be increased by task-relevant attention, such as difficulty of task, or task-irrelevant attention, such as an unexpected light-spot in the screen. Several studies have focused on the influence of task-relevant attentional load on task-irrelevant emotion processing. In this study, we used event-related potentials to examine the impact of task-irrelevant attentional load on task-irrelevant expression processing. Eighteen participants identified the color of a word (i.e. the color Stroop task) while a picture of a fearful or a neutral face was shown in the background. The task-irrelevant attentional load was increased by regularly presented congruence trials (congruence between the color and the meaning of the word) in the regular condition because implicit sequence learning was induced. We compared the task-irrelevant expression processing between the regular condition and the random condition (the congruence and incongruence trials were presented randomly). Behaviorally, reaction times for the fearful face condition were faster than the neutral faces condition in the random condition, whereas no significant difference was found in the regular condition. The event-related potential results indicated enhanced positive amplitudes in P2, N2, and P3 components relative to neutral faces in the random condition. In comparison, only P2 differed significantly for the two types of expressions in the regular condition. The study showed that attentional load increased by implicit sequence learning influenced the late processing of task-irrelevant expression.

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

PubMed

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

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

PubMed Central

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

Informal Face-to-Face Interaction Improves Mood State Reflected in Prefrontal Cortex Activity

PubMed Central

Watanabe, Jun-ichiro; Atsumori, Hirokazu; Kiguchi, Masashi

2016-01-01

Recent progress with wearable sensors has enabled researchers to capture face-to-face interactions quantitatively and given great insight into human dynamics. One attractive field for applying such sensors is the workplace, where the relationship between the face-to-face behaviors of employees and the productivity of the organization has been investigated. One interesting result of previous studies showed that informal face-to-face interaction among employees, captured by wearable sensors that the employees wore, significantly affects their performance. However, the mechanism behind this relationship has not yet been adequately explained, though experiences at the job scene might qualitatively support the finding. We hypothesized that informal face-to-face interaction improves mood state, which in turn affects the task performance. To test this hypothesis, we evaluated the change of mood state before and after break time for two groups of participants, one that spent their breaks alone and one that spent them with other participants, by administering questionnaires and taking brain activity measurements. Recent neuroimaging studies have suggested a significant relationship between mood state and brain activity. Here, we show that face-to-face interaction during breaks significantly improved mood state, which was measured by Profiles of Mood States (POMS). We also observed that the verbal working memory (WM) task performance of participants who did not have face-to-face interaction during breaks decreased significantly. In this paper, we discuss how the change of mood state was evidenced in the prefrontal cortex (PFC) activity accompanied by WM tasks measured by near-infrared spectroscopy (NIRS). PMID:27199715

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

PubMed

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.

Experimental confirmation of a character-facing bias in literacy development.

PubMed

McIntosh, Robert D; Anderson, Eilidh L; Henderson, Rowena M

2018-06-01

When learning to write, children often mirror-reverse individual letters. For children learning to use the Latin alphabet, in a left-to-right writing culture, letters that appear to face left (such as J and Z) seem to be more prone to reversal than those that appear to face right (such as B and C). It has been proposed that, because most asymmetrical Latin letters face right, children statistically learn this general regularity and are subsequently biased to write any letter rightward. The evidence for this character-facing bias is circumstantial, however, because letter-facing direction is confounded with other factors that could affect error rates; for instance, J and Z are left-facing, but they are also infrequent. We report the first controlled experimental test of the character-facing bias. We taught 43 Scottish primary schoolchildren (aged 4.8-5.8 years) four artificial, letter-like characters, two of which were left-facing and two of which were right-facing. The characters were novel and so were not subject to prior exposure effects, and alternate groups of children were assigned to identical but mirror-reflected character sets. Children were three times more likely to mirror-write a novel character they had learned in a left-facing format than to mirror-write one they had learned in a right-facing format. This provides the first experimental confirmation of the character-facing bias in literacy development and suggests that implicit knowledge acquired from exposure to written language is readily generalized to novel letter-like forms. Copyright © 2018 Elsevier Inc. All rights reserved.

Software Application for Computer Aided Vocabulary Learning in a Blended Learning Environment

ERIC Educational Resources Information Center

Essam, Rasha

2010-01-01

This study focuses on the effect of computer-aided vocabulary learning software called "ArabCAVL" on students' vocabulary acquisition. It was hypothesized that students who use the ArabCAVL software in blended learning environment will surpass students who use traditional vocabulary learning strategies in face-to-face learning…

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

PubMed

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.

Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms

ERIC Educational Resources Information Center

Anderson, Karen; May, Frances A.

2010-01-01

The researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are…

Facing Aggression: Cues Differ for Female versus Male Faces

PubMed Central

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

Facing aggression: cues differ for female versus male faces.

PubMed

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".

Efficient Learning Using a Virtual Learning Environment in a University Class

ERIC Educational Resources Information Center

Stricker, Daniel; Weibel, David; Wissmath, Bartholomaus

2011-01-01

This study examines a blended learning setting in an undergraduate course in psychology. A virtual learning environment (VLE) complemented the face-to-face lecture. The usage was voluntary and the VLE was designed to support the learning process of the students. Data from users (N = 80) and non-users (N = 82) from two cohorts were collected.…

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

PubMed

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.

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

ERIC Educational Resources Information Center

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,…

Panel workload assessment in US primary care: accounting for non-face-to-face panel management activities.

PubMed

Arndt, Brian; Tuan, Wen-Jan; White, Jennifer; Schumacher, Jessica

2014-01-01

An understanding of primary care provider (PCP) workload is an important consideration in establishing optimal PCP panel size. However, no widely acceptable measure of PCP workload exists that incorporates the effort involved with both non-face-to-face patient care activities and face-to-face encounters. Accounting for this gap is critical given the increase in non-face-to-face PCP activities that has accompanied electronic health records (EHRs) (eg, electronic messaging). Our goal was to provide a comprehensive assessment of perceived PCP workload, accounting for aspects of both face-to-face and non-face-to-face encounters. Internal medicine, family medicine, and pediatric PCPs completed a self-administered survey about the perceived workload involved with face-to-face and non-face-to-face panel management activities as well as the perceived challenge associated with caring for patients with particular biomedical, demographic, and psychosocial characteristics (n = 185). Survey results were combined with EHR data at the individual patient and PCP service levels to assess PCP panel workload, accounting for face-to-face and non-face-to-face utilization. Of the multiple face-to-face and non-face-to-face activities associated with routine primary care, PCPs considered hospital admissions, obstetric care, hospital discharges, and new patient preventive health visits to be greater workload than non-face-to-face activities such as telephone calls, electronic communication, generating letters, and medication refills. Total workload within PCP panels at the individual patient level varied by overall health status, and the total workload of non-face-to-face panel management activities associated with routine primary care was greater than the total workload associated with face-to-face encounters regardless of health status. We used PCP survey results coupled with EHR data to assess PCP workload associated with both face-to-face as well as non-face-to-face panel management

Computer Assisted Assessment of Face-to-Face Interactions in Health Care Settings

PubMed Central

Ayers, James L.; Haight, Stewart A.

1981-01-01

In this paper, the development of an objective procedure for the empirical assessment of dyadic face-to-face interactions is presented. This procedure, called the Interpersonal Tracking Task (ITT) permits two persons who have just finished video taping their conversation to watch themselves immediately after and, while viewing themselves, answer a sequence of questions systematically presented on a second monitor by a microcomputer. Immediately after viewing their tape, each participant can receive feedback in the form of descriptive statistics summarizing their responses to specific questions and a series of colored bar graphs by which they can view change in their responses over the course of their interaction. The unique role of a computer in this assessment is discussed together with specific components of the software. Preliminary research with the ITT in health care settings has suggested steps for its further development as a research instrument and learning tool whereby individuals might more closely examine their dealings with each other. ImagesFigure 1

Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course

NASA Astrophysics Data System (ADS)

Rosenzweig, Amanda H.

Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students' grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students' final grades and class type, face-to-face or

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

PubMed

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.

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

PubMed Central

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

Face-space: A unifying concept in face recognition research.

PubMed

Valentine, Tim; Lewis, Michael B; Hills, Peter J

2016-10-01

The concept of a multidimensional psychological space, in which faces can be represented according to their perceived properties, is fundamental to the modern theorist in face processing. Yet the idea was not clearly expressed until 1991. The background that led to the development of face-space is explained, and its continuing influence on theories of face processing is discussed. Research that has explored the properties of the face-space and sought to understand caricature, including facial adaptation paradigms, is reviewed. Face-space as a theoretical framework for understanding the effect of ethnicity and the development of face recognition is evaluated. Finally, two applications of face-space in the forensic setting are discussed. From initially being presented as a model to explain distinctiveness, inversion, and the effect of ethnicity, face-space has become a central pillar in many aspects of face processing. It is currently being developed to help us understand adaptation effects with faces. While being in principle a simple concept, face-space has shaped, and continues to shape, our understanding of face perception.

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

PubMed Central

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

2018-01-01

Background 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. Aim 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. Design and setting Focused ethnographic case studies took place in eight UK general practices between June 2015 and March 2016. Method 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. Results 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. Conclusion 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. PMID:29378697

The many faces of research on face perception.

PubMed

Little, Anthony C; Jones, Benedict C; DeBruine, Lisa M

2011-06-12

Face perception is fundamental to human social interaction. Many different types of important information are visible in faces and the processes and mechanisms involved in extracting this information are complex and can be highly specialized. The importance of faces has long been recognized by a wide range of scientists. Importantly, the range of perspectives and techniques that this breadth has brought to face perception research has, in recent years, led to many important advances in our understanding of face processing. The articles in this issue on face perception each review a particular arena of interest in face perception, variously focusing on (i) the social aspects of face perception (attraction, recognition and emotion), (ii) the neural mechanisms underlying face perception (using brain scanning, patient data, direct stimulation of the brain, visual adaptation and single-cell recording), and (iii) comparative aspects of face perception (comparing adult human abilities with those of chimpanzees and children). Here, we introduce the central themes of the issue and present an overview of the articles.

Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil

ERIC Educational Resources Information Center

da Silva Marques Ribeiro, Andrea; Rodrigues Oliveira, Esequiel; Fortes Mello, Rodrigo

2017-01-01

Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study's main contribution…

Intraspecific Variation in Learning: Worker Wasps Are Less Able to Learn and Remember Individual Conspecific Faces than Queen Wasps.

PubMed

Tibbetts, Elizabeth A; Injaian, Allison; Sheehan, Michael J; Desjardins, Nicole

2018-05-01

Research on individual recognition often focuses on species-typical recognition abilities rather than assessing intraspecific variation in recognition. As individual recognition is cognitively costly, the capacity for recognition may vary within species. We test how individual face recognition differs between nest-founding queens (foundresses) and workers in Polistes fuscatus paper wasps. Individual recognition mediates dominance interactions among foundresses. Three previously published experiments have shown that foundresses (1) benefit by advertising their identity with distinctive facial patterns that facilitate recognition, (2) have robust memories of individuals, and (3) rapidly learn to distinguish between face images. Like foundresses, workers have variable facial patterns and are capable of individual recognition. However, worker dominance interactions are muted. Therefore, individual recognition may be less important for workers than for foundresses. We find that (1) workers with unique faces receive amounts of aggression similar to those of workers with common faces, indicating that wasps do not benefit from advertising their individual identity with a unique appearance; (2) workers lack robust memories for individuals, as they cannot remember unique conspecifics after a 6-day separation; and (3) workers learn to distinguish between facial images more slowly than foundresses during training. The recognition differences between foundresses and workers are notable because Polistes lack discrete castes; foundresses and workers are morphologically similar, and workers can take over as queens. Overall, social benefits and receiver capacity for individual recognition are surprisingly plastic.

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