ABSTRACT
OBJECTIVE@#Based on the TGAM PCB module, a system of emotion control using audio-visual feedback is designed.@*METHODS@#TGAM collects EEG information through the electrode in contact with the forehead skin. The system analyzes the user's emotion through the STM32F103ZET6 of the main control chip, and finally controls the control end of the system to regulate the user's emotion.@*RESULTS@#It can be seen from the test results that the system can precisely recognize the user's emotions, and at the same time effectively adjust the user's emotions from both audio-visual aspects.@*CONCLUSIONS@#The system has high recognition accuracy and good adjustment effect.
Subject(s)
Emotional Regulation , Emotions , Recognition, PsychologyABSTRACT
OBJECTIVE: To observe the effects of acupuncture at "Shenmen" (HT 7) on brainwaves and cognitive ability in rats with sleep deprivation. METHODS: SD rats were randomly divided into control group, model group, acupuncture group and sham acupuncture group, 15 rats in each group. Insomnia model rats were established by sleep deprivation for 72 hours. Acupuncture was applied to acupuncture group at bilateral "Shenmen" (HT 7) for 20 min, once daily for 7 days. Rats in the sham acupuncture group received superficial insertion of 1 mm and without retaining needle. The learning and memory abilities of rats were eva-luated by Hexagonal maze. The BL-420 F physiological recorder was used to record EEG for 30 min on the 1st, 4th, 7th and 10th day respectively, and the frequency of each wave was analyzed. RESULTS: After sleep deprivation, the frequency of searching the exits of Hexagonal maze in the model group was obviously increased, the searching time was shortened, the number of searching errors was increased obviously, and the cognitive rate was decreased (P0.05). CONCLUSIONS: Acupuncture at HT 7 can effectively improve the cognitive abilities and brainwaves in sleep deprived rats.
ABSTRACT
OBJECTIVE: Cartoons have been known to motivate learners and make learning process easier by combining verbal and visual effects. But they are mostly applied to motivate the less able learners, and have limits in delivering comprehensive information. Thus, more careful and scientific validation for the pros and cons of using cartoons for everyday use in various subjects is in need. METHODS: In this research, we used Electroencephalography(EEG) to compare cartoon learning and text learning by measuring four characteristic brainwaves including theta, alpha, sensory motor rhythms(SMR), and beta, from the left and right brain. The EEG signals acquired from 24 subjects are analyzed using the mean difference of the left and right brain and canonical correlation analysis. RESULTS: The theta brainwave of the left brain and right brain shows significant differences (p<0.05) from cartoon learning versus text learning in the theta brainwave while the other brain waves show similar patterns. CONCLUSION: Cartoon learning produced significantly stronger theta brainwaves than text learning implicating that cartoon learning reduces more focused attention, SMR brainwaves and beta brainwaves from the left brain explained cartoon learning and text learning process while alpha brainwaves explained those processes in the right brain.