Nonlinear Dynamics Psychology and Life Sciences最新文献

Issues pertaining to the organization and efficiency of the labor market and to the dynamics of employment and unemployment have always been at the forefront of the concerns of economists. Typically, such issues are approached through the analysis of the conflicting interests of a representative worker and of a representative firm, each of which intending to maximize the corresponding intertemporal objective function. Much of the research undertaken on this subject neglects the fact that each person is unique and endowed with different personality traits that influence their educational attainment, their ability to access jobs, their productivity while employed, and also their willingness to support, through social welfare mechanisms, those who become unemployed. In this research, we propose a simulation model to approach the dynamics of the labor market. The model conceives an economy populated by a large number of individuals who, over their life cycles, acquire education, search for a job, receive a wage while employed, and access an unemployment benefit while out of work. Because individuals are endowed with different personalities, they experience different degrees of professional success over their life cycles. Such reasoning leads to a labor market aggregate outcome characterized by emergent phenomena, out-of-equilibrium, path dependence, and other features that are characteristic of a complex evolving system. In the proposed setting, the personality of individuals is shaped by taking into account the big five personality traits of psychological analysis, namely openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.

Previous research identified the stability of wrist position as a performance indicator in a static basketball dribbling task performance under different experimental conditions since professionals displayed higher stability values than amateurs. We hypothesized that the trajectories of this cyclical task may be different between amateurs and professionals under downward peripheral vision occlusion and auditory occlusion. A modified version of the Procrustes analysis was used to quantify the dissimilarity between wrist trajectories along time. Results showed that peripheral vision occlusion caused dissimilarity in amateurs' dribbling trajectories almost four times larger than professionals'; however, auditory occlusion did not affect neither amateur nor professionals' performance. There were no cumulative effects on performance when the individual was submitted to both occlusions simultaneously.

Artistic practice can be fueled by a sense of wonder connected with the natural world and all of its layers of color, pattern, texture and movements. As an autodidact I have pursued an understanding of the sciences in the time my life allows, listening to audible sources such as books and podcasts and watching film content. I'm also very comfortable in the outdoors hiking and camping my whole life and experiencing and observing nature is an integral piece of my artwork. Being neurodivergent in some undiagnosed way is my path, I search out what nurtures and excites my brain and I try to bring the beauty and experience to the canvas in acrylic paint. My intellect searches for edification as I can find it, and that is how my work has arrived in your publication. My self-teaching is a trail of breadcrumbs, and I would welcome any correspondence from the members of this organization sharing scientific material relating to any of my paintings.

Radically redefining art from static product to idea entwining object, observer and time, Marcel Duchamp essentially prefigured a dynamical systems view of creativity. That was the 1910's; Poincaré was a primary influence. Since then, complex systems theory has immeasurably deepened our understanding of transformative emergent process in all the arts. This paper focuses on the interactive art installation as an instantiated experience of complexity. Specifically it is proposed that viewers, referred to as Participant-Viewers, embody creativity through cognitive-emotional and often physical trajectories within an installation's high dimensional phase space: from perceptual/conceptual disorientation (entropy), to adaptive micro-stabilizations (bifurca-tions), to self-organization of novel understandings or perspectives (emergence). Beyond individuals' interactions with/within a given artwork, these dynamic spaces of possibility are considered in terms of their potential for motivating a broadened ecology of self, society, and environment.

College students face academic and emotional challenges within and outside of the classroom. There is not a unique way to deal with all of these challenges, however obtaining support from other individuals in their network can be an important factor in their success in dealing with these challenges. Exploratory social support network data from 38 undergraduate students were collected and analyzed to find common network structures and examine the relationship between these structures and student characteristics, GPA, perceived social support, and use of other help resources. We found half of the students had what we defined to be a novel network characteristic, prime supporters, which are individuals who provided academic and emotional support to students for both routine and intense academic and emotional problems. We found students with a prime supporter in their social network tended to have higher GPAs and perceived social support than those without a prime supporter. Students with prime supporters also had differences in academic help-seeking behavior. These findings suggest the need for further research on the social networks of college students, particularly the presence of individuals who are providers of multiple sources of support.

We consider the special case of the mathematical model of Keynes' business cycle with the spatial interaction. In this model we assume that macroeconomic factors affect a certain geographical region and economic indicators. The dependence occurs on the spatial (geographical) coordinates in addition to the dependence on the temporal evolution, even if the economic subject is externally homogeneous in space. Spatial interaction led us to analyze a system of two differential equations of the 'reaction-diffusion' type, which replaces a system of two ordinary differential equations. This method is often used to analyze the dynamics of complex nonlinear systems and macroeconomic entities. An analysis of such a mathematical model is based on the use of modern methods of the theory of dynamical systems indicate the presence of new nonlinear effects in addition to those used in the traditional version of the Keynes model. We encountered the loss of stability of the homogeneous economic equilibrium state and the occurrence of economic cycles for some values of the parameters while investigating the characteristics of such a system. Meanwhile, another version of instability of a homogeneous economic equilibrium state with a different choice of parameters occurs, which in many cases leads to the appearance of a spatially non-homogeneous equilibrium state, which is characterized by the dependence of the corresponding economic indicators on the spatial (geographical) coordinates of the area in which the assigned macroeconomic entity is located.

Prior studies have demonstrated that anxiety and depression explain the increase of adverse cardiovascular events an failure to modulate cardiac activity. This study of the nonlinear heart rate (HR) variability (HRV) behavior can provide additional information concerning the autonomic recovery of HR after exercise. The dynamics of these indices in exercise-mediated situations may reveal other ways to assess HRV recovery after physical effort. We studied nonlinear HRV recovery after submaximal exercise in subjects with higher Hospital Anxiety and Depression Scale (HADS) scores. Sixty-six young adults were recruited, and 50 completed the HADS rating scale to quantify their degree of anxiety and depression for later allocation to a suitable group. After experimental procedures, the final sample involved 20 participants (15 female) who were allocated to the group with low HADS scores (LHADS) and 21 (16 female) to the group with high HADS scores (HHADS). We logged HRV data before and during recovery from submaximal aerobic exercise and analyzed this data using symbolic analysis. Young adults with High HADS scores (HHADS) had a slower recovery of the symbolic analysis of HRV via index 2LV% (two like variations) and 2ULV% (two unlike variations) after aerobic exercise. Participants with higher HADS scores presented delayed nonlinear HRV recovery after submaximal exercise.

Approach-avoidance conflicts were one of the earliest applications of catastrophe theory. Empirical studies evaluating the cusp catastrophe model for approach-avoidance dynamics have only started to appear recently, however. The present study reviews the extant research and expands the concept to approach and avoidance coping styles. Research participants were 333 adults from the general population recruited through Amazon Mechanical Turk. They completed measures of psychological symptoms, quality of life (QOL), approach and avoidance coping styles, and COVID-related stress. Cusp models for symptoms (R2 = .84) and QOL (R2 = .89) illustrated approach and avoidance functioning as bifurcation gradients for both psychological symptoms and QOL. Both models provided more accurate representations of the data than the linear alternatives (R2 = .54 and .24 respectively), thus providing further support for the cusp dynamics. The cusp catastrophe model has extensive applicability to approach-avoidance behaviors. There was greater variability (hysteresis) in outcomes for people who used fewer coping strategies of either the approach or avoidance types.

This article is about the discovery of thousands of narrative-like structures, like human corpus-texts, but written by y-words which are nucleotide strings delimited by stop codons in the non-coding part of the human genome. In a previous article these strings were shown to behave like human words. We use a text-finder to search for texts composed of the y-words, forming what we call y-narratives, and demonstrate that the non-coding human genome behaves like a multilayer structure due to the way the text-finder works. Tables are presented which show that y-narratives of increasing y-word-length are found in increasingly superior layers of the multilayer structure, although the uppermost layers of many chromosomes may lack a specific y-narrative. We discriminate between two types of y-narratives, one more like human language than the other, and demonstrate some of their linguistic characteristics. Some of the seemingly important consequences of the Astonishing Conjecture are briefly discussed. The overall objective of the paper is to establish an understanding of the corpus-narrative properties of the non-protein-coding genome and enable future study of the informational structure therein.

The quantification of learning acquisition in a blended and online course is still slightly explored from the complex systems lens. The fractional online learning rate (fOLR) using fractional integrals is introduced. The notion of fOLR is based on the nonlinearity of the individual students learning pathway network, built from Learning Management System log files. Several learning pathway networks from students that pass or fail the course were constructed. The Akaike information criterion shows that the minimum number of boxes to cover these networks follow a power-law model. Further analysis shows that the fOLR model and its parameters were significantly compared with the online learning rate model. Thus, the fOLR was computing power and delayed power models, inspired by the "law of practice." The results show that the fractional definition is a better model and has a nonlinear relationship with the overall grade. Also, engagement and disengagement mould the fOLR curve. It means that the student's performance is affected by the engagement, and it is necessary that they are encouraged to pay more effort and attention to the learning activities, and those activities need to be designed to be fun and pleasant to improve the learning achievements.