Event-related telemetry (ERT) technology for study of cognitive functions

Polevaya, S. A.; Парин, С. Б.; Еремин, Е. В.; Bulanov, Nikita; Chernova, M. B.; Парина, И С; Chikov, Maxime; Chernigovskaya, Tatiana V.

doi:10.1016/j.ijpsycho.2016.07.274

Cited by 6 publications

(5 citation statements)

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“…The beginning of the periods of stress response corresponded to a simultaneous increase of LF/HF suggesting the sympathetic activation and the parasympathetic withdrawal (Berntson et al, 2016) values with the fall in the total power spectrum of HRV (TP). This dynamic pattern of RR intervals as being characteristic for stress was evidenced by the previous studies (Polevaia, et al, 2016, 2017) and determined as common not only in laboratory studies but also in a series of stressful and extreme situations in a real on-line monitoring in bus drivers (at the moment of a sudden maneuver) in firemen during training in the gas-smoke chamber and in students during public oral presentations (Bakhchina, et al, 2014a,b; Polevaia, et al, 2016).…”

Section: Methodssupporting

confidence: 75%

“…At first, it proposes to investigate on the relevance and effectiveness of wireless HRV measurement as being a marker of stress responses in children in the context of a real classroom activity. The main question is raised in relation to this: whether the HRV method used in this study (Polevaia, et al, 2016, 2017) enables to register instantaneous changes in emotional reactions in students during classroom activity.…”

Section: Methodsmentioning

confidence: 99%

“…The data were transferred to an Android mobile device via a wireless protocol Bluetooth SPP 2.4 GHz and then to a central server. The data registration, storage, and following transfer from the mobile device to the central server were provided by the software HR-Reader (Parin, et al, 2014; Polevaia, et al, 2016, 2017). The presence of stress response periods was measured by the heart rate variability (HRV) spectral analysis.…”

Section: Methodsmentioning

confidence: 99%

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Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements

et al. 2019

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To improve educational research focusing on such complex phenomenon as the interaction of emotion-related processes (affects) and students’ learning classroom activities, the collaboration between educational studies and neurosciences appears particularly relevant. Stress or “stress response” being an emotion-related psychological process (Gross, 2015) and having a neurobiological origin (Selye, 1956) is mostly studied in neurophysiological research using laboratory controlled objective measurements. One of such methods, heart rate variability (HRV) is considered as a reliable neurobiological correlate of stress response as the heart and the brain are directly and indirectly connected, which is advanced by the neurovisceral integration model (Thayer and Lane, 2000, 2009). This article presents an empirical research that uses a neurophysiological HRV method of wireless measurement of stress response in students of 11–12 years old (N = 12) during real-life classroom (oral and written) assessment activities and in five different lessons. The stress data were confronted to the analysis of the students’ behavior and the nature of classroom events through a video-based classroom observation. The results indicate that cardiovascular correlates of parasympathetic activity are instantaneous markers of stress response and correspond to real contextual elements of classroom assessment activities, among which the most stressful are writing a short test, an oral reply to the question of the teacher, putting up hand to reply, etc. The stressful factors were highlighted, grouped and ranked. The longest stress duration was registered for oral reply at the blackboard. The total stress duration covered 38.8% of time spent in the classroom. This finding suggests that classroom assessment activities are stressful in young students as possibly representing social evaluation.

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Section: Methodssupporting

confidence: 75%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements

et al. 2019

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“…Stress response was measured by changing cardiovascular parameters of HRV (Polevaia et al, 2016; Polevaia, Parin, Polevaia, & Demareva, 2017; Prokofieva et al, 2019). The telemetric wireless ECG was registered in 24 students ( N = 24) while they were doing the same activity as the other students of the class.…”

Section: Methodsmentioning

confidence: 99%

“…The data were transferred to an Android mobile device via a wireless protocol Bluetooth SPP 2,4GHz and then to a central server. The data registration, storage, and following transfer from a mobile to the central server was provided by HR-Reader software (Polevaia et al, 2016). The StressMonitor internet application made it possible to analyze heart parameters, to treat them from artifacts, and to detect stress periods.…”

Section: Stress Responsesmentioning

confidence: 99%

The Relationship Between Assessment‐Related Stress, Performance, and Gender in a Class Test

Prokofieva

Kostromina²,

Brandt‐Pomares

et al. 2022

Mind Brain and Education

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An assessment-related stress is an object of interest of both educational and neurobiological research. In educational literature, "feeling stressed" is measured by self-reports and mostly in the situation of high-stakes examinations before and after an exam. In neurophysiological research, "acute stress" is laboratory observed through controlled variables. However, the studies of functionally measured stress in real school context are missing in scientific literature. This article relates the results of a study carried out in a real school context during a class test. Stress data obtained through the functional measurement (heart rate variability) in 16 students and behavioral data in 76 students were analyzed. The results show that class tests under assessment are more stressful compared with nonassessed tests. A decrease in number of correct responses and an increase in response time was observed. Girls show better performance and respond more slowly under assessment. The results are discussed in the scope of interdisciplinary research.Conceptualized as an emotion-related psychological process (Gross, 2015), a stress or a "stress response" is known to have a neurobiological origin (Selye, 1956). Acute stress

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Comparative Analysis of the Stress Potential of Distance and Classroom Learning: A Pilot Study

Парин

Polevaya

Бовыкина

et al. 2021

Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics

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Event-related telemetry (ERT) technology for study of cognitive functions

Cited by 6 publications

References 0 publications

Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements

Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements

The Relationship Between Assessment‐Related Stress, Performance, and Gender in a Class Test

Comparative Analysis of the Stress Potential of Distance and Classroom Learning: A Pilot Study

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