Paris West University Nanterre La Défense

About: Paris West University Nanterre La Défense is a education organization based out in Paris, France. It is known for research contribution in the topics: Computer science & Politics. The organization has 895 authors who have published 1430 publications receiving 21712 citations.

Coding metasurface holography with polarization-multiplexed functionality

Abstract: Multiplexing technologies can be used as a platform for low-cost, high-performance, and large-capacity holographic displays and data storage systems. In this paper, a polarization multiplexed method is proposed to realize two different information channels under orthogonally linear-polarized incidences utilizing the coding metasurface. Based on the modified weighted Gerchberg–Saxton (GSW) algorithm, a two-bit coding metasurface is designed with a set of double-layer cross-type meta-atoms to encode the holographic phase information, which can reflect two independent holographic images with respect to different incident polarization. The experimental results agree well with the numerical simulations and the theoretical predictions, which make the proposed multiplexed two-bit coding meta-hologram a great potential in numerous applications such as data storage and information processing.

Effect of an unrelated fluent action on word recognition: A case of motor discrepancy.

Abstract: It is now well established that motor fluency affects cognitive processes, including memory. In two experiments participants learned a list of words and then performed a recognition task. The original feature of our procedure is that before judging the words they had to perform a fluent gesture (i.e., typing a letter dyad). The dyads comprised letters located on either the right or left side of the keyboard. Participants typed dyads with their right or left index finger; the required movement was either very small (dyad composed of adjacent letters, Experiment 1) or slightly larger (dyad composed of letters separated by one key, experiment 2). The results show that when the gesture was performed in the ipsilateral space the probability of recognizing a word increased (to a lesser extent it is the same with the dominant hand, experiment 2). Moreover, a binary regression logistic highlighted that the probability of recognizing a word was proportional to the speed by which the gesture was performed. These results are discussed in terms of a feeling of familiarity emerging from motor discrepancy.

Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements.

Abstract: 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.

The Interrelationship between Formal and Informal Decentralization and its Impact on Sub-Central Governance Performance: The Case of Vietnam

Abstract: Formal and informal institutions are often viewed as complements or substitutes in empirical and theoretical works. However, no evidence of complementarities or substitutes is found in our empirical analysis of the interrelation between formal and informal decentralization across 64 provinces of Vietnam. This paper finds that the formally decentralized system of public service supply is accommodating the informal one, but informal decentralization in public order provision tends to compete with the existing ineffective formal system. This implies that the central government needs to reorganize the system of decentralizing the provision of public goods/services and public in order to make informal institutions complementary rather than rival or free-riding on formal ones.