Ivan Gerlič

Differences in event-related and induced EEG patterns in the theta and alpha frequency bands related to human emotional intelligence

High (emotional intelligence scores (EIQ)=120) and average emotional intelligent individuals (EIQ=89) were solving tasks from an emotional intelligence test while their electroencephalogram was recorded. Significant differences relating to emotional intelligence were observed in induced and event related band power in the theta (4.4-6.4 Hz), lower-2 alpha (8.4-10.4 Hz), and upper alpha band (10.4-12.4 Hz). High emotional intelligent individuals displayed less desynchronization in the upper alpha band, as well as more left hemispheric theta desynchronization. Further a significant positive correlation between the mean frequency and emotional intelligence was observed. The results are similar to those reported for verbal and performance components of general intelligence.

The Influence of Disorder on Thermotropic Nematic Liquid Crystals Phase Behavior

We review the theoretical research on the influence of disorder on structure and phase behavior of condensed matter system exhibiting continuous symmetry breaking focusing on liquid crystal phase transitions. We discuss the main properties of liquid crystals as adequate systems in which several open questions with respect to the impact of disorder on universal phase and structural behavior could be explored. Main advantages of liquid crystalline materials and different experimental realizations of random field-type disorder imposed on liquid crystal phases are described.

Differences in EEG Power and Coherence Measures Related to the Type of Presentation: Text versus Multimedia

This study investigated the cognitive processes of students while learning physics using EEG methodology. Forty students (20 experts, and 20 novices in the domain of physics) learned material presented by text and in a computer supported multimedia format while their EEG was recorded. Alpha power measures which are inversely related to mental effort as well as coherence measures that provide information about the cooperation between brain areas were analyzed. The results taken altogether suggest that learning the multimedia lessons was rather demanding, yet provoked less transfer of information between brain areas and had no beneficial influence on the amount of learned material. Another finding was that experts in the domain of physics learned more than did novices, regardless of the type of presentation. EEG patterns differed mainly in the lower alpha band, thus pointing to the superior control of attentional processes in experts.

Development of Some Natural Science Competences in Undergraduate Study by Training Visualization Skills on Subject Liquid Crystal Phases and Structures

Understanding physical phenomena often requires a comprehensive imagination of the subject. Visualization software uses two main approaches for presenting three-dimensional (3D) physical systems in two dimensions (2D): 3D virtual simulation (3D view) or 2D cross-sections (2D view). We focused on liquid crystals (LCs) in our comparative study of comprehension of both views for two groups of students: unfamiliar and familiar with LCs. We found that students with experiences in this field prefer the use of 2D view while other students are significantly worse in interpretation of 2D views.

The Conceptual Learning of Physics in Slovenian Secondary Schools

The Conceptual Learning of Physics in Slovenian Secondary Schools In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.

Liquid Crystals and Development of Natural Science Competences

Understanding physical phenomena in education often requires a good three-dimensional (3D) imagination. Visualization software mainly uses either active 3D virtual simulations or static two-dimensional cross-sections for presenting real physical systems. We performed a comparative study of students’ comprehension of both visualization approaches in the field of fundamental liquid crystal (LC) phases. We also developed a mechanical teaching tool—three boxes with wooden rods attached on vertical strings, in order to simulate the transitions between LC phases. We found that both the software and mechanical visualizations are efficient for representation of LC phases as well as training natural science competences.

Thin Nematic Films: Laboratory of Physics for Topological Defects

In this pedagogical presentation we demonstrate basic physics of topological defects in orientational ordering. We limit to two dimensional (2D) films. Different defect structures and pairs defect-antidefect are visualized in the applet presentation, which shows also the corresponding interference textures simulating typical polarizing microscopy experiment. The conservation of topological defect is shown on the case of 2D films on curved surfaces. In different geometrical shapes with the same Euler characteristics we demonstrate equilibrium (or at least relatively stable) nematic structures possessing 2 to 8 defects pairs with the winding number |M|=1/2, where the sum of all defects corresponds to Mtot = 2.

Phase Behaviour and Structure of Weakly Perturbed Liquid Crystals

ABSTRACT We study influence of a weak disorder on 1st and 2nd order phase transitions in which a continuous symmetry is broken. As illustrative cases we choose the isotropic-nematic (I-N) and nematic-smectic A (N-SmA) liquid crystal phase transitions. We yield an explanation for the established domain pattern and estimate the phase behaviour as a function of the disorder strength.