Sanyo Gakuen University (山陽学園大学, San'yō gakuen daigaku) is a private university in Okayama, Okayama, Japan. The predecessor of the school, Sanyo Eiwa Women's School, was founded in 1886, and was chartered as a junior college, Sanyo Gakuen College in 1969. The four-year college, Sanyo Gakuen University, was established in 1994..
Having obtained an idea from the Guyton model appertaining to the arterial pressure control mechanisms, we propose a novel chaos time series analysis method working with the non-nervous intermediate pressure control mechanism. Responses of the intermediate pressure control mechanisms are obtained from an electrocardiogram RRI delay coordinate system, and two frequency ranges are determined via residual functions to identify action and compensation by using the two best approximation functions. Absolute values of objects for control are estimated with the gradients of tangent and quantities of state at the inflection points of the best approximation functions. We obtained a polynomial determining a three-dimensional response surface (R2 = 0.814) that converted the two gradients of tangent calculated from the electrocardiogram RRI data of 225 cases and brachial systolic blood pressure into quantities of state. Further, the estimated values obtained by inputting the electrocardiogram RRI data of 120 readings from one subject into this polynomial showed strong correlation (R2 = 0.8564) with the measured brachial systolic blood pressure. Thus, it showed that the gradients of tangent were parameters grasping chaotic variation of the intermediate pressure control mechanisms.
We examined two theories of the mechanisms that enable error correction via corrective feedback. One theory focuses on enhancing the encoding of corrective feedback (corrective feedback-encoding facilitation account). The other is the recursive reminding theory, which considers memory integration between an initial event with error generation and a subsequent event involving correct answer feedback. The Japanese idiom pronunciation task was used in two experiments, in which it was manipulated whether the generated errors were visually presented, as well as corrective feedback. In an immediate retest after a five-minute retention interval, participants recalled their errors in the initial test and their correct answers. In addition, error trials fell into three ordinal confidence categories (low, medium, and high). First, a typical hypercorrection was replicated in which higher-confidence errors are more likely to be corrected. However, this was not observed when errors from the initial test were not recalled in the final test, which does not align with the corrective feedback-encoding facilitation account. The second issue was whether additional experience with the generated errors would enhance the error correction. Given the recursive reminding theory, the additional experience of errors should reinforce the mutual dependence between an error and the correct answer provided by feedback, improving cued recall performance later. This prediction is supported. The present findings suggest that the recursive reminding theory can explain the benefits of generating errors when learning through corrective feedback and can also be expanded to understand the hypercorrection effect.
