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Emotional-Learning based controllers are becoming increasingly popular due to their non-parametric and flexible design approach. However, most of the existing Emotional-Learning based control strategies are designed specifically for individual loops and are not suitable for superior performance in a strongly coupled MIMO system. In this technical note, a multi-variable Emotional-Learning based strategy for trajectory tracking in a strongly coupled MIMO system is proposed. This strategy incorporates an improved stimulus design that deals with tracking, regulation, disturbance-rejection and coupling effects in a systematic way. The strategy also addresses the deleterious effects of mechanical resonance associated with flexible structures from the perspective of stimulus design. The proposed strategy is validated through simulations and hardware based experiments on a 2-DOF laboratory helicopter. Effectiveness of the proposed strategy is illustrated through comparisons with an optimized multi-variable LQG controller.
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http://dx.doi.org/10.1016/j.isatra.2021.02.022 | DOI Listing |
PLoS One
September 2025
Centre for Educational Neuroscience, Birkbeck University of London, Camden, London, United Kingdom.
Smooth social interactions rely on children's abilities to decode others' social signals, which includes what an individual may say or do, and their facial emotional expressions. Failure can lead to exclusion from social groups. Consequently, a number of social and emotional learning (SEL) training programmes have been developed, with some evidence of positive impacts on those skills themselves and on academic achievement.
View Article and Find Full Text PDFChildren (Basel)
August 2025
Department of Communication Sciences and Disorders, Long Island University, Brooklyn, NY 11201, USA.
Early language development, a key predictor of later academic achievement, arises out of social interactions and communication. High-quality social and emotional interactions in early child care and education (ECCE) programs may therefore promote language-rich environments for young children. While culturally and linguistically minoritized communities face systemic barriers that limit equitable access to high-quality ECCE including social and emotional learning (SEL) programs, access to evidence-based SEL programs remains inequitable, disproportionately benefiting White, English-speaking, and higher-income ECCE providers.
View Article and Find Full Text PDFJMIR Res Protoc
August 2025
Department of Psychology, College of Arts and Sciences, University of Oregon, Eugene, OR, United States.
Background: Chronic stress and emotional and cognitive regulation difficulties during early childhood are associated with risky behaviors and negative outcomes later in life. As preschoolers are at a developmental stage where their emotional and cognitive regulation skills are still emerging, they often rely on external support to manage their emotions and behaviors. Intervening early promotes healthy development and preventing adverse outcomes.
View Article and Find Full Text PDFBr J Educ Psychol
August 2025
College of Education, Georgia State University, Atlanta, Georgia, USA.
Background: Developing social-emotional competence and executive function is essential to children's long-term success. While their interconnection is well-established, limited evidence exists on interventions that systematically integrate both domains.
Aims: To address this, this study developed the EmoCog Play Integration (EPI) Programme, a pioneering initiative designed to systematically integrate social-emotional competence and executive function through structured, game-based activities.
J Pharm Bioallied Sci
July 2025
Department of Pediatric Medicine, Sri Ramachandra Medical College and Research institute, Sri Ramachandra Institute of Higher Education and Research (DU), Porur, Chennai, Tamil Nadu, India.
Background: The psychosocial well-being of high school students is a crucial determinant of their academic success and overall development. This study examines the interplay between perceived stress and emotional regulation among students in Coimbatore, Tamil Nadu, to better understand their mental health challenges.
Methods: A cross-sectional survey was conducted among 150 high school students, selected through stratified random sampling.