Low Power Contactless Bioimpedance Sensor for Monitoring Breathing Activity.

An electronic circuit for contactless detection of impedance changes in a tissue is presented. It operates on the principle of resonant frequency change of the resonator having the observed tissue as a dielectric. The operating frequency reflects the tissue dielectric properties (i.e., the tissue composition and on the tissue physiological changes). The sensor operation was tested within a medical application by measuring the breathing of a patient, which was an easy detectable physiological process. The advantage over conventional contact bioimpedance measurement methods is that no direct contact between the resonator and the body is required. Furthermore, the sensor's wide operating range, ability to adapt to a broad range of measured materials, fast response, low power consumption, and small outline dimensions enables applications not only in the medical sector, but also in other domains. This can be extended, for example, to food industry or production maintenance, where the observed phenomena are reflected in dynamic dielectric properties of the observed object or material.

The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays.

This study investigated the influence of white vs. 12 background and overlay colors on the reading process in twenty-four school-age children. Previous research reported that colors could affect reading skills as an important factor in the emotional and physiological state of the body. The aim of the study was to assess developmental differences between second and third grade students of an elementary school, and to evaluate differences in electroencephalography (EEG), ocular, electrodermal activities (EDA) and heart rate variability (HRV). Our findings showed a decreasing trend with age regarding EEG power bands (Alpha, Beta, Delta, Theta) and lower scores of reading duration and eye-tracking measures in younger children compared to older children. As shown in the results, HRV parameters showed higher scores in 12 background and overlay colors among second than third grade students, which is linearly correlated to the level of stress and is readable from EDA measures as well. Our study showed the calming effect on second graders of turquoise and blue background colors. Considering other colors separately for each parameter, we assumed that there are no systematic differences in reading duration, EEG power band, eye-tracking and EDA measures.

Simulation of variational Gaussian process NARX models with GPGPU.

Gaussian processes (GP) regression is a powerful probabilistic tool for modeling nonlinear dynamical systems. The downside of the method is its cubic computational complexity with respect to the training data that can be partially reduced using pseudo-inputs. The dynamics can be represented with an autoregressive model, which simplifies the training to that of the static case. When simulating an autoregressive model, the uncertainty is propagated through a nonlinear function and the simulation cannot be evaluated in closed-form. This paper combines the variational methods of GP approximations with a nonlinear autoregressive model with exogenous inputs (NARX) to form variational GP (VGP-NARX) models. We show how VGP-NARX models, on average, better approximate a full GP-NARX model than more commonly used GP-NARX (FITC) model on 10 chaotic time-series. The modeling capabilities of VGP-NARX models are compared with the existing approaches on two benchmarks for modeling nonlinear dynamical systems. The advantage of general-purpose computing on graphics processing units (GPGPU) for Monte Carlo simulation on large validation data sets is addressed.

The effect of colour on reading performance in children, measured by a sensor hub: From the perspective of gender.

In recent decades reported findings regarding gender differences in reading achievement, cognitive abilities and maturation process in boys and girls are conflicting. As reading is one of the most important processes in the maturation of an individual, the aim of the study was to better understand gender differences between primary school students. The study evaluates differences in Heart Rate Variability (HRV), Electroencephalography (EEG), Electrodermal Activities (EDA) and eye movement of participants during the reading task. Taking into account that colour may affect reading skills, in that it affects the emotional and physiological state of the body, the research attempts to provide a better understanding of gender differences in reading through examining the effect of colour, as applied to reading content. The physiological responses of 50 children (25 boys and 25 girls) to 12 different background and overlay colours of reading content were measured and summarised during the reading process. Our findings show that boys have shorter reading duration scores and a longer Saccade Count, Saccade Duration Total, and Saccade Duration Average when reading on a coloured background, especially purple, which could be caused by their motivation and by the type of reading task. Also, the boys had higher values for the Delta band and the Whole Range of EEG measurements in comparison to the girls when reading on coloured backgrounds, which could reflect the faster maturation of the girls. Regarding EDA measurements we did not find systematic differences between groups either on white or on coloured/overlay background. We found the most significant differences arose in the HRV parameters, namely (SDNN (ms), STD HR (beats/min), RMSSD (ms), NN50 (beats), pNN50 (%), CVRR) when children read the text on coloured/overlay backgrounds, where the girls showed systematically higher values on HRV measurements in comparison to the boys, mostly with yellow, red, and orange overlay colours.

The Relation between Physiological Parameters and Colour Modifications in Text Background and Overlay during Reading in Children with and without Dyslexia.

Reading is one of the essential processes during the maturation of an individual. It is estimated that 5-10% of school-age children are affected by dyslexia, the reading disorder characterised by difficulties in the accuracy or fluency of word recognition. There are many studies which have reported that coloured overlays and background could improve the reading process, especially in children with reading disorders. As dyslexia has neurobiological origins, the aim of the present research was to understand the relationship between physiological parameters and colour modifications in the text and background during reading in children with and without dyslexia. We have measured differences in electroencephalography (EEG), heart rate variability (HRV), electrodermal activities (EDA) and eye movements of the 36 school-age (from 8 to 12 years old) children (18 with dyslexia and 18 of control group) during the reading task in 13 combinations of background and overlay colours. Our findings showed that the dyslexic children have longer reading duration, fixation count, fixation duration average, fixation duration total, and longer saccade count, saccade duration total, and saccade duration average while reading on white and coloured background/overlay. It was found that the turquoise background, turquoise overlay, and yellow background colours are beneficial for dyslexic readers, as they achieved the shortest time duration of the reading tasks when these colours were used. Additionally, dyslexic children have higher values of beta (15-40 Hz) and the broadband EEG (0.5-40 Hz) power while reading in one particular colour (purple), as well as increasing theta range power while reading with the purple overlay. We have observed no significant differences between HRV parameters on white colour, except for single colours (purple, turquoise overlay, and yellow overlay) where the control group showed higher values for mean HR, while dyslexic children scored higher with mean RR. Regarding EDA measure, we found systematically lower values in children with dyslexia in comparison to the control group. Based on the present results, we can conclude that both pastel and intense background/overlays are beneficial for reading of both groups and all sensor modalities could be used to better understand the neurophysiological origins in dyslexic children.