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Eindhoven, Netherlands

The Eindhoven University of Technology is a university of technology located in Eindhoven, Netherlands. Its motto is Mens agitat molem . The university was the second of its kind in the Netherlands, only Delft University of Technology existed previously. Until mid-1980 it was known as the Technische Hogeschool Eindhoven . In 2011 QS World University Rankings placed Eindhoven at 146th internationally, but 61st globally for Engineering & IT. Furthermore, in 2011 Academic Ranking of World Universities rankings, TU/e was placed at the 52-75 bucket internationally in Engineering/Technology and Computer Science category and at 34th place internationally in the field of Computer Science. In 2003 a European Commission report ranked TU/e at third place among all European research universities , thus making it the highest ranked Technical University in Europe. Wikipedia.

Lakens D.,TU Eindhoven
Journal of Experimental Psychology: Learning Memory and Cognition | Year: 2012

Previous research has shown that words presented on metaphor congruent locations (e.g., positive words UP on the screen and negative words DOWN on the screen) are categorized faster than words presented on metaphor incongruent locations (e.g., positive words DOWN and negative words UP). These findings have been explained in terms of an interference effect: The meaning associated with UP and DOWN vertical space can automatically interfere with the categorization of words with a metaphorically incongruent meaning. The current studies test an alternative explanation for the interaction between the vertical position of abstract concepts and the speed with which these stimuli are categorized. Research on polarity differences (basic asymmetries in the way dimensions are processed) predicts that +polar endpoints of dimensions (e.g., positive, moral, UP) are categorized faster than -polar endpoints of dimensions (e.g., negative, immoral, DOWN). Furthermore, the polarity correspondence principle predicts that stimuli where polarities correspond (e.g., positive words presented UP) provide an additional processing benefit compared to stimuli where polarities do not correspond (e.g., negative words presented UP). A meta-analysis (Study 1) shows that a polarity account provides a better explanation of reaction time patterns in previous studies than an interference explanation. An experiment (Study 2) reveals that controlling for the polarity benefit of +polar words compared to -polar words did not only remove the main effect of word polarity but also the interaction between word meaning and vertical position due to polarity correspondence. These results reveal that metaphor congruency effects should not be interpreted as automatic associations between vertical locations and word meaning but instead are more parsimoniously explained by their structural overlap in polarities. © 2011 American Psychological Association.

Vaesen K.,TU Eindhoven
Behavioral and Brain Sciences | Year: 2012

This article has two goals. The first is to assess, in the face of accruing reports on the ingenuity of great ape tool use, whether and in what sense human tool use still evidences unique, higher cognitive ability. To that effect, I offer a systematic comparison between humans and nonhuman primates with respect to nine cognitive capacities deemed crucial to tool use: enhanced hand-eye coordination, body schema plasticity, causal reasoning, function representation, executive control, social learning, teaching, social intelligence, and language. Since striking differences between humans and great apes stand firm in eight out of nine of these domains, I conclude that human tool use still marks a major cognitive discontinuity between us and our closest relatives. As a second goal of the paper, I address the evolution of human technologies. In particular, I show how the cognitive traits reviewed help to explain why technological accumulation evolved so markedly in humans, and so modestly in apes. © 2012 Cambridge University Press.

Koenraad P.M.,TU Eindhoven | Flatte M.E.,University of Iowa
Nature Materials | Year: 2011

The sensitive dependence of a semiconductor's electronic, optical and magnetic properties on dopants has provided an extensive range of tunable phenomena to explore and apply to devices. Recently it has become possible to move past the tunable properties of an ensemble of dopants to identify the effects of a solitary dopant on commercial device performance as well as locally on the fundamental properties of a semiconductor. New applications that require the discrete character of a single dopant, such as single-spin devices in the area of quantum information or single-dopant transistors, demand a further focus on the properties of a specific dopant. This article describes the huge advances in the past decade towards observing, controllably creating and manipulating single dopants, as well as their application in novel devices which allow opening the new field of solotronics (solitary dopant optoelectronics). © 2011 Macmillan Publishers Limited. All rights reserved.

This article examines whether a mixture of virtual and real-life interaction - in contrast to purely virtual interaction - among some members of online communities for teachers is beneficial for all teachers' professional development in the whole community. Earlier research indicated that blended communities tend to face fewer trust and free rider problems. This study continues this stream of research by examining whether blended communities provide more practical benefits to teachers, both in terms of perceived improvements to their teaching capabilities as well as for their substantial understanding of their core topic. In addition, it is tested whether blended communities provide more information about vacancies, as teachers' mobility is regarded as too low in the EU. The analysis uses survey data from 26 online communities for secondary education teachers in The Netherlands. The communities are part of a virtual organization that hosts communities for teachers' professional development. The findings indeed show beneficial effects of blended communities. Moreover, the results modify earlier claims about the integration of online communication with offline interaction by showing that complete integration is unnecessary. This facilitates a scaling up of the use of online communities for teachers' professional development. © 2012 Elsevier Ltd. All rights reserved.

Demerouti E.,TU Eindhoven
Journal of Occupational Health Psychology | Year: 2012

This study tested the positive spillover-crossover model among dual-earner couples. Job resources of 1 partner were predicted to spill over to his/her individual energy, that is, reduced fatigue and increased motivation. Consequently, individual energy was predicted to influence one's partner's family resources, which were hypothesized to influence the partner's level of individual energy. Work-self facilitation and family-self facilitation were hypothesized to mediate the favorable effects of job and home resources, respectively, on individual energy. A sample of 131 couples participated in the study. Structural equation modeling analyses showed that job resources influence one's own individual energy through work-self facilitation. Consequently, the levels of individual energy positively influence one's partner's perception of home resources, which eventually spill over to the partner's individual energy through experienced family-self facilitation. Work-self and family-self facilitation are useful in explaining why job and family resources may enhance the levels of energy that individuals invest in different life domains. © 2012 American Psychological Association.

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