The Pygmalion Effect: Proving Them Right
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Expectancy and Musical Emotion Effects of Pitch and Timing
Manuscript Expectancy and musical emotion Effects of pitch and timing expectancy on musical emotion Sauvé, S. A.1, Sayed, A.1, Dean, R. T.2, Pearce, M. T.1 1Queen Mary, University of London 2Western Sydney University Author Note Correspondence can be addressed to Sarah Sauvé at [email protected] School of Electronic Engineering and Computer Science Queen Mary University of London, Mile End Road London E1 4NS United Kingdom +447733661107 Biographies S Sauve: Originally a pianist, Sarah is now a PhD candidate in the Electronic Engineering and Computer Science department at Queen Mary University of London studying expectancy and stream segregation, supported by a college studentship. EXPECTANCY AND MUSICAL EMOTION 2 A Sayed: Aminah completed her MSc in Computer Science at Queen Mary University of London, specializing in multimedia. R.T. Dean: Roger is a composer/improviser and researcher at the MARCS Institute for Brain, Behaviour and Development. His research focuses on music cognition and music computation, both analytic and generative. M.T. Pearce: Marcus is Senior Lecturer at Queen Mary University of London, director of the Music Cognition and EEG Labs and co-director of the Centre for Mind in Society. His research interests cover computational, psychological and neuroscientific aspects of music cognition, with a particular focus on dynamic, predictive processing of melodic, rhythmic and harmonic structure, and its impact on emotional and aesthetic experience. He is the author of the IDyOM model of auditory expectation based on statistical learning and probabilistic prediction. EXPECTANCY AND MUSICAL EMOTION 3 Abstract Pitch and timing information work hand in hand to create a coherent piece of music; but what happens when this information goes against the norm? Relationships between musical expectancy and emotional responses were investigated in a study conducted with 40 participants: 20 musicians and 20 non-musicians. -
The Art of Thinking Clearly
For Sabine The Art of Thinking Clearly Rolf Dobelli www.sceptrebooks.co.uk First published in Great Britain in 2013 by Sceptre An imprint of Hodder & Stoughton An Hachette UK company 1 Copyright © Rolf Dobelli 2013 The right of Rolf Dobelli to be identified as the Author of the Work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without the prior written permission of the publisher, nor be otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent purchaser. A CIP catalogue record for this title is available from the British Library. eBook ISBN 978 1 444 75955 6 Hardback ISBN 978 1 444 75954 9 Hodder & Stoughton Ltd 338 Euston Road London NW1 3BH www.sceptrebooks.co.uk CONTENTS Introduction 1 WHY YOU SHOULD VISIT CEMETERIES: Survivorship Bias 2 DOES HARVARD MAKE YOU SMARTER?: Swimmer’s Body Illusion 3 WHY YOU SEE SHAPES IN THE CLOUDS: Clustering Illusion 4 IF 50 MILLION PEOPLE SAY SOMETHING FOOLISH, IT IS STILL FOOLISH: Social Proof 5 WHY YOU SHOULD FORGET THE PAST: Sunk Cost Fallacy 6 DON’T ACCEPT FREE DRINKS: Reciprocity 7 BEWARE THE ‘SPECIAL CASE’: Confirmation Bias (Part 1) 8 MURDER YOUR DARLINGS: Confirmation Bias (Part 2) 9 DON’T BOW TO AUTHORITY: Authority Bias 10 LEAVE YOUR SUPERMODEL FRIENDS AT HOME: Contrast Effect 11 WHY WE PREFER A WRONG MAP TO NO -
Erotic Language As Dramatic Action in Plays by Lyly and Shakespeare
ABSTRACT Title of Dissertation: EROTIC LANGUAGE AS DRAMATIC ACTION IN PLAYS BY LYLY AND SHAKESPEARE Gillian Knoll, Doctor of Philosophy, 2012 Dissertation directed by: Professor Theodore B. Leinwand Department of English This study closely examines the language of desire in the dramatic works of John Lyly and William Shakespeare, and argues that contemplative and analytical speeches about desire function as modes of action in their plays. Erotic speeches do more than express desire in a purely descriptive or perlocutionary capacity distinct from the action of the play—they incite, circulate, and create eros for characters, exposing audiences to the inner workings of the desiring mind and body. For many of Lyly’s and Shakespeare’s characters, words come to constitute erotic experience. My approach to dramatic language draws from the work of cognitive linguists such as George Lakoff and Mark Johnson who argue that our basic conceptual system, according to which we think, speak, and act, is metaphorical in nature. My focus on primary metaphors, which are based on sensorimotor experience, foregrounds the interdependence of erotic language and early modern notions of embodiment. Since language, thought, and action are all subject to this embodied metaphorical system, conceptual metaphors allow Lyly and Shakespeare to dramatize the often invisible, paradoxical, and potentially unknowable experience of erotic desire. My understanding of language as dramatic action derives from a theory about the attribution of human motives that Kenneth Burke, in The Grammar of Motives (1945), called dramatism. Burke uses five key terms to address human motivation—Act, Scene, Agent, Agency, Purpose—and I in turn use each of these terms to make sense of erotic desire on the early modern stage. -
Probabilistic Models of Expectation Violation Predict Psychophysiological Emotional Responses to Live Concert Music
Probabilistic models of expectation violation predict psychophysiological emotional responses to live concert music Hauke Egermann, Marcus T. Pearce, Geraint A. Wiggins & Stephen McAdams Cognitive, Affective, & Behavioral Neuroscience ISSN 1530-7026 Cogn Affect Behav Neurosci DOI 10.3758/s13415-013-0161-y 1 23 Your article is protected by copyright and all rights are held exclusively by Psychonomic Society, Inc.. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com”. 1 23 Author's personal copy Cogn Affect Behav Neurosci DOI 10.3758/s13415-013-0161-y Probabilistic models of expectation violation predict psychophysiological emotional responses to live concert music Hauke Egermann & Marcus T. Pearce & Geraint A. Wiggins & Stephen McAdams # Psychonomic Society, Inc. 2013 Abstract We present the results of a study testing the often- emotion induction, leading to a further understanding of the theorized role of musical expectations in inducing listeners’ frequently experienced emotional effects of music. emotions in a live flute concert experiment with 50 participants. Using an audience response system developed for this purpose, Keywords Emotion . -
Quantitative Methods
Empirical Methods Empirical Methods t= a +b Research Landscape • Quantitative = Positivist/post-positivist approach – Evaluate hypotheses via experimentation • Qualitative = Constructivist approach – Build theory from data Overview: Empirical Methods • Wikipedia – Any research which bases its findings on observations as a test of reality – Accumulation of evidence results from planned research design – Academic rigor determines legitimacy • Frequently refers to scientific-style experimentation – Many qualitative researchers also use this term Positivism • Describe only what we can measure/observe – No ability to have knowledge beyond that • Example: psychology – Concentrate only on factors that influence behaviour – Do not consider what a person is thinking • Assumption is that things are deterministic Post-Positivism • A recognition that the scientific method can only answer question in a certain way • Often called critical realism – There exists objective reality, but we are limited in our ability to study it – I am often influenced by my physics background when I talk about this • Observation => disturbance – We can’t test everyone and everything • We are just accumulating evidence. Implications of Post-Positivism • The idea that all theory is fallible and subject to revision – The goal of a scientist should be to disprove something they believe • The idea of triangulation – Different measures and observations tell you different things, and you need to look across these measures to see what’s really going on • The idea that biases can creep into any observation that you make, either on your end or on the subject’s end Experimental Biases in the RW • Hawthorne effect/John Henry effect • Experimenter effect/Observer-expectancy effect • Pygmalion effect • Placebo effect • Novelty effect Hawthorne Effect • Named after the Hawthorne Works factory in Chicago • Original experiment asked whether lighting changes would improve productivity – Found that anything they did improved productivity, even changing the variable back to the original level. -
Linguistic Diversity: a Qualitative Analysis of Foreign Language Teachers' Category Assembly
Linguistic Diversity: A qualitative analysis of foreign language teachers' category assembly Melinda Dooly Owenby TESI DOCTORAL DIRIGIDA PER DRA. LUCI NUSSBAUM DEPARTAMENT DE DIDÀCTICA DE LA LLENGUA, LA LITERATURA I LES CIÈNCIES SOCIALS UNIVERSITAT AUTÒNOMA DE BARCELONA ABRIL 2005 Acknowledgments The list of people to whom I owe infinite gratitude for their help and support during the conception, development and finalizing of this research is much too long to include here. Hopefully each and every one of them are aware of how grateful I am to them. Particular thanks must be given to my family. Their unflagging encouragement and patience have been the basis of my survival during the years spent on this research. Special mention goes to my mother for her infinite patience, emotional and mental support and superior baby-sitting skills. Also I must thank my father for all his time, energy, effort and boundless wit. He has gone far beyond the call of duty, providing me with excellent suggestions and intriguing ideas and challenges. Needless to say, a special thanks must go to Pablo and Joel for all their patience with me. And of course, I owe a special note of thanks to Luci; without her insight, timely comments and criticisms this never would have been written. She has often been responsible for raising new issues and helping to relate theory to practice so that I might clearly see my way to the end of this project. Needless to say, I alone am responsible for errors and omissions which can be found herein. Seek first to understand and then to be understood. -
The Purpose of This Research Was to Study Expectations of Elementary School Children in Two Ways: Experimentally and Observationally
DOCUMENT RESUME ED 102 437 CG 009 427 AUTHOR Entwisle, Doris R.; And Others TITLE 'Expectation Theory in the Classroom. Final Report. INSTITUTION Johns Hopkins Univ., Baltimore, Md. Dept. of Social Relations. SPONS AGENCY Office of Education (DHEN) , Washington, D.C. BUREAU NO 1-0034 PUB DATE Jun 74 GRANT OEG-3-71-0122 NOTE 437p. EDRS PRICE MP-$0.76 HC-$22.21 PLUS POSTAGE DESCRIPTORS *Behavior Development; Elementary Education; *Elementary School Students; *Expectation; Grades (Scholastic); *Individual Development; *Performance; Research Projects; Theories ABSTRACT The purpose of this research was to study expectations of elementary school children in two ways: experimentally and observationally. Expectations may be roughly defined as a child's ideas of his own ability at a particulartask. From the data it appears that childrens'expectations could be raised experimentally by a suitable adult and high expectations in one area generalize into other unrelated areas. The experiments aresummarized in a number of published articles reproduced herein andlisted in the bibliography. The observational data focus on children infirst and second grades in a white middle-class school and in anintegrated lower class school. From the time they enterschool individual children are followed to see how their expectations fortheir own performance in reading, arithmetic, and conductdevelop. Their expectations, and their parents' expectations for them, are repeatedly measured. Children in both places have, onthe average, very high expectations for themselvesbefore they get a report card, higher than their parents..These expectations do notdiminish much when marks are lower than expected; in fact forthe majority, expectations are maintained over first grade. Childrenwhose marks improve are likely to be those whose expectations exceededmarks. -
Surprise: a Belief Or an Emotion? in V.S
Provided for non-commercial research and educational use only. Not for reproduction, distribution or commercial use. This chapter was originally published in the book Progress in Brain Research, Vol. 202 published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non-commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who know you, and providing a copy to your institution’s administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution’s website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's permissions site at: http://www.elsevier.com/locate/permissionusematerial From: Barbara Mellers, Katrina Fincher, Caitlin Drummond and Michelle Bigony, Surprise: A belief or an emotion? In V.S. Chandrasekhar Pammi and Narayanan Srinivasan, editors: Progress in Brain Research, Vol. 202, Amsterdam: The Netherlands, 2013, pp. 3-19. ISBN: 978-0-444-62604-2 © Copyright 2013 Elsevier B.V. Elsevier Author's personal copy CHAPTER Surprise: A belief or an emotion? 1 Barbara Mellers1, Katrina Fincher, Caitlin Drummond, Michelle Bigony Department of Psychology, Solomon Labs, University of Pennsylvania, Philadelphia, PA, USA 1Corresponding author. Tel.: þ1-215-7466540, Fax: þ1-215-8987301, e-mail address: [email protected] Abstract Surprise is a fundamental link between cognition and emotion. It is shaped by cognitive as- sessments of likelihood, intuition, and superstition, and it in turn shapes hedonic experiences. -
Pygmalion Effect”: Teacher Expectations and Student Achievement
www.ccsenet.org/ies International Education Studies Vol. 4, No. 1; February 2011 A Case Study of the “Pygmalion Effect”: Teacher Expectations and Student Achievement Jie Chang English Department, Beijing Institute of Petrochemical Technology Qingyuan North Road, Beijing 106217, China E-mail: [email protected] Abstract The “Pygmalion effect” usually refers to the fact that people, often children ,students or employees, turn to live up to what’s expected of them and they tend to do better when treated as if they are capable of success(Wikipedia, the free encyclopedia). However, the positive teaching expectations do not necessarily lead to high student achievement. The case of the learners majoring in thermodynamics matches “anti-Pygmalion-effect” phenomena, showing that in educational domain, it is not always the case that “you get what you expect.” Student motivation, enthusiasm and achievement are influenced by multiple factors besides teacher expectation. Keywords: Pygmalion effect, Expectation 1. Introduction: the Pygmalion effect in educational research Pygmalion first appeared in Greek mythology as a king of Cyprus who carved and then fell in love with a statue of a woman, which Aphrodite brought to life as Galatea. Much later, George Barnard Shaw wrote a play, entitled Pygmalion, about Lisa Doolittle, the cockney flower girl whom Henry Higgins, the gentleman turns bets he can turn into a lady. Nowadays, the “Pygmalion effect” usually refers to the fact that people, often children ,students or employees, turn to live up to what’s expected of them and they tend to do better when treated as if they are capable of success(Wikipedia, the free encyclopedia). -
Enhancing Human Performance. Issues, Theories, and Techniques. INSTITUTION National Academy of Sciences - National Research Council, Washington, DC
DOCUMENT RESUME ED 296 127 CE 050 411 AUTHOR Druckman, Daniel, Ed.; Swets, John A., Ed. TITLE Enhancing Human Performance. Issues, Theories, and Techniques. INSTITUTION National Academy of Sciences - National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. REPORT NO ISBN-0-309-03787-5 PUB DATE 88 NOTE 306p. AVAILABLE FROMNational Academy Press, 2101 Constitution Avenue, NW, Washington, DC 20418 (Hardcover--ISBN-0-309-03792-1: $32.50; paperbound: $22.50; 5-24 copies: 15% discount; 25-499 copies: 25% discount). vlB TYPE Books (010) -- Reports - Research/Technical (143) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Adult Education; *Cognitive Development; Group Dynamics; Influences; Interpersonal Relationship; *Learning Strategies; *Learning Theories; Motor Development; *Performance; *Psychomotor Skills; *Stress Management IDENTIFIERS Parapsychology ABSTRACT This report describes the activities, findings, and conclusions of a committee that examined the potential value of techniques proposed to enhance human performance. Chapter 1 provides the context for the study and the Army's interest in enhancing performance, characterizes particular techniques, and iT.roduces general issues in evaluating them. Chapter 2 presents findings about the techniques examined and conclusions about appropriate evaluation procedures. Chapter 3 treats the relevant evaluation issues more systematically and presents the committee's philosophy of evaluation. Chapters 4-8 deal with particular techniques -
Szumskikarwowski2020.Pdf
Contemporary Educational Psychology 59 (2019) 101787 Contents lists available at ScienceDirect Contemporary Educational Psychology journal homepage: www.elsevier.com/locate/cedpsych Exploring the Pygmalion effect: The role of teacher expectations, academic T self-concept, and class context in students’ math achievement Grzegorz Szumskia,1, Maciej Karwowskib,1 a Department of Education, University of Warsaw, Mokotowska 16/20 St., 00-561 Warsaw, Poland b Institute of Psychology, University of Wroclaw, ul. Dawida 1, 50-527 Wroclaw, Poland ARTICLE INFO ABSTRACT Keywords: Teacher expectancy effect (TEE) also known as the Pygmalion effect is a classic, yet still controversial phe- Teacher expectancy effects nomenon within educational psychology. In this paper, we examine TEE in a longitudinal study on a large Pygmalion sample (N = 1488) of Polish middle-school students and their teachers. Consistent with TEE, teachers’ higher Inclusive classes expectations were positively related to students’ math achievement three semesters later, even after controlling Math self-concept for initial achievement. Students’ academic self-concept in math partially mediated the observed effect: teachers’ Math achievement higher expectations translated into higher students’ academic self-concept, which consequently predicted their higher math achievement. Importantly, TEE was observed not only on the level of individual students, but also on class level. Higher expectations of the entire class improved individual achievements of students in these classes. Teachers’ higher expectations in relation to the potential of classes were observed in classes with higher average socioeconomic status and those without or with only very few students with disabilities. We discuss these findings in light of the mechanisms ofTEE. 1. Introduction 1983; Harris & Rosenthal, 1985). -
The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion
The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion By Ulrich Boser, Megan Wilhelm, and Robert Hanna October 6, 2014 People do better when more is expected of them. In education circles, this is called the Pygmalion Effect.1 It has been demonstrated in study after study, and the results can sometimes be quite significant. In one research project, for instance, teacher expecta- tions of a pre-schooler’s ability was a robust predictor of the child’s high school GPA.2 Raising student expectations has been in the news a lot recently as part of a larger conver- sation about improving learning outcomes. Most notably, a group of states have developed the Common Core State Standards, which go a long way toward establishing higher standards by setting out what students should know and be able to accomplish in reading and math. More than 40 states have adopted the standards so far. Recently, however, there has been a great deal of political pushback against them; a number of states, including Oklahoma, recently abandoned the reform effort.3 The importance of the Pygmalion Effect To look at the issue of expectations more closely, we analyzed the National Center for Education Statistics’ Education Longitudinal Study, or ELS, which followed the progression of a nationally representative sample of 10th grade students from 2002 to 2012.4 The ELS has a longitudinal design, which allows researchers to link teacher expectations to indi- vidual student data collected up to 10 years later. For some findings, we conducted a logistic regression of students’ actual academic outcomes on teachers’ expectations.