Art for Social Facilitation
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Social Facilitation: Salience and Mediated, Anticipatory, And
SOCIAL FACILITATION: SALIENCE AND MEDIATED, ANTICIPATORY, AND RESIDUAL PRESENCE By JASON MATTHEW GLUSHAKOW A dissertation submitted to the Graduate School- New Brunswick Rutgers, the State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate Program in Psychology written under the direction of John R. Aiello, Ph.D. and approved by ___________________________________ ___________________________________ ___________________________________ ___________________________________ New Brunswick, New Jersey October, 2011 Abstract of the Dissertation Social Facilitation: Salience and Mediated, Anticipatory, and Residual Presence by Jason M. Glushakow Dissertation director: Dr. John R. Aiello Social facilitation is the oldest experimental concept in social psychology. Throughout decades of social facilitation research, social presence has typically been viewed as a dichotomous variable which affects individuals while performing a task. However, this dissertation attempts to investigate whether social presence may be viewed as continuous variable, differing on the salience of presence. In addition, it seeks to determine whether changes in performance can be elicited by prior social presence (residual presence) and the expectation of future social presence (anticipatory presence). Study 1 compared the effects of 6 different levels of presence (absence, artificial presence, passive presence, implied presence, embodied presence, and active presence) on simple and complex task performance. It provides evidence that the various levels of social presence did have a differential impact on participants. From the questionnaire responses, social presence was able to be classified into three distinct categories: low (absence, artificial and passive presence), intermediate (implied presence), and high salience (embodied and active presence). Study 1 also provides some support for the expectation that presence results in simple task facilitation. -
DESIGNING PERSUASIVE SYSTEMS for USER ENGAGEMENT in COLLABORATIVE INTERACTION Agnis Stibe University of Oulu, Oulu, Finland, [email protected]
Association for Information Systems AIS Electronic Library (AISeL) ECIS 2014 Proceedings DESIGNING PERSUASIVE SYSTEMS FOR USER ENGAGEMENT IN COLLABORATIVE INTERACTION Agnis Stibe University of Oulu, Oulu, Finland, [email protected] Harri Oinas-Kukkonen University of Oulu, Oulu, Finland, [email protected] Follow this and additional works at: http://aisel.aisnet.org/ecis2014 Agnis Stibe and Harri Oinas-Kukkonen, 2014, "DESIGNING PERSUASIVE SYSTEMS FOR USER ENGAGEMENT IN COLLABORATIVE INTERACTION", Proceedings of the European Conference on Information Systems (ECIS) 2014, Tel Aviv, Israel, June 9-11, 2014, ISBN 978-0-9915567-0-0 http://aisel.aisnet.org/ecis2014/proceedings/track07/3 This material is brought to you by the European Conference on Information Systems (ECIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in ECIS 2014 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contact [email protected]. DESIGNING PERSUASIVE SYSTEMS FOR USER ENGAGEMENT IN COLLABORATIVE INTERACTION Stibe, Agnis, Oulu Advanced Research on Software and Information Systems, Department of Information Processing Science, University of Oulu, Oulu, Finland, [email protected] Oinas-Kukkonen, Harri, Oulu Advanced Research on Software and Information Systems, Department of Information Processing Science, University of Oulu, Oulu, Finland, [email protected] Abstract Social influence concepts have great potential to positively affect the behaviors and attitudes of individuals. Drawing on socio-psychological theories, this study explores how social influence design principles alter user engagement in collaborative interaction during public events. Based on a theory- driven research model, a persuasive information system comprising social influence design principles of cooperation, social learning, and social facilitation was implemented and examined with a sample of 101 participants. -
PRESS 2007 Eimear Mckeith, 'The Island Leaving The
PRESS 2007 Eimear McKeith, 'The island leaving the art world green with envy', Sunday Tribune, Dublin, Ireland, 30 December 2007 Fiachra O'Cionnaith, 'Giant Sculpture for Docklands gets go-ahead', Evening Herald, Dublin, Ireland, 15 December 2007 Colm Kelpie, '46m sculpture planned for Liffey', Metro, Dublin, Ireland, 14 December 2007 Colm Kelpie, 'Plans for 46m statue on river', Irish Examiner, Dublin, Ireland, 14 December 2007 John K Grande, 'The Body as Architecture', ETC, Montreal, Canada, No. 80, December 2007 - February 2008 David Cohen, 'Smoke and Figures', The New York Sun, New York, USA, 21 November 2007 Leslie Camhi, 'Fog Alert', The Village Voice, New York, USA, 21 - 27 November 2007 Deborah Wilk, 'Antony Gormley: Blind Light', Time Out New York, New York, USA, 15 - 21 November 2007 Author Unknown, 'Blind Light: Sean Kelly Gallery', The Architect's Newspaper, New York, USA, 14 November 2007 Francesca Martin, 'Arts Diary', Guardian, London, England, 7 November 2007 Will Self, 'Psycho Geography: Hideous Towns', The Independent Magazine, The Independent, London, England, 3 November 2007 Brian Willems, 'Bundle Theory: Antony Gormley and Julian Barnes', artUS, Los Angeles, USA, Issue 20, Winter 2007 Author Unknown, 'Antony Gormley: Blind Light', Artcal.net, 1 November 2007 '4th Annual New Prints Review', Art on Paper, New York, USA, Vol. 12, No. 2, November-December 2007 Albery Jaritz, 'Figuren nach eigenem Gardemaß', Märkische Oderzeitung, Berlin, Germany, 23 October 2007 Author Unknown, 'Der Menschliche Körper', Berliner Morgenpost, Berlin, Germany, 18 October 2007 Albery Jaritz, 'Figuren nach eigenem Gardemaß', Lausitzer Rundschau, Berlin, Germany, 6 October 2007 Natalia Marianchyk, 'Top World Artists come to Kyiv', What's on, Kyiv, Ukraine, No. -
11 Social Influence
9781405124003_4_011.qxd 10/31/07 3:09 PM Page 216 Social Influence 11 Miles Hewstone and Robin Martin KEY CONCEPTS autokinetic effect compliance consistency conversion deindividuation door-in-the-face technique evaluation apprehension foot-in-the-door technique group polarization groupthink informational influence lowballing technique majority influence (conformity) minority influence (innovation) norms normative influence obedience to authority referent informational influence self-categorization theory social comparison social facilitation social influence whistleblowing 9781405124003_4_011.qxd 10/31/07 3:09 PM Page 217 CHAPTER OUTLINE This chapter considers two main types of social influence, both of which can be understood in terms of fundamental motives. First, we discuss ‘incidental’ social influence, where people are influenced by the presence or implied presence of others, although there has been no explicit attempt to influence them. We consider the impact of the mere presence of other people on task performance, and the impact of social norms. In the second part of the chapter, we ask why people succumb to social influence, highlighting types of social influence and motives underlying influence on the part of the target of influence. In the third part of the chapter, we turn to ‘deliberate’ social influence. We introduce theory and research on compliance, the influence of numerical majorities and minorities, group decision-making and obedience. Throughout we will see that social influence is an ambivalent concept. On the one hand, it is the glue of society: it makes things work, and society would be utterly chaotic without it. But on the other hand it can be a dark force, underlying some of the most extreme, even immoral, forms of human social behaviour. -
Women's Stereotype Threat‐Based Performance Motivation And
This is a repository copy of Women's stereotype threat‐ based performance motivation and prepotent inhibitory ability. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/138164/ Version: Accepted Version Article: Hutter, RRC orcid.org/0000-0001-7622-2273, Davies, LC, Sedikides, C et al. (1 more author) (2019) Women's stereotype threat‐ based performance motivation and prepotent inhibitory ability. British Journal of Social Psychology, 58 (3). pp. 691-713. ISSN 0144-6665 https://doi.org/10.1111/bjso.12298 © 2018 The British Psychological Society. This is the pre-peer reviewed version of the following article: Hutter, RRC , Davies, LC, Sedikides, C et al. (1 more author) (2019) Women's stereotype threat‐ based performance motivation and prepotent inhibitory ability. British Journal of Social Psychology, 58 (3). pp. 691-713, which has been published in final form at https://doi.org/10.1111/bjso.12298. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. -
Religiosity, Prosocial Values, and Adjustment Among Students in Mennonite High Schools in Winnipeg
Religiosity, Prosocial Values, and Adjustment among Students in Mennonite High Schools in Winnipeg Eduard Schludermanm, Shirin SchPudermann, and Cam-loi Huynh, University of Manitoba The Consequences of Religious Commitment Religious groups, such as the Mennonites, have established religious schools in order to promote religious commitment1 on the premise that the Christian religion is not only true, but also beneficial to the individual and to society (e.g., Friesen, 1983; Kraybill, 1978). Even though this premise may seem almost self evident to Mennonite religious and educational leaders, such a premise has been rejected by many educators, social scientists and psychologists who have argued that religious commitment has bad effects and therefore harms both students and society. For instance: Dittes (1969:637-641) argued that compared to nonreligious persons, religious persons are characterized by more personal inadequacy (e.g., low intelligence, high suggestibility, wealc egos, fewer friends). Wulff (1991:309) argued that religious commitment tends to be associated with poor mental health and poor personal adjustment. Others have argued that compared to nonreligious 192 Journal ofMennonite Studies persons, religious persons endorse harmful social values, such as lack of social compassion (Rokeach, 1969) or right-wing authoritarianism (Altemeyer, 1988:230). These views have been widely accepted and quoted in surveys of the psychology of religion (e.g., Batson, Schoenrade and Ventis, 1993:234;Wulff, 1991:309,225-226).Needless to say, such persons see little value in schools which promote religious commitment in their students (see Thiessen, 1993). There is thus a wide spectrum of opinion as to whether religious commitment promotes or hinders good social and personal adjustment. -
Stereotype Threat • Explore Related Articles • Search Keywords Steven J
PS67CH17-Spencer ARI 14 November 2015 8:18 ANNUAL REVIEWS Further Click here to view this article's online features: • Download figures as PPT slides • Navigate linked references • Download citations Stereotype Threat • Explore related articles • Search keywords Steven J. Spencer,1 Christine Logel,2 and Paul G. Davies3 1Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada, N2L 3G1; email: [email protected] 2Renison University College, University of Waterloo, Waterloo, Ontario, Canada, N2L 3G1; email: [email protected] 3Department of Psychology, University of British Columbia, Kelowna, British Columbia, Canada, V1V 1V7; email: [email protected] Annu. Rev. Psychol. 2016. 67:415–37 Keywords First published online as a Review in Advance on stereotype threat, social identity, identity safety, stereotypes, prejudice, September 10, 2015 discrimination The Annual Review of Psychology is online at psych.annualreviews.org Abstract This article’s doi: When members of a stigmatized group find themselves in a situation where 10.1146/annurev-psych-073115-103235 Annu. Rev. Psychol. 2016.67:415-437. Downloaded from www.annualreviews.org negative stereotypes provide a possible framework for interpreting their be- Access provided by Ohio State University Library on 02/14/17. For personal use only. Copyright c 2016 by Annual Reviews. havior, the risk of being judged in light of those stereotypes can elicit a dis- All rights reserved ruptive state that undermines performance and aspirations in that domain. This situational predicament, termed stereotype threat, continues to be an intensely debated and researched topic in educational, social, and organiza- tional psychology. In this review, we explore the various sources of stereotype threat, the mechanisms underlying stereotype-threat effects (both mediators and moderators), and the consequences of this situational predicament, as well as the means through which society and stigmatized individuals can overcome the insidious effects of stereotype threat. -
Intelligent Social Learning Rosaria Conte National Research Council, Institute of Psychology, V.LE Marx 15, 00137 Roma
Intelligent Social Learning Rosaria Conte National Research Council, Institute of Psychology, V.LE Marx 15, 00137 Roma. Division "AI, Cognitive and Interaction Modelling" & University of Siena - Communication Sciences - "Social Psychology" PSS (Project on Social Simulation) - voice:+39+06+86090210;fax:+39+06+824737 email: [email protected] - http://ip.rm.cnr.it Abstract One of the cognitive processes responsible for social propagation is social learning, broadly meant as the process by means of which agents' acquisition of new information is caused or favoured by their being exposed to one another in a common environment. Social learning results from one or other of a number of social phenomena, the most important of which are social facilitation and imitation. In this paper, a general notion of social learning will be defined and the main processes which are responsible for it, namely social facilitation and imitation, will be analysed in terms of the social mental processes they require. A brief analysis of classical definitions of social learning is carried on, showing that a systematic and consistent treatment of this notion is still missing. A general notion of social learning is then introduced and the two main processes which may lead to it, social facilitation and imitation, will be defined as different steps on a continuum of cognitive complexity. Finally, the utility of the present approach is discussed. The analysis presented in this paper draws upon a cognitive model of social action (cf. Conte & Castelfranchi, 1995; Conte, 1999). The agent model which will be referred to throughout the paper is a cognitive model, endowed with mental properties for pursuing goals and intentions, and for knowledge-based action. -
The Audience Effect in Adolescence Depends on Who's Looking Over Your Shoulder
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Birkbeck Institutional Research Online Journal of Adolescence 43 (2015) 5e14 Contents lists available at ScienceDirect Journal of Adolescence journal homepage: www.elsevier.com/locate/jado The audience effect in adolescence depends on who's looking over your shoulder * Laura K. Wolf a, , Narges Bazargani b, Emma J. Kilford a, Iroise Dumontheil a, c, Sarah-Jayne Blakemore a a UCL Institute of Cognitive Neuroscience, 17 Queen Square, London WC1N 3AR, UK b UCL Department of Neuroscience, Physiology and Pharmacology, Gower St, London WC1E 6BT, UK c Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London WC1E 7HX, UK article info abstract Article history: Adolescents have been shown to be particularly sensitive to peer influence. However, the Available online data supporting these findings have been mostly limited to the impact of peers on risk- taking behaviours. Here, we investigated the influence of peers on performance of a Keywords: high-level cognitive task (relational reasoning) during adolescence. We further Adolescence assessed whether this effect on performance was dependent on the identity of the fl Peer in uence audience, either a friend (peer) or the experimenter (non-peer). We tested 24 younger Audience effect adolescent (10.6e14.2 years), 20 older adolescent (14.9e17.8 years) and 20 adult (21.8 Reasoning e Development 34.9 years) female participants. The presence of an audience affected adolescent, but not adult, relational reasoning performance. This audience effect on adolescent performance was influenced by the participants' age, task difficulty and the identity of the audience. -
Wjt Mitchell - What Sculpture Wants: Placing Antony Gormley
WJT MITCHELL - WHAT SCULPTURE WANTS: PLACING ANTONY GORMLEY From ANTONY GORMLEY, Phaidon, London, UK, 1995 and 2000 'The continuation into the twentieth century of a traditional treatment of the human figure is not given a place in these pages ?' - Rosalind Krauss, Passages in Modern Sculpture (1977) 'Sculpture: the embodiment of the truth of Being in its work of instituting places.' - Martin Heidegger, 'Art and Space' (1969) 'It is undeniable that from man, as from a perfect model, statues and pieces of sculpture ? were first derived.' - Giorgio Vasari, Lives of the Artists (1568) Sculpture is the most ancient, conservative and intractable of the media. 'The material in which God worked to fashion the first man was a lump of clay', notes Vasari, [1] and the result was a notoriously rebellious sculptural self-portrait, since God took himself as the model and formed Adam (or Adam and Eve together) 'in his image'. You know the rest of the story. God breathes life into the clay figures. They have minds of their own, rebel against their creator, and are punished for it by being condemned to leave their paradisal home and work all their lives, only to die and return to the shapeless matter from which they emerged. Variations of this myth appear in many cultures and materials: Prometheus' creation of man from clay; the Jewish Golem; the clay statuettes animated by the Great Spirit in Hopi legend; Pygmalion falling in love with his own statue; 'the modern Prometheus', Dr Frankenstein, who uses dead bodies as material for his rebellious creatures; the metallic humanoids of contemporary science fiction, the 'post-human' creatures known as robots and cyborgs. -
The Effect of Stereotype Threat on the Solving of Quantitative GRE Problems: a Mere Effort Interpretation
Pers Soc Psychol Bull OnlineFirst, published on May 6, 2009 as doi:10.1177/0146167209335165 The Effect of Stereotype Threat on the Solving of Quantitative GRE Problems: A Mere Effort Interpretation Jeremy P. Jamieson Stephen G. Harkins Northeastern University The mere effort account argues that stereotype threat ways—cognitively, affectively, and motivationally” (p. 397). motivates participants to want to perform well, which Consistent with this view, Schmader, Johns, and Forbes potentiates prepotent responses. If the prepotent response (2008) have identified working memory “as a core cog- is correct, performance is facilitated. If incorrect and nitive faculty that is implicated in cognitive and social participants do not know, or lack the knowledge or time stereotype threat effects” (p. 337). Research has also required for correction, performance is debilitated. The demonstrated the role of affective processes (e.g., anxi- Graduate Record Examinations (GRE) quantitative test ety; Bosson, Haymovitz, & Pinel 2004). In the current is made up of two problem types: (a) solve problems, work, we focus on the contribution of motivation to which require the solution of an equation, and (b) com- threat effects, specifically on Jamieson and Harkins’s parison problems, which require the use of logic and esti- (2007) mere effort account. mation. Previous research shows that the prepotent The mere effort account was suggested by Harkins’s tendency is to attempt to solve the equations. Consistent (2006) analysis of the effect of evaluation on performance. with mere effort predictions, Experiment 1 demonstrates This account argues that evaluation motivates partici- that threatened participants perform better than con- pants to want to perform well, which potentiates whatever trols on solve problems (prepotent response correct) but response is prepotent, or most likely to be produced in a worse than controls on comparison problems (prepotent given situation. -
Components of Social Facilitation, Home Field Advantage, and Home Field Disadvantage and Their Effects on Sport Performance
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1994 Components of social facilitation, home field advantage, and home field disadvantage and their effects on sport performance Scott Meissner The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Meissner, Scott, "Components of social facilitation, home field advantage, and home field disadvantage and their effects on sport performance" (1994). Graduate Student Theses, Dissertations, & Professional Papers. 1876. https://scholarworks.umt.edu/etd/1876 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Dav\0 SCbTT MGISSaJBR^ Maureen and Mike MANSFIELD LIBRARY TheMontana University of Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes " or "No " and provide signature^"^ Yes, I grant permission _y^ No, I do not grant permission Author's Signature _ Date: \'Z\- Any f-r commercial purposes or financial gain may be undertaken explicit consent. COMPONENTS OF SOCIAL FACILITATION, HOME FIELD ADVANTAGE, AND HOME FIELD DISADVANTAGE AND THEIR EFFECTS ON SPORT PERFORMANCE by Scott Meissner Bachelor of Science, Western Montana College, 1988 Presented in partial fulfillment of the requirements for the degree of Master of Science University of Montana 1993 Approved by Chairman Board Examiners ^ Dean, Graduate School Date UMI Number: EP35163 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted.