The Interpreted Mind: Understanding Acting

2018 ◽  
Vol 22 (2) ◽  
pp. 220-229 ◽  
Author(s):  
Thalia R. Goldstein ◽  
Aline Filipe

Acting is everywhere: TV, movies, and theater. Yet psychologists know surprisingly little about how acting is processed and understood by viewers. This is despite popular, scholarly, and journalistic obsession both with how actors are able to create characters with fully realized personalities, emotional arcs, physical attributes, and skills, and with whether actors and their characters merge during or after performance. Theoretically, there are several possibilities for how audience members process actors and acting: as literary fiction; as if someone is telling a lie; like essentialist traits and states; or like the personalities and emotions of real people in our every day lives. The authors consider each of these possibilities in turn. They then present 3 studies investigating the amount audiences conflate actors’ and characters’ characteristics ( N = 231) by asking participants directly how much they perceive actors as experiencing the characteristics they portray (Study 1), by showing short video clips of actors and asking participants how much they thought actors were experiencing what they portrayed (Study 2) and by asking participants to judge the overlap in personality characteristics between actors and characters (Study 3). Overall, audience members are conflating actors and their characters. However, how much depends on the characteristic being portrayed and the knowledge of the audience. We propose a theoretical model of when and how audience members think of actors and their characters as blended, and we lay out a research agenda to determine how acting and actors are understood.

2019 ◽  
Vol 17 (2) ◽  
pp. 147470491983972 ◽  
Author(s):  
Chunna Hou ◽  
Zhijun Liu

Researchers have found that compared with other existing conditions (e.g., pleasantness), information relevant to survival produced a higher rate of retrieval; this effect is known as the survival processing advantage (SPA). Previous experiments have examined that the advantage of memory can be extended to some different types of visual pictorial material, such as pictures and short video clips, but there were some arguments for whether face stimulus could be seen as a boundary condition of SPA. The current work explores whether there is a mnemonic advantage to different trustworthiness of face for human adaptation. In two experiments, we manipulated the facial trustworthiness (untrustworthy, neutral, and trustworthy), which is believed to provide information regarding survival decisions. Participants were asked to predict their avoidance or approach response tendency, when encountering strangers (represented by three classified faces of trustworthiness) in a survival scenario and the control scenario. The final surprise memory tests revealed that it was better to recognize both the trustworthy faces and untrustworthy faces, when the task was related to survival. Experiment 1 demonstrated the existence of a SPA in the bipolarity of facial untrustworthiness and trustworthiness. In Experiment 2, we replicated the SPA of trustworthy and untrustworthy face recognitions using a matched design, where we found this kind of memory benefits only in recognition tasks but not in source memory tasks. These results extend the generality of SPAs to face domain.


1966 ◽  
Vol 9 (2) ◽  
pp. 194-207 ◽  
Author(s):  
Eugene B. Cooper

Interrelationships among client progress in stuttering therapy, the nature of the affect interchange between client and clinician, and certain personality characteristics of both client and clinician were studied. Sixteen young adult male stutterers and their 11 graduate student clinicians served as subjects. Results support observations that the clinicians' and clients' personalities are significant variables in the stuttering therapy situation, support observations that important similarities exist between stuttering therapy and psychotherapy, and suggest that it is more accurate to note stages in the therapeutic relationship, rather than to characterize the relationship as if it were the same throughout therapy.


Pythagoras ◽  
2010 ◽  
Vol 0 (72) ◽  
Author(s):  
Helmut Linneweber‐Lammerskitten ◽  
Marc Schäfer ◽  
Duncan Samson

This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.


2020 ◽  
Vol 1 ◽  
Author(s):  
G. Collavo ◽  
A. Lalayev ◽  
S. Angerer ◽  
M. Kraml ◽  
S. Bachner ◽  
...  

In this project, high school students (aged 16-17) tested various protocols of experiments in nanotechnology and evaluated them whether such experiments could also be performed by middle school students (aged 11-15) or even elementary school students (aged 6-10). Protocols pre-selected and provided by the instructing team consisting of Sciencetainment and the Department of Biosciences, University of Salzburg were applied. Laboratory techniques such as thin-layer chromatography, measuring the contact angle by high-resolution 3D microscopy and analyzing and constructing surface layers represented some of the experiments performed. Moreover, students produced short video clips and images and designed photo-collages out of microscopic and electron microscopic pictures. Hence, the school students acquired a number of soft skills during this special science day. 


Author(s):  
Christy M.K. Cheung

The topic of online consumer behavior has been examined under various contexts over the years. Although researchers from a variety of business disciplines have made significant progress over the past few years, the scope of these studies is rather broad, the studies appear relatively fragmented and no unifying theoretical model is found in this research area. In view of this, we provide an exhaustive review of the literature and propose an integrative model of online consumer behavior so as to analyze the online consumer behavior in a systematic way. This proposed framework not only provides us with a cohesive view of online consumer behavior, but also serves as a salient guideline for researchers in this area. We conclude our paper with a research agenda for the study of online consumer behavior.


Languages ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 16
Author(s):  
Holly Keily

In co-speech gesture research, embodied cognition implies that concepts are associated with haptic and motor information that provides a framework for a gestural plan. When speakers access concepts, embodied action images are automatically activated. This study considers situations in which speakers need to create online concepts of events to investigate the aspect of the event that forms the basis of a new concept. Speakers watched short event video clips with familiar or unfamiliar attributes. They described those clips to partners who had to perform a matching task. Experimental results show that speakers gestured less and produced shorter gestures when relaying longer event descriptions. Speakers were more likely to produce gesture when some aspect of the event was unfamiliar, and they were most sensitive to the familiarity of the event’s main action. Further, when speakers did gesture, they were most likely to gesture to represent the action of the event over the physical attributes of it (the instrument used to enact or the object acted upon). These findings suggest that in creating an embodied concept for something unfamiliar, the motion of the event acts as a basis for their online embodied representation of the concept.


2016 ◽  
Vol 22 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Nobuhiro Kamiya

This study investigated how learners’ ages affect their interpretation of the nonverbal behaviors (NVBs) of teachers and other students in distinguishing between questions and statements in the second language (L2) classroom. After watching 48 short video clips without sound in which three L2 teachers asked a question or made a statement with or without gesture, 36 elementary school pupils and 30 university students judged whether they thought the teachers asked a question or made a statement along with their reasons. The findings show that, regardless of learners’ ages, L2 teacher’s gestures were found to help learners better identify questions. Furthermore, the six major types of NVBs used for judgments most frequently were identical across the two age groups regardless of the accuracy of their judgments. Nevertheless, incorrect judgments were made as often and sometimes even more often than correct judgments by applying the same assumptions. The effect of age was evidenced in that the university students were able to use a larger number of NVBs for correct judgments, and better distinguish questions and statements without linguistic information than the elementary school pupils. The data suggest that it is the learners’ (L2) classroom experience that seems to be playing the major role in yielding this difference. The study indicates that adult L2 learners are better able than children to incorporate and interpret NVBs of teachers as well as other students quantitatively and qualitatively.


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