scholarly journals Induced Empathy Moderates Emotional Responses to Expressive Qualities in Music

2020 ◽  
pp. 102986492097472
Author(s):  
Katherine O’Neill ◽  
Hauke Egermann
Keyword(s):  
Ecological Validity ◽  
Emotional Responses ◽  
Control Group ◽  
Causal Mechanism ◽  
Music Listening ◽  
Psychological Mechanisms ◽  
Priming Paradigm ◽  
Valence And Arousal ◽  
Experimental Group

Recent research has explored the role of empathy in the context of music listening. Here, through an empathy priming paradigm, situational empathy was shown to act as a causal mechanism in inducing emotion, although the way empathy was primed had low levels of ecological validity. We therefore conducted an online experiment to explore the extent to which information about a composer’s expressive intentions when writing a piece of music would significantly affect the degree to which participants reportedly empathise with the composer and in turn influence emotional responses to expressive music. A total of 229 participants were randomly assigned to three groups. The experimental group read short texts describing the emotions felt by the composer during the process of composition. To control for the effect of text regardless of its content, one control group read texts describing the characteristics of the music they were to hear, and a second control group was not given any textual information. Participants listened to 30-second excerpts of four pieces of music, selected to express emotions from the four quadrants of the circumplex theory of emotion. Having heard each music excerpt, participants rated the valence and arousal they experienced and completed a measure of situational empathy. Results show that situational empathy in response to music is significantly associated with trait empathy. As opposed to those in the control conditions, participants in the experimental group responded with significantly higher levels of situational empathy. Receiving this text significantly moderated the effect of the expressiveness of stimuli on induced emotion, indicating that it induced empathy. We conclude that empathy can be induced during music listening through the provision of information about the specific emotions of a person relating to the music. These findings contribute to an understanding of the psychological mechanisms that underlie emotional responses to music.

Role of Nutrition Counseling and Lifestyle Modification in Managing Prediabetes

2021 ◽  
pp. 037957212110254
Author(s):  
Harleen Kaur ◽  
Neerja Singla ◽  
Rohini Jain
Keyword(s):  
Hemoglobin A1c ◽  
Lifestyle Modification ◽  
Fasting Blood Glucose ◽  
Nutrition Intervention ◽  
Control Group ◽  
Population Prevalence ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

Objective: India is the second country after China having the highest population prevalence of diabetes. Several research studies investigating diabetes have been done, but not much work has been done on prediabetes. The purpose of this study was to investigate the effect of nutrition and lifestyle modification on prediabetic females. Methods: A total of 120 prediabetic females from Ludhiana city were divided into 2 matched groups: control group (n = 60) and experimental group (n = 60). Impact of nutrition intervention for dietary and lifestyle modification (for 3 months) was assessed on the anthropometric, dietary, biochemical parameters, and diabetes risk score of the experimental group and control group (no intervention). Results: All the selected 120 subjects completed the study (experimental group = 60; control group = 60). There was significant difference in the changes between the 2 groups throughout the study. The fasting blood glucose and glycated hemoglobin A1c levels of the experimental group subjects reduced significantly ( P ≤ .01). However, no change was observed among the control group subjects. The lipid profile of the experimental group showed a significant improvement ( P ≤ .01). Conclusion: Nutrition counselling of the prediabetics regarding dietary and lifestyle modification is recommended so as to improve their metabolic control, thus preventing them from being diabetics.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

scholarly journals Enhancing ESL Learners’ Vocabulary Learning of Metaphorically-used Words

2017 ◽  
Vol 8 (5) ◽  
pp. 835 ◽  
Author(s):  
Leonardo Veliz
Keyword(s):  
Small Groups ◽  
Control Group ◽  
Esl Students ◽  
English As Second Language ◽  
Lexical Learning ◽  
Study Participants ◽  
Esl Learners ◽  
Journal Entries ◽  
Experimental Group

The present study examined the role of awareness of metaphor in learners’ lexical learning. A total of 35 intermediate English as second language (ESL) students participated in this study. Participants were randomly divided into two small groups. One (N = 17) served as the control group and the other (N = 18) as the experimental group. Both groups were taught several metaphorically-used expressions over a period of six weeks. The groups differed in that the experimental group received systematic and explicit explanations of the source and target relationships that underlie metaphor, while the control group did not receive such instruction. Pre-tests and Post-tests were administered in order to measure lexical understanding of metaphorical items. Two journal entries were given out to students at two different intervals throughout the teaching period in order to tap into their views of how their lexical understanding of metaphor was changing, or not changing, over time. Results revealed that those students who received systematic and explicit explanations on the concrete experiential basis of metaphor showed greater understanding of metaphorical meanings, and seemed more inclined to unpacking their metaphoricity by looking at what lies behind them.

scholarly journals Effects of Patient-Selected Music Listening on the Pain and Anxiety of Patients Undergoing Hemodialysis: A Randomized Controlled Trial

Healthcare ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1437
Author(s):  
SukKyong Kim ◽  
HyeonCheol Jeong
Keyword(s):  
Vascular Access ◽  
Controlled Trial ◽  
Clinical Intervention ◽  
Hemodialysis Patients ◽  
Control Group ◽  
Music Listening ◽  
Anxiety States ◽  
Subjective Pain ◽  
Anxiety Levels ◽  
Experimental Group

This study aimed to analyze the influence of patient-selected music listening on the pain and anxiety levels of hemodialysis patients after undergoing a vascular access operation. Methods: Sixty five patients were randomly assigned to the experimental group (n = 32) or the control group (n = 33). The experimental group was instructed to listen to their favorite music using headphones during their operations at the center. The control group underwent the operations without listening to any music. The pain measurement during vascular access operation was measured by subjective pain and objective pain behavior; anxiety was measured by subjective anxiety and anxiety states. Results: The experimental group reported significantly lower subjective pain levels than the control group (t = 9.36, p = 0.003). Regarding objective pain behaviors, the experimental group had a significantly lower score than the control group (t = 4.59, p = 0.036). The experimental group had significantly lowered subjective anxiety compared to the control group (F = 10.10, p = 0.002). Regarding anxiety states, the experimental group had significantly lower scores than the control group (F = 23.34, p < 0.001). Conclusion: The results suggest that patient-selected music listening reduced hemodialysis patients’ pain and anxiety levels during vascular access operations. Therefore, music medicine can be included as a new clinical intervention.

Stepping into the Role of Professional Writer

2011 ◽  
pp. 250-260
Author(s):  
Christine Aikens Wolfe ◽  
Cheryl North-Coleman ◽  
Shari Wallis Williams ◽  
Denise Amos ◽  
Glorianne Bradshaw ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Annual Meeting ◽  
National Writing Project ◽  
Professional Writing ◽  
Control Group ◽  
Santa Fe ◽  
Writing Project ◽  
Professional Writers ◽  
Experimental Group

A group of National Writing Project teachers from around the nation attended a Professional Writing Retreat in Santa Fe in 2004 and continued their collaboration. This chapter examines the progress of the group’s commitment to communicate by electronic means about writing about teaching. Teachers from the experimental group, those who answered the call to examine their continued involvement with the group, provide qualitative research narratives about how each responds as they help one another to step into the role of professional writer. Statistics gathered from both the experimental and a control group of teachers (who attended the same retreat but did not answer the survey) allow the reader to chart the teachers’ success in: (a) presenting together about being professional writers, (b) writing together as professional writers, (c) writing individually about teacher-practice, and (d) meeting at the National Writing Project’s Annual Meeting in order to continue to support each other’s work.

Emotional responses of children and adolescents to parents with multiple sclerosis

2005 ◽  
Vol 11 (4) ◽  
pp. 464-468 ◽  
Author(s):  
Rivka Yahav ◽  
Janine Vosburgh ◽  
Ariel Miller
Keyword(s):  
Multiple Sclerosis ◽  
Chronic Illness ◽  
Children And Adolescents ◽  
Emotional Responses ◽  
Emotional Reactions ◽  
Control Group ◽  
Household Tasks ◽  
Active Protection ◽  
Fear And Anxiety

The effect of a chronic illness of one parent on children is determined by a complicated interaction of various emotional components. Our focus was on the children’s and adolescent’s emotional reactions and feelings towards their multiple sclerosis (MS)-affected parents, including: degree of responsibility, obligation and concern, yielding behaviour and active protection, fear and anxiety related to the state of illness, their sense of burden in connection with household tasks and errands, and anger. Fifty-six children, ages 10=18, each having a parent with MS, were examined. The results were compared to a control group of 156 age-matched children with healthy parents. Feelings were examined by means of a questionnaire previously constructed by us. We found that children of parents with MS felt more responsibility and obligation than children of healthy parents. They also exhibited more yielding behaviour, more fear and anxiety related to states of illness, a greater sense of burden and a greater degree of anger. We consider the interaction between the sex of the parent and the sex of the child in connection with these feelings and discuss the implications of the ‘parental child’ role of these children.

Teaching Interpretation for English Majors of Vocational Colleges - A Workshop Approach

2011 ◽  
Vol 109 ◽  
pp. 703-706
Author(s):  
Ting Mao
Keyword(s):  
Public Speaking ◽  
Cultural Background ◽  
Learning Ability ◽  
Control Group ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Work Situation ◽  
Psychological Mechanisms ◽  
Real Work ◽  
Experimental Group

Interpretation involves a great amount of practice. However, under the traditional teaching methodology the students do not have much opportunity to work in a real work situation. The class is usually organized with the help of simulated exercises. In that case, it is hard for the students to improve their interpretation ability. Therefore, the “workshop” methodology is introduced in the teaching of interpretation to cultivate the students’ autonomous learning ability and improve their interpretation ability by practice. Through an experiment it was found that compared with the control group, the experimental group was found to have made significant improvement in terms of pragmatical ability, cultural background knowledge, public speaking, conversion and psychological mechanisms. In addition, a questionnaire completed by the subjects in the experiment also proved that the workshop approach is in line with the characteristics of interpretation.

A conceptual framework for the neurobiological study of resilience

2014 ◽  
Vol 38 ◽  
Author(s):  
Raffael Kalisch ◽  
Marianne B. Müller ◽  
Oliver Tüscher
Keyword(s):  
Cognitive Processes ◽  
Cognitive Neuroscience ◽  
Ecological Validity ◽  
Emotional Responses ◽  
Treatment Strategies ◽  
Psychiatric Research ◽  
Negative Appraisal ◽  
Resilience Factors ◽  
Resilience Mechanisms

AbstractThe well-replicated observation that many people maintain mental health despite exposure to severe psychological or physical adversity has ignited interest in the mechanisms that protect against stress-related mental illness. Focusing on resilience rather than pathophysiology in many ways represents a paradigm shift in clinical-psychological and psychiatric research that has great potential for the development of new prevention and treatment strategies. More recently, research into resilience also arrived in the neurobiological community, posing nontrivial questions about ecological validity and translatability. Drawing on concepts and findings from transdiagnostic psychiatry, emotion research, and behavioral and cognitive neuroscience, we propose a unified theoretical framework for the neuroscientific study of general resilience mechanisms. The framework is applicable to both animal and human research and supports the design and interpretation of translational studies. The theory emphasizes the causal role of stimulus appraisal (evaluation) processes in the generation of emotional responses, including responses to potential stressors. On this basis, it posits that a positive (non-negative) appraisal style is the key mechanism that protects against the detrimental effects of stress and mediates the effects of other known resilience factors. Appraisal style is shaped by three classes of cognitive processes – positive situation classification, reappraisal, and interference inhibition – that can be investigated at the neural level. Prospects for the future development of resilience research are discussed.

scholarly journals The GlideScope with modified Magill forceps facilitates nasogastric tube insertion in anesthetized patients: A randomized clinical study

2018 ◽  
Vol 46 (8) ◽  
pp. 3124-3130 ◽  
Author(s):  
Han Joon Kim ◽  
Su In Park ◽  
Sang Yun Cho ◽  
Min Jae Cho
Keyword(s):  
General Anesthesia ◽  
Success Rate ◽  
Nasogastric Tube ◽  
Insertion Time ◽  
Control Group ◽  
Magill Forceps ◽  
Randomized Clinical Study ◽  
Experimental Group ◽  
Control Group Group

Objective Insertion of a nasogastric tube (NGT) in patients who have been intubated with an endotracheal tube while under general anesthesia can cause difficulties and lead to complications, including hemorrhage. A visualization-aided modality was recently used to facilitate NGT insertion. Some studies have focused on the role of modified Magill forceps, which have angles similar to those of the GlideScope blade (Verathon, Bothell, WA, USA). Methods Seventy patients were divided into a control group (Group C) and an experimental group (GlideScope and modified Magill forceps, Group M). Results The total NGT insertion time was significantly shorter in Group M than C (71.3 ± 22.6 vs. 96.7 ± 57.5 s; mean difference, –25.3 s; 95% confidence interval [CI], 20.8–71.5). There were also significantly fewer mean insertion attempts in Group M than C (1.0 ± 0.0 vs. 2.11 ± 0.93). The success rate for the first attempt in Group C was 37.1%, while that in Group M was 100% (relative risk, 2.7; 95% CI, 1.7–4.1). Conclusion The use of the GlideScope with modified Magill forceps for insertion of an NGT in patients who are already intubated and under general anesthesia will shorten the insertion time and improve the success rate.

A Discrimination Based on Punishment

1952 ◽  
Vol 4 (1) ◽  
pp. 27-45 ◽  
Author(s):  
James A. Dinsmoor
Keyword(s):  
The Other ◽  
Control Group ◽  
Experimental Session ◽  
Group 4 ◽  
White Rats ◽  
The Difference ◽  
Avoidance Reactions ◽  
Experimental Group ◽  
Rate Of Response

Twelve white rats learned to press a bar or lever when this act was intermittently followed by pellets of food. Once a stable rate of pressing had been established, the animals were subjected to electric shock as a punishment for each response during alternate five minute periods within the experimental session. A difference in rates during the safe and punished phases was manifested both by the experimental group (8 rats), who were provided with a light as a signal when it was safe to respond, and also, contrary to expectation, by the control group (4 rats), who continued in darkness throughout the session. The differential responding by the control group was greatly reduced, however, when the duration of each phase was reduced from five minutes to one. The investigation was then continued to determine the role of some of the other factors in the situation. Increasing the severity of the shock increased the difference between the light and the dark rates. Withholding the pellets of food reduced the overall rates but did not affect the light-dark discrimination. Withholding the shock, on the other hand, permitted an increase in rate and caused the animals to lose their discrimination; when food had previously been withheld, however, so that the rate of response was relatively low, this deterioration in the discrimination was not as rapid as before. Restoration of the discrimination training under a lower hunger drive confirmed the finding that the formation of the discrimination was quite rapid and showed that the level of drive did not affect the proportionality between the rates in the light and in the darkness. These findings were interpreted by comparing the current procedure with those previously used in studies of avoidance reactions and conflict.

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