I'm “better” than you: Social comparison language suggests quantitative differences

2011 ◽  
Vol 3 (1) ◽  
pp. 15-43 ◽  
Author(s):  
Amber N. Bloomfield ◽  
Jessica M. Choplin
Keyword(s):  
Social Comparison ◽  
The Self ◽  
Personal Attribute ◽  
Comparison Standard ◽  
Contrast Effects ◽  
The Third ◽  
Single Process ◽  
The Difference ◽  
Better Than ◽  
Attribute Value

AbstractComparison-induced distortion theory (Choplin 2007; Choplin and Hummel 2002) describes how comparison words like “better” suggest quantitative differences between compared values. When a comparison word is used to contrast a personal attribute value with some standard (e.g. “Your score is better than average”), the comparison-suggested difference for the word may bias estimates or recall of personal attribute values. Three studies investigated how comparison-suggested differences determine the effect of social comparison on estimates or recall of personal attribute values. The first study demonstrated that estimates of attributes are biased towards (assimilation) or away from (contrast) a comparison standard depending on whether the difference between the compared attribute values exceeds or falls below the comparison-suggested difference. The second study showed that the comparison language selected by participants (through the difference suggested by the language) mediated the effect of standard similarity on attribute estimates following a social comparison. The third study demonstrated concurrent assimilation and contrast effects in recall of attribute values due to the size of the observed difference between the self and the standard for the attribute. Unlike in previous research on social comparison, assimilation and contrast patterns in these studies can be explained through a single process.

Distinction between Dolus and Culpa with reference to Arson in Zakon Sudnyj LJudem, the Vinodol Law and the Statute of Senj

De Jure ◽  
2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Daniel Haman ◽  
◽  
◽  
Keyword(s):  
Criminal Law ◽  
The Other ◽  
Legal Documents ◽  
The Third ◽  
Other Hand ◽  
Criminal Offenses ◽  
The World ◽  
The Difference ◽  
Different Levels ◽  
Better Than

The difference between intent (dolus) and negligence (culpa) was rarely emphasized in codified medieval laws and regulations. When compared to the legal statements related to intent, negligence was mentioned even more rarely. However, there are some laws that distinguished between the two concepts in terms of some specific crimes, such as arson. This paper draws attention to three medieval Slavic legal documents – the Zakon Sudnyj LJudem (ZSLJ), the Vinodol Law and the Statute of Senj. They are compared with reference to regulations regarding arson, with the focus being on arson as a crime committed intentionally or out of negligence. The ZSLJ as the oldest known Slavic law in the world shows some similarities with other medieval Slavic legal codes, especially in the field of criminal law, since most of the ZSLJ’s articles are related to criminal law. On the other hand, the Vinodol Law is the oldest preserved Croatian law and it is among the oldest Slavic codes in the world. It was written in 1288 in the Croatian Glagolitic script and in the Croatian Chakavian dialect. The third document – the Statute of Senj – regulated legal matters in the Croatian littoral town of Senj. It was written in 1388 – exactly a century after the Vinodol Law was proclaimed. When comparing the Vinodol Law and the Statute of Senj with the Zakon Sudnyj LJudem, there are clear differences and similarities, particularly in the field of criminal law. Within the framework of criminal offenses, the act of arson is important for making a distinction between intent and negligence. While the ZSLJ regulates different levels of guilt, the Vinodol Law makes no difference between dolus and culpa. On the other hand, the Statute of Senj strictly refers to negligence as a punishable crime. Even though the ZSLJ is almost half a millennium older than the Statute of Senj and around 400 years older than the Vinodol Law, this paper proves that the ZSLJ defines the guilt and the punishment for arson much better than the other two laws.

scholarly journals Familiarity Changes as a Function of Perceptual Shifts

2010 ◽  
Vol 13 (2) ◽  
pp. 518-524 ◽  
Author(s):  
Salvador Algarabel ◽  
Alfonso Pitarque
Keyword(s):  
Forced Choice ◽  
Choice Test ◽  
New Words ◽  
The Third ◽  
Study Test ◽  
Forced Choice Task ◽  
The Difference ◽  
The Right ◽  
Better Than ◽  
Additional Phase

This experiment compares the yes-no and forced recognition tests as methods of measuring familiarity. Participants faced a phase of 3 study-test recognition trials in which they studied words using all the letters of the alphabet (overlapping condition, O), and an additional phase in which targets and lures did not share any letters (non-overlapping condition, NO). Finally, subjects performed a forced-choice task in which they had to choose one of two new words, each from one of the subsets (Parkin et al., 2001). Results in the NO condition were better than in the O condition in the yes-no recognition test, while the forced-choice rate was significantly higher than .50, showing their sensitivity to familiarity. When the letter set of the words for study in the third list of the NO condition was switched, the difference between NO and O conditions disappeared in yes-no test, while the force-choice rate was not higher than .50. We conclude that both the yes-no test and the forced-choice test are valid and equivalent measures of familiarity under the right conditions.

scholarly journals Perbedaan Pengaruh Latihan Knee Tuck Jump Dengan Latihan Double Leg Bound Terhadap Peningkatan Power Otot Tungkai Dan Kemampuan Smash Pada Ekstrakurikuler Bola Voli Putra SMKN 1 Kota Jambi

2018 ◽  
Vol 14 (1) ◽  
pp. 1-23
Author(s):  
Boy Indrayana
Keyword(s):  
Data Analysis ◽  
Muscle Power ◽  
T Test ◽  
Male Students ◽  
Training Effect ◽  
Statistical Calculation ◽  
Jump Training ◽  
The Third ◽  
The Difference ◽  
Better Than

Kemampuan fisik dan teknik dalam permainan bola voli sangat perlu, salah satunya adalah power otot tungkai dan kemampuan smash. Smash adalah teknik yang paling sering digunakan dalam permainan bola voli, untuk melakukan smash yang baik dibutuhkan power otot tungkai yang terlatih.Penelitian ini bertujuan untuk mengetahui tentang Perbedaan Pengaruh Latihan Knee Tuck Jump Dengan Latihan Double Leg Bound Terhadap Peningkatan Power Otot Tungkai dan Kemampuan Smash Pada Ekstrakurikuler Bola Voli Putra SMK N 1 Kota Jambi. Analisis data yang digunakan adalah dengan perhitungan statistik yaitu dengan uji hipotesis atau uji-t. Berdasarkan pengujian hipotesa pertama = 3.56, = 2.78 dengan demikian . Hal ini berarti Ho ditolak dan Ha diterima. Dapat disimpul-kan bahwa terdapat pengaruh yang signifikan dari latihan knee tuck jump terhadap pening-katan power otot tungkai pada ekstrakurikuler bola voli putra SMK N 1 Kota Jambi. Berdasarkan pengujian hipotesis kedua = 10.58, = 2.78 dengan demikian . Hal ini berarti Ho ditolak dan Ha diterima. Dengan demikian maka dapat di-simpulkan bahwa terdapat pengaruh yang signifikan dari latihan double leg bound terhadap peningkatan power otot tungkai pada ekstrakurikuler bola voli putra SMK N 1 Kota Jambi. Berdasarkan pengujian hipotesis ketiga = -0.50, = 2.31 dengan demikian . Hal ini berarti Ho diterima dan Ha ditolak. Dengan demikian dapat disimpulkan bahwa latihan knee tuck jump tidak lebih besar pengaruhnya dibandingkan latihan double leg bound  terhadap peningkatan power otot tungkai pada ekstrakurikuler bola voli putra SMK N 1 Kota Jambi. Berdasarkan pengujian hipotesis keempat = -0.19, = 2.78 dengan demikian . Hal ini berarti Ho diterima dan Ha ditolak. Dengan demikian dapat disimpulkan bahwa tidak terdapat pengaruh yang signifikan dari latihan knee tuck jump terhadap peningkatan kemampuan smash pada ekstrakurikuler bola voli putra SMK N 1 Kota Jambi. Berdasarkan pengujian hipotesis kelima = 0.14, = 2.78 dengan demikian . Hal ini berarti Ho diterima dan Ha ditolak. Dengan demikian dapat disimpulkan bahwa tidak terdapat pengaruh yang signifikan dari latihan double leg boun terhadap peningkatan kemampuan smash pada ekstrakurikuler bola voli putra SMK N 1 Kota Jambi. Berdasarkan pengujian hipotesis keenam = 0.38, = 2.31 dengan demiki-an . Hal ini berarti Ho diterima dan Ha ditolak. Dengan demikian dapat disimpulkan bahwa latihan knee tuck jump tidak lebih besar pengaruhnya dibandingkan latihan double leg bound terhadap peningkatan kemampuan smash dalam permainan bola voli pada ekstrakurikuler bola voli putra SMK N 1 Kota Jambi.ABSTRACT The ability both physical and technical in volleyball game is really important to be mastered, and one of the aspects is limbs muscle and spike skill. Spike is one of the technique which is frequently used in a volleyball game, and a well-trained limbs muscle is vitally needed in order to do spike properly. This research aims for knowing the difference of Knee Tuck Jump Training and Double Leg Bound Training Effect towards the escalation of limbs muscle’s power and Spike’s skill in extracurricular volleyball program for male in SMK N 1 Jambi. Data analysis which is used is statistical calculation with hypothetical test or “t-test”. Based on the first test, 3.56  = 2,78, it means that  > . It also means that  is rejected and is accepted. Furthermore, it can be concluded that there is a significant effect attained from knee tuck jump training towards the escalation of limbs muscle power in extracurricular volleyball program for male students in SMK N 1 Jambi. Based on the second test, 10.58  = 2,78, it means that  > . It also means that  is rejected and is accepted. Furthermore, it can be concluded that there is a significant effect attained from double leg bound training towards the escalation of limbs muscle power in extracurricular volleyball program for male students in SMK N 1 Jambi. Based on the third test, -0.50  = 2,31, it means that  < . It also means that  is accepted and  is rejected. It also means that the knee tuck jump training contributes better than double leg bound training towards the escalation of limbs muscle power in extracurricular volleyball program for male students in SMK N 1 Jambi. Based on the fourth test, -0.19  = 2,78, it means that  < . It also means that  is accepted and  is rejected. It can be concluded that there is no significant effect from knee tuck jump training towards the escalation of limbs muscle power in extracurricular volleyball program for male students in SMK N 1 Jambi. Based on the fifth test, 0.14  = 2,78, it means that  < . It also means that  is accepted and  is rejected. It can be concluded that there is no significant effect from double leg bound training towards the escalation of limbs muscle power in extracurricular volleyball program for male students in SMK N 1 Jambi. Based on the sixth test, 0.38  = 2,31, it means that  < . It also means that  is accepted and  is rejected. It can be concluded that knee tuck jump training does not have bigger effect than double leg bound training towards the escalation of limbs muscle power in extracurricular volleyball program for male students in SMK N 1 Jambi.

scholarly journals “The art of endlessly taking another view”

2020 ◽  
Vol 29 (58) ◽  
pp. 431-482
Author(s):  
Mário Jorge Pereira de Almeida Carvalho
Keyword(s):  
Human Life ◽  
Fundamental Principle ◽  
Vantage Point ◽  
The Self ◽  
Common Denominator ◽  
The Third ◽  
Real Science ◽  
The Common ◽  
The Difference ◽  
Unifying Principles

  This paper deals with Fichte’s The Characteristics of the Present Age, and in particular with his discussion of the “empty form of knowledge” he claims stands at the centre of the third – i.e. the present – age. Fichte speaks of a fundamental principle that forms the ‘common denominator’ between the third and fourth main epochs. This fundamental principle – the “maxim of comprehensibility” (Maxime der Begreiflichkeit) – makes knowledge and comprehension the measure of all that “counts as being valid and as really existing”. But the question arises: How can one and the same principle act as the “unifying concept” for two different “main epochs of human life”? Does this not go directly against Fichte’s claim that two main epochs differ from each other in every respect, precisely because they arise from two entirely different “unifying principles”, and because everything in them must reflect the difference between their “unifying principles”? Fichte’s answer to this question is as follows:  a)  the fundamental maxim in question allows for two diametrically opposed interpretations, so that each of them provides the principle or the “unifying concept” from which the third and fourth main epochs arise, and b) the third main epoch only gives rise to the empty form of science, as opposed to “truly real science”: it stands for a careless and easy-going, shallow, conventional, trivializing and incorrect conception of the “fundamental maxim of comprehensibility” –  so that it misses what is essential, does not do justice to the fundamental maxim, overlooks its implications, and indeed goes against its innermost meaning. Special attention is paid to the question of whether and how some major features of Fichte’s “empty form of knowledge” result from a misguided and superficial understanding of Kant’s “maxims of the self-preservation of reason” and can be reconstructed from this vantage point.           

On Tanabe’s Logic of Species

1998 ◽  
pp. 97-101
Author(s):  
Makoto Ozaki
Keyword(s):  
Specific Form ◽  
The Self ◽  
Western Philosophy ◽  
Kyoto School ◽  
The Third ◽  
Kyoto School Of Philosophy ◽  
The Difference ◽  
The Individual ◽  
Nishida Kitaro ◽  
The Trinity

Tanabe Hajime (1885-1962), another pole of the so-called Kyoto-School of Philosophy of modern Japan, attempts to construct a dialectical, triadic logic of genus, species and individual as a creative synthesis between Eastern and Western philosophy. Although the formal pattern of his method is influenced by the Hegelian dialectic, the way of his thinking is rather prevailed by Kantian dualism. This makes a sharp contrast to his mentor Nishida Kitaro, whose logic of Topos or Place qua Absolute Nothingness is criticized as all-embracing and static in character by him. The difference between them might be parallel to that of Greek and Latin theology concerning the Trinity. Tanabe never presupposes any preexistent entity as the primordial One in the eternal dimension, but rather maintains the individuality as the free subjective agent in the field of history. The dichotomy between the universal and the individual is overcome in and through the mediation of the third term— the species — as the negatively self-realized, specific form of the genus. The species, however, turns out to be the self-estrangement, when it loses the perpetually negative mediation of the free subjective activity of the individual.

The New Foucault Effect

2018 ◽  
Vol 14 (1) ◽  
pp. 109-127
Author(s):  
Mike Gane
Keyword(s):  
Michel Foucault ◽  
Theoretical Framework ◽  
Review Article ◽  
The Self ◽  
Disciplinary Power ◽  
The Third ◽  
Complete Set ◽  
Lecture Courses ◽  
The Difference ◽  
The Government

This review article considers two lecture courses by Michel Foucault (1972–73, 1979–80) and two books relating to the whole series of lectures (1970–84) by Stuart Elden. Foucault’s lecture courses can be divided into three phases, the first focused on the difference between sovereign and disciplinary power; the second on biopower, security, and liberalism; and the third on the government of the self and others. Foucault in 1976–79 altered his earlier frame by introducing the concept of governmentality and security dispositif and identified a missing, fourth type of power-governmentality called “socialism,” around which his concerns revolved for the remaining courses. Today there is a new Foucault effect, which has arisen around the courses on governmentality, neoliberalism, and biopower. The two courses by Foucault are situated in relation to the complete set of courses, and Elden’s books are welcomed critically as throwing light on the background to the lectures and Foucault’s main publications in this period but are problematic with respect to Foucault’s theoretical framework.

Social Comparison

2018 ◽  
Author(s):  
Zlatan Krizan
Keyword(s):  
Social Comparison ◽  
Role Models ◽  
Social Comparisons ◽  
Well Being ◽  
Social Identities ◽  
The Self ◽  
Human Functioning ◽  
Self Knowledge ◽  
Selection Of ◽  
Better Than

Social comparison activity is one of the most important spheres of human functioning; it is necessary for appraising where one stands within his or her community and for establishing viable routes for connecting with others. Social comparison is thus a critical psychological phenomenon essential to understanding both social behavior and formation of identity. To this end, individuals look to similar others to evaluate their own abilities and opinions, look to those better than themselves for inspiration and guidance, and evaluate others depending on similarities and distinctions with the self. In addition, they evaluate their own position in life with reference to other’s positions, look to others for information about social norms and for clues about how to behave, and experience feelings toward others based on implications of mutual differences for their relationship. This renders the nature of social comparisons complex; they take horizontal forms that focus on connections or distinction, as well as vertical forms that focus on superiority or inferiority. Moreover, they may be experienced through interaction, subjectively constructed in one’s mind, or deliberately orchestrated in order to impact others. Complexities of social comparison activity are commensurate with multiple functions that they serve. First, people compare with others in order to gain self-knowledge and reduce uncertainty. Comparisons that fulfill this function typically occur with similar others, are biased toward comparing with those slightly better off, and are sensitive to diagnosticity that information about others carries for oneself. Second, people compare with others in order to self-enhance and protect well-being. Comparisons that fulfill this function often involve contrasting oneself from those worse off, although they can also involve perceiving similarities with superior others, especially when these are role models or close others. Third, people compare in order to self-improve, namely, boost their skills and abilities. Such comparisons typically occur with others that are better, yet similar in relevant attributes, and in domains that leave room for personal progress. Fourth and final, people compare in order to connect socially with others. Such comparisons occur through regular social interaction as individuals emphasize mutual similarities, through creation of comparisons to protect or embolden others, and through selection of social identities that maximize a sense of group belonging.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN SELF-CONCEPT SISWA SMP DI KABUPATEN PIDIE JAYA DENGAN PEMBELAJARAN KONTEKSTUAL BERBANTUAN GEOGEBRA

Numeracy ◽  
2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Junaidi ◽  
Taufiq
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Contextual Learning ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
The Difference ◽  
Experimental Group ◽  
Better Than

This study aims to examine and describe the effect of contextual learning assisted by Geogebra on creative thinking skills, increased creative thinking skills, students' self-concept towards mathematics and the relationship between creative thinking and self-concept. The research design was an experimental group with a pretest and posttest control group. The experimental group received geogebra-assisted contextual learning and the control group received conventional learning. To obtain research data, instruments used in the form of tests of creative thinking skills and students' self-concept attitude scale. The output in this research is in the form of learning tools (lesson plans and worksheets) that use geogebra-assisted contextual learning, instruments for tests of creative thinking abilities and students' self-concept scales. Quantitative analysis was carried out on normalized post-test and gain data on creative thinking skills and self-concept data between the two sample groups using the mean difference test of the two populations. The instrument used was 12 questions about creative thinking skills and 31 statements about self-concept. To find the difference in the average used t-test and use the Pearson test to find the correlation coefficient. The results showed that the creative thinking skills of students who received geogebra-assisted contextual learning were better than students who received conventional learning. The results of the self-concept scale indicate that the self-concept of students who receive geogebra-assisted contextual learning is better than the self-concept of students who receive conventional learning. The results of the self-concept scale also show that self-concept affects students' creative thinking abilities either totally or based on student groups, namely the experimental group and the control group. Abstrak Penelitian ini bertujuan untuk menelaah dan mendeskripsikan pengaruh pembelajaran kontekstual berbantuan Geogebra terhadap kemampuan berpikir kreatif, peningkatan kemampuan berpikir kreatif, self-concept siswa terhadap matematik dan hubungan berpikir kreatif dengan self-concept. Desain penelitian ini adalah kelompok eksperimen dengan kelompok kontrol pretes dan postes. Kelompok eksperimen memperoleh pembelajaran kontekstual berbantuan geogebra dan kelompok kontrol memperoleh pembelajaran konvensional. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir kreatif dan skala sikap self-concept siswa. Luaran dalam penelitian ini berupa perangkat pembelajaran (RPP dan LKS) yang menggunakan pembelajaran kontekstual berbantuan geogebra, Instrumen tes kemampuan berpikir kreatif dan skala self-concept siswa. Analisis kuantitatif dilakukan terhadap data postes dan gain ternormalisasi kemampuan berpikir kreatif dan data self-concept antara kedua kelompok sampel dengan menggunakan uji perbedaan rerata dua populasi. Instrumen yang digunakan sebanyak 12 soal tes kemampuan berpikir kreatif dan 31 pernyataan mengenai self-concept. Untuk mencari perbedaan rata-rata digunakan uji-t dan menggunakan uji pearson untuk mencari koefisien korelasi. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif siswa yang memperoleh pembelajaran kontekstual berbantuan geogebra lebih baik daripada siswa yang memperoleh pembelajaran konvensional. Hasil skala self-concept menunjukkan bahwa self- concept siswa yang memperoleh pembelajaran kontekstual berbantuan geogebra lebih baik daripada self-concept siswa yang memperoleh pembelajaran konvensional. Hasil skala self- concept juga menunjukkan bahwa self-concept mempengaruhi kemampuan berpikir kreatif siswa baik secara total, ataupun berdasarkan kelompok siswa yaitu kelompok eksperimen dan kelompok kontrol. Kata Kunci: Kemampuan Berpikir Kreatif, Self-Concept, Kontekstual, Geogebra

scholarly journals Divine attributes between the Mu'tazilah and the front Capacity is a model

2018 ◽  
Vol 225 (2) ◽  
pp. 377-404
Author(s):  
Assist. Prof. Dr. Thaer Ibrahim Khudair ◽  
Dr. Jafar Hassan Lefta
Keyword(s):  
The Self ◽  
Divine Attributes ◽  
Divine Power ◽  
The Third ◽  
The Difference

    The question of divine attributes is one of the important issues studied by the two great schools (the Imamite and the Mu'tazid). The second topic is the essence of the difference between the imamate and the isolationist, and the third is the ability. The research concludes that the difference between the imamate and the isolationist in the question of the divine attributes was precise. Very, and that the most likely say the words of Imamiyah, which proved qualities, and that the eye of the self, unlike the audience of the Mu'tazila who once said the acting, and once the conditions, and once the eye. The most likely question of divine power is absolute and infinite, unlike a number of Mu'tazilites who said that God is indescribable to the ability of the ugly and evil.    

Removal of inelastically scattered electrons substantially increases phase contrast on frozen-hydrated molecules

1987 ◽  
Vol 45 ◽  
pp. 652-653
Author(s):  
John P. Langmore ◽  
Brian D. Athey
Keyword(s):  
Electron Diffraction ◽  
Phase Contrast ◽  
Low Dose ◽  
Dark Field ◽  
Biological Structure ◽  
Bright Field ◽  
Low Contrast ◽  
Negative Stain ◽  
The Difference ◽  
Better Than

Although electron diffraction indicates better than 0.3nm preservation of biological structure in vitreous ice, the imaging of molecules in ice is limited by low contrast. Thus, low-dose images of frozen-hydrated molecules have significantly more noise than images of air-dried or negatively-stained molecules. We have addressed the question of the origins of this loss of contrast. One unavoidable effect is the reduction in scattering contrast between a molecule and the background. In effect, the difference in scattering power between a molecule and its background is 2-5 times less in a layer of ice than in vacuum or negative stain. A second, previously unrecognized, effect is the large, incoherent background of inelastic scattering from the ice. This background reduces both scattering and phase contrast by an additional factor of about 3, as shown in this paper. We have used energy filtration on the Zeiss EM902 in order to eliminate this second effect, and also increase scattering contrast in bright-field and dark-field.

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