scholarly journals Humorous Audio-Visual Lockdown Works

2021 ◽  
Vol 3 (3) ◽  
pp. 238-258
Author(s):  
Anna Luise Kiss
Keyword(s):  
Community Building ◽  
Social Psychological ◽  
Pragmatic Approach ◽  
Video Clips ◽  
Starting Point ◽  
Communication Space ◽  
Short Video ◽  
As Stress ◽  
Relational Experience ◽  
Stress Buffer

This article is dedicated to humorous audio-visual lockdown works—that is, to short video clips with humorous content that were produced and circulated during the first Corona lockdown in spring 2020. The exploration of the video clips takes place within an autoethnographic approach. It will be examined what kind of humor was included in the videos I received in my WhatsApp bubble. By a rough division of recurring motifs, two exemplary analyses, and research results on humor from clinical psychology, I will describe the humor as complex coping humor. A further question relates to the functions the humorous audio-visual lockdown works were equipped with within the communication space of which I, myself, was a part of. Roger Odin’s semio-pragmatic approach serves as a starting point for first reflections on the functions which the audio-visual lockdown works were able to deploy. Against the background of Odin’s concept of reading modes and communication operators, the humorous audio-visual lockdown works will be conceptualized as relational experience operators. By utilizing social psychological approaches to the study of humor, the videos will furthermore be conceptualized as stress-buffer operators. The videos were used to unleash the communicative energy necessary for the production of a relational affirmation of a shared present, for mutual relief, and for a collective buffer against stress. Finally, I discuss that the humorous audio-visual lockdown works document the positive power of humor, community building, and care and, at the same time, reference a life that is characterized by specific privileges.

scholarly journals The Survival Processing Advantage of Face: The Memorization of the (Un)Trustworthy Face Contributes More to Survival Adaptation

2019 ◽  
Vol 17 (2) ◽  
pp. 147470491983972 ◽  
Author(s):  
Chunna Hou ◽  
Zhijun Liu
Keyword(s):  
Source Memory ◽  
Survival Processing ◽  
Pictorial Material ◽  
Video Clips ◽  
Survival Scenario ◽  
Different Types ◽  
Short Video ◽  
Matched Design ◽  
Survival Experiment ◽  
Facial Trustworthiness

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.

scholarly journals Visual technology for the autonomous learning of mathematics

Pythagoras ◽  
2010 ◽  
Vol 0 (72) ◽  
Author(s):  
Helmut Linneweber‐Lammerskitten ◽  
Marc Schäfer ◽  
Duncan Samson
Keyword(s):  
South Africa ◽  
Development Project ◽  
Autonomous Learning ◽  
Pedagogical Issues ◽  
Video Clips ◽  
Visual Technology ◽  
Short Video ◽  
African Context ◽  
Design Production ◽  
The University

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.

scholarly journals Nan-O-Style – experiments and arts

2020 ◽  
Vol 1 ◽  
Author(s):  
G. Collavo ◽  
A. Lalayev ◽  
S. Angerer ◽  
M. Kraml ◽  
S. Bachner ◽  
...  
Keyword(s):  
High School Students ◽  
Soft Skills ◽  
Special Science ◽  
Surface Layers ◽  
School Students ◽  
Electron Microscopic ◽  
Video Clips ◽  
3D Microscopy ◽  
Short Video ◽  
Layer Chromatography

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. 

Impoliteness as a Model for Virtual Speech Community Building

2010 ◽  
pp. 523-539 ◽  
Author(s):  
Tracy R. LeBlanc
Keyword(s):  
Community Building ◽  
Relevant Literature ◽  
Speech Community ◽  
Virtual Communication ◽  
Ongoing Research ◽  
Face To Face ◽  
Linguistic Strategies ◽  
Starting Point ◽  
Conversational Behavior ◽  
Place And Identity

The aim of this chapter is to account for linguistic strategies of breaking into a virtual speech community, particularly the community the author refers to here as the Pen community. Virtual communication necessitates accommodations not otherwise engaged in face-to-face conversation, and the Pen community is both virtual and leet. Being leet necessitates interactional behavior consisting of techie knowledge, leet speak fluency, and a shared interest in the venture of building and maintaining a leet identity online. The goal for this ongoing research is to understand virtual conversational behavior and its role in leet speech community building. With a brief discussion of the literature on sociolinguistic perspectives as well as pragmatic theories pertaining to conversational behavior (Watts, Ide, & Ehlich 2005; Culpeper, 1996), exchanges from three threads of discourse from the Pen virtual speech community are accounted for. The notable features of discourse are the strategies employed by participants in order to create, build, foster a sense of place and identity, and strengthen said communities. The Pen community’s discourse permits examples of strategies undertaken for this collective effort through attempting to enter into the community and become a member, topic shifting behavior, and flaming. The author operationalizes each of these examples via Culpeper’s Impoliteness model. Included here are a brief review of relevant literature, a discourse analytical approach to the interactional behavior found in The Pen community, and conclusions about how a leet speech community is built virtually. The Impoliteness model serves well here as a starting point for further research on virtual speech community building.

The Interpreted Mind: Understanding Acting

2018 ◽  
Vol 22 (2) ◽  
pp. 220-229 ◽  
Author(s):  
Thalia R. Goldstein ◽  
Aline Filipe
Keyword(s):  
Theoretical Model ◽  
Research Agenda ◽  
Personality Characteristics ◽  
Literary Fiction ◽  
Video Clips ◽  
Real People ◽  
Short Video ◽  
Physical Attributes ◽  
As If

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.

The effect of learner age on the interpretation of the nonverbal behaviors of teachers and other students in identifying questions in the L2 classroom

2016 ◽  
Vol 22 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Nobuhiro Kamiya
Keyword(s):  
Elementary School ◽  
University Students ◽  
Age Groups ◽  
Nonverbal Behaviors ◽  
Linguistic Information ◽  
Video Clips ◽  
Short Video ◽  
The University ◽  
Effect Of Age ◽  
Two Age Groups

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.

scholarly journals PREPRINT Inspired to lend a hand? Attempts to elicit prosocial behavior through goal contagion

2018 ◽  
Author(s):  
Hilmar Brohmer ◽  
Katja Corcoran ◽  
Gayannee Kedia ◽  
Lisa V. Eckerstorfer ◽  
Andreas Fauler ◽  
...  
Keyword(s):  
Prosocial Behavior ◽  
Meta Analysis ◽  
Video Clip ◽  
Stimulus Material ◽  
Original Research ◽  
Social Value Orientation ◽  
Human Beings ◽  
Video Clips ◽  
Short Video ◽  
Goal Directed Behavior

Helping often occurs in a broader social context. Every day, people observe others who require help, but also others who provide help. Research on goal contagion (Aarts, Gollwitzer & Hassin, 2004) suggests that observing other people’s goal-directed behavior (like helping) activates the same goal in the observer. Thus, merely observing a prosocial act could inspire people to act on the same goal. This effect should be even stronger, the more the observer’s disposition makes him or her value the goal. In the case of prosocial goals, we looked at the observer’s Social Value Orientation (SVO; van Lange et al., 1999) as a moderator of the process. In three studies (N = 126, N = 162 and N = 371), we tested the hypothesis that prosocial observations (vs. control) will trigger more subsequent prosocial behavior the more the observer is prosocially oriented. In line with the original research, we used texts as stimulus material in Study 1 and short video clips in Study 2 and 3. In Study 1 and 2, SVO was measured directly before the manipulation was induced and in Study 3 even a week prior to the actual experiment. Additionally, we included a second control condition video clip in Study 3, which did not depict human beings. Despite thoroughly developed stimulus material and methods, we found no support for an effect of the interaction, nor of the prosocial observation, but some support of SVO in Study 1 and 2. A mini meta-analysis revealed an effect equivalent to zero for goal contagion and a small, but robust SVO effect across studies. One implication for the theory of goal contagion is that prosocial goals might not be as contagious as other goals addressed in the literature. However, because SVO might not have been an optimal trait, other moderators for prosocial dispositions should be tested.

scholarly journals Using a VLE to enhance a Foundation Chemistry laboratory module

2006 ◽  
pp. 35-40
Author(s):  
Gareth J Price ◽  
June Chalmers ◽  
Clare Goodfellow
Keyword(s):  
Chemistry Laboratory ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Technical Problems ◽  
Video Clips ◽  
The Past ◽  
Short Video ◽  
E Learning ◽  
The University

For the past few years, we have been experimenting with an e-learning approach to our introductory laboratory classes for first year students. Our overall objective was to maximise students’ useful time in the laboratory. We considered that time spent with students gathered around a desk watching a demonstration is not an efficient use of staff or students’ time.It is well recognised that students’ performance in the laboratory can be enhanced if they are familiar with the background of the experiments which will be conducted, hence the use of ‘pre-labs’. We have been delivering our ‘pre-labs’ electronically by requiring students to work through a package before coming to the laboratory. As well as covering the theory and background to the experiment, short video clips have been included so that students will also have seen the experiment being performed. They should at least recognise the apparatus! The package concludes with a short assessment quiz which must be completed.The packages were mounted on the University network using WebCT and meant that students could undertake the exercises at a time (and place) of their choosing rather than being confined to set laboratory hours.This communication will describe the packages and our experiences as well as an initial evaluation of our approach. Although largely anecdotal, staff felt that they spent less time on more mundane aspects of laboratory work and more time discussing chemistry.Students also felt that they were better prepared for the experiments before they came to the laboratory. Some of the pitfalls and technical problems that had to be overcome willalso be described.

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