White and Indian adult males, speaking whatever words came to mind in their native languages (English and Cree, respectively), attempted to express vocally the emotions of happiness, sadness, love, and anger. After these simulations of emotional state were recorded, the speech samples were rendered unintelligible by means of an electronic filter (which removed verbal meaning while leaving intact the tonal aspects of speech). The filtered vocal expressions from the white and Indian speakers were then played to other groups of white and Indian adult males (receivers). When both heard the samples from the white speakers, the white receivers were able to identify the emotional content of tone of voice more accurately than the Indian receivers. On the other hand, Indian receivers performed more accurately than whites when judging the samples from Indian speakers. The significant interaction suggested that language and culture are crucial factors in the transmission of emotion-even on the nonverbal vocal level.
The study at hand was undertaken to assess and compare the respective abilities of Canadian and Mexican subjects to identify emotion in speech. Canadian and Mexican female teachers, speaking whatever words they wished in their own languages, attempted to simulate four emotional states (i.e., happiness, sadness, love, and anger). After the initial recording, these samples were passed through an electronic filter which removed the semantic content while leaving intact the tonal qualities of the speech. The filtered vocal expressions were played to Canadian and Mexican subjects 5, 9, 13, 17, 25, 45, and 65 years of age. From 5 through 25, there was a progressive increase with age in ability to identify the emotion expressed. Ability did level off, however, and eventually even decreased (such that the 65 year‐olds performed less accurately than the other adult groups). Overall, the Mexican subjects were significantly more sensitive to emotion in speech than their Canadian counterparts. As well, both Canadian and Mexican subjects judged speech samples from Mexican speakers more accurately than those from Canadian speakers.
The suggestion that students at present day universities participate in magic at exam time may seem unusual. This study views “magic” as behavior directed toward achieving an outcome, involving many everyday and commonplace acts, but seeming to rely for success on some mystical element. Hundreds of personal accounts from students describing their exam‐related behaviors provide the basis for a classification system of their “magical practices.” The classification yields findings regarding the use of magic for luck and the avoidance of bad luck. Student magic is found to be idiosyncratic, inconsistent, and never malevolent as it often is in preliterate societies. Such differences between preliterate magic, other modern forms, and student magic are related to the complexity and heterogeneity of the larger society, the cultural norms, and the degree of collective action involved.
Le fondement théorique de notre étude sur l'expérience vécue par les étudiants d'une grève du corps professoral d'une université s'appuie principalement sur la formulation théorique de Blumer selon laquelle l'interaction entre des acteurs, dans un cadre industriel, peut être divisée en trois étapes: 1) interprétation de l'expérience; 2) établissement de nouvelles relations; et 3) direction du mouvement ou ajustement. Chaque étape entraîne un changement de situation ainsi que des modifications correspondantes de la perception de soi et des autres. Dans cette étude, nous intégrons également le travail de Stebbins sur les situations difficiles. Nous appliquons ces concepts fondamentaux à l'étude d'une grève où un élément puissant ‐ la main‐d'ceuvre ‐, représentée ici par le corps professoral, se mesure à un autre élément ‐ la direction ‐, représentée ici par l'administration. Par ailleurs, nous privilégions un point que les autres études perdent souvent de vue: l'effet de cette lutte sur un élément tiers moins puissant, à savoir la population étudiante. The theoretical basis for this study of the student experience of a university faculty strike is provided primarily by Blumer's theoretical formulation that interaction between actors in an industrial setting can be studied in three principal phases: (1) interpretation of the experience; (2) the forging of new and emergent relationships; and (3) lines of movement or adjustment. Each phase involves a change in situation along with corresponding changes in the perception of self and other. We also integrate Stebbins' work on predicaments. These major concepts are employed as we follow a strike in which one powerful sector, labour (represented here as Faculty), is pitted against another, management (represented here as Administration), and focus on what other studies often lose sight of—namely, the effect of the battle on a less powerful third sector, the students.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.