Validation of positive expectation dependence

2017 ◽  
Vol 21 ◽  
pp. 536-561
Author(s):  
Bogdan Ćmiel ◽  
Teresa Ledwina
Keyword(s):  
Positive Expectation ◽  
Expectation Dependence

Testing for positive expectation dependence

2014 ◽  
Vol 68 (1) ◽  
pp. 135-153 ◽  
Author(s):  
Xuehu Zhu ◽  
Xu Guo ◽  
Lu Lin ◽  
Lixing Zhu
Keyword(s):  
Positive Expectation ◽  
Expectation Dependence

On the Democratic Problem of Conspiracy Politics

2018 ◽  
pp. 111-121 ◽  
Author(s):  
Alfred Moore
Keyword(s):  
Separation Of Powers ◽  
The Other ◽  
Democratic Politics ◽  
Positive Expectation ◽  
Low Expectations ◽  
Democratic System ◽  
Partisan Competition

Distrust is an essential part of democratic politics. Familiar institutions and practices, such as the separation of powers, partisan competition, and public vigilance, are premised on a positive expectation that others intend to harm our interests. Such practices can organize and domesticate distrust, and make it productive for the democratic system. Yet distrust can go wrong in two sorts of ways. One is through partisan distrust spiraling into what I call conspiracy politics as a result of the process of seeking to represent conspiracy-minded constituents. The other is that public vigilance premised on distrust can become a self-fulfilling prophecy, generating the behavior that fulfills those low expectations.

scholarly journals POSITIVE EXPECTATION TRAINING FOR TEACHERS IN MARDI YUANA CILEGON SCHOOL TO ACHIEVE LEARNING OBJECTIVE

2020 ◽  
Vol 4 (3) ◽  
pp. 251
Author(s):  
Bertha Natalina Silitonga ◽  
Juniriang Zendrato ◽  
Asih Enggar Susanti ◽  
Juliana Suhindro Putra
Keyword(s):  
Teacher Training ◽  
Junior High School ◽  
Cognitive Domain ◽  
Management Skills ◽  
Positive Expectation ◽  
Teacher Understanding ◽  
Implementation Evaluation ◽  
Training Materials ◽  
Class Management ◽  
The Subject

<p><em>Teachers </em><em>of </em><em>Mardi Yuana Cilegon School have gaps in all areas of teaching, namely: 1) Affection domain, where the teacher appears dominant in dealing with students, fellow teachers, parents, and leaders; 2) Psychomotor domain, where the affection problem has an impact on class management skills (the teacher arranges the class according to his own will without thinking about the learning objectives); 3) Cognitive domain, where affection problems also have an impact on the preparation of le</em><em>sson</em><em> plan (teachers feel that they have mastered the subject matter so they are not interested in learning anymore). Because impactful learning is heart-to-heart, this teacher training is focused on managing affection (positive expectation) to support classroom teaching. Thus, the aim of this training is to introduce and train teachers to practice effective affection management. This training was held eight times (January-April 2019) with seventy teachers from kindergarten to junior high school at Mardi Yuana Cilegon School. The teacher training materials provided are: 1) The importance of having positive expectations; 2) How to help students succeed; 3) How to appear in class; 4) How to make students interested in learning; 5) How to increase students' positive behavior. The result of observations during learning is that the teachers look enthusiastic about learning new things. The result of the implementation evaluation shows an increase in teacher understanding of positive expectations in the learning process</em><em>.</em></p><p><strong>ABSTRACT (INDONESIAN): </strong>Guru Sekolah Mardi Yuana Cilegon memiliki kesenjangan di semua ranah pengajaran, yaitu: 1) Ranah afeksi, dimana guru tampak dominan di dalam berelasi dengan siswa, sesama guru, orangtua, dan pimpinan; 2) Ranah psikomotorik, dimana masalah afeksi tersebut berdampak pada keterampilan pengelolaan kelas (guru mengatur kelas menurut keinginannya sendiri tanpa memikirkan tujuan pembelajaran yang ada); 3) Ranah kognitif, dimana masalah afeksi juga berdampak pada penyusunan rencana pembelajaran (guru merasa sudah menguasai materi pelajaran sehingga tidak berminat untuk belajar lagi). Oleh karena pembelajaran yang berdampak adalah dari hati ke hati, maka pelatihan guru ini difokuskan pada pengelolaan afeksi (<em>positive expectation) </em>untuk mendukung pengajaran di kelas<em>.</em> Sehingga, tujuan pelatihan ini adalah memperkenalkan dan melatihkan praktik-praktik pengelolaan afeksi yang efektif kepada guru. Pelatihan ini diadakan sebanyak delapan kali (Januari-April 2019) dengan peserta sebanyak tujuh puluh orang guru dari TK-SMP di sekolah Mardi Yuana Cilegon. Materi pelatihan guru yang diberikan adalah: 1) Pentingnya memiliki ekspekstasi positif; 2) Bagaimana membantu siswa agar berhasil; 3) Bagaimana berpenampilan di kelas; 4) Bagaimana membuat siswa tertarik untuk belajar; 5) Bagaimana meningkatkan perilaku positif siswa. Hasil pengamatan selama pembelajaran adalah para guru terlihat antusias mempelajari hal baru. Hasil evaluasi pelaksanaan menunjukkan adanya peningkatan pemahaman guru mengenai <em>positive expectation </em>di dalam proses pembelajaran.</p><p> </p><p> </p>

scholarly journals TO THE STUDY OF THE MECHANISM OF TRIGGERING THE PLACEBO EFFECT: PLACEBO AND AUTO-SUGGESTION

2021 ◽  
Vol 9 (3) ◽  
pp. 221-228
Author(s):  
A.V. Khaikin ◽  
Keyword(s):  
Placebo Effect ◽  
Experimental Studies ◽  
Linear Structure ◽  
The Unconscious ◽  
Ethical Problems ◽  
Positive Expectation ◽  
Current State ◽  
The Subject ◽  
State Of Research

The current state of research on the placebo effect is considered. The task is set to develop the idea of the role of positive expectation in the mechanism of placebo implementation. A number of assumptions concerning the nature of placebo and approaches to its study are put forward. Consideration of the effect in its linear structure can contribute to the study of the nature of the placebo. It is useful to understand this phenomenon as consisting of a stage of psychological triggering and a stage of psychosomatic and physiological implementation. In turn, it is useful to consider the first of them as consisting of a preliminary stage of forming a positive (or negative – with nocebo) expectation, confidence in a certain effect of a placebo agent, and the stage of actually triggering a placebo. When implementing the placebo effect, the active expectation of a certain internal process and its result activates the mechanism of auto-suggestion, within which the expected is realized. The placebo is triggered by the implementation of one of the types of autosuggestion process, which does not presuppose any purposeful actions of the subject, for example, orders addressed to the unconscious. A significant part of the studies of the placebo effect nature can be carried out within the framework of the study of the mechanisms and patterns of this way of autosuggestion, which is triggered by the confident active expectation of the subject in the onset of certain internal changes. It is clear that such studies can be carried out in contexts other than those of placebo and nocebo implementation, for example, neutral in relation to the physical and emotional state and make their conduct not burdened with ethical problems. Which, of course, can significantly contribute to the intensification of the study of the placebo nature. It is concluded that the proposed concept develops the thesis about the necessary role of positive expectation in the implementation of the placebo effect, explaining the role of expectation in the mechanism of its launch. Understanding the mechanism of the placebo effect as a mechanism for self-suggestion will significantly simplify the conditions for experimental studies of placebo patterns and creates a context for further research.

scholarly journals Recognition of Learner and Teacher in Rural Junior-High School for the 2015 Revised Curriculum of South Korea

2019 ◽  
Vol 5 (1) ◽  
pp. 58
Author(s):  
JuSeuk Kim
Keyword(s):  
High Schools ◽  
Education Policy ◽  
Junior High School ◽  
Rural Areas ◽  
Career Education ◽  
Junior High ◽  
Positive Impact ◽  
Junior High Schools ◽  
Integration Policy ◽  
Positive Expectation

This study examines students' perceptions of the revision of the 2015 curriculum and draws out a task to create a positive impact on career paths of the students. For this purpose, this study selected three autonomous junior high schools in rural areas of Jeonbuk province and conducted questionnaires on students and teachers. In particular, the results of the survey on the policy of free semester, integration policy of the humanities track and science track, and career education policy showed the students' positive expectation for the revision of the curriculum in 2015. Therefore, the following survey results were obtained. First, we could confirm a very positive reaction in the free semester. Second, there is a difference in the pros and cons of the autonomous junior high schools regarding the integration policy. In particular, the integration policy of the humanities track and science track shows that there is a positive expectation for career advancement. On the contrary, the perception that there is a concern about the effect on career is also investigated. Third, we could confirm the general lack of understanding about career education policy. Therefore, it can be confirmed that it is necessary to secure the justification for future career education, to promote active career education, and to follow-up policy for continuous career activities. Therefore, this paper suggests more active promotion and approach related to career policy.

Ischemic Preconditioning: Improved Cycling Performance Despite Nocebo Expectation

2020 ◽  
Vol 15 (3) ◽  
pp. 354-360 ◽  
Author(s):  
Christian P. Cheung ◽  
Joshua T. Slysz ◽  
Jamie F. Burr
Keyword(s):  
Ischemic Preconditioning ◽  
Aerobic Power ◽  
Lactate Concentration ◽  
Cycling Performance ◽  
Cycle Ergometer ◽  
Time To Exhaustion ◽  
Performance Expectations ◽  
Sham Treatment ◽  
Positive Expectation ◽  
Placebo Controls

Purpose: Ischemic preconditioning (IPC) through purposeful circulatory occlusion may enhance exercise performance. The value of IPC for improving performance is controversial owing to challenges with employing effective placebo controls. This study examines the efficacy of IPC versus a deceptive sham protocol for improving performance to determine whether benefits of IPC are attributable to true physiological effects. It was hypothesized that IPC would favorably alter performance more than a sham treatment and that physiological responses to exercise would be affected only after IPC treatment. Methods: In a randomized order, 16 participants performed incremental exercise to exhaustion on a cycle ergometer in control conditions and after sham and IPC treatments. Participants rated their belief as to the efficacy of each treatment compared with control. Results: Time to exhaustion was greatest after IPC (control = 1331 [270] s, IPC = 1429 [300] s, sham = 1343 [255] s, P = .02), despite negative performance expectations after IPC and positive expectation after sham. Maximal aerobic power remained unchanged after both SHAM and IPC (control = 42.0 [5.2], IPC = 41.7 [5.5], sham = 41.6 [5.5] mL·kg−1·min−1, P = .7), as did submaximal lactate concentration (control = 8.9 [2.6], sham = 8.0 [1.9], IPC = 7.7 [2.1] mmol, P = .1) and oxygen uptake (control = 37.8 [4.8], sham = 37.5 [5.3], IPC = 37.5 [5.5] mL·kg−1·min−1, P = .6). Conclusions: IPC before cycling exercise provides an ergogenic benefit that is not attributable to a placebo effect from positive expectation and that was not explained by traditionally suggested mechanisms.

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