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Birds Of A Feather... Generalization Of Facial Structures Following Massive Familiarization, Pablo Tinio, Gernot Gerger, Helmut Leder
Birds Of A Feather... Generalization Of Facial Structures Following Massive Familiarization, Pablo Tinio, Gernot Gerger, Helmut Leder
Department of Educational Foundations Scholarship and Creative Works
Three experiments examined the effects of symmetry and complexity, as facial structures, on the aesthetic judgments of faces, and how these effects are modulated by moderate or massive familiarization. Results showed that symmetrical faces were judged as more attractive than nonsymmetrical faces, and simple faces were judged as more attractive than complex faces-with complexity defined as the number of facial elements. Complexity in faces seemed to have overridden the usually positive effects of facial symmetry. Moreover, while moderate familiarization did not modulate the effects, massive familiarization to a specific face type resulted in structural generalization effects: participants provided higher aesthetic …
From Artistic Creation To Aesthetic Reception: The Mirror Model Of Art, Pablo Tinio
From Artistic Creation To Aesthetic Reception: The Mirror Model Of Art, Pablo Tinio
Department of Educational Foundations Scholarship and Creative Works
The fields of creativity and aesthetics remain relatively separate in spite of the great advances made in the psychology of the arts over the past century. This divide has limited our understanding of the experience of art. Here I present a model that describes the interface between the two sides: art-making and art-viewing. According to the model, aesthetic experiences mirror the art-making process in the sense that the early stages of aesthetic processing correspond to the final stages of art-making; conversely, the late stages of aesthetic processing correspond to the initial stages of art-making. Considering the aesthetic processing of an …
Student Thought And Classroom Language: Examining The Mechanisms Of Change In Dialogic Teaching, Alina Reznitskaya, Maughn Gregory
Student Thought And Classroom Language: Examining The Mechanisms Of Change In Dialogic Teaching, Alina Reznitskaya, Maughn Gregory
Department of Educational Foundations Scholarship and Creative Works
Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely monologic. In this article, we present a testable theory of change that suggests how sociocultural processes in a dialogic classroom influence students' development.We identify and discuss three learning outcomes of dialogic teaching, including epistemological understanding, argument skills, and disciplinary …
Comparing Student Experiences With Story Discussions In Dialogic Versus Traditional Settings, Alina Reznitskaya, Monica Glina
Comparing Student Experiences With Story Discussions In Dialogic Versus Traditional Settings, Alina Reznitskaya, Monica Glina
Department of Educational Foundations Scholarship and Creative Works
The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. Ten students from each classroom were interviewed. According to the results, significantly more P4C students stated that they enjoyed expressing disagreement with peers, taking on new responsibilities, and explaining their thinking to others. More P4C students complained about the difficulties with getting the floor to speak, and suggested that changes are …