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Surprise

About: Surprise is a research topic. Over the lifetime, 4371 publications have been published within this topic receiving 99386 citations.


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Journal ArticleDOI
TL;DR: This article found that the Oxford English Dictionary is still unaware of "development" as a technical term in economics, as contrasted with its use in mathematics, biology, music, or photography.
Abstract: So commonplace has the concept of "economic development" become to this generation that it comes as a surprise to find the Oxford English Dictionary still unaware of "development" as a technical term in economics, as contrasted with its use in mathematics, biology, music, or photography. Nor, incidentally, is there an entry on "economic development" in the Encyclopedia of the Social Sciences. The story of how the term "economic development" entered the English language and came, for a time at least, to be identified with growth in per capita income is both curious and illuminating.

130 citations

Journal ArticleDOI
TL;DR: In the first part of this promised talk, I will try to carry through my task by saying a few very simple things as discussed by the authors, which will be much more unequipped and exposed than GadSoussana's beautiful lecture, but we did agree that I would try to say a few words after Gad Sousa, and then turn the floor over to Alexis Nouss.
Abstract: Thank you. I assure you that what I’m going to say will be much more unequipped and exposed thanGadSoussana’s beautiful lecture.Beforebabbling a few words, I’d like to join in the thanks already expressed and tell Phyllis Lambert and all our hosts how grateful I am for the hospitalitywith which they’ve honored me. We settled on very little in advance, but we did agree that I’d try to say a few words after Gad Soussana, that I’d then turn the floor over to Alexis Nouss, andwould pick up afterwards in a somewhat more enduring way. I will try to carry through my task in the first part of this promised talk by saying a few very simple things. It is worth recalling that an event implies surprise, exposure, the unanticipatable, and we at least agreed to one thing between ourselves and that was that the title for this session, for this discussion, would be chosen by my friends sitting here beside me. I take this opportunity to say that it was on account of friendship that I thought I should accept to expose myself here in this way, friendship not only for those who are sitting here beside me but for all my friends from Quebec; some, whom I haven’t seen for a long time, are here today in the audience and to them I address a word of greeting. I wanted this open-ended and, to a large degree, improvised gathering to be placed in this way under the heading of an event of friendship. This presupposes friendship, of course, but also surprise and the unanticipatable. It was understood that Gad Soussana and Alexis Nouss would choose the title and that I would try as well as I could to present not answers but some improvised remarks. Obviously, if there is an event, it must never be something that is predicted or planned, or even really decided upon.

128 citations

01 Jan 2007
TL;DR: McDaniel et al. as mentioned in this paper used facial features to detect the affective states (or emotions) that accompany deep-level learning of conceptual material, including boredom, confusion, delight, flow, frustration, and surprise.
Abstract: Facial Features for Affective State Detection in Learning Environments Bethany McDaniel (btmcdanl@memphis.edu) Department of Psychology, University of Memphis Sidney D’Mello (sdmello@memphis.edu) Department of Computer Science, University of Memphis Brandon King (bgking@memphis.edu) Department of Psychology, University of Memphis Patrick Chipman (pchipman@memphis.edu) Department of Psychology, University of Memphis Kristy Tapp (kmsnyder@memphis.edu) Department of Psychology, University of Memphis Art Graesser (a-graesser@memphis.edu) Department of Psychology, University of Memphis System. This system specified how specific facial behaviors, based on the muscles that produce them, could identify “basic emotions”. Each movement in the face is referred to as an action unit (or AU). There are approximately 58 action units. These facial patterns were used to identify the emotions of happiness, sadness, surprise, disgust, anger, and fear (Ekman & Friesen, 1978; Elfenbein & Ambady, 2002). Doubts have been raised, however, that these six emotions are frequent and functionally significant in the learning process (D’Mello et al., 2006; Kapoor, Mota, & Picard, 2001). Some have challenged the adequacy of basing a theory of emotions on these “basic” emotions (Rozin & Cohen, 2003). Moreover, Ekman’s coding system was tested primarily on static pictures rather than on changing expressions over time.. There is some evidence for a different set of emotions that influence learning and cognition, specifically boredom (Csikszentmihalyi, 1990; Miserandino, 1996), confusion (Graesser & Olde, 2003; Kort, Reilly, & Picard, 2001), flow (i.e. engagement, Csikszentmihalyi, 1990), and frustration (Kort, Reilly, & Picard, 2001; Patrick et al., 1993). Curiosity and eureka (i.e. the “a-ha” experience) are also believed to accompany learning. A study was recently conducted to investigate the occurrence of these emotions, as well as Ekman’s basic emotions. The study used an emote-aloud procedure (D’Mello et al., 2006), a variant of the think-aloud procedure (Ericsson & Simon, 1993), as an online measure of the learners’ affective states during learning. College students were asked to express the affective states they were feeling while working on a task, in this case being tutored in computer literacy with AutoTutor. Using the emote-aloud method allowed for the on-line identification of emotions while working on the learning task. A sample of 215 emote-aloud observations were Abstract This study investigated facial features to detect the affective states (or emotions) that accompany deep-level learning of conceptual material. Videos of the participants’ faces were captured while they interacted with AutoTutor on computer literacy topics. After the tutoring session, the affective states (boredom, confusion, delight, flow, frustration, and surprise) of the student were identified by the learner, a peer, and two trained judges. Participants’ facial expressions were coded by two independent judges using Ekman’s Facial Action Coding System. Correlational analyses indicated that specific facial features could segregate confusion, delight, and frustration form the baseline state of neutral, but boredom was indistinguishable from neutral. We discuss the prospects of automatically detecting these emotions on the basis of facial features that are highly diagnostic. Keywords: Facial features; action units, affective states; emotions; learning; AutoTutor; classifying affect Introduction It is widely acknowledged that cognition, motivation, and emotions are three fundamental components of learning (Snow, Corno, & Jackson, 1996). Emotion has been viewed as source of motivational energy (Harter, 1981; Miserandino, 1996; Stipek, 1998), but it can also be viewed as a more complex independent factor that plays an explanatory role in both learning and motivation (Ford, 1992; Meyer & Turner, 2002). The link between emotions and learning has received more attention during the last decade in the fields of psychology, education, and computer science (Craig, Graesser, Sullins, & Gholson, 2004; Graesser, Jackson, & McDaniel, 2007; Kort, Reilly, & Picard, 2001; Picard 1997; Meyer & Turner, 2002). Ekman and Friesen (1978) highlighted the expressive aspects of emotions with their Facial Action Coding

127 citations

Journal ArticleDOI
TL;DR: This article found that emotional social events (particularly those that arouse disgust and happiness) are likely to become part of a society's social beliefs, with important consequences for the structure of social relationships.
Abstract: There is evidence that we may he more likely to share stories about other people to the extent that they arouse emotion. If so, this emotional social talk may have important social consequences, providing the basis for many of our social beliefs and mobilising people to engage or disengage with the targets of the talk. Across three studies, we tested the situated communicability of emotional social information by examining if the ability of emotionality to increase communicability would depend on the emotion that was aroused and the identity of the audience. Study J showed that participants were more willing to share social anecdotes that aroused interest, surprise, disgust and happiness with an unspecified audience. Study 2 provided a behavioural replication of these findings. Study 3 showed that the communicability of emotional social talk did vary with audience identity (friend or stranger). Together, these findings suggest that emotional social events (particularly those that arouse disgust and happiness) are likely to become part of a society's social beliefs, with important consequences for the structure of social relationships.

126 citations

Journal ArticleDOI
01 Sep 2005-Emotion
TL;DR: Results suggest that children can recognize pride at above-chance levels by age 4 years; children recognize pride as well as they recognize happiness; and children's ability to recognize pride cannot be accounted for by the use of a process of elimination to identify an unknown entity.
Abstract: Recent research has shown that pride, like the "basic" emotions of anger, disgust, fear, happiness, sadness, and surprise, has a distinct, nonverbal expression that can be recognized by adults (J. L. Tracy & R. W. Robins, 2004b). In 2 experiments, the authors examined whether young children can identify the pride expression and distinguish it from expressions of happiness and surprise. Results suggest that (a) children can recognize pride at above-chance levels by age 4 years; (b) children recognize pride as well as they recognize happiness; (c) pride recognition, like happiness and surprise recognition, improves from age 3 to 7 years; and (d) children's ability to recognize pride cannot be accounted for by the use of a process of elimination (i.e., an exclusion rule) to identify an unknown entity. These findings have implications for the development of emotion recognition and children's ability to perceive and communicate pride.

126 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023675
20221,546
2021216
2020237
2019239
2018226