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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: Findings suggest that significant effort should be put into detecting and responding to boredom and confusion, with a particular emphasis on developing pedagogical interventions to disrupt the ''vicious cycles'' which occur when a student becomes bored and remains bored for long periods of time.
Abstract: We study the incidence (rate of occurrence), persistence (rate of reoccurrence immediately after occurrence), and impact (effect on behavior) of students' cognitive-affective states during their use of three different computer-based learning environments. Students' cognitive-affective states are studied using different populations (Philippines, USA), different methods (quantitative field observation, self-report), and different types of learning environments (dialogue tutor, problem-solving game, and problem-solving-based Intelligent Tutoring System). By varying the studies along these multiple factors, we can have greater confidence that findings which generalize across studies are robust. The incidence, persistence, and impact of boredom, frustration, confusion, engaged concentration, delight, and surprise were compared. We found that boredom was very persistent across learning environments and was associated with poorer learning and problem behaviors, such as gaming the system. Despite prior hypothesis to the contrary, frustration was less persistent, less associated with poorer learning, and did not appear to be an antecedent to gaming the system. Confusion and engaged concentration were the most common states within all three learning environments. Experiences of delight and surprise were rare. These findings suggest that significant effort should be put into detecting and responding to boredom and confusion, with a particular emphasis on developing pedagogical interventions to disrupt the ''vicious cycles'' which occur when a student becomes bored and remains bored for long periods of time.

765 citations

Proceedings ArticleDOI
16 Mar 2008
TL;DR: The construction of a large data set annotated for six basic emotions, ANGER, DISGUST, FEAR, JOY, SADNESS and SURPRISE, and several knowledge-based and corpusbased methods for the automatic identification of these emotions in text are proposed.
Abstract: This paper describes experiments concerned with the automatic analysis of emotions in text. We describe the construction of a large data set annotated for six basic emotions: ANGER, DISGUST, FEAR, JOY, SADNESS and SURPRISE, and we propose and evaluate several knowledge-based and corpusbased methods for the automatic identification of these emotions in text.

648 citations

Journal ArticleDOI
TL;DR: By refuting the long-standing universality hypothesis, the data highlight the powerful influence of culture on shaping basic behaviors once considered biologically hardwired and open a unique nature–nurture debate across broad fields from evolutionary psychology and social neuroscience to social networking via digital avatars.
Abstract: Since Darwin’s seminal works, the universality of facial expressions of emotion has remained one of the longest standing debates in the biological and social sciences. Briefly stated, the universality hypothesis claims that all humans communicate six basic internal emotional states (happy, surprise, fear, disgust, anger, and sad) using the same facial movements by virtue of their biological and evolutionary origins [Susskind JM, et al. (2008) Nat Neurosci 11:843–850]. Here, we refute this assumed universality. Using a unique computer graphics platform that combines generative grammars [Chomsky N (1965) MIT Press, Cambridge, MA] with visual perception, we accessed the mind’s eye of 30 Western and Eastern culture individuals and reconstructed their mental representations of the six basic facial expressions of emotion. Cross-cultural comparisons of the mental representations challenge universality on two separate counts. First, whereas Westerners represent each of the six basic emotions with a distinct set of facial movements common to the group, Easterners do not. Second, Easterners represent emotional intensity with distinctive dynamic eye activity. By refuting the long-standing universality hypothesis, our data highlight the powerful influence of culture on shaping basic behaviors once considered biologically hardwired. Consequently, our data open a unique nature–nurture debate across broad fields from evolutionary psychology and social neuroscience to social networking via digital avatars.

616 citations

Journal ArticleDOI
TL;DR: It is suggested that beliefs can influence learning success through top-down biasing of attention and conceptual processing toward goal-congruent information.
Abstract: Students’ beliefs and goals can powerfully influence their learning success. Those who believe intelligence is a fixed entity (entity theorists) tend to emphasize ’performance goals,’ leaving them vulnerable to negative feedback and likely to disengage from challenging learning opportunities. In contrast, students who believe intelligence is malleable (incremental theorists) tend to emphasize ’learning goals’ and rebound better from occasional failures. Guided by cognitive neuroscience models of top–down, goal-directed behavior, we use event-related potentials (ERPs) to understand how these beliefs influence attention to information associated with successful error correction. Focusing on waveforms associated with conflict detection and error correction in a test of general knowledge, we found evidence indicating that entity theorists oriented differently toward negative performance feedback, as indicated by an enhanced anterior frontal P3 that was also positively correlated with concerns about proving ability relative to others. Yet, following negative feedback, entity theorists demonstrated less sustained memory-related activity (left temporal negativity) to corrective information, suggesting reduced effortful conceptual encoding of this material–a strategic approach that may have contributed to their reduced error correction on a subsequent surprise retest. These results suggest that beliefs can influence learning success through top–down biasing of attention and conceptual processing toward goal-congruent information.

498 citations

Journal ArticleDOI
TL;DR: This article argues that self-deception evolved to facilitate interpersonal deception by allowing people to avoid the cues to conscious deception that might reveal deceptive intent, and proposes that this is achieved through dissociations of mental processes, includingconscious versus unconscious memories, conscious versus unconscious attitudes, and automatic versus controlled processes.
Abstract: In this article we argue that self-deception evolved to facilitate interpersonal deception by allowing people to avoid the cues to conscious deception that might reveal deceptive intent. Self-deception has two additional advantages: It eliminates the costly cognitive load that is typically associated with deceiving, and it can minimize retribution if the deception is discovered. Beyond its role in specific acts of deception, self-deceptive self-enhancement also allows people to display more confidence than is warranted, which has a host of social advantages. The question then arises of how the self can be both deceiver and deceived. We propose that this is achieved through dissociations of mental processes, including conscious versus unconscious memories, conscious versus unconscious attitudes, and automatic versus controlled processes. Given the variety of methods for deceiving others, it should come as no surprise that self-deception manifests itself in a number of different psychological processes, and we discuss various types of self-deception. We then discuss the interpersonal versus intrapersonal nature of self-deception before considering the levels of consciousness at which the self can be deceived. Finally, we contrast our evolutionary approach to self-deception with current theories and debates in psychology and consider some of the costs associated with self-deception.

496 citations


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