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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: RUSSELL and CHILI as mentioned in this paper found that preschoolers were no more accurate when the emotion was specified by a prototypical facial expression than when specified by word, and that the relative power of a word versus a communication of emotion is more facial expression to evoke that knowledge.
Abstract: RUSSELL, JAMES A. The Preschooler's Understanding o!f the Causes and Coirseyueirces of Emotion. CHILI) 1990, 61, 1872-1881. This article reports evidence on 2 issues: (a) the preDEVELOPI~ENT. schooler's understanding of the causes and consequences of basic emotions, and (h) the relative power of a word, such as happy, versus a facial expression, such as a smile, to evoke that knowledge. Preschoolers (N = 120, mean age = 4-11)completed stories about fear, anger, sadness, happiness, and surprise by telling either why the protagonist felt that way or what the protagonist did when feeling that way. Responses were scored both "sul>jectively" (rated as appropriate or not) and more "objectively" (frequency of a judge guessing the question asked). By both criteria, the children did well, distinguishing causes from consequences and between most of the emotions. Conh-ary to what is co~n~nonl~ assumed, children were no more accurate-and sometimes less accurate-when the emotion was specified by a prototypical facial expression than when specified by a word. The study reported in this article was than 7 have been portrayed as understanding aimed at gathering information on two ques- only those emotions associated with a charactions about children's knowledge of emotion: teristic facial or other nonverbal display (Har(a) how much preschoolers know about the ris, 1989, p. 82). And the power of faces precauses and consequences of basic emotions, sumably remains through adulthood, when and (b)the relative power of a word versus a communication of emotion is said to be more facial expression to evoke that knowledge. I powerful through nonverbal than through vershall begin with the second issue. bal channels (Mehrabian, 1972).

80 citations

Proceedings Article
08 Jun 2007
TL;DR: The relationship between emotions and learning was investigated by tracking the emotions that college students experienced while learning about computer literacy with AutoTutor, which revealed that post-test scores were significantly predicted by pre- test scores and confusion, but not by any of the other emotions.
Abstract: The relationship between emotions and learning was investigated by tracking the emotions that college students experienced while learning about computer literacy with AutoTutor. AutoTutor is an animated pedagogical agent that holds a conversation in natural language, with spoken contributions by the learner. Thirty students completed a multiple-choice pre-test, a 35-minute training session, and a multiple-choice post-test. The students reviewed the tutorial interaction and were stopped at strategically sampled points for emotion judgments. They judged what emotions they experienced on the basis of the dialogue history and their facial expressions. The emotions they judged were boredom, flow (engagement), frustration, confusion, delight, surprise, and neutral. A multiple regression analysis revealed that post-test scores were significantly predicted by pre-test scores and confusion, but not by any of the other emotions.

80 citations

Journal ArticleDOI
Jon Faust1
TL;DR: The authors formalizes a historical argument that the Fed's structure was a response to public conflict over inflation's redistributive powers and shows that, in the face of conflict over redistribution, policy by majority can lead to policy that is worse even for the majority, than obvious alternatives.

80 citations

Journal ArticleDOI
TL;DR: This paper explored several core and variant forms of this puzzle, using them to display multiple interacting elements that together deliver a satisfying solution, which requires us to go beyond the discussion of simple information-theoretic imperatives (such as'minimize long-term prediction error') and recognize the essential role of species-specific prestructuring, epistemic foraging, and cultural practices in shaping the restless, curious, novelty-seeking human mind.
Abstract: Recent work in cognitive and computational neuroscience depicts human brains as devices that minimize prediction error signals: signals that encode the difference between actual and expected sensory stimulations. This raises a series of puzzles whose common theme concerns a potential misfit between this bedrock informationtheoretic vision and familiar facts about the attractions of the unexpected. We humans often seem to actively seek out surprising events, deliberately harvesting novel and exciting streams of sensory stimulation. Conversely, we often experience some wellexpected sensations as unpleasant and to-be-avoided. In this paper, I explore several core and variant forms of this puzzle, using them to display multiple interacting elements that together deliver a satisfying solution. That solution requires us to go beyond the discussion of simple information-theoretic imperatives (such as 'minimize long-term prediction error') and to recognize the essential role of species-specific prestructuring, epistemic foraging, and cultural practices in shaping the restless, curious, novelty-seeking human mind.

80 citations

Posted Content
TL;DR: One of the hallmarks of psychological maturity is a "theory of mind" that allows one to understand that other people, particularly those in different situations, have feelings, preferences, and behavioral inclinations that are different from one's own as discussed by the authors.
Abstract: One of the hallmarks of psychological maturity is a "theory of mind" that allows one to understand that other people, particularly those in different situations, have feelings, preferences, and behavioral inclinations that are different from one's own. Having just gorged on Ritz crackers and Velveeta cheese, one expects that someone who has not eaten in several hours is hungrier than oneself. And even though one may have just received good news that a manuscript was accepted, there is no surprise when someone whose grant was not funded is not elated about one's success. In each of these situations, a theory of mind creates the recognition and anticipation that, because others are in a different affective situation, they feel, think, and behave differently than oneself.

80 citations


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