Thesis (Ph. D.)--University of Sydney, 2006. / Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2006. Includes bibliographical references. Also available in print form.

Thesis (Ph.D)--Psychology, Georgia Institute of Technology, 2010. / Committee Chair: Jack Feldman; Committee Member: Lawrence R. James; Committee Member: Nathan Bennett; Committee Member: Richard Catrambone; Committee Member: Susan E. Embretson. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Orientador: Jônatas Manzolli / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-23T23:42:49Z (GMT). No. of bitstreams: 1 Penha_BernardoAguiardeSouza_M.pdf: 2677028 bytes, checksum: 429276465186071bdb6c17d7dbad5831 (MD5) Previous issue date: 2013 / Resumo: A interação de um indivíduo com os estímulos sonoros que o cercam é um estudo relevante, o qual dialoga com a pesquisa contemporânea sobre Cognição Musical. Esta dissertação foca esse campo temático a partir do estudo da percepção sonora, mais especificamente da noção de Antecipação vinculada ao aporte teórico da Psicologia da Expectativa, fundamentada por David Huron [2]. A partir desse recorte, desenvolvemos um estudo teórico e experimental sobre a relação entre Familiaridade [42] e Expectativa [2]. No nosso estudo os sujeitos foram submetidos à audição de estímulos/amostras sonoras apresentadas simultaneamente a um ruído mascarante. Nosso intuito foi verificar de que maneira a Expectativa sonora age no processo de escuta de sons com espectro sonoro complexo. Partimos do pressuposto de que há uma relação de proporção direta, ou seja, quanto mais familiar é um som, melhor o antecipamos. Para medir essa relação, utilizamos dois parâmetros psicoacústicos: loudness e tempo de resposta por ação reflexa. De acordo com nossa hipótese experimental, esperávamos que o quão mais familiar fosse o som, menores seriam o loudness e o tempo necessário para que houvesse uma resposta reflexa do indivíduo ao estímulo. Assim, a Familiaridade acarretaria uma melhor acuidade perceptiva e, como consequência, haveria uma melhora significativa na Antecipação. Após realizar um experimento piloto e um estudo final, obtivemos dados que, por análise estatística, forneceram suporte para confirmar a hipótese / Abstract: The interaction of an individual with sound stimuli that surround him is a relevant study, which dialogues with the contemporary research on Musical Cognition. This dissertation focuses this subject field as from the study of sound perception, specifically the notion of Anticipation linked to the theory of the Psychology of Expectation, supported by David Huron (2006). From this point of view, we developed a theoretical and experimental study on the relationship between Familiarity (Yonelinas, 2002) and Expectation (Huron, 2006). In our study the subjects underwent hearing sound stimuli/samples presented simultaneously with a masking noise. Our objective was to verify in which manner the sound Expectation would behave in the process of listening to sounds with complex sound spectrum. We assumed that there is a relationship of direct proportion, i. e., the more familiar a sound is, the better we anticipate it. In order to measure this relationship, we used two psychoacoustic parameters: loudness and response time by reflex action. According to our experimental hypothesis, we expected that the more familiar the sound was, the smaller the loudness and time needed to cause a reflex response of the individual to the stimulus should be. Thus, the Familiarity would entail a better perceptual accuracy, and consequently, there would be a significant improvement in the Anticipation. After conducting a pilot experiment and a final study, we obtained data, which with the necessary statistical analysis provided support to confirm the hypothesis / Mestrado / Fundamentos Teoricos / Mestre em Música

D.Ed. / Please refer to full text to view abstract

This practicum intends to explore the existence and nature of male client expectations of female therapists. The underlying assumptions of this study include: (1) clients have expectations; (2) sex roles exist in society; and (3) the sex of either the therapist or the client is a variable in the therapeutic situation. To carry out this study it is necessary to pursue the following tasks. The first step will be to define possible client expectations of therapists. Using this information, a questionnaire will be developed to verify the existence of these expectations. In addition, the questionnaire will hopefully indicate whether these expectations vary according to the sex of the therapist and whether these expectations vary with the sex of the client. The intention of this study is to yield data that will allow for conclusions regarding sex as a variable affecting client expectations, specifically male client expectations of female therapists.

The present study was a modified replication of Miller and Seligman’s (1973) study. Expectancy ratings under skill and chance tasks were examined in 51 college students in four groups: depressed high-external, depressed low-external, nondepressed high-external, and nondepressed low-extrenal. The major hypothesis predicted that there would be greater association (1) between both magnitude and direction of expectancy change and outcome of the previous trial (success/non-success) with nondepression than with depression, under the skill task, (2) between both magnitude and direction of expectancy change and outcome of the previous trial (success/non-success) with low-externality than with high-externality, under the skill task, and (3) between both magnitude and direction of expectancy change and outcome of the previous trial (success/non-success) for low-externality than for high-externality under the skill task and that this would be more evident with nondepression than with depression. None of these hypotheses was confirmed; no significant differences in expectancy ratings among the groups were found. Possible reasons for the failure of the present study to support Miller and Seligman’s findings regarding the influence of depression were discussed and suggestions for future research were made.

No description available.

In an effort to determine whether job satisfaction and expectations in a group of workers undergoing major change in the workplace differ from groups of workers not undergoing major change, data were collected from three groups of workers at the operator level in a major U.S. electronics manufacturing company. Two of the groups were not undergoing a major work redesign and served as control groups. A group undergoing the early stages of a major work redesign, characterized primarily by their formation into a self-managed work team, served as the experimental group. The experimental group and one control group were located at the same manufacturing plant, while the other control group was located at another plant. It was hypothesized that the group of workers undergoing change would differ in job satisfaction and that over time, the difference would grow. It was also hypothesized that the group undergoing change would have different expectations about the nature of their jobs in the future. Data were collected from members of the three groups using a modified version of Hackman and Oldham's (1980) Job Diagnostic Survey, with two administrations of the survey seven months apart. Data were analyzed using a 3 (Groups) X 2 (Perception: "Now" versus "Near Future") x 2 (Administration) factorial design, with repeated measures Oil the Perception variable. Results revealed a difference in job satisfaction between the groups, as hypothesized. Results also revealed that members of the experimental group did have a few expectations for the future not held by members of the control groups; otherwise, expectations differed very little between the groups. Explanations for these findings are offered. This study suggests that those charged with implementing major change in the workplace should keep in mind that they may not see dramatic reactions from workers asked to make major changes, at least at the earliest stages of the change.

This study explores the relationship between student judgments of teacher expectations and academic success, student self-concept and academic success, and student judgments of discrimination experiences and academic success. In the winter of 2018, a sample of 176 communication students at a northwestern university completed revised versions of the Teacher Treatment Inventory (TTI) and the Self-Description Questionnaire III (SDQ III), as well as the original Everyday Discrimination Scale (EDS). College-age students found the TTI confusing, and many participants said they did not have a relationship with their college professors. The hypothesis that suggested student judgments of teacher expectations would positively correlate with anticipated course grade was not supported, and no significant differences were found between male and female students' judgments of teacher expectations, as well as no significant differences among students of different races on judgments of teacher expectations. The hypothesis that student self-concept would positively correlate with anticipated course grades was partially supported. While some participants did judge themselves to have experienced forms of discrimination, those discriminatory experiences did not result in a significantly negative correlation with anticipated course grades. Implications for understanding expectancy effects and student self-concept as a pedagogical tool for increasing academic success are discussed.

Thesis (Ph. D.)--University of Notre Dame, 2007. / Thesis directed by John G. Borkowski for the Department of Psychology. "April 2007." Includes bibliographical references (leaves 68-75).