Sound off (or sound on): melodic repetition, sonic branding and interactive advertisements

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Title from PDF of title page (University of Missouri--Columbia, viewed on December 28, 2009)Thesis advisor: Dr. Glenn Leshner.Includes bibliographical references.M.A. University of Missouri--Columbia 2009.Dissertations, Academic -- University of Missouri--Columbia -- Journalism.This study examined whether or not familiarity, defined as repeated exposure to melodies, affects attitude toward and recognition for information of an advertised brand or interactive advertisement, differently than unfamiliar melodies. With four levels of repetition (multiple repetition, one repetition, a new melody and no melody), attitude and recognition data were collected and analyzed to test for significant differences among the four levels. Attitude was measured using two nine-point Likert indexes (one for attitude toward the brand, one for attitude toward the interactive advertisement) and recognition was measured using multiple-choice questions. Response latency data were collected to index the availability of these the attitude toward the brand. There is a unique pattern displayed between the four levels. Attitudes tend to be the most positive and most strong when no sound is paired with an interactive advertisement. However, attitudes become more positive and stronger between 1 melody repetition and 3 repetitions. Repetition showed no significant impact on attitude toward the advertisement or recognition for information contained in the advertisement. The key conclusion from the study is that researchers and advertisers alike need to continue to conduct sonic branding research to develop more appropriate measurement scales and stimulus material

Listening to Consumer Perspectives to Inform Addictions and Housing-Related Practice and Research

The study, funded by the Northwest Health Foundation of Portland, Oregon and the National Institute on Drug Abuse (NIDA), was conducted as part of the HEARTH collaborative (Housing, Employment and Recovery Together for Health). HEARTH, established in 2010, is a community-academic partnership involving partners from Portland State University (PSU), Oregon Health and Science University (OHSU), and Central City Concern (CCC). Using the approaches of community-based participatory research (CBPR), these diverse stakeholders collaborated to co-develop research of direct relevance to the local community and to national academic and policy communities. This study employed qualitative methods and community-based participatory research principles to solicit personal experiences with housing, employment, and recovery programs. We recruited interview participants via CCC-operated housing programs, including Alcohol and Drug Free Community Housing (ADFC), family housing, transitional housing, and non-ADFC (low barrier) housing units. The manuscript presents interview themes based on the five broad categories of interview questions: housing, employment programs, recovery programs, definitions of recovery, and definitions of success. Co-authors describe recommendations for practice and research protocol based on our findings. Our results highlight the importance of involving consumers in the development, data collection, and analysis of research, and present the unique perspectives of those who experience homelessness, recovery, and the programs designed to assist them

Using bifactor exploratory structural equation modeling to examine global and specific factors in measures of sports coaches' interpersonal styles

In the present work we investigated distinct sources of construct-relevant psychometric multidimensionality in two sport-specific measures of coaches’ need-supportive (ISS-C) and controlling interpersonal (CCBS) styles. A recently proposed bifactor exploratory structural equation modeling (ESEM) framework was employed to achieve this aim. In Study 1, using a sample of floorball players, the results indicated that the ISS-C can be considered as a unidimensional measure, with one global factor explaining most of the variance in the items. In Study 2, using a sample of male ice hockey players, the results indicated that the items in the CCBS are represented by both a general factor and specific factors, but the subscales differ with regard to the amount of variance in the items accounted for by the general and specific factors. These results add further insight into the psychometric properties of these two measures and the dimensionality of these two constructs

The Praise Paradox: When and Why Praise Backfires in Children With Low Self-Esteem

In contemporary Western society, many adults use praise to boost children's self-esteem. Accordingly, they might praise those who seem to need it the most: children with low self-esteem. In this article, we review research showing that certain types of praise can backfire, especially in children with low self-esteem. Adults are inclined to give children with low self-esteem person praise (e.g., “You're smart!”) and inflated praise (e.g., “That's incredibly beautiful!”). Paradoxically, such praise can lower these children's motivation and feelings of self-worth in the face of setbacks (e.g., when they struggle or fail). Lowered feelings of self-worth, in turn, might invite more person praise and inflated praise from adults, creating a self-sustaining downward spiral. We propose a transactional model to shed light on this apparent praise paradox, and we describe the model's implications for theory and research

Students’ Perceptions of Teachers’ Corrective Feedback, Basic Psychological Needs and Subjective Vitality: A Multilevel Approach

The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy (Bbetween = 0.49, p < 0.01), as well as a positive and significant relationship between perceived legitimacy and the needs of competence (Bbetween = 0.66, p < 0.05) and relatedness (Bbetween = 0.95, p < 0.01). In addition, there was a positive and significant association between competence and subjective vitality (Bbetween = 2.06, p < 0.01), and a negative and significant association between relatedness and subjective vitality (Bbetween = −0.85, p < 0.01). Also, on an individual (within) level, the needs of autonomy (Bwithin = 0.09, p < 0.05), competence (Bwithin = 0.27, p < 0.01), and relatedness (Bwithin = 0.17, p < 0.01) were positively and significantly associated with subjective vitality. Finally, corrective feedback showed a positive indirect effect on subjective vitality through perceived legitimacy and competence, while the indirect effect was negative through perceived legitimacy and relatedness. In conclusion, on an individual level, students who perceive their basic psychological needs to be met in turn, increase their subjective vitality. At the group level, the results are discussed. These findings suggest that teachers might be best advised to ensure that their students accept corrective feedback, by having it couched in a manner that suggests that learning and improvement can follow, and communicated in an autonomy-supporting way

The Effect of Agronomic Factors on the Yield of Winter Wheat in Crop Rotation with Livestock Production

The aim of the study was to evaluate the influence not only of the year, but also of the three agronomic factors, namely pre-crops, soil tillage, and application of fungicides on the subsequent grain yield of winter wheat. The field trial was carried out at the Field Trial Station in Žabčice (South Moravia, Czech Republic), between 2014 and 2016, as part of a long-term field experiment focused on management of soil with livestock production. Winter wheat was grown after two pre-crops, namely alfalfa and silage maize. The soil was treated using three technologies, namely conventional tillage (CT) – ploughing to a depth of 0.24 m, minimum tillage (MT) – shallow loosening to a depth of 0.15 m, and no-tillage (NT) – direct sowing. In terms of fungicide treatment, two treatments were used and compared to a non-treatment variant. The obtained results suggest that the statistical significance was not found in the influence of the pre-crop. On the contrary, the influence of not only the year but also of the soil tillage technology and fungicide treatment was confirmed. Higher yields by 0.59 t/ha were achieved after shallow loosening and direct sowing as compared with after traditional ploughing and after application of fungicides. In addition, inconclusive influence of interaction between pre-crop and soil tillage as well as between soil tillage and fungicide treatment was also found

Is no praise good praise? Effects of positive feedback on children’s and university students’ responses to subsequent failures.

Background: According to Dweck and colleagues (e.g., Kamins & Dweck, 1999; Mueller & Dweck, 1986), praise can be delivered using person (“you are clever”) or process terms (“you worked hard”). Research suggests that giving people process praise after success can help them deal better with subsequent failures because it attributes outcomes to effort rather than fixed ability. However, research has thus far inadequately addressed how these types of praise compare to receiving no evaluative feedback. Aim: The aim of the present research was to examine the effects of person and process praise compared to a control group where only objective outcome feedback was given. Samples: In Study 1, 145 British school children aged 9-11 years took part. In Study 2, participants were 114 British university students. Method: In both studies, participants read three scenarios and were asked to imagine themselves as the main character. In each scenario, they succeeded in an educational task and received either person, process or no praise. Participants then read two scenarios where they failed at a task. Following each scenario participants evaluated their performance, affect and persistence. Results: After one failure, participants who received person praise reacted most negatively on all dependent measures. However, those in the process condition did not differ significantly from those in the control group. Conclusions: These findings suggest that process feedback may not be inherently positive; instead person feedback seems particularly detrimental