text:
User talk:Opulentnetwork

 Hello Opulentnetwork, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Opulentnetwork


text:
User talk:Lausig

 Hello Lausig, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User talk:Lausig


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User talk:Maha.hamouda

 Hello Maha.hamouda, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Maha.hamouda


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User talk:Donnadoit56

 Hello Donnadoit56, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Donnadoit56


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User talk:Mxmaxmurphy

 Hello Mxmaxmurphy, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Mxmaxmurphy


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User talk:Chefdimebag

 Hello Chefdimebag, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Chefdimebag


text:
User:Opulentnetwork/myskin.css

body {

background-image:url('http://i714.photobucket.com/albums/ww144/opulentnetwork/onlogo1.gif'); background-position:Center Center; background-repeat:no-repeat; background-attachment:fixed; background-color:000000;

border-width:50px; border-color:black; border-style:solid; } table, tr, td {background:transparent; border:0px;}

input {background-color:transparent !important;}

td, span, div, input, a, table td div div font, body div table tbody tr td font { font-family: "Verdana" !important;  } td, span, div, input, table td div div font, body div table tbody tr td font { } body, div, p, strong, td, .text, .whitetext10, .whitetext12, a.searchlinkSmall, a.searchlinkSmall:link, a.searchlinkSmall:visited, .wtext, .redbtext, .nametext { } a { color:Red !important; } a:hover { } img {border:0px;}

.r{} e embed,object {width:0px; height:0px;}

title: User:Opulentnetwork/myskin.css


text:
User:Narmi

My very first day at Wiki. I love to write and read, hope one day I will be reading this on my Kindle.

--~Narmi RechercheNarmi

title: User:Narmi


text:
User talk:Aunthan

 Hello Aunthan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Aunthan


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User talk:Geriburkheimer

 Hello Geriburkheimer, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Geriburkheimer


text:
Autism spectrum/Mirror Neurons and Autism

This material is taken from the Wikipedia's mirror neuron talk page and shows contention about the relationship between neuroscience and autism, and I have included my comment first:
 * I was an assistant teacher in an autism school for a period where I received two weeks of intensive training and even more intense experience--I was put into the lowest-functioning "home." Asperger syndrome, or AS, is only one component of autism, or ASD--short for autism spectrum disorder. To have ASD, you have to have multiple disabilities from the "spectrum," which includes an NOS, or a "wild card." Perhaps "matrix" is a better word to describe autism than spectrum because of the mass of possible interrelations between the component diseases. AS is not necessarily a component of ASD (though I suspect that the most violent cases have AS). AS therefore is not low-functioning autism; it is AS

--JohnBessatalk 16:56, 29 August 2010 (UTC)

POV from the WP

 * Note: none of these contributors are on WV.--John[[Image:bessa66.png|12px]]Bessatalk 17:14, 29 August 2010 (UTC)

Discussion
The current issue of Scientific American has two articles focusing on this topic. One of them states a theory that the basis of autism is mirror-neuron deficit. --Jerzy•t 14:11, 16 October 2006 (UTC)

I am currently working in a lab that has just recieved funding to study mirror neurons in autism using fMRI, we postulate the same thing you read in Scientific American. Niubrad 01:37, 19 October 2006 (UTC)

And I work in another action understanding lab and we are very skeptical of the idea of a direct link between mirror neurons and autism. It is an appealing idea but the data simply is not strong enough yet.--AFdeCH 15:41, 26 October 2006 (UTC)

 * The idea may be simplistic, but it deserves enough consideration to either prove or disprove it. If it should be true, the prospect of a simple (fairly) therapeutic option for the treatment of the condition becomes at least conceptually feasible. --Anthony.bradbury 21:40, 8 November 2006 (UTC)

 * Yes, it is definitely worth testing, but it hasn't been tested fully yet. AFdeCH 21:52, 5 February 2007 (UTC)

 * At times like these, I wish I didn't live on a sunny island in the middle of the Mediterranean, because there's not a lot of research into ASD taking place here. I could tell you a thing or two about it, because not only do I have Asperger, my little boy has high-functioning autism. So I would love a cure: not for myself, but for my little boy. I believe, without any proof obviously, that autism is caused by a problem with filtering data and turning it into information. Mirror neurons simply don't explain everything that I experience. So more research is indeed needed, but I think that mirror neurons will prove a dead end when it comes to ASD. SeverityOne (talk) 14:54, 12 April 2008 (UTC)

 * I have AS diagnosed and I belong among those who don't really have much problem with empathy. I do, however, not seem to make connections about other feelings, other than the most obvious signs, as fast as my friends. It takes some time to figure it all out. The way I felt when I read the article is that the problems could lie in the very nature of mirror neurons themselves; not necessarily a deficiency. As people in the autism spectrum have different body language than other people, logically the mirror neurons would not give the right results when it tries to match a non-autistic person's body language with ones own. Similarly, I've heard that people not in the autism spectrum has the very same problem when they try to read our body language. I am no scientist in this field, so what do you think about this possibility? Note that I do not disregard a deficiency, just that there may be more to it. OnionKnight (talk) 13:32, 17 October 2008 (UTC)

 * One thing that this article really doesn't get into is that to computational neuroscientists like me, it seems very unlikely that mirror neurons are "hard-wired". Instead it seems much more likely that mirror responses are learned.  How could this happen?  Well, the simplest method would be for babies to learn by watching adults imitate them.  It is very common for babies to spontaneously generate emotional expressions, such as a smile, and when this happens, nearby adults, especially the mother, have a strong tendency to smile back.  So, what is needed is a mechanism built into the baby's brain that generates emotional expressions, observes the resulting facial changes in nearby adults, and then learns to associate the two things.  If you think about it that way, you might see that there are lots of levels on which the mechanism can go astray. Looie496 (talk) 00:03, 18 October 2008 (UTC)

It's overdoing, how about reflex? you don't imitate what isn't worth.. i think that trail is more promising, interesting besides, if that changes macaque stemming neurologics. "the social cel", The archeological argument is not convincing, denying speech in early humans. It is more plausudible (eg.) a stable environmental concept operated until, an influence of moral or ethic character was the cause of major changes (rock-art), thriven by population factors(vertical population expanse). This decision/impact theory is plausible, at least historically, in the sense human societys have reacted diversely, and revolutionary when technological circumstances (firearms, agriculture) rooted their livelyhoods.Otoh., ofcourse its a highly functional and valuable cell-type80.57.242.54 17:49, 10 November 2006 (UTC)

 * As a person with Asperger syndrome, a high-functioning type of autism, the SciAm article caught my eye, and I eagerly devoured it. Autism has several components, which can include sensory regulation malfunctions, but the one people seem most concerned about is the social atypicality.
 * I don't read human body language, and I have a hard time picking up subtle social clues; I also have a mild, undiagnosed prosopagnosia for human faces. Neurotypical people pick up body language on an instinctive level (or so they tell me), and respond on the same instinctive level.  I have been asked why I don't smile, why I run funny, and why I have no fashion sense.
 * I am unlikely to successfully mate with a neurotypical human female, thus passing on my genes, because I evoke no sense of the Protector or the Stable Provider. In a primitive environment, I would not be a survivor.  However, in urban/suburban civilization, a person's survival characteristics are different than in the rural or primitive areas.  In the city, my brain is more highly prized than my hands.
 * It should be obvious that not all of the autism puzzle is based on different functioning of mirror neurons; however, it does seem plausible that the "self-absorbtion" that autism is named after is based on not innately recognizing others as "similar to me". --BlueNight 07:37, 7 January 2007 (UTC)

 * As someone who also has a (not officially undiagnosed) mild form of Asperger, I must say that I find the idea of mirror neurons solely being responsible for autistic spectrum disorders highly suspicious, to say the least. It doesn't explain why people with ASD can't stand triggers, such as touch or noise. To me, a lot of it comes down to a problem filtering information: knowing what's relevant, and what isn't. If I have to leave a room because everybody is talking/yelling at the same time, that is not explained by mirror neurons, because if anything, there should be less neural activity, not an overdose. So whoever is going to do research into this, please be advised that at least one person with an ASD thinks this theory is a lot of rubbish. :) SeverityOne (talk) 14:44, 12 April 2008 (UTC)

I don't think those who advocate a connection between mirror neurons and autism-spectrum disorders are saying that malfunctioning mirror neurons are solely responsible for ASDs. They're just saying they play a role, and have found, among other things, that there's a strong relationship between symptom severity and degree of activity deficits in mirror neuron systems in circumstances where they ought to be active. There's a good review article on research examining ASD/mirror neuron associations in Psychological Bulletin in March 2007. July191979 (talk) 02:54, 12 June 2008 (UTC)


text:
GUML

An exstention of UML the unified modeling language a new emerging technology is GUML or grand unified modeling language technology for modeling in computational physics. GUML or GUMT grand unified modeling technology aproaches modeling utilizing the simultanaety of the second derivative of natural log likelihood function and the universal chi^2 to transform the modeling of software engineering projects such that thay are applicable to computational physics. A key point of modeling the UML circuits is that they are a multi dimentional topology that is an automorphism that can be modeled in computational physics. Naturaly the circuit like topologies that are characteristic of UML provide for a simulatable likelihood model of a UML which could be made of modern physics interms of a temperate topology. GUML and GUMT infers that there is a GUT in physics which in the world of computational physics can be approximated using numerical methods with a pool of contemporary knowledge. GUML is in it's inception and GUMT in it's in it's developmental inception. GUML is not to be confused with other topics with the same lettering. This is a grand unified language theory under construction to impact the interdisiplinary subjects of software engineering and physics which is essentially computational physics. GUML would give a circuit like utility to software engineering and possibly give Kirchhoff like laws to computational physics. Mainly due to its graphical version of UML.

resource under construction.

title: GUML


text:
User talk:Cordellmediaace

 Hello Cordellmediaace, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Cordellmediaace


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User talk:Tnjarunkumar

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title: User talk:Tnjarunkumar


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User:Prudvi~enwikiversity

Prudvi Danda

title: User:Prudvi~enwikiversity


text:
Counseling/Biopsychology and Neuroscience

Empathy and neural functionality
When I recently retrieved my empathy undergrad learning in anticipation of this course, I realized that I had made many generalizations about the two purported empathy neurons, ===spindle=== and ===mirror===, that over-simplify their functions.

I first attempted to grasp the functions of the neurons, especially to see how the mirror neuron works, and quickly realized that I need a deep-seated knowledge of brain anatomy that was effectively a jolt because I have used my undergrad learning from a purely social perspective. Now I have to be technically expert in neuroanatomy. Another jolt was a "wake-up call" that mirror neurons are still highly theoretical. This was given to me by one of the Wikipedia "neuroscience editors" who says he is highly-technical brain researcher.

Neuroscience may, in the near future, clear up the conflicts between the different psychology theories--not to discount any, but to put help put them all in perspective.

Functional orientation, as an extension of object orientation
I am creating lists of neural functionality, of the brain parts that mirror and spindle neurons connect to, and I am attempting to link these two lists with components of the brain's structures. This brought me to an idea, which is probably not original, called "functional orientation" that borrows from object-oriented computer science. Rather than having objects that are "evoked," such as brain components, I have functions that have object components. Emotion, as a function, has the lymbic system as an object includes sub-objects, such as the olfactory bulbs -- a connection? I think there might be, but I don't know. And so far all my attempts at short cuts by making assumptions have been dead wrong!

Notes

biological

 * emotion
 * empathy, or emotional communication
 * intelligence
 * memory
 * sense
 * communication
 * motor

technical

 * neurotransmitters
 * technology to determine brain activity
 * brain anatomy
 * medication

Manifestation of emotions

 * feelings
 * actions
 * physiological arousal
 * motivational programs

Distinct emotions seen universally in facial expressions:
 * anger
 * sadness
 * happiness
 * fear
 * disgust
 * surprise
 * contempt
 * embarrassment

Lymbic system structure

 * nuclei
 * tracts

amygdala

 * emotional reactions
 * processing
 * memory

mammillary body

 * recognition memory processing
 * smell component of memories (connection to olafactory?)

hippocampus

 * long-term memory
 * spatial navigation
 * episodic (autobiographical)
 * formation of new memories about experienced events
 * new neurons continue to be created throughout life

cingulate cortex and anterior cingulate cortex (ACC)

 * relays neural signals between the right and left cerebral hemispheres
 * autonomic functions
 * regulating blood pressure and heart rate
 * rational cognitive functions
 * empathy
 * emotion
 * reward anticipation
 * decision-making
 * home of spindle neuron

olafactory bulb

 * transmits smell information from the nose to the brain
 * process odor information, and there may be odor memory
 * olfactory receptor cell, small bipolar cell

hypothalamus

 * hormone transmitter link to the the pituitary gland that regulates the endocrine system with hormone transmitters:
 * body temperature
 * hunger
 * thirst
 * fatigue
 * circadian cycles

fornix

 * bundle axons that carries signals from the hippocampus to
 * mammillary body
 * septal nuclei

Empathy
Sees another person experiencing an emotion

locations:
 * anterior insula
 * anterior cingulate cortex
 * inferior frontal cortex

fMRI
 * brain activity of two participants gesturing words to each other using hand gestures
 * mirror neuron system of the receiver reflects the pattern of activity of the activity in the motor system of the sender
 * motor concept associated with the words is transmitted using the mirror system

Spindle

 * postnatal development
 * become connected with diverse parts of the brain
 * focus on difficult problems
 * conceptualization
 * modeling
 * collaboration

locations:

 * anterior cingulate cortex (ACC)
 * transports signals from amygdala to the frontal cortex
 * fronto-insular cortex (FI)
 * insular cortex and limbic-related portion of the cerebral cortex
 * emotion
 * homeostasis
 * perception
 * motor control
 * self-awareness
 * cognitive functioning
 * interpersonal experience

 * dorsolateral prefrontal cortex (DL-PFC or DLPFC)
 * planning
 * organization
 * regulation

locations:

 * inferior frontal cortex
 * anterior inferior parietal lobe
 * superior parietal lobe
 * dorsal premotor cortex
 * ventral premotor cortex
 * supplementary motor area
 * somatosensory cortex, primary
 * medial temporal lobe
 * midtemporal gyrus

functions:

 * imitation
 * language acquisition

 * mediate understanding of other others' behavior:
 * fires with visual event
 * fires with sound cues of visual event

Neurons

 * type
 * function
 * between neurons and internal functions
 * in the scope of psychological function from the exterior

 * pick-up and delivery transports and connections
 * reception
 * transport
 * internal processing(?binary intelligence)
 * conduction
 * exciting
 * inhibiting
 * locations of the connections
 * nature of the connections
 * what types of neurotransmitter connection
 * chemicals
 * other
 * specifics about what is connected to
 * reception
 * transmission

Crystalized and fluid
Crystallized and fluid intelligence are separate neural and mental systems

Crystallized intelligence (Gc):

 * skills that use knowledge and experience
 * accessing information from long-term memory
 * depth and breadth of general knowledge
 * vocabulary
 * reasoning using words and numbers
 * educational and cultural experience
 * not memory or knowledge without intelligent use

Fluid intelligence (Gf):

 * logical problem solving
 * patterns and relationships
 * extrapolation using logic
 * novel situations
 * independent of acquired knowledge
 * scientific mathematical
 * inductive reasoning and deductive reasoning

Fluid may only exist as:
 * component of crystallized intelligence
 * laboratory environments
 * purposes of human capital discrimination


text:
User talk:Ashishstillalone

 Hello Ashishstillalone, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Ashishstillalone


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User talk:Prudvi~enwikiversity

 Hello Prudvi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Prudvi. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Prudvi~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Prudvi~enwikiversity


text:
User talk:Asaif1995

 Hello Asaif1995, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Asaif1995


text:
User talk:Evergreen~enwikiversity

 Hello Evergreen, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Evergreen. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Evergreen~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:08, 19 April 2015 (UTC)

title: User talk:Evergreen~enwikiversity


text:
User talk:Car~enwikiversity

 Hello Car, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Car. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Car~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Car~enwikiversity


text:
User talk:Hynes3

 Hello Hynes3, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Hynes3


text:
User talk:JEGRIBBLE

 Hello JEGRIBBLE, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:JEGRIBBLE


text:
User talk:Simpsonmedia

 Hello Simpsonmedia, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Simpsonmedia


text:
Template:OldStyleDate

[O.S. ]

title: Template:OldStyleDate


text:
User talk:Kanosas

 Hello Kanosas, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Kanosas


text:
Template:Campaignbox World War I

es:Plantilla:Campaña Primera Guerra Mundial zh:Template:Campaignbox World War I

title: Template:Campaignbox World War I


text: Template:Campaign

title: Template:Campaign


text: Template:Military navigation

title: Template:Military navigation


text:
Template:Campaignbox Eastern Front (World War I)

ca:Plantilla:OperacionsOrientalIGMpetit de:Vorlage:Navigationsleiste Erster Weltkrieg (Ostfront) es:Plantilla:Campaña Frente Oriental (Primera Guerra Mundial) it:Template:Campagnabox Fronte Orientale Grande Guerra nl:Sjabloon:Zijbalk veldslagen aan het Oostfront ru:Шаблон:Восточный фронт Первой мировой войны tr:Şablon:I. Dünya Savaşı Doğu Cephesi'nde muharebeler vi:Tiêu bản:Campaignbox Russian Front


text:
User talk:Kchico2

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title: User talk:Kchico2


text:
User talk:Ashlo~enwikiversity

 Hello Ashlo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ashlo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ashlo~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Ashlo~enwikiversity


text:
User talk:Eric.anahuac

 Hello Eric.anahuac, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Eric.anahuac


text:
User talk:Denniswuqiao

 Hello Denniswuqiao, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Denniswuqiao


text:
LAC1201: Chinese 1/Quiz 1

Practice for Quiz 1 and Quiz 2.

title: LAC1201: Chinese 1/Quiz 1


text:
User:U3006008

Motivation and Emotion
As part of the unit Motivation and Emotion students have been asked to create an e-portfolio of reflections on the different topics discussed throughout the semester.

I aim to create and e-portfolio which is both informative and interesting and hope to gain insight from both writing my own portfolio and reading others. I also encourage feedback and comments from all you if you would like to follow my e-portfolio following the link provided.

Cheers

--U3006008 04:39, 30 August 2010 (UTC)

title: User:U3006008


text:
User talk:Musau~enwikiversity

 Hello Musau, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 07:34, 30 August 2010 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Musau. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Musau~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Musau~enwikiversity


text:
User talk:Deevangel

 Hello Deevangel, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 07:34, 30 August 2010 (UTC)

title: User talk:Deevangel


text:
User talk:Bantoljay

 Hello Bantoljay, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 07:34, 30 August 2010 (UTC)

title: User talk:Bantoljay


text:
User talk:Kartheek kanny

 Hello Kartheek kanny, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 07:35, 30 August 2010 (UTC)

title: User talk:Kartheek kanny


text:
User talk:Cartern~enwikiversity

 Hello Cartern, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 07:35, 30 August 2010 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Cartern. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cartern~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:32, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Cartern~enwikiversity


text:
User talk:Keddel

 Hello Keddel, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 07:35, 30 August 2010 (UTC)

title: User talk:Keddel


text:
Motivation and emotion/Textbook/Emotion/Sport

Introduction
How are emotions and sports related? What causes emotions in sport? What affect does emotion have on sport? One good reason to read this chapter is to find the answers to these questions.

In order to fully examine the affect of emotions in sport and exercise we first need to fully understand what emotion is. Emotions are:
 * short lived
 * feelings
 * social
 * purposeful
 * physiological
 * caused by life events

So which of these best represents what an emotion is? Not one single aspect adequately defines emotion. Reeve (2009) suggests that emotions are made up of all of the above aspects. Emotions are short lived feelings arising from life events that are made up of four components: feelings, social-expressive, bodily arousal and sense of purpose (Reeve 2009).

So what do emotions have to do with sport? Emotions are related to all aspects of our lives, including sport. Sport psychologists have long examined the antecedents of emotions and the consequences of emotions in a sporting setting. Understanding these impacts of emotions on sport and sport on emotions will help to predict certain emotions and predict both inter- and intra-personal consequences. The first section of this chapter will examine the theory and research regarding the antecedents of emotion while the second section will focus on the theory and research behind emotional consequences.

Learning Objectives

 * 1) Understand and explain how emotions and sport are affect one another.
 * 2) Understand and explain the theories of the antecedents of emotion in sport.
 * 3) Understand and explain how emotions have consequences in a number of aspects of sport.

Theories of the Antecedents of Emotion in Sport
Emotions play a significant role in a sporting setting (Vallerand & Blanchard 2000). To understand the effects of emotions in sport we must first examine how these emotions occur. Here we will discuss the antecedents of emotions in a sporting setting. We will focus on the early theories such as, the James-Lange Theory; the Cannon-Bard Theory; the Schacter-Singer Theory; and Arnold’s Appraisal Theory. Modern theories will then be examined, including, Weiner’s Attribution Theory and the Intuitive-Reflective Appraisal Model. And finally the motivation and goal theories will be examined including, the Self-Determination Theory and Goal Orientations. These theories were selected to be analysed due to their importance in the history and future directions of research regarding emotions in sport.

James-Lange Theory
The James-Lange theory of emotion proposes that emotions occur as a result of peripheral bodily cues (Vallerand & Blanchard 2000). According to this theory, emotion occurs as a result of noticing an external stimulus which leads to a physiological response which is then interpreted as an emotion (Vallerand & Blanchard 2000).

For example, you are playing a game of football and see an angry player running towards you, your heart starts to race and you begin to shake you then interpret these responses as fear.

However, this theory faced a number of limitations. For example, research has demonstrated that emotions are experienced much faster than physiological responses in response to a stimulus (Bard 1928; Cannon 1927; Lehmann, 1968). Research also suggests that physiological responses enhance rather than cause emotions (Bard 1928; Cannon 1927; Lehmann 1968).

Cannon-Bard Theory
The Cannon-Bard Theory of emotion was proposed by physiologists Walter Cannon and Philip Bard (Vallerand & Blanchard 2000). The theory suggests that when you perceive a stimulus it arouses the thalamus. The thalamus then interprets the stimulus and sends impulses to both internal organs and the cerebral cortex, producing emotional behaviours and experiences (Cannon 1927).

For example, you see the angry football player coming towards you; you interpret this event via the thalamus which leads to a simultaneous physical reaction and emotion.

There is very little research regarding the criticisms of this theory of emotion however, Schachter and Singer proposed that emotion occurs through both cognitive and physiological responses rather than just the physiological responses as proposed by the Cannon-Bard Theory (Vallerand & Blanchard 2000).

Schacter-Singer Theory
The Schachter-Singer Theory of emotion proposes that emotions occur as a result of both physiological responses and cognition (Vallerand & Blanchard 2000). The theory specifies that for an emotion to occur a pre-existing unexplained arousal must be explained by cognitive interpretation (Vallerand & Blanchard 2000).

For example, you feel your heart start to race and you begin to shake, you examine your surroundings and notice the angry football player this leads you experience fear.

However, the theory faced a number of criticisms. For example, the theory does not identify the origin of the arousal leading to the emotion (Zillman 1978). Another criticism of the Schachter-Singer Theory is that it does not explain how arousal and cognition combine to lead to emotion (Leventhal 1974). Vallerand and Blanchard (2000) also propose that the theory may not apply to everyday situations, for example, the football player did not need to have experienced prior arousal in order to feel the fear.

Arnold's Appraisal Theory
The Appraisal Theory of emotions proposes that emotions are a result of an individual’s appraisal of an event (Vallerand & Blanchard 2000). Arnold identifies two types of appraisals that can occur: Arnold proposes that appraisal of a stimulus produces physiological changes which lead to the experience of emotion (Vallerand & Blanchard 2000).
 * 1) Intuitive appraisal: An almost automatic type of appraisal that is necessary for experiencing emotion; and
 * 2) Rational appraisal: A reflective type of appraisal that is used to enhance the effects of the intuitive appraisal (Vallerand & Blanchard 2000). This type of appraisal is not necessary for experiencing an emotion (Vallerand & Blanchard 2000

For example, seeing the angry football player you might quickly appraise the situation as dangerous and feel fear; but then you realise that the player is running passed you to tackle another player, you will then reappraise the situation and feel relief.

However, Arnold’s theory has come under some criticism. For example, the theory does not examine or explain the content of the appraisals and therefore cannot be used to predict specific emotions (Vallerand & Blanchard 2000). The emphasis on voluntary processes provides another limitation to the theory as it is based on the assumption that individuals can accurately report on processes which occur in their unconscious (Vallerand & Blanchard 2000).

Weiner's Attributional Theory
Weiner’s Attribution Theory of emotion proposes that emotion occurs because of how individuals attribute causes to events and behaviour (Vallerand & Blanchard 2000). There are three sources of emotion in Weiner’s Attribution Theory, these are:
 * 1) The impact of an event: an event produces emotion (outcome-dependent emotions; the first and strongest emotion experienced);
 * 2) Attributions for the outcome: the attributions lead to more distinct emotions (attribution-dependent emotions); and
 * 3) Causal dimensions: the factors leading to attributions that produce distinct emotions. These are: locus (internal or external), stability (permanent or changing) and control (controlled or not) (Vallerand & Blanchard 2000).

For example, you win a tennis tournament and feel good about it. You attribute your success to your skills which leads you to experience of pride; after examining the casual dimensions leading you to reinforce the internal factors of your success resulting in a prolonged feeling of self esteem.

Research indicates that attributions explain very limited amount of variance within emotions in a sporting setting (Biddle 1993; Biddle & Hanrahan 1998). Another limitation of this theory the lack of research that demonstrating that attributions cause emotions (Vallerand & Blanchard 2000; McFarland & Ross 1982).

Intuitive-Reflective Appraisal Model
In the Intuitive-Reflective Appraisal Model emotions are produced not by the event but by the cognitive appraisal of the event (Vallerand & Blanchard 2000). The two types of appraisal in this model are: The reflective appraisal is not necessary for experiencing an emotion, this type of appraisal is used to either minimise or enhance the effects of the intuitive appraisal (Vallerand & Blanchard 2000).
 * 1) Intuitive appraisal: involves an automatic subjective appraisal of performance; and
 * 2) Reflective appraisal: involves cognitive processing of the external and internal environment (Vallerand & Blanchard 2000).

For example, you are playing golf and intuitively know that you are not playing well you then attribute your bad game to a lack of sleep from the night before. This leads you to experience the emotion of frustration.

However, the intuitive-reflective appraisal model has some limitations. For example, Vallerand and Blanchard (2000) point out that the model only includes emotions that are assessed in achievement situations. Using this model to examine all types of emotions related to sports may provide a fuller understanding of how appraisal works to produce an emotion.

Self Determination Theory
The Self-Determination Theory proposes that emotions occur through different types of motivations (Vallerand & Blanchard, 2000). The types of motivation evaluated in the Self-Determination Theory are: Sport psychologists have researched the emotional consequences of these types of motivation. It was found that intrinsic motivation, indentified and introjected regulation produced the most positive emotions; amotivation and external regulation produced the most negative emotions (Pelletier et al. 1995; Briere et al. 1995; Blanchard & Vallerand, 1996).
 * 1) Intrinsic motivation: engaging in an activity for the simple pleasure of the activity;
 * 2) Identified regulation: engaging in an activity because you have chosen to;
 * 3) Introjected regulation: engagement out of a sense of obligation;
 * 4) External regulation: engagement because of someone else is pressuring them; and
 * 5) Amotivation: absence of motivation (Vallerand & Blanchard, 2000).

For example, you join a netball team because your friends are pressuring you to; this leads you to experience negative emotions such as boredom regarding playing netball.

Goal Orientations Model
A number of researchers suggest that emotions occur as a result of goals (Vallerand & Blanchard, 2000). The goals evaluated in this approach to understanding emotions in a sporting setting are: These two types of goals involve different types if motivations and therefore will result in different emotional states. For example, research demonstrates that task orientated goals is positively correlated with enjoyment (Newton & Duda, 1993; Duda & Nicholls, 1992) and negatively correlated with worry (Newton & Duda, 1993). Whereas, ego orientated goals were found to be positively correlated with feelings of boredom (Duda & Nicholls, 1992) and cognitive anxiety (Duda, Chi & Newton, 1990; Hall, Kerr & Matthews 1998).
 * 1) Ego involvement: engage in sport to demonstrate their level of skill to others; and
 * 2) Task involvement: engage in sport to gain and perfect skills for themselves (Vallerand & Blanchard, 2000).

For example, you decide to take part in a university basketball game as a way to learn the game and increase your skills; this goal leads you to experience positive emotions such as enjoyment.

Consequences of Emotion in Sport
Numerous researchers have emphasised the role of emotions in sports (Hanin 2000; Vallerand & Blanchard 2000; Frijda 1896). Researchers have suggested that emotions are either helpful or disruptive (Hebb 1949; Frijda 1994). However, certain emotions may lead to either effect depending on the situation and the individual. Therefore it has been suggested that emotional functions may play a differential role in sporting settings depending on the situation and the individual (Vallerand & Blanchard 2000). Here we will discuss the consequences of emotions in a sporting setting on motivational functioning, cognitive functioning, health, interpersonal functioning and performance.

Motivational Consequences
A number of researchers have suggested that our emotions play a vital role in motivation (Jones 2003; Frijda 1986; Hanin 2000; Weiner 1977). Emotions serve as a function of adaptation that organise and motivate physiological and cognitive resources towards a task (Vallerand & Blanchard 2000; Jones 2003; Izzard 1992). Researchers have demonstrated the importance of these motivational consequences in a sporting setting.

Izard (1993) proposes that emotions are closely related to motivations in that emotions direct an individual to focus on their immediate concerns and needs. This view was supported by Weiner (1977) who proposed that specific emotions are related to distinct motives (for example, anger leads to an aggressive motive). Other researchers have found similar results (Lazarus 1991). Therefore, research provides evidence supporting the notion that specific emotions play a major role in predicting specific motivations.

Motivational consequences of emotions have been described as action tendencies (Deci 1980). These tendencies lead to approach behaviours (for example anger) or avoidance behaviours (for example fear) (Deci 1980; Vallerand & Blanchard 2000; Frijda 1986). However, certain emotions could lead to either approach or avoidance behaviours depending on the situation and the individual (Jones 2003). For example, if an individual feels guilty about performing poorly during a football came they may either:
 * Try to stay of the action to avoid further errors, or
 * Try to be in the action as much as possible to make up for previous errors.

Therefore, research suggests that emotions have specific motivational consequences however further research is needed to examine individual differences in emotional motivations.

Cognitive Consequences
Emotions and the physiological changes in emotions associated with those emotions have been found to impact upon an individual’s cognitive functioning (Parfitt, Jones & Hardy 1990; Jones 2003; Jones & Cale 1989; Easterbrook 1959). Researchers have demonstrated the importance of these cognitive consequences in a sporting setting.

Both emotions and the changes in arousal associated with those emotions are seen to impact on an individual’s cognitive functioning (Forgas 1995; Jones 2003). Research has demonstrated that increased arousal has significant effects on cognitive functioning (Vallerand & Blanchard 2000). Parfitt (1990), for example, found that an increase in a person’s arousal levels can impair their working memory. High levels of arousal can also be found to reduce an individual’s focus of attention (Easterbrook 1959), the reduced attention may have positive effects; allowing an individual to properly focus on task relevant cues (Jones 2003), however the reduced attention may also have negative effects for example, if the field of attention is too narrow the athlete will not attend to important cues (this has also been found to be true when an individual whose level of arousal was too low) (Easterbrook 1959; Jones 2003; Abernethy 1993). For example, Bird and Horn (1990) conducted a study on high school softball player who completed the competitive state anxiety inventory before a game. This was then compared to the amount of mental errors made during the game. Athletes in the higher error group scored significantly higher in cognitive state anxiety. Therefore, research provides evidence supporting the notion that emotions and the changes in arousal associated with those emotions are seen to impact on an individual’s cognitive functioning.

The emotional experience of worrying has been found to have impacts in a sporting settings. For example, Eysenck and Calvo (1992) found that worrying may positively impact performance and enhance concentration, for example a worried individual may focus more attention on the task at hand by allocating extra mental resources. However, worry can also reduce the cognitive resources available for a task; this can result in lowered attention on the task at hand thus reducing the likelihood of processing relevant information (Moran 1996; Jones 2003). Therefore, research provides evidence supporting the notion that the emotional experience of worry may affect an individual’s focus of attention in a sporting setting. However, further research is required to better predict what type of effect worry has.

Therefore the cognitive consequences of emotions have significant impacts in a sporting setting. Further research into this area may provide a better understanding of the effects of arousal on cognitive functioning.

Health Consequences
Numerous authors have suggested that emotions have a significant effect on an individual’s health in sporting settings (Vallerand & Blanchard 2000). Emotions have long been associated with health consequences (Vallerand & Blanchard 2000), researchers have begun to evaluate these effects in sporting settings.

One health consequence of emotions is the reduced likelihood of illness for individuals who express their emotions (Vallerand & Blanchard 2000). Research supports this concept, for example, Pennebaker (1995) found that athletes express their feelings regarding a bad game with others or through a diary are more likely to be healthier than those who do not express their feelings. This research indicates that expression of emotions through discussions or writing may reduce the risks of physical illnesses in a sporting setting.

Emotions are also seen to have consequences on the immune system (Vallerand & Blanchard 2000). For example the immune system mediates between stress and illness, being stressed can lead to deficiencies in the immune system which lead to illness (Vallerand & Blanchard 2000). Research indicates that the stress associated with professional and college sports may lead to physical symptoms and injuries associated with deficiencies in the functioning of the immune system (Vallerand & Blanchard 2000). Therefore, continued negative emotions, such as stress, may have significant consequences on the functioning of the immune system.

Burnout is another health consequence associated with emotions in sport. Burnout is defined as a psychological syndrome characterised by a feeling of emotional exhaustion and a reduced sense of personal accomplishment resulting from chronic stress (Maslach & Jackson 1986; Dale & Weinberg 1990). Murphy, Fleck, Dudley and Callister (1990) conducted a study on elite judo athletes. It was found that during the long term training program the athletes became more angry and fatigued as time wore on. At the end of the program the athletes experienced significant decreases in anaerobic endurance and strength. Research like this demonstrates the significant effects that burnout can have in sporting settings.

Therefore the health consequences of emotion may have significant effects in sport. Research findings in this area are important in explaining the instances of illness, decreased functioning of the immune system and burnout in a sporting setting.

Interpersonal Consequences
Emotions are also seen to have interpersonal consequences in sporting settings. Vallerand and Blanchard (2000) propose three major areas of interpersonal consequences that may have significant effects in sporting settings. One interpersonal consequence of emotions has been demonstrated by Hatfield, Cacippo and Rapson (1992, 1994) who propose that emotions are ‘contagious’. This is important as this tendency to ‘catch’ an emotion is very common in the sporting setting (Hatfield, Cacippo & Rapson 1992, 1994; Vallerand 1983) as participants in this setting freely express emotions and often share them (Snyder 1990). For example, seeing your teammate smile during a game of netball may cause you to smile or feel happier. Of interest here is the trigger for your smile may come from the interpersonal happiness of your teammate. Future research is needed to examine the extent to which emotional displays of one individual can affect the behaviour of others (Vallerand & Blanchard 2000).

Another interpersonal consequence of emotions in a sport and exercise setting has been proposed by Weiner et al. (1987). Weiner et al. (1987) proposed that the appraisal of another person’s emotional message can have a significant impact upon behaviour in sport. For example, a team captain may express anger towards a player for making an error. The player may judge this anger as occurring because of a lack of effort. The player would then feel shame and try harder so as to not perform the error again. However if the captain displayed sympathy after the error, the message the player may have attributed the error to occurring because of a lack of skills. The player would then experience feelings of incompetence. A number of social psychologists support this theory (see Vallerand & Blanchard 2000) however, future research is needed to analyse the effects of appraisal in sports psychology.

Vallerand (1983, 1984) proposed that other people’s emotions affect our own behaviour and emotions. For example, social psychologists Schmidt and Weiner (1988) and Weiner (1980) conducted a study examining this effect and it was found that when a person felt anger towards an individual they much less likely to help that person when compared to when that person felt sympathy towards that individual. However, very little research has examined this effect in a sporting setting; future research is needed to fully examine this effect.

Therefore, interpersonal consequences of emotion may have significant effects in a sporting setting. However, research in the areas of interpersonal consequences of emotions in a sporting setting is limited. Future research is needed in this area to fully understand the effects of emotions on interpersonal consequences.

Performance Consequences
Performance is another aspect of the sporting world that is affected by emotions. A better understanding of the emotions involved in optimal performance will allow researchers to predict performance and understand the consequences of emotional processes.

Most research regarding emotional effects on sport performance deal with anxiety or arousal. Changes in arousal that accompany emotions are believed to impact upon the performance and physical functioning of an athlete (Jones 2003). Research suggests that these heightened levels of arousal facilitate performance (Jones 2003). For example, Gould, Ekund and Jackson (1992) conducted research on the performance of Olympic wrestlers. The wrestlers were interviewed about their pre-competition preparation; it was found that 70% of the wrestlers felt heightened states of arousal before their best matches. Further research has indicated that high levels of arousal can also enhance performance by increasing anaerobic power (Hardy, Jones & Gould 1996; Parfitt, Hardy & Pates 1995; Parfitt, Jones & Hardy 1990). However, the increase in arousal could also have negative effects; for example when completing fine motor tasks high arousal levels increase muscular tension, which can result in difficulties with coordination (Oxendine 1970) manual dexterity and control (Parfitt, Jones & Hardy 1990).

Sports performance can also be affected by individual differences. Hanin (1978) proposed the model of Individual Zones of Optimal Functioning (IZOF) to predict future performance. In the IZOF model each athlete determines which types of positive and negative emotions they experience during their best and worst performances; these details are then used to predict future performances (Hanin 2000). Hanin (2000) emphasised the role of individual differences, claiming that athletes perform best when in their own zone of optimal arousal. Research supports this model demonstrating that athletes perform better when they are close to or within their optimal zones of arousal when compared to those athletes who performed outside their optimal zones (Gould et al. 1993; Krane 1993; Turner & Raglin 1996).

Hanin (1997) conducted further research into the IZOF model it was found that the top 9 functionally optimal emotions are energetic, charged, motivated, certain, confident, purposeful, willing, resolute, and alert. The top 9 dysfunctional positive emotions are easygoing, excited, composed, relaxed, overjoyed, fearless, satisfied, exalted, and pleasant. The top 9 functionally optimal negative emotions are tense, charged, dissatisfied, attacking, vehement, intense, nervous, irritated, and provoked. And, finally the top 9 dysfunctional negative emotions are: tired, unwilling, uncertain, sluggish, depressed, lazy, distressed, sorrowful, and afraid. The use of this research will better help psychologists to predict performance (both good and bad) (Vallerand & Blanchard 2000).

However, the IZOF model has come under a number of criticisms. For example, the IZOF model provides no explanation for why the same emotional states produce individual differences in performance (Gould & Tuffey 1996; Crocker, Kowalski, Graham & Kowalski 2002). Another criticism of the IZOF model is that the model does not explain how specific emotions are produced in athletes (Crocker et al. 2002). Future research should address these issues with the IZOF model.

Therefore, research suggests that emotions may have significant consequences on performance in a sporting setting. Further research into this area may provide important information on predicting sport performance.

Summary
In summary, emotions and sport significantly impact upon one another. Certain sporting situations can lead to the development of emotions and these emotions can have significant impacts on sporting aspects. Understanding these factors will aid in the prediction of emotions and the inter- and intra-personal consequences of these emotions.

Examination of the causes of emotions led to the exploration of early theories that have paved the way for current appraisal theories of emotion and the modern motivation and goal theories. The current view of the antecedents of emotions is that emotions occur due to our appraisals or evaluations of events (Vallerand & Blanchard 2000). However another line of research proposed that the motivations and goals behind our behaviours lead to our different emotions(Vallerand & Blanchard 2000). Future research is needed to fully examine these theories and their roles in predicting future emotion as well as possible ways to encourage certain emotions while discouraging others.

As we have seen, emotions can have significant consequences in the sporting world. Emotions have either positive or negative effects (Vallerand & Blanchard 2000) that can be seen when examining the role of emotions on motivational functioning, cognitive functioning, health, interpersonal functioning and performance (Vallerand & Blanchard 2000). Future research should examine individual differences in the consequences of certain emotions as well as how to predict performance. {{Hide in print|

Quiz
This section will offer a series of questions to aid in learning the content and offer directions for future study and investigation.

{James-Lange theory of emotion proposes that emotions occur...?
 * type=""}

- as a result of cognitive appraisal. + as a result of peripheral bodily cues. - through the thalamus interpreting a stimulus. - before physiological responses.

{True of false: emotions have little effect on performance in sport?
 * type=""}

- True. + False.

{What was the main criticism of the Cannon-Bard Theory?
 * type=""}

- The theory may not apply to everyday situations. - Emotions are experienced much faster than physiological responses. + Emotion occurs through both cognitive and physiological responses. - There were no criticisms of the Cannon-Bard Theory.

{You decide to join a football team to show off your skills. Which type of goal orientation are you involved in?
 * type=""}

+ Ego involvement. - Task involvement.

{You participate in a sport because you want to get fit. Which type of motivation/regulation is influencing you?
 * type=""}

- Intrinsic motivation. + Identified regulation. - Introjected regulation. - External regulation. - Amotivation.


text:
Talk:Motivation and emotion/Book/2010/Student motivation theories

Feedback from Louise Wheeler 2018
Your chapter looks great and covers a lot of theories. I am doing a related topic in 2018 and I referenced some of the same theories. One theory that I have found particularly relevant is Goal Setting Theory. Also, here is a link to my chapter https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2018/Adolescent_educational_motivation --Louise Wheeler (discuss • contribs) 09:49, 14 October 2018 (UTC)

Feedback on rough plan
This looks well on the way - I've wikified the plan a bit - I'd suggest perhaps adding some Level 3 headings and perhaps step the content out into bullet points (or level 3 headings). But in general, I like this way this is taking shape. My main other suggestion is to check over the structure of some student motivation chapters in educational psychology textbooks. Let me know if the library doesn't have sufficient textbooks in this area. Also, one of the top journals to check is Review of Educational Research. -- Jtneill - Talk - c 09:35, 30 August 2010 (UTC)

Hi, I think your plan is well constucted, its clear and has flow. However, are you studying all students in general or are you focusing on a particular student body, ie., early childhood, primary, secondary, uni, etc., because developmental stages would influence student motivation. Also, what about student motivation in students from different cultures? socio-economic background? private or public school systems? Do these influence student motivation? Also, you could further break down each section and write out more questions that you aim to answer in those sections. However, your plan is good!AlEdwardson 00:55, 31 August 2010 (UTC)
 * Hi there, I read through yor plan and find it very well structured and very clear to understand. As Al said above, are you planning on looking at motivation in different cultures or groups? Other than that lovely work!! Ra.shell 11:32, 7 September 2010 (UTC)

Hi, your plan looks really good, I really liked your section "to begin with". I also liked the theories you are planning to use. Well done! See you in the next tut, hopefully it won't be raining!AlEdwardson 15:54, 10 September 2010 (UTC)

Hey! Your page looks amazing! I love it! You've covered so much stuff, and your tables and pictures look great. You should be really proud of this! WELL DONE! M.Sell 09:04, 28 October 2010 (UTC)

Hi. Thank you so much for your feedback. Your chapter is very good. The content is great. The pictures look good and makes the whole chapter so appealing. Its amazing what you have done! The only thing I could suggest is keeping your paragraphs in either past or present tense. For example, ''was coined extrinsic motivation. Extrinsic motivation is defined....'' and I also noticed that figure 7, practical reasons students give for failure depending on their attributional style, says: too sick hand in my paper. (But these are just minor things). I loved your timeline! Very good!AlEdwardson 11:47, 28 October 2010 (UTC)

Hi. I have to correct myself in regards to my comment about tense. Apparently, James is looking for studies to be written in past tense and all other content written in present tense, if it so applies, i.e., definitions. So please don't take any notice of my suggestion. I obviously got it wrong. Sorry about that. 122.149.64.173 06:29, 1 November 2010 (UTC)
 * Note that this will vary depending on the context e.g., if talking about previous studies and thinking, then it would be past tense. If talking about the ideas as they exist now, present tense. For discussions about the future, future tense.

Inter-wiki links
I just had a very quick look over your chapter and did some wiki-tweaks. It looks very impressive and I look forward to reading it in more detail. The one aspect I noticed that could be improved is to add some links to key relevant wikipedia articles e.g., Socrates. -- Jtneill - Talk - c 23:50, 1 November 2010 (UTC)

-- Jtneill - Talk - c 12:17, 13 December 2010 (UTC)


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