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Present and past of competition versus sharing economy in the music live industry
The need for sentiment analysis in the mental health field is increasing, and electroencephalogram (EEG) signals and music therapy have attracted extensive attention from researchers as breakthrough ideas. However, the existing methods still face the challenge of integrating temporal and spatial features when combining these two types, especially when considering the volume conduction differences among multichannel EEG signals and the different response speeds of subjects; moreover, the precision and accuracy of emotion analysis have yet to be improved. To solve this problem, we integrate the idea of top-k selection into the classic transformer model and construct a novel top-k sparse transformer model. This model captures emotion-related information in a finer way by selecting k data segments from an EEG signal with distinct signal features. However, this optimization process is not without its challenges, and we need to balance the selected k values to ensure that the important features are preserved while avoiding excessive information loss. Experiments conducted on the DEAP dataset demonstrate that our approach achieves significant improvements over other models. By enhancing the sensitivity of the model to the emotion-related information contained in EEG signals, our method achieves an overall emotion classification accuracy improvement and obtains satisfactory results when classifying different emotion dimensions. This study fills a research gap in the field of sentiment analysis involving EEG signals and music therapy, provides a novel and effective method, and is expected to lead to new ideas regarding the application of deep learning in sentiment analysis.
Music performance anxiety (MPA) can seriously and negatively affect musicians’ performance and quality of life—physically, mentally, and behaviorally. In the present study, factors related to the MPA of students receiving classical Western music education in the conservatory in a holistic framework were examined to ascertain the physical, mental, and behavioral symptoms; temporal processes; environmental factors; coping strategies; and educational expectations and desires related to this condition. In addition to investigating causative factors in such a framework, the content analysis method was used on data collected from semi-structured interviews with conservatory students. The results show that the main causative factors of MPA included a jury’s negative evaluation, attitudes, and/or behaviors; their symptoms included trembling, muscle contraction, and distraction. The main coping strategy among participants was positive self-talk; remarkably, they had no theoretical knowledge of positive self-talk. Most significantly, considering that performance is integral to musical education training, students stated that the conservatory needs to integrate into the curriculum a course, counseling, and activities that address MPA.
Soundcool is a system for musical, sound and visual collaborative creation through mobile phones, tablets and other interfaces. This paper describes the creation of the app from the outset, illustrating not only how the Soundcool® system has been developed from the initial idea to the current reality, but also the evolution that the app has had during this period and how it has become ready to use. The research group in the Universitat Politecnica de Valencia (UPV) has played a key role in the development of the app. We also explain the opportunities for Soundcool in different markets and economic sectors. Last but not least, we describe how the idea has been financed to make it a reality.
Dyads of 64 kindergarten and 1st-grade males played a game in a face-to-face setting that yielded a prize for the winner only. It was predicted that high levels of competition and high levels of reward magnitude would produce more aggressive behavior than lower levels of these variables. Additionally, children rated by their teachers as high in dispositional aggressiveness were anticipated to behave most aggressively in the game. Each of these predictions was confirmed on 3 different measures of aggression: verbal, interference, and physical. Furthermore, data suggest that constructive action was sometimes abandoned in attempts to harm an opponent. Since competition for desirable objects is a social reality, it is concluded that conditions inhibiting aggression in these situations should be investigated.(21 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Zooarcheological research is an important tool in reconstructing subsistence, as well as for inferring relevant aspects regarding social behavior in the past. The organization of hunting parties, forms of predation (number and rate of animals slaughtered), and the technology used (tactics and tools) must be taken into account in the identification and classification of hunting methods in prehistory. The archeological recognition of communal hunting reflects an interest in evolutionary terms and their inherent implications for anticipatory capacities, social complexity, and the development of cognitive tools, such as articulated language. Late and Middle Paleolithic faunal assemblages in Europe have produced convincing evidence of communal hunting of large ungulates allowing for the formation of hypotheses concerning the skills of Neanderthals anatomically modern humans as social predators. However, the emergence of this cooperative behavior is not currently understood. Here, faunal analysis, based on traditional/long-established zooarcheological methods, of nearly 25,000 faunal remains from the “bison bone bed” layer of the TD10.2 sub-unit at Gran Dolina, Atapuerca (Spain) is presented. In addition, other datasets related to the archeo-stratigraphy, paleo-landscape, paleo-environmental proxies, lithic assemblage, and ethno-archeological information of communal hunting have been considered in order to adopt a holistic approach to an investigation of the subsistence strategies developed during deposition of the archeological remains.
We develop a conceptual framework that allows us to define the sharing economy and its close cousins and we understand its sudden rise from an economic-historic perspective. We then assess the sharing economy platforms in terms of the economic, social and environmental impacts. We end with reflections on current regulations and future alternatives, and suggest a number of future research questions.
Intercultural competence is one of the main factors of study in 21st Century education and music education has in recent years-become one of the pillars for its development. In order to reflect on the role that music can play in the acquisition of cross-cultural competence, this paper discusses some of the most relevant studies on this topic. Initially, the concept of cross-cultural competence is contextualized; then, the relationship between popular music and cross-cultural competence is discussed for the subsequent analysis of different intervention programs aimed at improving cross-cultural competence through music. Finally, some considerations that may assist future researchers are discussed.
Reviewed 122 studies (listed in an appendix) and compared the relative effectiveness of cooperation, cooperation with intergroup competition, interpersonal competition, and individualistic goal structures in promoting achievement and productivity in North American samples. These studies yielded 286 findings. Three meta-analysis procedures were used: voting method, effect-size method, and z-score method. Results indicate that (a) cooperation is considerably more effective than interpersonal competition and individualistic efforts, (b) cooperation with intergroup competition is also superior to interpersonal competition and individualistic efforts, and (c) there is no significant difference between interpersonal competitive and individualistic efforts. Through multiple regression, a number of potentially mediating variables for these results are identified. (18 ref)
Presents a theory of motivation based on attributions of causality for success and failure. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. (81 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigated the effects of a comprehensive musicianship approach as compared to a performance-oriented approach to the instruction of beginning band students at the junior high level. In the comprehensive musicianship approach (experimental group) the students experienced an in-depth study of several of the elements of music as well as form, composition, and improvisation. Students in the performance-oriented approach (control group) were taught according to the band method in use. A pretest-posttest design with the teachers nested within the treatment levels as well as a performance posttest specially designed for the study were used to provide data. The resulting effects of the two approaches on the dependent variables revealed significant differences in the posttest scores in the areas of interval, meter, major-minor mode, and auditory-visual discrimination. All significant differences favored the experimental group. There was no significant difference in the performance test. This evidence suggested that members of both groups performed equally well.
Rather than choice, chance or genetic predetermination, it is childhood adversity that creates the susceptibility for addiction.Humans and animals require nurturing from a caregiver in order to survive, When a child does not receive consistent, secure interactions,
or experiences painfully stressing ones, maldevelopment results. In vivo studies have shown that marked alterations in neurotransmitter systems occur within one week of separation from the mother, whereas animals receiving various kinds of nurturing contact during their infancy have
shown more efficient brain circuitry for reducing anxiety as adults. Moreover, In vivo studies have demonstrated that animals exposed to prenatal stress exhibit characteristics of drug addiction, alcoholism and increased risk of self-administration of drugs.Early trauma has consequences
for how human beings respond to stress. Trauma in children, such as sexual, physical or emotional abuse or abandonment alter the child’s physical stress mechanisms and, as a result, the child is more reactive to stress throughout their adult life. Studies of drug addicts find high percentages
patients have experienced childhood trauma of various sorts, including physical, sexual and emotional abuse.The three dominant brain systems in all addictions—the opioid attachment-reward system, the dopamine-based incentive-motivation apparatus and the self-regulation areas of the
prefrontal cortex—are all exquisitely fine-tuned by the environment. To various degrees, in all addicted persons these systems are not functioning properlyAccordingly, this article explores the relationship between childhood emotional loss or trauma and addiction, demonstrating a
fourth brain-body system implicated in addiction: the stress-response mechanism.
The conflicting findings of previous investigations regarding the relative productivity of cooperation and competition were probably due to the confounding of cooperative and competitive variables. On the basis of an algebraic model, it was hypothesized that group productivity decreases in the following order: Intragroup cooperation with intergroup cooperation, intragroup cooperation without reference to another group, intragroup cooperation with intergroup competition, intragroup competition with intergroup cooperation, intragroup competition without reference to another group, and intragroup competition with intergroup competition. The six experimental conditions were created by differential instructions to 240 high school students concerning payoff systems in a card game. As hypothesized cooperation was found to be significantly more productive than competition both in the intragroup (p < .01) and intergroup (p < .05) conditions. The findings also confirmed in general the productivity order hypothesized for the experimental conditions.
This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions addressed (a) relations among motivation and self-concept variables and their underlying factors, and (b) relations between the motivation and self-concept variables and academic achievement, class level, sex, and immediate and long-term career goals. Participants were 148 undergraduate music education majors from three American universities. A survey was administered to measure the motivation constructs and to gather information concerning academic achievement, demographic variables, and career goals. Of the subjects surveyed, 69. 4 % reported public school teaching as an immediate career goal, and 49.3 % reported it as a long-term goal. Significantly greater numbers of women (62.7%) than men (3 7.3 %) indicated public school teaching as the long term goal. Means for self concept in music dif fered by university, while means for motivation and frequencies for career goals did not. Factor analysis revealed five factors: Competitive/Ego, Achieve Success/Avoid Failure, Cooperative vs. Individual, Intrinsic/Mastery, and Personal Development Competition. Significant but low correlations were found between Personal Development Competition and class level. Motivation and self-concept variables were not correlated with academic achievement variables and generally did not differ by sex or class level. Differences in motivation and musical self-concept by immediate and long-term career goal categories were nonsignificant.
The purpose of this study was to assess classroom environments, as measured by the Classroom Environment Scale, Form R (CESR) and as perceived by high school instrumental and choral students and teachers (N = 1,843) in performing ensembles, to determine whether any significant differences existed between CESR subject scores according to musical achievement (contest ratings), status (teacher or student), sex, or type of performing group (instrumental or choral). Statistical analysis revealed significant differences in all these areas.
The hormone testosterone (T) has a central role in recent theories about allocation of status ranks during face-to-face competition. It has been methodologically convenient to test the hypothesized T mechanism in physically taxing athletic contests, where results have been supportive, although their generalizability to normal social competition is questionable. Competition among chess players is a step closer to normal social competition because it does not require physical struggle, and it is the arena for tests of the T mechanism which are reported here. We find that winners of chess tournaments show higher T levels than do losers. Also, in certain circumstances, competitors show rises in T before their games, as if in preparation for the contests. These results generally support recent theories about the role of T in the allocation of status ranks.
Girls whose ages ranged from 7 to 11 years made paper collages during I of 2 residential parties. Those in the experimental group were competing for prizes, whereas those in the control group expected that the prizes would be raffled off Artist-judges later rated each collage on several artistic dimensions, including creativity, technical goodness, and aesthetic appeal. A high level of interjudge reliability was found, and there was a clear separation between creativity judgments and judgments of technical goodness and aesthetic appeal. The control group was significantly higher than the experimental group on judged creativity of the collages and on several other dimensions of judgment that correlated with creativity. The control group was lower, however, on some dimensions related to technical aspects of the performance. In addition, there was significantly more variability in the control group on a number of objective features of the collages. The results are consistent with the proposition that intrinsic motivation is conducive to creativity, while extrinsic motivation is detrimental.
This study examines the hypotheses that children in an expressive non-competitive social environment will evidence a higher level of self-esteem and a lower level of anxiety than children in a task-oriented, competitive social environment. At the beginning and end of an eight week summer camp session, Rosenberg's Self-Esteem Scale and IPAT Youth Anxiety Scale were administered to a total of 146 children of both sexes between the ages of 10 and 14 who came from the same metropolitan area and a similar upper middle class socioeconomic background. Extensive observations and interviews also took place during this period. The level of self-esteem increased in both settings for those campers whose opportunity to engage actively in camp activities and relationships was not hampered. The level of anxiety also increased in both camps for those who expected to experience a loss in the affective dimension in near future social interaction at school and at home.
In many competitive situations, aggression is one of several instrumental behaviors that can produce reinforcing consequences. Despite the fact that aggression precipitated by competition for valued resources is an increasingly important social problem, there is little evidence of a causal relationship. In a factorial experiment, dyads of 64 kindergarten and first-grade males played a game in a face-to-face setting that yielded a prize for the winner only. It was predicted that high levels of competition and high levels of reward magnitude would produce more aggressive behavior than lower levels of these variables. Additionally, children rated by their teachers as high in dispositional aggressiveness were anticipated to behave most aggressively in the game. Each of these predictions was confirmed on three different measures of aggression: verbal, interference, and physical. Furthermore, the data suggested that constructive action was sometimes abandoned in attempts to harm an opponent. Since competition for desirable objects is a social reality, it was concluded that conditions inhibiting aggression in these situations should be investigated.
The effect of academic stress on immune function, as measured by the rate of secretion of salivary secretory immunoglobulin A (s-IgA), was studied prospectively in 64 first-year dental school students. Perceived stress and s-IgA secretion rate were measured five times--during an initial low-stress period, three high-stress periods coinciding with major examinations, and a final low-stress period. The s-IgA secretion rate was significantly lower in high-stress than low-stress periods for the whole group. In addition, personality characteristics differentiated patterns of s-IgA secretion rates. Students characterised by a great need to establish and maintain warm personal relationships secreted more s-IgA at each point than did all other subjects. The s-IgA secretion rates of those with a high inhibited need for power continued to decline through the final low-stress period rather than recovering as in all other subjects.
The effect of acute psychological stress on salivary immunoglobulin A (sIgA) and salivary cortisol concentrations was studied in professional soccer coaches (n = 17) before, during, and after a match of their team. Saliva samples were collected at five time points (2 hours before the match, at the beginning of the match, during half time break, at the end of the match and one hour after the match) and analysed for sIgA and salivary cortisol together with the subjective rating of perceived psychophysiological arousal. In addition, control subjects (n = 8) were tested under resting conditions with identical procedures. Results show that soccer coaches rated themselves as more excited and tense during the match compared to time points before and after the match of their team. Furthermore, coaches revealed pronounced, transient increases in sIgA and salivary cortisol concentrations compared to control subjects. These data indicate, that acute psychological stress activates non-specific humoral immune functions.
Action Pistol Shooting, implies high degree of physical and psychological stress, however cardiovascular adaptation during competition has not been studied so far.
We studied six healthy males athletes, during the Italian National Dynamic Pistol Shooting Championship. ECG was monitored and blood pressure (BP) manually measured along the match.
Mean heart rate (HR) was close to 100 bpm per minute in all but one shooters. Marked tachycardia, above 180 beats per minute was recorded in four shooters, during "field course" stages. In two cases the heart rate under stress reached about 200 bpm, for the occurrence of paroxysmal atrial arrhythmias. BP behavior was different among the six shooters with mean systolic values ranging between 140 and 170 mmHg and maximal systolic values between 160 e 240 mmHg.
Action Pistol Shooting induces acute elevation of HR and BP, which may reach abnormal values and can be associated with impaired performance and score. Further study is warranted in shooters undergoing combat-like tournaments to evaluate unperceived cardiovascular stress and their coping capability.
From previous research on cooperation, competition, and studies of small groups, an attempt was made to formulate hypotheses that would integrate theoretical approaches to both areas of investigation The results of the experiment [presented] permit the following conclusions: 1. Cooperation may be considered a determinant of group cohesiveness 2. Cooperation may be considered a determinant of instrumental communications.
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