The method of this experiment consisted of asking 17 years-old males and females to rank 10 stimuli that they are afraid of (ranking the one they are most afraid of as 1).
The first 4results for females where like this :
1)God
2)Father
3)Ghost
4)Death
The first4 results for males where like this :
1)God
2)Death
3) Girlfriend
4) Having a child
From these results we can have some idea on what teenagers consider to be scary.
The common fear-triggers for females and males:
1)God
2)Death
From the differences we can understand that for males having a child and girlfriend is more frightening than for females…As we can see males don’t care about their parents as much as females do. From this we can understand that family members and family authority are more important for females, as they are more exposed to social pressure. On the other hand, teenage males consider the challenges of life to be more threatening. Females consider to be more threatening conceptual and intuitive triggers.
Aim: the aim of this study was to examine teenagers' feelings about old age.
Subjects: 12 teenagers between 16-20 years of age, 7 males and 5 females.
Method: Each subject had to answer the following 4 questions:
Q1. Do you imagine yourself old?
Q2. Do you see yourself happy when you are old?
Q3. If you could describe old age in 2 words, what would they be?
Q4. Would you like taking care of your grandparents?
Results:
Subjects
Gender
Question1
Question2
Question3
Question4
1
Male
No
Yes
Soul peace
Yes
2
Male
No
No
Upset, unhappy
Yes
3
Male
No
Yes
Unhappy
Yes
4
Male
Yes
Yes
Nephews, traveling
Yes
5
Male
No
No
Sick, bed
Yes
6
Female
No
Yes
Poor them
Yes
7
Male
Yes
Yes
Great experience
Yes
8
Female
No
Yes
Lonely, grave
Yes
9
Female
Yes
Yes
Tranquility, happy
Yes
10
Female
No
Yes
Childish, comfortable
Yes
11
Female
No
Yes
Stupid, ugly
No
12
Male
No
Yes
Old, calm
No
Findings:
a)Approximately all the subjects male or female answered NO to Q1.
b)There is a correlation between Q2 and Q3.
c)80% of the subjects answered YES to Q4.
Explanations:
a)Teenagers would not like to think of what will happen in the future or how they will get old, ugly, wrinkled. More, for them, the whole point of being a teenager is to be young, healthy and not think about illnesses, solitude or death.
b)There are 2 subjects who answered yes to Q2 meaning yes they imagine themselves happy when they are old, but changed in Q3 as they said that they describe old age as ugly, unhappy, lonely, sick etc. These are emotions which some times lead to negative feelings, the 2 who answered NO to Q2 also reported a negative emotion to Q3.
c)The males in study answered YES to Q4 because the male usually have bigger social responsibilities and would not mind having to take care of the elders of the family. Females also answered YES to Q4 as the emotions play a big role in their social exchanges, all of them would like to take care of the grandparents. Connecting these findings with the age of the subjects, we might also say that most of them ansewerd "yes" to Q4 due to the will to please and fear of being judged, wanting to make a good impression.
What psychological functions does music serve in everyday life? It effects our cognitive, emotional and social domains. The social functions of music are manifested in three principal ways for the individual, namely in the management of self-identity, interpersonal relationships and mood. *Distraction of background music on the learning test performance of introverts and extraverts-
The current study looked at the distracting effects of pop music on introverts' and extraverts' performance on various cognitive tasks. It was predicted that there would be a main effect for music and an interaction effect with introverts performing less well in the presence of music than extraverts. Ten introverts and ten extraverts were given two tests (a memory test with immediate and delayed recall and a reading comprehension test), which were completed, either while being exposed to pop music, or in silence. The results showed that there was a effect on immediate recall on the memory test for both groups when music was played. After a 6-minute interval the introverts who had memorized the objects in the presence of the pop music had a significantly lower recall than the extraverts in the same condition and the introverts who had observed them in silence. The introverts who completed a reading comprehension task when music was being played also performed significantly less well than these two groups. These findings have implications for the study habits of introverts when needing to retain or process complex information. *Abstract and experiment from website
*Music, Mice and Madness An experiment to discover how music would affect the ability of mice to learn new things- One group of mice listen to classical music 24 hours a day and another to heavy metal music. Then, time was noted, the mice as they ran through mazes to see if the music affected their speed of learning. Unfortunately, the first experiment was cut short because the heavy metal mice all killed one another. In a second experiment, mice that listened to Mozart for 10 hours a day dramatically improved their maze-solving abilities, while the heavy metal mice actually became worse at solving mazes than they had been at the beginning of the experiment. *Abstract and experiment from website
*According to the Association for Psychological Science, intelligence test scores grew higher in children who took lessons in keyboarding or singing. In another study, boys between the ages of 6 and 15 who took music lessons scored higher on tests of verbal memory than a control group of students without musical training. *Abstract and experiment from website
*Music and Pain Reduction-Researchers found that patients who listened to harp, piano, synthesizer, orchestra or slow jazz experienced less post-surgical pain than those who did not.
*Abstract and experiment from website:
Different Grooves for Different Moods-Some people use music to manage their emotions while others have more cerebral motives for turning on the tunes.
“On a crowded subway after a long day, I'll put on a soothing song and close my eyes and just float above everything.” - Ali “I have a lot of songs and albums. So, if I'm missing a particular person or time, I'll put on my personal soundtrack from that time in my life.” – Sumaira ( my sister ) “ I begin my day with music I like. I usually play hip-hop or pop.” - ……. “ I love my girlfriend, since I met her I have started to listen to love songs.” - …….. “ Music is my source of energy and way to relax.”- …….. “ When me and my boyfriend broke-up I started to listen to heart-break songs. They gave me a sense of security like I am not the only one with a broken heart. There was also a song that actually made me get over him, Stronger from Britney Spears."
Psychology of Heavy Metal Music-Studies indicate that rock and heavy metal music are often preferred by troubled teens, but are not the cause of their problems. While a number of researchers have associated heavy metal music with depression or anger, these effects do not occur when heavy metal is the listener’s musical preference. (Personal experience included).
*On a different note,after listening to heavy metal- people have increased fatigue, aggressive, angry, tension, sadness and hostility, as well as decreased mental clarity, vigor. Some researchers have even found that subjects who were angry to begin with become happier, calmer and more relaxed after listening to heavy metal when it is their preferred musical genre. Although the suicide rate is higher among rock and heavy metal fans, a study of students with psychiatric disorders who were also heavy metal fans actually showed improved mood after listening to their music of choice. Other studies of depressed students have found similar results, suggesting that students may use this music to help treat their depression rather than becoming depressed as a result of listening to it.
*Abstract and experiment from website Academic Performance and heavy metal - Some studies have found that adolescents of both genders who listen to heavy metal tend to have lower grades in school, but this is likely due to aspects of personality or environment (such as high stress) rather than any direct effects of the music itself.
Risk Taking and heavy metal - Those who prefer rock or heavy metal music are more inclined to be reckless sensation seekers who take risks. This is a personality type rather than a direct effect of the music.
Drug Use and heavy metal - One study found that teenagers who listened to heavy metal were more willing to use drugs, though they were not more likely to use them excessively. Other researchers have found no link between the two.
*Seven Ways Music Influences Mood 1. Entertainment - At the most fundamental level music provides stimulation. It lifts the mood before going out, it passes the time while doing the washing up, it accompanies travelling, reading and surfing the web. 2. Revival - Music revitalises in the morning and calms in the evening. 3. Strong sensation - Music can provide deep, thrilling emotional experiences, particularly while performing. 4. Diversion - Music distracts the mind from unpleasant thoughts which can easily fill the silence. 5. Discharge - Music matching deep moods can release emotions: purging and cleansing. 6. Mental work - Music encourages daydreaming, sliding into old memories, exploring the past. 7. Solace - Shared emotion, shared experience, a connection to someone lost.
These seven strategies all aim for two goals: controlling and improving mood. One of the beauties of music is it can accomplish more than one goal at a time. Uplifting music can both divert, entertain and revive. Sad, soulful music can provide solace, encourage mental work and discharge emotions. The examples are endless.
Table showing effects of heavy metal Relation with parents and society(1 indicates excellent and 5 indicates worst) Pain in life Take life seriously(yes or no) Number of times thought of suicide Person 1 5 alot No Every night Person 2 4 Very miserable Yes Many Person 3 4 Ok Yes Sometimes Person 4 2 I am happy with life Yes Never Person 5 3 I am fine Yes A couple of times Person 6 1 ( I think he is lying) Still living Yes Never Person 7 3 Doesn’t matter Yeah whatever When I am sad
Table showing effects of other types of music Relation with parents and society(1 indicates excellent and 5 indicates worst) Pain in life Take life seriously(yes or no) Number of times thought of suicide Person 1 1 Having fun with life Yes Never Person 2 2 No pain at all Yes Never Person 3 1 Alittle but doesn’t matter Yes Never Person 4 3 sometimes Not much Sometimes Therefore, this shows that people who listen to heavy metal are less happy with their lives and have higher risk of suicides, but I will also say that it depends on the person’s personality.
Over to you... Perhaps the way we use music varies with factors like age and culture. Are these experiences true for you? If not, what would you add?
by Nur Alwan& Rula Tuffaha, Cambridge School of Bucharest
Aim: investigate how preferences in colors connect to person’s personality [being introvert or extrovert].
Method: subjects were given some questions, with limited answers. Each subject completed the questionnaire, and answers were compared.
Subjects: 16 subjects of same ages [16-18 years, boys & girls], grade 11, from CSB.
Strong points: limited answers-> easy and accurate comparison
Weak points: too few subjects and only from one age category, so you cant get generalization of the whole world population
List of questions and answers: Questions: 1. Favorite color 2. Number of times you go out/week 3. Number of friends [close] 4. Relation with parents 5. Relation with classmates 6. Prefer talking about you problems? 7. Are there things that you can not talk about with anyone? [even close friend/family member] 8. With how many of your neighbors do you get on well? [friendship] 9. Are you more comfortable sitting in groups of friends or alone? 10. Do you enjoy going out? 11. Do you enjoy meeting new people?
Possible answers: 1. White , black , green , blue , red , pink , purple , yellow , brown 2. 0 , 1-2 , 3-4 , more than 4 3. 1 , 2-3 , 4 or more 4. Bad , average , excellent 5. Bad , average , excellent 6. No , not really/sometimes , yes 7. Yes , no 8. None , some , many 9. Groups , alone 10. I love it , its ok , I hate it 11. yes , no
Answers and names are not published as they are private. [Anonymous]
2 subjects chose white -> extremely extrovert people 2 subjects chose red -> v extrovert people 1 subject chose yellow -> average [more extrovert] 3 subjects chose purple and 5 subjects chose blue -> both colors, as are similar, have subjects equally introvert/extrovert. Average people. 2 subjects chose green -> average [more introvert] 1 subject chose black -> introvert
Order from most introvert to most extrovert: Black -> green -> blue/purple -> yellow -> red -> white
Conclusion: Same colors had similar results The brighter the color, the more extrovert and friendly the person
In this modern world it is very hard to cope with everyday problems-stressors and stay calm and balanced. Teenagers are exposed to stress every day and the research is based on finding out what actually can stress them the most, and the background of that reflects what are the priorities of today’s teenagers. The idea od this study was encouraged by another study done in 1978 by Arthur and Rahe.
Aim
The aim of the study was to discover the most stressful and the least stressful event for a teenager.
Subjects
The subjects were children from the Cambridge School of Bucharest. In total the subjects were 30: 15 from grade 11,7 form grade 12 literature and 8 form grade 12 science.
The age of the participants varied between 16 and 18.
The sex of the subjects was mixed: boys and girls.
Method
The participants were given a list of 20 stressors which were chosen by a certain criteria: the main idea was to chose the stressors which could affect them the most(death of a family member, death of a friend etc.) so that the results could be as accurate as possible.
The task they had was to, from the given list, rank the 20 stressors from 1 to 20 according to their importance. They had to base their answers on personal experience.
Certain stressors might not have been experienced by the subjects, in that case they were asked to just imagine experiencing them and how would they feel about them.
The list of stressors
1. Experienced the death of a spouse
2. Experienced the death of a close family member
3. Experienced the death of a close friend
4. Experienced pregnancy or fathered a pregnancy
5. Had a major personal injury or illness
6. Ended a marital engagement or a steady realationship
7. Had sexual difficulties
8. Had a major change in self-concept or self-awareness
9. Experienced a major change in the health or behavior of a family member
10. Had a major change in financial status
11. Had a major change in use of drugs
12. Changed to a new school
13. Had a major change in amount of independence and responsibility
14. Experienced a major change in use of alcohol
15. Had a major change in social activities
16. Changed residence or living conditions
17. Had an outstanding personal achievement
18. Had a major change in religious activities
19. Had a major change in eating habits
20. Were found guilty of minor violations of the law
This study can be grouped into both qualitative and quantitative research, but it tends to have more features of a quantitative research as we take in consideration the number of subjects, number of stressors etc.
Findings
a) The rank for grade 11:
1.- stressor number 2
2.-stressor number 1
3.-stressor number 3
4.-stressor number 9
5.-stressor number 5
6.-stressor number 8
7.-stressor number 4
8.-stressor number 6
9.-stressor number 10
10.-stressor number 11 and 13
11.-stressor number 14
12.stressor number 20
13.-stressor number 15
14.-stressor number 7
15.-stressor number 12
16.-stressor number 18
17.-stressor number 17
18.-stressor number 19
19.-stressor number 16
b) The rank for grade 12 literature:
1.-stressor number 2
2.-stressor number 1
3.-stressor number 3
4.-stressor number 5
5.-stressor number 9
6.-stressor number 10
7.-stressor number 4
8.-stressor number 6
9.-stressor number 8
10.-stressor number 17
11.-stressor number 12 and 7
12.-stressor number 20
13.-stressor number 13
14.-stressor number 16
15.-stressor number 11
16.-stressor number 15
17.-stressor number 19
18.-stressor number 18
19.-stressor number 14
c) The rank for grade 12 science:
1.-stressor number 2
2.-stressor number 3
3.-stressor number 9
4.-stressor number 1
5.-stressor number 5
6.-stressor number 6
7.-stressor number 10
8.-stressor number 8
9.-stressor number 13
10.-stressor number 16
11.-stressor number 7
12.-stressor number 4
13.-stressor number 15
14.-stressor number 12
15.-stressor number 11
16.-stressor number 20
17.-stressor number 18
18.-stressor number 19
19.-stressor number 14
20.-stressor number 17
Conclusions
Regarding the findings of grade 11, there are some gaps between certain stressors , gaps between values obtained.
For example, gap between stressor number 3 (experiencing the death of a close friend) and stressor number 9 (experiencing a major change in the health or behavior of a family member) :this can be interpreted as young people considering changes in behaviour and health as something that can be cured/improved while death is something permanent. The values: 4,13 -6,73.
The gap between stressor number 5 (had a major personal injury or illness) and stressor number 8 ( had a major change in self-concept or self-awareness) : nowadays teenagers are more worried about physical condition-appearance than of mental. They don’t take time to stop and think about their personalities, virtues and disabilities. It is more important the physical condition, in order to work or study, than changes in our perception of ourselves. The values: 7, 06-10,06.
Stressors 8,4,6,10,11 and 13 share more or less the same place. This probably happened because all of them include a certain amount of independence (13,10,8) and for stressor 4 and 6,include things that are not yet experienced and for young people are not a concern. While stressor 11 (had a major change in use of drugs) shares the place with all of them because teenagers are more aware of the negative consequences of using drugs and they just refer to them as non-important. The value: around 10.
The last place share stressors number 18,17,19 and 16.All of them are related to things that these days young people are not worried about, for example changes in religious activities (teenagers don’t care about religion, they don’t know enough about it in order to get interested),eating habits (teenagers have more important concerns than if they eat too much or not enough).
The last stressor on the list is number 16 – changed residence or living conditions. This is not really stressful because nowadays, especially in Europe (and taking into consideration the financial status of the subjects) people live quite good and don’t worry about changing residence, as long as they have somewhere to stay. Living conditions are also excluded because the subjects’ financial status is very high,they don’t expect any changes. The value: 14,80.
Regarding the gaps for grade 12 literature:
Gap between stressor number 3 ( experienced the death of a close friend) and stressor number 5 (had a major personal injury or illness): teenagers don’t hope of getting hurt, they don’t consider that as an option in anything they do while friends are considered as very precious and even the thought of losing one is very painfull. The value: 3- 6,85.
Stressors number 7,12 and 20 share similar values. Stressors 7 and 12 are not considered so important in general. Stressor 7 (had sexual difficulties): nobody wants to have problems in that domain. While stressor 20 ( were found guilty of minor violations of the law): teenagers are more aware of the consequences of that kind of actions.
Also, stressors number 15,19 and 18 share similar values: in this case we always tend to be accepted in the society, no major changes otherwise it might cause rejection, so we accept the general policy and deal with it. About stressors number 18 and 19 was discussed previously.
The last stressor on the rank is number 14- experienced a major change in use of alcohol. Teenagers use alcohol as normal part of their lives, so for them nothing can be a ‘’major change in the use’’ of it. Still young to get addicted, but too old not to drink it. It is also considered as a part of social bonding. The value: 16,28.
Regarding the gaps for grade 12 science:
Gap between stressor number 1 ( experienced the death of a spouse) and stressor number 5 ( had major personal injury or illness): the difference between death and personal injury/illness might come from the fact that young people do not perceive themselves as being fragile or getting hurt and they think that cannot die soon, so it is not important. The values: 5- 8,13.
Gap between stressor number 11 (had a major change in use of drugs) and stressor number 20 (were found guilty of minor violations of the law) : drugs are more frequent, in the sense that more teenagers are tempted to use them (light ones) than to violate the law. They look for a bit of fun, rush of adrenaline and drugs can provide that, but breaking the law is something more serious and more dangerous. The values: 13-15.
The last place share stressors number 19,14 and 17.
The bottom stressor is number 17-had an outstanding personal achievement. At this age, achievement, is perceived as ‘’challenging’’ and ‘’exciting’’ so it is not considered stressful.
One thing is certain, they all have the same answer for what is the most stressful event and that is the death of a close family member. Which shows the true importance of the family no matter what.
