Experiment: Attractiveness Halo Effect on Human Faces

Experiment: Attractiveness Halo Effect on Human Faces Matriculation Number: 140011607 Partial Research Report Abstract The aim of this report was to test for an attractiveness halo effect on human faces. This experiment was conducted in the University of Dundee and the participants were international undergraduate students of both genders. The independent variable was the level of physical attractiveness, while the dependent variable was the estimated IQ score the participants gave to the male and female faces that have been selected at random. The hypothesis predicted that there will be an effect of attractiveness of faces on their perceived intelligence, meaning that subjects would rate highly attractive individuals with higher IQ levels and those with less attractive characteristics with lower IQ. The participants were asked to rate for attractiveness (7= very attractive and 1= not attractive at all) ten male and ten female faces shown to them that have been selected at random from a pre-existing data set and afterwards provide an estimated IQ score. The obtained results signify that there is a hi gh correlation between high attractive faces and higher IQ scores. This is in accordance with previous research, such as the attractiveness halo effect that is the tendency to assign positive personality qualities to people bases on their looks and Eagly’s (1991) research which claims that attractive people are attributed with lots of positive traits. Introduction Individuals are confronted with many serious decisions in their everyday life where they are either judging others or being judged. Langlois Kalakanis (2000) demonstrated that physical attractiveness plays a significant part in decision-making in situations such as hiring decisions, voting behavior and romantic partner choices. Physical attractiveness is a complicated concept that reflects numerous significant factors. According to Pansu Dubois (2002) facial attractiveness consists one of the main determinants of total rankings of attractiveness. Furthermore, Thornhill Gangestad, (1999) claimed that with regard to the face itself, masculinity, femininity and symmetry all rise perceived attractiveness. People that are more attractive tend to be advantaged in several critical and appraising ways. The halo effect can help interpreting the ‘what is beautiful is good’ stereotype. The halo effect is a traditional corollary in psychology. It is the idea that one personâ€⠄¢s central positive (such as attractiveness) or negative characteristic, affect another’s person’s decision about their other characteristics (for example, intelligence). According to Eagly (1991) people regularly ascribe positive traits to attractiveness and negative traits to less attractive individuals. This belief leads to erroneous judgmental, attribution errors and regular human perceptual partialities. By using practical research, Edward Thorndike was the first contending the halo effect. The definition he gave to the halo effect was ‘a question that rises in data collection when there exists a conveyance from an estimation to another’. Moreover, he conducted a study in 1920 in which commanding officers of the American army requested to classify their soldiers on groups of guidance, intelligence, character and physique. The findings of the study showed that there exists a direct interaction among all negative and all positive characteristics. After his study has been completed, Thorndike extended his first definition of the halo effect to be ‘an expansion of a total impression of an individual (or of one specific characteristic) to affect the total impression of that person’. Additionally, this is the part that has been highlighted in this research. If an individual is considered attractive then this person is deemed to possess many more positive attribute s such as intelligence. Furthermore, there is some proof that the effects of attractiveness on perceived intelligence may vary between women and men. In a study conducted by Chia, Allred, Grossnickle and Lee (1998) that was examining the effects of gender and physical attractiveness on conceptions of academic success, initiative, accomplishment related characteristics, intelligence and ascriptions of effort in respect to academic success, it was found that men and more attractive people would be assessed more positively comparably to women and less attractive people. This study relates the above research on the halo effect as its aim is to test for an attractiveness halo effect in human faces, while providing an estimated IQ score. In addition it is hypothesized that there will be an effect of attractiveness of faces on their perceived intelligence. Method Participants The target population is restricted to the opportunistic sample of 152 international undergraduate students of both genders of the University of Dundee. 103 of the people participated in the experiment were females and the other 49 were males. Materials This study is an experimental design as it has IV and DV. The independent variable is the level of physical attractiveness, while the dependent variable is the estimated IQ score the participants gave to the male and female faces that have been selected at random. The research hypothesis states that there will be an effect of attractiveness of faces on their perceived intelligence and the aim of the experiment is to test for an attractiveness halo effect in human faces. Descriptive Statistics will be used in order to test the hypothesis stated above. The materials used in this study where: Ten male faces and ten female faces have been selected at random from a pre-existing data set and displayed in a computer screen. The computer, which enable participants to see the pictures of the male and the female faces. The data collection sheet, in which participants wrote their ratings of attractiveness and the estimated IQ scores. Standardized instructions (Appendix 1). Procedure The opportunistic sample was obtained and welcomed in a silent room. Applicants were asked to sit to the desks. The experimenter informed the participants about the experiment by using a consistent set of instructions. Data collections sheets were distributed to the students. Students completed the survey by seeing the twenty different faces on the computer, rating them for attractiveness and provide an estimated IQ score for each face. After the participants completed the survey, the data collection sheets were collected by the experimenter. Once the data have been collected, faces were split into two groups based on the median of attractiveness and mean IQ score for each face was calculated. Students were debriefed about the nature of the experiment. Results Table 1 Mean number (M) of estimated IQ scores in faces with low and high attractive characteristics, plus standard deviations (SD) Table 2 Mean number (M) of estimated IQ scores in male and female faces with low and high attractive characteristics, plus standard deviations (SD) As can been seen in Table 1, faces with low attractive characteristics are estimated with lower IQ levels (M= 100.9, SD= 7.85) than faces with high attractive characteristics (M= 118.35, SD=15.55). A between-groups t-test revealed that faces with low attractive characteristics have significantly lower IQ levels than faces with high attractive characteristics, t (13.3) = -3.17, p = 0.007. As we can see in Table 2, column one, males with low face attractive characteristics are estimated with lower IQ levels (M=98.18, SD= 9.96) than males with faces with high attractive characteristics (M=129.84, SD=13.18). A between-groups t-test revealed that male faces with low attractive characteristics have significantly lower IQ levels than male faces with high attractive characteristics, t(8) = -4.29, p=0.003 As we can see in Table 2, column two, females with faces with low attractive characteristics are estimated with lower IQ levels (M=103.63, SD=4.55) than females with faces high attractive characteristics (M=106.86, SD=6.35). A between-groups t-test revealed that female faces with low attractive characteristics did not have significantly lower IQ levels than female faces with high attractive characteristics, t(8)= -0.9, p=0.38. Discussion The hypothesis that there will be an effect of attractiveness of faces on their perceived intelligence was supported. This means that participants rated people with faces with more attractive characteristics with higher IQ levels, where those with less attractive faces with lower IQ levels. This finding is similar to the study conducted by Thorndike in which he asked army officers to classify their soldiers on groups of guidance, intelligence, character and physique. The findings of the study, like in our experiment, showed that there exists a direct interaction among all negative and all positive characteristics and that participants rated more highly the ones that were more physically attractive than those who were not. The result also bolster the work of Eagly. In which is stated that people regularly mete positive traits to attractiveness and negative traits to less attractive individuals. In our example participants rated the more attractive people with higher IQ levels. Moreover, Chia, Allred, Grossnickle and Lee claimed in their study the existence of some proof that the effects of attractiveness on perceived intelligence may vary between women and men. They found that men and more attractive people would be assessed more positively comparably to women and less a ttractive people. This finding was supported in our experiment as men and more attractive individuals were rated with higher IQ levels while women and less attractive individuals were rated with lower IQ levels. In conclusion, the insinuation of our findings is that our opinion of others can be defective as a result of the tendency we have to generalize the personalities of people, or their ability to think based on positive traits they have, in this case, face physical attractiveness. References Chia, R., Allred, L., Grossnickle, W., Lee, G. (1998). The Journal of Social Psychology. Effects of Attractiveness and Gender on the Perception of Achievement Related Variables, 138(4), 471-473. Eagly, A., Makhijani, M., Ashmore, R., Longo, L. (1991). What Is Beautiful Is Good, But A Meta-Analytic Review of Research on the Physical Attractiveness Stereotype, 110(1), 109-113. Langlois, J., Kalakanis, L., Rubenstein, A., Larson, A., Hallam, M., Smoot, M. (2000). Maxims or myths of beauty? A meta-analytic and theoretical review. Psychological Bulletin, 126(3), 390-399. doi:10.1037//0033-2909.126.3.390 Nisbett, R., Wilson, T. (1977). The halo effect: Evidence for unconscious alteration of judgments. Journal Of Personality And Social Psychology, 35(4), 250-256. doi:10.1037/0022-3514.35.4.250 Shinners, E. (2009). Journal of Undergraduate Research XII. Effects Of The What Is Beautiful Is Good Stereotype On Perceived Trustworthiness, 1-3. Appendix 1 Before the begging of the experiment the experimenter gave the following instructions: â€Å"If at any time you feel uncomfortable and wish to leave the experiment you may do so.† â€Å"If at the end of the experiment you wish your results to be removed, they can be.† â€Å"All results will be kept in confidence.† â€Å"Open the computers, go to ‘My Dundee’ then to ‘Module Materials’ then to ‘Workshops’ then to ‘Research Report’ and then open the ‘Faces presentation folder’. ‘Use the data collection sheet to rate each of the faces and provide an estimated IQ score’ After completing the experiment we were asked to make sure we have completed all sections of the data collection sheet The final instruction was to close the PowerPoint and log out of My Dundee. Appendix 2 Raw Data

Music is the Only Universal Language Essay -- Exploratory Essays Resea

Music is the Only Universal Language When people think of the term literacy, they most commonly define it as the ability to read and write, in the verbal sense. But there is a wide range of literacy apart from that, which also requires mastering a set of crucial skills. One such example is musical literacy, which is the ability to read, write, or appreciate music. Musical literacy is not all that different from the verbal kind. Leonard G. Ratner, when speaking of 18th and 19th century music, writes "Both language and music had their vocabulary, syntax, and arrangement of formal structures, subsumed under the title Rhetoric" (xiv). In other words, music, like language, is based on its own set of learned rules, and both serve as a form of communication. But what exactly does it mean to be musically literate? One example is the ability to look at a piece of music and know how its components fit together, such as scales, key signatures, crescendos, and other parts. This is known as sight-reading, where people play an unfamiliar piece of music at first glance, because they understand counting and basic underlying principles. But musical literacy also has a wider definition. Listening to a symphony, playing a musical instrument, or even humming along to a song on the radio all show a general understanding of musical principles. Once an individual obtains this understanding, doors are opened. That person can appreciate music on a more complex level, and musical literacy adds to a well-rounded personality and view of the world. Once people actually understand what is going on behind music, they gain a newer appreciation of its sounds. On a personal note, I have played the piano for about 8 years, and it has opened doors for... ...s of ability. Music can be used to express everything from emotions to political opinions. It uniquely soothes us when we are unhappy, and echoes our highest spirits. Simply put, the world would be an emptier place without literacy to translate those feelings into a language that everyone understands. Overall, music is unique by its duality. Different forms are partial to a particular culture or time period, but every form can reach people all over the world and throughout time. To be literate musically is to spread thoughts and expression, and sometimes those musical ideas weigh more heavily than language can. Music serves as a bridge between generations, societies, and opinions, and without literacy, the world would be a much more restrictive place. WORKS CITED Ratner, Leonard G. Classic Music: Expression, form, and Style. London: Schirmer Books, 1980.

Conquest of Panay and Other Islands Essay

Legaspi’s Cebu settlement had three important problems. First, there was a shortage of food and what the natives were used to eat was different from Spanish food. Second, misfortune struck the settlement. On November 1, 1565, a fire of unknown origin broke out in the settlement. Some twenty Spanish houses and the hut where masses were celebrated were burned. Third, the Spaniards were displeased with Legaspi’s order that no Spaniard should take anything from the Filipinos without paying for it. This, together with the shortage of food, led to a conspiracy on November 27 under the leadership of Pablo Hernandez. The captain of the San Pablo revealed the plot to the master-of-camp, Mateo de Saez. The latter immediately warned Legaspi, who lost no time in arresting the conspirators. Hernandez was beheaded–those were times of harsh justice–but the rest of the conspirators were pardoned. And fourth, Legaspi was also faced with the hostility of the Portuguese who did not enjoy Legaspi’s settling in Cebu. They sent ships to Cebu to spy on Legaspi’s activities. In 1568, and again the following year, a Portuguese captain, Gonzalo de Pereira, blockaded Cebu in order to starve the Spaniards. With the aid of the Cebuanos, however, Legaspi withstood the blockade and succeeded in forcing Pereira to lift the blockade and leave the Philippines. In the midst of all these problems, the first reinforcements from Mexico arrived in Cebu on board the galleon San Geronimo on October 15, 1566. This made Legaspi happy, for it brought not only the news that Urdaneta had safely arrived in Mexico but much-needed soldiers from Mexico as well. Later two more galleons from Mexico arrived in Cebu on August 20, 1567, bringing additional reinforcements and supplies. They were commanded by two young grandsons of Legaspi’s–Felipe de Salcedo, 20 years old, and Juan de Salcedo, 18. With these reinforcements, Legaspi sent out various explorations to the neighboring islands for the purpose of securing more food and establishing friendly relations with the datus of the other islands. Later Legaspi received the information that food was abundant in one of the islands in the north. In 1569 he directed his men to sail to Panay. There, on the banks of the Panay River, Legaspi founded the second Spanish settlement in the Philippines. As in Cebu, he won the friendship of the Panay inhabitants by his policy of attraction. Many of these inhabitants were converted to Christianity by Augustinian missionaries. After that, Legaspi never encountered the problem of food shortage, for the natives brought the needed provisions to him. Legaspi was now ready to spread the rule of Spain to the other islands in the archipelago. With Cebu and Panay as bases, he ordered his men to explore the other Visayan islands. Captain Luis Enriquez de Guzman explored and conquered Masbate, Burias, and Ticao and claimed these for the Spanish crown. He got as far as the Bicol region, then known as Ibalon. In January 1570 Legaspi sent his warlike grandson, Juan de Salcedo, on an expedition farther to the north. With forty Spanish soldiers and some 500 Visayans, Salcedo landed at Ilin Island, just south of Mindoro, and took it for the king of Spain. From Ilin he sailed to another island, Lubang, northwest of Mindoro and close to the mouth of Manila Bay. There he met stiff resistance from Muslim defenders. Salcedo subdued them and finally captured Mamburao. This brought the Spaniards almost to the entrance of Manila Bay. Salcedo then returned to Panay to report to his grandfather what he had done.

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