title: Violent and prosocial music: Evidence for the impact of lyrics and musical tone on aggressive thoughts, feelings, and behaviors

authors: Warburton, WA

subjects: aggression

abstract: Although there is a large research base on the psychological impacts of violent and prosocial visual media, there is little research addressing the impacts of violent and prosocial music, and which facets of the music have the greatest impact. Four experiments tested the impact of lyrics and/or musical tone on aggressive and prosocial behavior, and on underlying psychological processes, using purpose-built songs to avoid the effect of music-related confounds. In study one, where mildly aggressive, overtly aggressive and violent lyrics were compared to neutral lyrics, any level of lyrical aggression caused an increase in behavioral aggression, which plateaued for all three aggression conditions. Violent lyrics were better recalled than other lyrics one week later. In studies two-three no significant effects of lyrics, or of aggressive versus nonaggressive musical tone, were found on aggressive or prosocial behavior. In terms of internal states, violent lyrics increased hostility/hostile cognitions in all studies, and negatively impacted affective state in three studies. Prosocial lyrics decreased hostility/hostile cognitions in three studies, but always in tandem with another factor. Aggressive musical tone increased physiological arousal in two studies and increased negative affect in one. In study four those who listened to violent lyrics drove more aggressively on a simulated drive that included triggers for aggression. Overall, violent lyrics consistently elicited hostility/hostile cognitions and negative affect, but these did not always translate to aggressive behavior. Violent music seems more likely to elicit behavioral aggression when there are aggression triggers and a clear way to aggress. Implications are discussed.

text: Violent and prosocial music: Evidence for the impact of lyrics and musical tone on aggressive thoughts, feelings, and behaviors Although there is a large research base on the psychological impacts of violent and prosocial visual media, there is little research addressing the impacts of violent and prosocial music, and which facets of the music have the greatest impact. Four experiments tested the impact of lyrics and/or musical tone on aggressive and prosocial behavior, and on underlying psychological processes, using purpose-built songs to avoid the effect of music-related confounds. In study one, where mildly aggressive, overtly aggressive and violent lyrics were compared to neutral lyrics, any level of lyrical aggression caused an increase in behavioral aggression, which plateaued for all three aggression conditions. Violent lyrics were better recalled than other lyrics one week later. In studies two-three no significant effects of lyrics, or of aggressive versus nonaggressive musical tone, were found on aggressive or prosocial behavior. In terms of internal states, violent lyrics increased hostility/hostile cognitions in all studies, and negatively impacted affective state in three studies. Prosocial lyrics decreased hostility/hostile cognitions in three studies, but always in tandem with another factor. Aggressive musical tone increased physiological arousal in two studies and increased negative affect in one. In study four those who listened to violent lyrics drove more aggressively on a simulated drive that included triggers for aggression. Overall, violent lyrics consistently elicited hostility/hostile cognitions and negative affect, but these did not always translate to aggressive behavior. Violent music seems more likely to elicit behavioral aggression when there are aggression triggers and a clear way to aggress. Implications are discussed.

year: 2024

title: Teachers' experiences in curriculum implementation: General curriculum, mathematics and technology

authors: McGee, Clive

subjects: New Zealand

abstract: This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents.

text: Teachers' experiences in curriculum implementation: General curriculum, mathematics and technology This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents.

year: 2001

title: Grounding our collective Talanoa, Enabling open conversations

authors: Fa'avae, David Taufui Mkiato

abstract: As co-editors in this special issue of the Waikato Journal of Education (WJE), we share our talanoa thoughts and open conversations from the University of Waikato in Kirikiriroa (Hamilton), a place and space that has a special relationship with Waikato-Tainui and the Kīngitanga. We acknowledge our ties with Māori as tangata moana (people of the ocean), noting the past as well as the existing vā connections between the Kīngitanga and other Pacific peoples and leaders, including the House of Tupou, the royal family of Tonga. We are also mindful of our responsibility to honour Te Tiriti and to the honouring of tangata whenua and their mana whenua. At the same time, we embrace the ancestral connections between Māori and Pacific people through shared common heritages (Te Punga Somerville, 2012), of voyaging, wayfinding, knowledge and ako by which they settled Moananuiākea (the Hawaiian term for the Pacific Ocean) in one of “the greatest feats in human history” (Hawaii State Legislature, 2021, n.p.). We hope this volume honours those relationships and our shared whakapapa, whanaungatanga, and kaupapa.

text: Grounding our collective Talanoa, Enabling open conversations As co-editors in this special issue of the Waikato Journal of Education (WJE), we share our talanoa thoughts and open conversations from the University of Waikato in Kirikiriroa (Hamilton), a place and space that has a special relationship with Waikato-Tainui and the Kīngitanga. We acknowledge our ties with Māori as tangata moana (people of the ocean), noting the past as well as the existing vā connections between the Kīngitanga and other Pacific peoples and leaders, including the House of Tupou, the royal family of Tonga. We are also mindful of our responsibility to honour Te Tiriti and to the honouring of tangata whenua and their mana whenua. At the same time, we embrace the ancestral connections between Māori and Pacific people through shared common heritages (Te Punga Somerville, 2012), of voyaging, wayfinding, knowledge and ako by which they settled Moananuiākea (the Hawaiian term for the Pacific Ocean) in one of “the greatest feats in human history” (Hawaii State Legislature, 2021, n.p.). We hope this volume honours those relationships and our shared whakapapa, whanaungatanga, and kaupapa.

year: 2021