mteb/BrightProPsychologyRetrieval huggingface dataset:
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##  Interview Corner
Length.as_sqlserver = sqlserver_length
####  Avoiding SQL injection  ¶
Transcriptional regulation in learning and memory  

Main article:  Epigenetics in learning and memory

 The identified
areas of the human brain are involved in memory formation.

In a rat, contextual  fear conditioning  (CFC) is a painful learning experience. Just one episode of CFC
can result in a life-long fearful memory.  [48]  After an episode of CFC,
cytosine methylation is altered in the promoter regions of about 9.17% of all
genes in the  hippocampus  neuron DNA of a
rat.  [49]  The  hippocampus  is where new
memories are initially stored. After CFC about 500 genes have increased
transcription (often due to demethylation of CpG sites in a promoter region)
and about 1,000 genes have decreased transcription (often due to newly formed
5-methylcytosine at CpG sites in a promoter region). The pattern of induced
and repressed genes within neurons appears to provide a molecular basis for
forming the first transient memory of this training event in the hippocampus
of the rat brain.  [49]

Some specific mechanisms guiding new DNA methylations and new  DNA
demethylations  in the 
hippocampus  during memory establishment
have been established (see  [50]  for summary). One mechanism includes guiding
the short isoform of the  TET1   DNA demethylation  enzyme, TET1s, to about 600 locations on the genome. The
guidance is performed by association of TET1s with  EGR1 
protein, a transcription factor important in memory formation. Bringing TET1s
to these locations initiates DNA demethylation at those sites, up-regulating
associated genes. A second mechanism involves DNMT3A2, a splice-isoform of 
DNA methyltransferase 
DNMT3A, which adds methyl groups to cytosines in DNA. This isoform is induced
by synaptic activity, and its location of action appears to be determined by 
histone  post-translational modifications (a 
histone code  ). The resulting new 
messenger RNAs  are then transported by
 messenger RNP  particles (neuronal
granules) to synapses of the neurons, where they can be translated into
proteins affecting the activities of synapses.  [50]

In particular, the  brain-derived neurotrophic factor  gene ( _BDNF_
) is known as a "learning gene".  [51]  After CFC there was upregulation of
_BDNF_ gene expression, related to decreased CpG methylation of certain
internal promoters of the gene, and this was correlated with learning.  [51]
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 "Variable \(mathematics\)") . Any variable
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Conversion of a gene's sequence into a mature gene product or products

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Part of a series on
---
 Biochemistry 

**Chemistry of life**

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*  v  
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Ethical limitations  

The traditional Pygmalion practice entails deception, which may be considered
unethical in actual organizational contexts. According to some researchers, it
shouldn't be made a default practice in these real-life circumstances.
Managers have to be deceived by their boss or staff personnel during the
implementation of this manipulation. If the deception were revealed and
revealed publicly, it could lead to a significant deterioration of trust
within the workplace.  [20]
Self-awareness
So, what’s the self-fulfillment? It’s when we are capable to manage our life
in a way to aim for being fulfilled — healthily satisfied with our life. Like
 to have hobbies  and spend time
on them, create healthy connections with people, being looking forward to
getting up.
Thinker & Doer & Speaker | The Freeist
Growth Mindset
_The following text comes from my older reflection randomly posted_  _on my
IG_  _._
Praise
More in
Parenting
One of the best presentations I made  was in Chiang Mai
 — I spoke about how we can
bring our remote work conditions to the next level. It was a LOT about self-
fulfillment. And about the fact that no matter where you will bring yourself —
you might not really be happy if you’re expecting that there is some
particular place that will _make you_ happy. That place is _you_ .
Sam ❤
#  Living for oneself
Who we are in the here and now.
On the West, we are _proudly_ not dependent — but we are dependent on the
state to which we hand over 25% of our salary to give us $$ for food in 40
years. *Claps*. Government, as well as other institutions, love to work with
belonging manipulation — I spoke about this  here
 .
References  

1. ** ^  ** Brookover, Wilbur B.; Rosenthal, Robert; Jacobson, Lenore (April 1969).  "Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development"  . _American Sociological Review_ . **34** (2): 283.  doi  "Doi \(identifier\)") :  10.2307/2092211  .  ISSN  "ISSN \(identifier\)")  0003-1224  .
2. ** ^  ** Raudenbush, Stephen W. (1984). "Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments". _Journal of Educational Psychology_ . **76** : 85–97.  doi  "Doi \(identifier\)") :  10.1037/0022-0663.76.1.85  .
3. ** ^  ** Mitchell, Terence R.; Daniels, Denise (2003). "Motivation". In Walter C. Borman; Daniel R. Ilgen; Richard J. Klimoski (eds.). _Handbook of Psychology (volume 12)_ . John Wiley & Sons, Inc. p. 229.  ISBN  "ISBN \(identifier\)")  0-471-38408-9   .
4. ** ^  ** Robert Rosenthal; Lenore Jacobson (September 1968). "Pygmalion in the classroom". _The Urban Review_ . **3** (1): 16–20.  doi  "Doi \(identifier\)") :  10.1007/BF02322211  .  ISSN  "ISSN \(identifier\)")  0042-0972  .  Wikidata  "WDQ \(identifier\)")  Q29544249  .
5. ** ^  **  Rosenthal, Robert  "Robert Rosenthal \(psychologist\)") ;  Jacobson, Lenore  (1992). _Pygmalion in the classroom : teacher expectation and pupils' intellectual development_ (Newly expanded ed.). Bancyfelin, Carmarthen, Wales: Crown House Pub.  ISBN  "ISBN \(identifier\)")  978-1904424062   .
6. ** ^  ** Oskar Pfungst (2010). [ "CHAPTER IV LABORATORY TESTS" ](http://www.gutenberg.org/files/33936/33936-h/33936-h.htm
Pygmalion effect

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[ Edit links
](https://www.wikidata.org/wiki/Special:EntityPage/Q855150
Further reading  

* Feldman, Robert S.; Prohaska, Thomas (1979). "The student as Pygmalion: Effect of student expectation on the teacher". _ Journal of Educational Psychology  _ . **71** (4): 485–493.  doi  "Doi \(identifier\)") :  10.1037/0022-0663.71.4.485  .
* Jussim, L.; Harber, K. D. (2005).  "Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies"  (PDF)  . _ Personality and Social Psychology Review  _ . **9** (2): 131–155.  doi  "Doi \(identifier\)") :  10.1207/s15327957pspr0902_3  .  PMID  "PMID \(identifier\)")  15869379  .  S2CID  "S2CID \(identifier\)")  12853629  .
##  Written by  Samuela Davidova
#  Conclusion
Application in the workplace  

The behavior a leader directs at an employee can affect employee behavior
consistent with the leader's expectations. Leader expectations of an employee
may alter leader behavior.  [16]  For example, a leader may expect an employee
to be engaged in learning activities and in turn, the employee may engage in
more learning, consistent with the idea self-fulfilling prophecy. Leaders have
power over employees (including the power to fire an employee) and, thus,
behavior change in employees may be the result of that power differential.
[16]
External links  

*  Pygmalion effect in banks, at school, and in the army 
*  Pygmalion Effect Video 

*  v  
*  t  
*  e  

_ Pygmalion  "Pygmalion \(play\)") _ by  George
Bernard Shaw 

---
Characters  |

*  Eliza Doolittle 

|

Films  |

* _ Everybody's Woman  "Everybody's Woman \(1924 film\)") _ (1924)
* _ Pygmalion  "Pygmalion \(1935 film\)") _ (1935)
* _ Hoi Polloi  "Hoi Polloi \(film\)") _ (1935)
* _ Pygmalion  "Pygmalion \(1937 film\)") _ (1937)
* _ Pygmalion  "Pygmalion \(1938 film\)") _ (1938)
* _ Half-Wits Holiday  _ (1947)
* _ Pies and Guys  _ (1958)
* _ My Fair Lady  "My Fair Lady \(film\)") _ (1964)
* _ Manam Oru Kurangu  _ (1967)
* _ The Opening of Misty Beethoven  _ (1976)
* _ Man Pasand  _ (1980)
* _ She's All That  _ (1999)
* _ He's All That  _ (2021)

Musical  |

* _ My Fair Lady  _ (1956)

Television  |

* _ Pygmalion  "Pygmalion \(TV play\)") _ (1948)
* _ Pigmalião 70  _ (1970)
* _ Galatea &action=edit&redlink=1 "Galatea \(film\) \(page does not exist\)") _ (1977)
* _ Pygmalion  "Pygmalion \(1983 film\)") _ (1983)
* _ Totalmente Demais  _ (2015)

See also  |

*  Pygmalion (mythology)  "Pygmalion \(mythology\)")
* _ Amarilly of Clothes-Line Alley  _
* _ American Princess  "American Princess \(2005 TV series\)") _
* _ Ask Any Girl  "Ask Any Girl \(film\)") _
* _ The First Night of Pygmalion  _
* _ Educating Rita  _
* _ Fine Manners  _
* _ Kitty  "Kitty \(1945 film\)") _
* _ Mighty Aphrodite  _
* _ Never on Sunday  _
* _ Ogo Bodhu Shundori  _
* _ Selfie  "Selfie \(TV series\)") _
* "  Someone to Watch Over Me  "Someone to Watch Over Me \(Star Trek: Voyager\)") "
* _ Vapor  "Vapor \(novel\)") _
* Pygmalion effect
*  ELIZA 

 Authority control databases  : National  [ 
](https://www.wikidata.org/wiki/Q855150
The article about praising made me think a lot about the adult world. How much
are we doing everything to feel the confirmation from society, the reassurance
that we exist, that we are right,  that we are normal  ?
FREE CHALLENGE: 30 Day Affirmation Challenge
Follow Brian & Join the Discussion
Read an Excerpt
Sadly I think most people do not even have the answer to it — because we were
not really directed to be ever searching for it. Society is set up so that
we’d be oriented on what the world needs, what society needs, what are the
requirements for work… We alter ourselves to be a society fit, instead of
being ourselves — despite our real value doesn’t lay in how much we can change
ourselves; but how much we are authentic: **_who we are when we do not change_
** . [  More from me on authenticity  ]
Gender limitations  

One significant constraint of the practical application of Pygmalion research
is the unresolved issue of whether the Pygmalion effect operates uniformly
across genders. Notably, studies conclude a lack of the Pygmalion effect for
women. This suggests that, unlike their male colleagues, the higher standards
for female leaders could only sometimes result in increased subordinate
performance.

Female subordinates have been utilized in many studies, which in turn failed
to demonstrate a significant correlation between the Pygmalion effect. For
instance, King's unpublished research in 1970 provided two examples of failed
Pygmalion effect attempts that both primarily involved female subordinates.
The Pygmalion effect was undetectable in Sutton and Woodman's research of
female principal attendants in the retail industry.  [19]
Yet, I believe we should be aware of society, our surroundings,  and how it
influences us  — and go where we will be treated better. So, indeed,
finding a better place, a non-toxic environment, is a way to go. However, the
real change happens _on the inside_ . Finding a better place to live, in fact,
is mainly about  choosing ourselves
 . That’s a good way to go.
#  Self-fulfillment for a better life
Application in military settings  

The Pygmalion effect is further confirmed in military settings after its
application in the workplace. Eden and Shani used instructors and trainees
from  Israeli Defense Force  (IDF) training programs in 1982 to experiment with a military setting
to verify the Pygmalion effect. They randomly chose a group of trainees and
told the instructors that they had exceptional leadership potential. In turn,
this group outperformed the control groups on four objective tests. This study
was noteworthy since it used adult Israeli soldiers as a sample rather than
the previous sample of the American child, inferring that the Pygmalion effect
could be applied to different contexts rather than only the original classroom
setting where it was originally noticed and replicated, confirming its
generalisability.  [7]
Penguin Random House Canada Logo
Self Fulfillment
Hugs and love.
Rosenthal–Jacobson study  

 Robert Rosenthal  "Robert Rosenthal
\(psychologist\)") and  Lenore Jacobson  's  study  showed that children's performance was enhanced if  teachers
 were led to expect enhanced performance from
children.  [4]  By the same token, if teachers were led to expect lower
performance from children, then the children's performance would be
diminished. The authors purported that the study's results supported the
hypothesis that performance can be positively or negatively influenced by the
expectations of others. This phenomenon is called the  observer-expectancy
effect  .
Rosenthal argued that biased expectancies could affect reality and create
self-fulfilling prophecies.  [5]

All students in a single California elementary school were given a disguised
IQ test at the beginning of the study. These scores were not disclosed to
teachers. Teachers were told that some of their students (about 20% of the
school chosen at random) could be expected to be "intellectual bloomers" that
year, doing better than expected in comparison to their classmates. The
bloomers' names were made known to the teachers. At the end of the study, all
students were again tested with the same IQ test used at the beginning of the
study. All six grades in both experimental and control groups showed a mean
gain in IQ from before the test to after the test. However, first- and second-
graders showed statistically significant gains favoring the experimental group
of "intellectual bloomers." This led to the conclusion that teacher
expectations, particularly for the youngest children, can influence student
achievement. Rosenthal believed that even attitude or mood could positively
affect the students when the teacher was made aware of the "bloomers." The
teacher may pay closer attention to and even treat the child differently in
times of difficulty.

Rosenthal predicted that  elementary school  teachers may subconsciously behave in ways that
facilitate and encourage the students' success. When finished, Rosenthal
theorized that future studies could be implemented to find teachers who would
encourage their students naturally without changing their teaching methods.
Rosenthal and Jacobson's study of the Pygmalion effect was criticized for both
weak methodology and lack of replicability (see _ Pygmalion in the Classroom
 _ ).

The prior research that motivated this study was conducted in 1911 by
psychologists regarding the case of  Clever Hans  , a horse that gained notoriety because it was supposed to be able to
read, spell, and solve math problems by using its hoof to answer. Many
skeptics suggested that questioners and observers were unintentionally
signaling Clever Hans. For instance, whenever Clever Hans was asked a question
the observers' demeanor usually elicited a certain behavior from the subject
that in turn confirmed their expectations. For example, Clever Hans would be
given a math problem to solve, and the audience would get very tense the
closer he tapped his foot to the right number, thus giving Hans the clue he
needed to tap the correct number of times.  [6]
example@email.com
Bangkok, 01/2023
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Criticism of the Pygmalion effect  

The educational psychologist  Robert L. Thorndike  described the poor quality of the Pygmalion study. The
problem with the study was that the instrument used to assess the children's
IQ scores was seriously flawed.  [11]  The average reasoning IQ score for the
children in one regular class was in the mentally disabled range, a highly
unlikely outcome in a regular class in a garden variety school. In the end,
Thorndike concluded that the Pygmalion findings were worthless. Quoting a
colleague, Thorndike wrote about the measurement problems of the study in this
way: "When the clock strikes thirteen, doubt is cast not only on the last
stroke but also all that have gone before" (p. 710). It is more likely that
the rise in IQ scores from the mentally disabled range was the result of 
regression toward the mean  , not teacher expectations. Moreover, a  meta-analysis
 conducted by  Raudenbush
 [12]  showed that when
teachers had gotten to know their students for two weeks, the effect of a
prior expectancy induction was reduced to virtually zero.
#  Self-fulfillment vs dependency
30-day-affirmation-challenge800x800
We do not make anyone happy by suffering.
169 Followers
#  Make everyone happy.
My  Linktree
12 min read
Then that’s the moment to stop and ask oneself:
Quy Nhon, Vietnam, 02/2023
You’ll be more likely to help unconditionally when you do not have to, but
when you _feel like_ it, to make happy yourself that you _can_ and _want_
help, not because you _should_ . [In  Fromm’s To have or to be

? he also promotes altruism, but also only from the inner desire to help.
Which, in the end, reflects Ayn Rand’s  The Virtue of Selfishness
 — one of the best books I’ve
read.]
#  Achieve for oneself
Students' views of teachers  

Teachers are also affected by the children in the classroom. Teachers reflect
what is projected into them by their students. An experiment done by Jenkins
and Deno (1969) submitted teachers to a classroom of children who had either
been told to be attentive, or unattentive, to the teachers' lecture. They
found that teachers who were in the attentive condition would rate their
teaching skills as higher.  [13]  Similar findings by Herrell (1971) suggested
that when a teacher was preconditioned to classrooms as warm or cold, the
teacher would start to gravitate towards their precondition.  [14]  To further
this concept, Klein (1971) did the same kind of study involving teachers still
unaware of any precondition to the classroom but with the class full of
confederates who were instructed to act differently during periods over the
course of the lecture. "Klein reported that there was little difference
between students' behaviors in the natural and the positive conditions."  [15]
In a more observational study designed to remove the likes of the  Hawthorne
effect  , Oppenlander (1969)
studied the top and bottom 20% of students in the sixth grade from a school
that tracks and organizes its students under such criteria.  [15]
Like when someone says ‘ _Oh I need my ‘second half’ to be complete_ ’ — no,
you don’t. You are complete on your own. Every moment in our life is complete
on its own. [  Article about being whole  . And one about  being ourselves and not
someone else 
.]
See also  

*  Golem effect 
*  Law of attraction (New Thought)  "Law of attraction \(New Thought\)")
*  List of eponymous laws 
*  Matthew effect 
*  Placebo effect 
*  Positive feedback 
*  Sports psychology 
*  Stereotype threat 
*  Self-fulfilling prophecy