What happened during the 20th Century?: The World War I
World War I began on July 29th, 1914 and it all started because Austria-Hungary declared war on Serbia but this was just the beginning because soon the whole world erupts into war. Throughout the month of August the World War really broke out. On the first of August Germany declared war on Russia. Germany wanted to make sure that they could strive so they decided to sign an alliance agreement with Turkey. Not only that but France stated that they were going to support Russia and become an alliance with them to help them fight off the Germans. On August second the Germans have already invaded Luxembourg Russia and just one day after that, they declared war on France. In the beginning of the first World War, Germany seemed to be taking over. On the fourth of August Germany now declared war on Belgium but finally someone declared war on Germany. While the Britains declared war on Germany the United Stated stated that they were going to remain neutral. (Inscription on the Liberty Memorial Tower, 2018).
On the 10th, France declares war on Austria- Hungary and on the 11th, Montenegro declared war on Germany. On the 12th, Britain declared war on Austria-Hungary and on the 23rd, Germany invaded Frances while Austria-Hungary invaded Russian Roland. Not only that but also on that day, Japan finally joined the war declaring war on Germany. On the 27th, Austria-Hungary declares war on Belgium and the Russians become defeated at the battle of Tannenberg. On September 9th the Germans invaded France and just two months later the Germans started to surrender because of the weather. By October 6th Serbia was invaded by the Germans, Austria, and Bulgaria. As Germany was invading many of the countries, in April of 1916, Belgians were sent to Germany to be used as forced Labor. On April 6th 1917, the United Stated became part of the war by declaring war on Germany because of all the destruction Germany was causing for all of those countries. President Wilson ended up creating a peace treaty which was then signed on June 29th to end the war. (Inscription on the Liberty Memorial Tower, 2018).
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What happened during the 20th Century?: The Holocaust
The beginning of the holocaust all started in 1930 with help from the Great Depression to help the Nazi’s win votes. In 1932, the Nazi’s won “with 37 percent of the vote and became Germanys largest political party (Buchsbaum, 1993, pg. 7). In January of 1933, Hitler was finally named as Germany’s chancellor and this is when the acts of the holocaust finally started. Soon after Hitler became chancellor the Reichstag was burned down and just the next day a Dutch communist was blamed. This one accusation caused Hitler to create a rules about communists and their acts of violence. Just another month later the first concentration camp of Germany was opened. This first concentration camp was just the start to many more that were used during the holocaust. Hitler soon started to create some anti Jewish laws “banning jews from many service jobs (Buchsbaum, 1993, pg. 7). Just a month after the first anti Jewish laws, Hitler enforced that all politic parties except the Nazi’s were to be banned.
In 1934, Hitler started enforcing the loyal Germans to spy on the Jews and the disloyal Germans and it wasn’t too long after that when he started stripping the Jewish of their citizenship of Germany. Three years later in 1937, a mass population of the Jews had fled from Germany because of the way they were being treated. By 1938, Hitler started arresting the Jews and placing a lot of them into their concentration camps. At this point Hitler wanted to use the concentration camps to use Jews for slave labor and later that year Hitler sent the Nazi’s police to make sure that there were no types of Jews let living in Germany. By September 1939, “Germany invades Poland, officially beginning World War II” and 250,000 Jews were killed by December. (Buchsbaum, 1993, pg. 9). This was around the time that the holocaust ended because World War II became the priority. (Buchsbaum, 1993, pg. 6-9).
What happened during the 20th Century?: The World War II
World War II began when Hitler invaded Poland and “Britain declares war on September 3rd. Canada, not independent, joins on September 10th in 1939 (Granatstein, 2014, pg. 28). In 1940, this part of the second world war involved the Canadians and the Germans and it was knows as the war at sea. This is when both Germany and Canada attacked each other through their naval boats. At the end of 1941, the Japanese died in battle against the Canadians. From this point on Canada was seen as the only way to destroy Germany. Throughout 1944, the Canadians start in Normandy and battles their way across Europe for about eleven months. In may of 1945, Germany decides to surrender which is the start of the end of World War II. (Granatstein, 2014, pg. 28-29).
What happened during the 20th Century?: The Russian Revolution
The Russian Revolution basically occurred because of collapse of their empire. The collapse of the empire all started with a protest form the women. “The first World War is upending Russia’s economy and has already killed or wounded nine million of its citizens. In protest, women take to the streets on International Women’s Day to demand bread and peace (Royal Academy, 2017). On March 2nd of 1917, Tsar Nicholas II dismisses the protests and because of this “is eventually forced to abdicate to Serbia, leaving a provisional government in power (Royal Academy, 2017). Now because of the new government in power, the Civil War breaks out including the Britain and the United States on November 17th. In March of 1918, Russia ends up surrendering from World War I. In case of the Germans attacking Russia, the Bolshevik party decided to move the capital from Petrograd to Moscow. In July, Tsar and his family end up being murdered from the Bolshevik party causing Russia to have Emperor. In October of 1922, the Civil war finally ended which resulted in the Formation of the Union of Soviet Socialist Republics (USSR) in December. (Royal Academy, 2017).
Bartok’s Life
Bartok was born on March 25th, 1881 and died on September 26th 1945 and known as a Hungarian composer. He ended up dying in New York City due to leukemia but is considered one of the greatest composers of the 20th century. Bart??k married twice and had two children. He started playing piano at a very young age and “by the age of 4 he was able to play 40 songs (Kaufmann, 2016). By the age of 11 Bart??k gave his first public recital. Hungarian folk music had a huge impact on his compositional style and became the basis of his works. “Bart?k began to incorporate folk songs into his own compositions and write original folk-like tunes, as well as frequently using folksy rhythmic figures (Kaufmann, 2016).
He studied “piano under Istvan Thomas and composition under Janos Koessler at the Royal Academy (Kaufmann, 2016). Later Bart??k became a piano professor at the Royal Academy in 1907. Bart??k really wanted this job because this allowed him to stay in Hungary instead being forced to go to Europe to tour on piano. Bart??k wrote stage works, orchestral works, concertante works, choral, chamber, and piano pieces. his String Quartet No. 6 was known as his most popular piece and this piece was able to help his financial burdens.
Bartok: Nationalism / Culture Effects
Bartok considered himself as a true Hungarian composer and was known for being one of the best Hungarian composers in the 20th century. He saw himself as such of a true Hungarian composer that he wrote his mom a letter that, “criticized her for speaking German rather than Hungarian. Here he stated his own position on the national question: For my own part, I will in all my doings and in every way serve only one purple: the competition of the Hungarian nation and the hungarian fatherland (Brincker, 2004, pg. 584). Bartok wrote some compositions that were appointed for Hungarian hero’s. One piece that was written was a large orchestral work called Kossuth. Kossuth “honored Lajos Kossuth, hero of the Hungarian revolution of 1848 (Kaufmann, 2016).
The holocaust had a huge impact on Bartok’s music and Bartok himself as a composer. Bartok may have been a nationalistic composer but “he disapproved of the Hungarian government’s relationship with Nazi Germany (McKee, n.d).
Anxiety Blockage And Recall Ability
Pop Quizzes: Anxiety Blockage and Recall Ability Following the American Psychological Association’s Guidelines
Research has long suggested that the testing effect improves learning and retention of information. Testing and retesting students promotes the improvement of recall abilities and facilitates the conversion of tested information from the short-term memory to long-term memory (Roediger and Karpicke, 2006; Collins, Rasco, & Benassi, 2018; Halamish and Bjork, 2011). This discovery has made testing a powerful learning tool in the classroom; by increasing retrieval attempts students are studying for larger assessments more effectively than simply rereading class materials (Halamish and Bjork, 2011). Retrieval attempts such as quizzes vastly improve scores on tests when compared to restudying alone (Roediger and Karpicke, 2006).
Quizzes have become particularly popular tools for enlisting the benefits of the testing effect as the can be implemented more frequently than larger tests (Collins, Rasco, & Benassi). Quizzes are a practical method for reaping the benefits of the testing effect in the classroom because educators can test students on pertinent information throughout the course in preparation for tests and exam. However, the testing effect is often tested in a controlled setting and therefore does not take into consideration such factors as test anxiety (Khanna, 2015). While the testing effect has been deemed effective tools for learning, it is a reality in the realm of education that some students feel particularly anxious regarding assessments like quizzes and tests. However, stress is not simply a negative feeling that a student may associate with testing, it can actually impede their ability to recall relevant information (Covington and Omelich, 1987; Benjamin, McKeachie, Lin, & Holinger. 1981; Hinze and Rapp, 2014). Instead of focusing efforts into recalling information, oftentimes when students are anxious they concentrate more on their own feelings of worry and anxiety (Benjamin et al., 1981; Covington and Omelich, 1987). It is this misplacement of attention which ultimately leads to poor performance on assessments. Evidence even goes as far as to suggest that anxiety can reverse the benefits associated with the testing effect, with quizzes negatively impacting final exams scores when students felt too much pressure regarding their performance (Hinze and Rapp, 2014). This indicates that testing anxiety does not so much impact the encoding of information, but blocks recall during assessments (Covington and Omelich, 1987). It is not that anxious students are not as motivated as their non-test anxious peers, instead test anxious students are unable to recall information during testing because their own feelings of anxiety are temporarily preventing them from retrieving the answers.
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If testing is beneficial for long-term learning but test anxiety inhibits retrieval one must question the validity of surprise assessments such as pop quizzes. Often, pop quizzes are used to keep students engaged with reading and class materials as well as incentivize attendance. However, such assessments seem incongruent with present findings. While frequently testing students through smaller assessments such as quizzes improves performance on larger exams, it seems that the unexpected nature of pop quizzes would increase anxiety. Even if a student does not experience what researchers have defined as “test anxiety” the pop quiz itself would promote feelings of anxiety because the student did not anticipate the quiz (Khanna, 2015).
Because the quiz is not anticipated the student would feel unprepared and, in turn, worry about their performance. Whether or not a student tends to experience test anxiety, evidence suggests that pop quizzes induce anxiety and inhibit retrieval in most students because test anxious and non-test anxious students alike have prepared for the quiz (Khanna, 2015). Furthermore, when pop quizzes are the preferred method of preparing students for exams, course grades overall decrease because retrieval is not occuring. This aligns with present research because the more pressure a student feels in regards to an assignment the less impactful the testing effect will be (Hinze and Rapp, 2014). In this experiment I intend to study if pop quizzes are an effective method for testing knowledge and understanding of materials. I expect that because anxiety inhibits recall ability students who are given pop quizzes will not perform as well as their peers who are informed about the assessment. In addition, I will test each participant’s ability to recall tested information after the assessment to see if they experienced an anxiety block in their retrieval attempts. Because it has been suggested that test anxiety is not caused by a deficit in encoding information but because of misplaced focus, I would expect that participants who initially performed poorly on the pop quiz will be able to retrieve tested information that that they could not retrieve during the assessment. My goal is to find evidence which suggests that pop quizzes do not test whether or not the student knows class material, they tests whether or not they can overcome the anxiety of taking a pop quiz. Methods Participants
My participants will be comprised of twenty Moravian College undergraduate students who will be recruited via a signup sheet in the psychology lounge. Each condition of the study will have ten students. There will be no restrictions as to who can participate in the study as long as they are Moravian College undergraduate students. Because both groups would be random samples, any participant variables will be evenly distributed throughout the groups. Materials
The participants will be provided with a print out of reading from the Student Handbook from the Academic Code of Conduct. After the reading the students will be provided with a quiz on the plagiarism reading which will include a survey on anxiety. After the quiz, the students will engage in a relaxing activity in the form of a video titled “The Most Relaxing Film in the World”: https://www.youtube.com/watch?v=r3fE6FQT82s Procedure All participants will be told they are going to be participating in an experiment about undergraduate student anxiety in regards to plagiarism and if ignorance towards plagiarism policies impacts the ethics of plagiarism punishment. Both groups will complete the testing phase of the experiment in a classroom. The control group, Group 1, will be told that they will be taking a quiz after their reading while the pop quiz group, Group 2, will not be informed of their assessment. After participants enter the testing room, readings will be distributed to each participant and they will have 10 minutes to read the material. After the reading period, the materials will be collected and the quiz will be administered. Participants will have 10 minutes to complete their quiz. Quiz questions will include questions like “is plagiarism always easy to avoid?” and “who should students seek out if they have questions about fair use policies? “. In addition to reading questions, there will also be an anxiety questionnaire at the end of the quiz. Questions will include inquiries like “how often do you worry you have accidentally plagiarized” and as well as a scale for students to rate their anxiety at the present moment.
After the quiz, all participants from both groups will leave the room they took the quiz in and move to a more social and relaxed environment, essentially a location opposite to the room they took the quiz in. Once in the secondary location, participants from both groups will watch a video that is meant to reduce their anxiety titled “The World’s Most Relaxing Film”. After they view the video, a structured interview will be conducted regarding the tested material from the reading. Participants will be prompted with general questions regarding quizzed content to see if their recall ability improves or remains the same. Questions will include questions like “What do you recall about foreign language classes and plagiarism” and “What do you recall about crib notes”. Upon the conclusion of the structured interview, participants will be informed of the true intentions of the experiment and debriefed.
Any concerns or questions they have will be answered and they will be referred to the appropriate resources if they are still in need of assistance. Results Upon conclusion of the experiment, initial quiz scores will be compared to the answers given in the structured interview. I expect that participants in Group 1 will outperform their counterparts in Group 2 because they were prepared to take a quiz. When participants are asked questions regarding quizzed material in the structured interview I expect to find that the participants in Group 1 will remain the same in their recall ability from the quiz to the interview. However, I expect Group 2 to improve but not surpass Group 1 from one condition to the next. I believe that Group 2 will improve because they learned the material but the anxiety induced by the pop quiz inhibited their recall ability. Therefore, when participants in Group 2 are asked questions regarding quizzed material outside of the confines of a pop quiz they will be able to produce answers during the interview that they could not during the quiz. Expected results are displayed in Figure 1. Figure 1. Group 1 surpassed Group 2 in initial performance, but the structured interview showed equal levels of comprehension between both groups. This suggests that the participants in Group 1 did not have an issue with encoding but rather experience an anxiety blockage which caused issues with retrieval and negatively impacted their performance.
References
- Benjamin, M., McKeachie, W.J., Lin, Y., and Holinger, D.P. (1981). Test anxiety: deficits in information processing. Journal of Educational Psychology, 73(6), 816-824. doi: http://dx.doi.org/10.1037/0022-0663.73.6.816
- Collins, D.P., Rasco, D., and Benassi, V.A. (2018). Test-enhanced learning: does deeper processing on quizzes benefit exam performance? Teaching Psychology, 45(5), 235-238. doi: 10.1177/0098628318779262
- Covington, M.V. and Omelich, C.L. (1987). “I knew it cold before the exam” a test of the anxiety-blockage hypothesis. Journal of Educational Psychology, 79(4), 393-400. doi: http://dx.doi.org/10.1037/0022-0663.79.4.393
- Halamish, V., and Bjork, R.A. (2011). When does testing enhance retention? A distribution-based interpretation of retrieval as a memory marker. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 801-812. doi: 10.1037/a0023219
- Hinze, S.R., and Rapp, D.N. (2014). Retrieval (sometimes) enhances learning: performance pressure reduces the benefits of retrieval practice. Applied Cognitive Psychology, 28(4), 597-606. doi: 10.1002/acp/3032
- Khanna, M. M. (2015). Ungraded pop quizzes: test-enhanced learning without all the anxiety. Teaching of Psychology, 42(2), 174-178. doi: 10.1177/0098628315573144
- Roediger, III, H. L., and Karpicke, J.D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychology Science, 17(3), 249-255. doi: http://dx.doi.org/10.1111/j.1467-9280.2006.01693.x
