Aesthetic Sensitivity Research Articles

Intergenerational Pathways Linking Mothers’ Childhood Traumatic Experiences and Preschoolers’ Prosocial Behaviors

ABSTRACT Research Findings: The present study investigated the potential mediating role of maternal parenting in the intergenerational effects of maternal childhood traumatic experiences (CTEs) on prosocial behaviors of their offspring and examined whether the offspring’s sensory processing sensitivity (SPS) moderates this association using a 1-year longitudinal design. A total of 203 preschoolers (M age = 4.84, SD = 0.64, 96 girls, at T1) and their mothers participated in this study. Mothers completed questionnaires assessing their own CTEs and parenting toward their offspring, and offspring’s SPS and prosocial behaviors. Results indicated that maternal neglect experiences could intergenerationally directly influence their offspring’s prosocial behaviors in early childhood (β = −0.20, p = .012), as well as having an indirect influence through the mediating role of maternal authoritative parenting (indirect effect = −0.09, p = .009). Moreover, aesthetic sensitivity (AES) and low sensory threshold (LST), two subdimensions of SPS, moderated the predictive influence of authoritative parenting on preschoolers’ prosocial behaviors (AES: β = 0.17, p = .005; LST: β = 0.17, p = .006). Practice or Policy: The findings provide new evidence for understanding the intergenerational influence of different maternal CTEs on prosocial behaviors among children with different SPS and have implications for alleviating the intergenerational negative effects on children’s prosocial behaviors.

Sensory processing sensitivity, transliminality, and boundary-thinness as predictors of anomalous experiences, beliefs, and abilities

Individual differences are among the most studied correlates of anomalous experiences and beliefs (AEs), but few have focussed on personality measures specifically defined by sensitivity. Of interest in this study is the personality trait of Sensory Processing Sensitivity (SPS), characterised by aesthetic sensitivity, being easily overwhelmed by internal and external stimuli, emotional reactivity and empathy, and deeper processing. An online survey investigated the relationship between SPS, and other personality constructs, in part, defined by sensitivity (transliminality and boundary-thinness) with anomalous experiences, beliefs, and abilities. Two hundred participants (mean age = 32.23; 151 females, 41 males, 6 non-binary and 2 preferred not to say) completed the Revised Transliminality Scale, the Boundary Questionnaire Short-Form, the Highly Sensitive Person Scale - Brief Version (measuring SPS), the Anomalous Experiences Inventory, and open-ended questions on SPS and AEs. There were significant and positive correlations between all four variables. Both transliminality and boundary thinness positively predicted anomalous beliefs with transliminality being the stronger, however, only transliminality predicted anomalous experiences and abilities. The findings suggest a relationship between SPS and anomalous experience and belief, but this is mediated by transliminality and boundary thinness.

The potential of arts and crafts in the formation of aesthetic taste in children of senior preschool age

This article is devoted to the study and analysis of the use of the possibilities of decorative and applied art in the formation of aesthetic taste in older preschool children. The study revealed that decorative and applied arts have their own aesthetic and educational capabilities in teaching children both fine arts and in developing their aesthetic sensitivity to the world around them. Promising directions for the use of types, subtypes, varieties, techniques and technologies of decorative and applied arts in the artistic and creative activities of older preschoolers are proposed. The author concludes that introducing children of senior preschool age to arts and crafts is one of the main means of developing aesthetic taste, developing the ability to see and understand beauty in the surrounding life and art.

Unearthing Beauty

This article explores the relationship between experiences of beauty and leadership in times of rupture. It draws from a broad trans-disciplinary literature centering beauty as an aesthetic experience that allows access to more holistic knowledge in the midst of uncertainty. Such an approach, it is argued, can offer leaders distinct pathways to cultivate greater awareness and capability as they sense into, and seek to generatively influence complex living systems. It then describes research where a group of systems leaders were offered a guided experience of beauty. Using an art-based methodology, the findings suggest beauty stimulated an increased aesthetic sensitivity to novel insights, emotions, and perspectives that fell outside of the participants’ customary experience. Additional impacts included a felt-sense of connection with others, an invitation to express oneself more authentically, and a willingness to experience discomfort. Based on these findings, I argue that working with beauty, and with aesthetic processes more generally, may be a critical awareness practice that bridges the logical and the analogical mind and invites an attunement to something larger than the individual self that is at once transpersonal and ecologically grounded. Such an orientation, I argue, builds upon the principles and practices of complexity leadership to include a way of being that is both sensitive to beauty and attempts to create more of it in the world. I call this way of being a leadership of devotion and argue its pursuit invites important inner work: the restoration of our capacity to feel, see, and act in service of a just and equitable future for all.

Personality Change Across Four Years in World Trade Center Responders

The present study investigated personality change over the course of a four-year longitudinal study in N = 452 older adults who responded to the 9/11 attacks on the World Trade Center ( Mage = 55 years, SD = 0.41). This sample provides the rare opportunity to compare normative findings of personality change with change in a unique group with a common trauma. Participants completed the Faceted Inventory of the Five-Factor Model and the Big Five Inventory-2 across four years. Latent growth modeling showed significant mean-level decreases in Openness and Extraversion. At the facet-level, significant decreases were found for Aesthetic Sensitivity, Creative Imagination, Intellectual Curiosity, Anxiety, Anger Proneness, Positive Temperament, Venturesomeness, Ascendence, Empathy, and Achievement Striving. Further, responders showed variability in change—in particular, for Neuroticism and its facets. Regressions from exposure level and age on personality change were also examined. Results highlight the importance of facet-level analysis, as significant change was found only for certain facets within domains—sometimes when the domains showed no change. Differences between responders and normative comparisons were examined. Responders share unique trauma and personality findings may allow clinically useful information on the mental-health problems that responders experience.

The Aesthetic Developmental Characteristics of Contour Features in Children and Adolescents with High- and Low- Level Visual Aesthetic Sensitivity across Grade Levels.

This study examined the aesthetic developmental characteristics of contour features (curved and sharp corners) among children and adolescents with different levels (high and low) of visual aesthetic sensitivity in three grades (4, 6, and 8). The results revealed that (1) there was a significant main effect of contour features, with children and adolescents liking curved contours and perceiving them as more beautiful than sharp-angled contours; (2) there was a significant interaction with contour features in grades 6 and 4, and there was no significant difference in liking curved contours and perceiving them to be more beautiful between students in grades 6 and 4. However, grade 6 students disliked sharp-angled contours and perceived them as more unattractive than grade 4 students; and (3) there was a significant interaction between the level of visual aesthetic sensitivity and contour features, as children and adolescents with both high and low levels of visual aesthetic sensitivity preferred curved contours and considered them more beautiful. However, children and adolescents with high-level visual aesthetic sensitivity disliked sharp-angled contours and considered them more unattractive compared to students with low-level visual aesthetic sensitivity. The results proposed that children and adolescents preferred curved contours, 6th graders were more sensitive to curved contours than 4th graders, and children and adolescents with high-level visual aesthetic sensitivity were more sensitive to sharp-angled contours than children and adolescents with low-level visual aesthetic sensitivity.

The Genesis of Aesthetic Sensitivity in Carolina de Jesus: Challenges for Educators

The Genesis of Aesthetic Sensitivity in Carolina de Jesus: Challenges for Educators

Adding a Piece to the Puzzle? The Allocation of Figurative Language Comprehension into the CHC Model of Cognitive Abilities.

The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell-Horn-Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of a sample of 909 participants revealed that the RPT and LPT measured a unidimensional construct of FLC, while the PT was excluded due to insufficient fit. Combining RPT and LPT items, various models were evaluated, with a bifactor S-1 model showing the best fit, indicating the influence of a general factor (representing FLC) and test-specific method factors. The study explored FLC allocation within the CHC model, supporting its consideration as a distinct factor under the g factor. Examining the nomological network, significant correlations emerged between the Intellectual Curiosity and Aesthetic Sensitivity facets of Openness and FLC, which were comparable in size to the relation with general ability. In conclusion, the study enhances the understanding of FLC within the CHC model, advocating its recognition as a distinct factor. Correlations with Openness facets suggest valuable insights into the interplay between cognitive abilities and personality, necessitating further research for a deeper exploration of this relation.

Harmonizing Aesthetics and Psychological Well-being: An Indepth Exploration of the Integrative Impact of Dysport in Cosmetic Procedures

This research delves into the intricate interplay between aesthetic intelligence, aesthetic sensitivity, and psychological well-being within the framework of positive psychology, with a particular emphasis on the integrative impact of Dysport in cosmetic procedures. By recognizing the significant influence of environmental aesthetics on individual health and well-being, this study seeks to illuminate the relationship between aesthetic intelligence and psychological well-being while considering the role of Dysport in cosmetic procedures. Employing a correlational research design, structural equation modeling was utilized as the methodological approach. The research cohort comprised all students enrolled at Bu-Ali Sina University during the academic year 2018-2019. Employing cluster sampling, 384 students were selected based on the recommended sample size for structural equation modeling. The instruments included the Ryff Well-being Scale, the Aesthetic Intelligence Scale developed by Rashid et al., and Abdulsalami's Aesthetic Sensitivity Scale. Findings revealed significant direct impacts of both aesthetic intelligence and aesthetic sensitivity on psychological well-being. Moreover, aesthetic intelligence demonstrated a direct and significant effect on aesthetic sensitivity. Exploration of indirect relationships indicated that aesthetic intelligence, mediated by aesthetic sensitivity, significantly influenced psychological well-being. These findings underscore the importance of individuals' awareness and appreciation of environmental beauty, including the role of Dysport in cosmetic procedures, in positively contributing to psychological well-being.

Harmonizing Aesthetics and Psychological Well-being: An Indepth Exploration of the Integrative Impact of Dysport in Cosmetic Procedures

This research endeavors to delve into the intricate interplay between aesthetic intelligence, aesthetic sensitivity, and psychological well-being within the framework of positive psychology. Recognizing the profound influence of environmental aesthetics on individuals' health and well-being, this study aims to illuminate the relationship between aesthetic intelligence and psychological well-being, with aesthetic sensitivity acting as a mediating factor. Employing a correlational research design, structural equation modeling was applied as the methodological approach. The research cohort comprised all students enrolled at Bu-Ali Sina University during the academic year 2018-2019. Employing cluster sampling, 384 students were selected based on the recommended sample size for structural equation modeling. The instruments employed in this study included the Ryff Wellbeing Scale (2), the Aesthetic Intelligence Scale developed by Rashid et al. (2017), and Abdulsalami's (2013) Aesthetic Sensitivity Scale. The findings derived from structural equations analysis revealed that both aesthetic intelligence and aesthetic sensitivity exerted a significant direct impact on psychological well-being. Furthermore, aesthetic intelligence demonstrated a direct and significant effect on aesthetic sensitivity. The exploration of indirect relationships indicated that aesthetic intelligence, acting through the mediation of aesthetic sensitivity, significantly influenced psychological well-being. Considering these outcomes, it can be inferred that individuals' awareness and appreciation of environmental beauty positively contribute to their psychological well-being. Consequently, the development of educational programs aimed at enhancing aesthetic capabilities in individuals holds the potential to elevate overall well-being.

Aesthetic sensitivity: relationship with openness to experience and agreeableness, health-related quality of life and adaptive coping strategies in people with high sensory processing sensitivity.

Aesthetic sensitivity in people with high sensory processing sensitivity (SPS) reflects the positive perception of life, especially aspects related to the arts and nature. This study is focused on the analysis of the effect of aesthetic sensitivity in relation to indicators of health-related quality of life (general health, mental health and emotional role), the personality traits openness to experience and agreeableness, and coping strategies in people with SPS. The adult participants (N = 10,520, mean age = 33.61) completed the Spanish versions of the High Sensitivity Person Scale (HSPS-S), Short Form Health Survey (SF-36), NEO Five Factor Inventory (NEO-FFI) and Coping Strategies Inventory (CSI). It was observed that people with high aesthetic sensitivity presented greater openness and agreeableness, tended to use adaptive coping strategies and showed a slightly poorer functioning in different areas of daily living. Moreover, health-related quality of life, mental health and adaptive coping strategies occupied central positions in the correlations between variables, with a positive impact between mental health and adaptive coping strategies with openness and agreeableness. Lastly, the level of aesthetic sensitivity did not play a moderator role, and it exerted no differential influence on its relationship with the analysed variables. Now, it has been found that people with high levels of aesthetic sensitivity cope more adequately, which would cushion the effect that high SPS can have on mental health, specifically on anxious and depressive symptoms. It is concluded that these findings are relevant and useful for future propositions of prevention and clinical intervention, as well as for counselling in the psychoeducational, labour and family scopes, amongst others.

Individual differences in scientists' aesthetic disposition, aesthetic experiences, and aesthetic sensitivity in scientific work.

The role of personality in shaping engagement with aesthetics in science has been almost entirely unexplored. Whereas artists and arts settings (e.g., museums) are well-studied from a psychological perspective, the practice of science has often been seen as purely rational or dry. In response, this study presents novel findings on the critical role of scientists' individual differences, which shape their engagement with aesthetics, such as the frequency of their experiences of beauty, wonder, and awe in their scientific work. Based on a very large and representative four-country study of scientists in the fields of biology and physics (N = 3,092), this study analyzed the associations of Big Five personality traits among scientists with (i) dispositional aesthetics (DPES-awe), (ii) the frequency of aesthetic experiences in scientific work, and (iii) aesthetic sensitivity in science. These survey-weighted OLS regression models included extensive statistical controls for sociodemographic factors. As hypothesized, openness is positively, and neuroticism is negatively linked with dispositional aesthetics, the frequency of aesthetic experiences in scientific work, and aesthetic sensitivity in science. Unexpectedly, agreeableness and conscientiousness (but not extraversion) are highly significant and strong predictors of the three trait and state aesthetic engagement variables. The aesthetic engagement and personality framework of this paper is empirically supported and demonstrates the importance of personality types of scientists in the practice of science. The unexpectedly strong association of agreeableness with aesthetic engagement points to the importance of cooperation, collaboration, and communication to maximize scientific creativity.

Evoking, Grounding, and Defining: How Contemporary Scientists Connect Religion, Spirituality, and Aesthetics

Social scientific research challenges stereotypes of scientists as irreligious, on the one hand, and lacking aesthetic sensitivity, on the other. Yet, while some research suggests connections between these domains, the question remains as to whether and how scientists themselves connect their religion or spirituality with their aesthetic experiences in science. Drawing on interviews with 71 biologists and physicists in India, Italy, the United Kingdom, and the United States, we find three distinct logics by which scientists connect these experiences, which we call “evoking”, “grounding”, and “defining”. We also find some scientists assume a modernist logic on which religion or spirituality and science are seen as separate to explain why they do not experience their religion or spirituality and aesthetic experiences as connected. Our findings enhance our understanding of how personal beliefs can shape and be shaped by professional experiences and suggest opportunities for dialogue between scientists and communities of faith centering aesthetic experience.

Psychology and Ballet: A Historical-Philosophical Reflection

Putting science [and art] into everyday language; there is a great good that few do». With support from that Martian aphorism, I will develop this topic, whose fundamental objective is none other than to caress the intellect and aesthetic sensitivity of lovers of science and art.

영어교육에서 내러티브를 통한 평가의 이론적 근거

As narrative has become an integral part of English language education, it should also be regarded as an essential component of English language assessment. To create assessment items/tasks and utilize them for teaching, it is necessary to systematically define the purpose of assessment and the assessment construct, build an assessment system, and validate it through a rigorous procedure of evidence collection and evaluation. The key lies in solidifying the theoretical foundation for the assessment before designing and creating a series of assessment tasks. This paper starts with the role of narrative in English language teaching, discusses linguistic creativity, and examines the purpose and application of narrative-based English language assessment. In addition, this paper investigates how narrative can be used for assessment in practice in English education. As creativity and aesthetic sensitivity have become established as core competencies in the English curriculum reform, the use of narrative is expected to receive increasingly more attention. In particular, the creative aspect of language skills such as forming and understanding new sentences should be emphasized.

성인 학습자의 금융이해력 발달경험에 대한 자문화기술지

The aim of this article is to shed light on an adult learner’s financial literacy development experience from an insider’s point of view through autoethnography. The research results are briefly presented as follows. Firstly, I controlled the size of my desire for goods and money, endured the volatility and loss of financial assets. These attempts corresponded to the self-management competency of the competency-based curriculum. Secondly, I constructed self-knowledge about the investment target, distinguished between speculation and investment, and managed the risk of investment with financial knowledge. This financial literacy was in line with knowledge information processing capability. Thirdly, I searched for investment destinations with a wide range of culture and reverse ideas, and invested while drawing a future society with humanistic imagination. This financial literacy corresponded to the creative thinking and aesthetic sensitivity competencies of the competency-based curriculum. Fourthly, I communicated with others, made investments to accompany companies, and tried to become an altruistic investment educator. These attempts corresponded to the collaborative communication and community competency of the competency-based curriculum. In the end, as an adult learner, I was able to develop financial literacy by becoming aware of the interrelationship between financial literacy and educational competency. This study will provide practical and theoretical implications for improving financial literacy by interpretively discussing an adult learner’s financial literacy development experience and its educational meaning.

Implementation of moral education by teachers of foreign languages

Abstract Teaching a foreign language is often associated with the development of communicative competence, interpersonal and social development, but also with the development of intercultural competence, aesthetic sensitivity, etc., as when learning a second language, the topics of literature, geographical and cultural differences with respect to the language and culture of the countries speaking the language are discussed. FL is the subject which can provide pupils with the greatest scope for developing the various components of education, as is documented by a review of the literature and teaching methods used abroad to teach a FL. A total of 342 teachers from Slovakia participated in the survey, 55 of them FL teachers. In our research, we focused on three areas, namely, 1) finding out the conditions for implementing moral education in primary school, 2) finding out whether foreign language teachers implement the moral component of education depending on their own moral setting, and 3) academic dishonesty in the context of assessing dishonest practices in pupils and academic dishonesty in teachers during their studies. Teachers participated in the research voluntarily and could refuse to complete the last section. 1) The results show that, FL teachers (N = 55) rate the need for moral education as the most important, but they are mostly concerned with intellectual (M = 4.09), physical (M = 3.56) and environmental education (M = 3.47) in the application of the different components of education. For better application of moral education, they would need adequate and quality training (67.3%) and methodological materials (78.2%). 2) it was found that teachers consider themselves as the basis of moral behaviour (M = 4.7) and at the same time, explicit rules set by them are important for them (M=3.75). Teachers do not trust in the moral behaviour of children and society (M = 2.25), which was also reflected in the fact that the treatment of moral topics is mainly done by the method of explanation (85.5%) and the method of example (80%). 3) Teachers rated the factor of gaining one’s own advantage (M = 4.27) significantly more negatively (N2 = 45; Z = -5.225; p = 0.0001) than the factor of cooperating with others (M = 3.24). On the other hand, FL teachers (N3 = 44) reported their academic dishonesty in terms of occurrence most frequently as a form of cooperation (M = 2.68). Relatively, they defined getting unearned benefits with external help (M = 2.16) or in a utilitarian manner (M = 1.72). We discuss ways to help develop moral education and support teachers.

The effects of environmental sensitivity and noise sensitivity on soundscape evaluation

The perception of sound is a complex process that is influenced by not only the physical characteristics of the sound, but also individual characteristics of people. This study aimed to determine whether noise sensitivity and environmental sensitivity have a significant effect on people's soundscape evaluations, including sound source identification, perceived affective quality, and overall quality. Sixty participants aged 19–36 years were exposed to audiovisual stimuli derived from 10 commonly encountered urban scenes and assessed the soundscape quality. The study revealed that noise sensitivity did not significantly affect the evaluation of the soundscapes, whereas environmental sensitivity had a significant impact. Specifically, the full scale of environmental sensitivity had a significant effect on soundscape appropriateness, and the aesthetic sensitivity (AES) subscale of environmental sensitivity had a significant effect on perceived natural sound dominance, soundscape pleasantness, and overall impressions. The physical sensitivity (PHS) subscale significantly affected soundscape pleasantness, overall impressions, and perceived loudness. Moreover, an interaction effect between site and environmental sensitivity was observed in the evaluation of soundscape pleasantness and overall impressions; in sites dominated by natural environments, individuals with higher environmental sensitivity tended to perceive higher levels of soundscape pleasantness. Conversely, in sites dominated by built environments, individuals with higher environmental sensitivity tended to perceive lower levels of soundscape pleasantness. Similar patterns were observed in the overall impression evaluations. These findings can help policymakers and urban planning practitioners to recognise the diverse needs of various people and highlight the need for targeted soundscape design based on user sensitivity.

문화예술기반 유아교사 교육 프로그램 개발 연구

The purpose of this study was to develop a culture-based teacher education program to enhance the aesthetic sensitivity of early childhood teachers. First, literature reviews and previous studies were analyzed to derive basic data Second, we collected basic data for program development through big data analysis and expert and teacher needs analysis. Third, we conducted an expert appropriateness review of the program development draft. The program presented goals, organization strategies, and teaching strategies. A total of nine sessions were developed with three themes of 'I, you, and we' and detailed operational plans were presented. The significance of this study is that it presented the direction, content, and implementation of a program to cultivate the aesthetic and emotional competence of early childhood teachers.

Will aesthetic sensitivity and healthy perfectionism fit enhance service quality? The moderating effect of organizational aesthetics

At present, the dominant aesthetic of consumer culture has become a universal standard for design. In the hotel industry, frontline service providers play a key role in incorporating and conveying aesthetic values when providing service. Based on aesthetic theories and the perspective of supplementary fit, the current study investigates the role of the fit between aesthetic sensitivity and the healthy perfectionism of frontline service providers in the enhancement of service quality. We employ organizational aesthetics as our moderator. A total of 296 valid questionnaire sets were collected, representing a valid return ratio of 70%. The results of the hierarchical regression analyses indicated that the path from aesthetic sensitivity and healthy perfectionism to service quality indicated a positive relationship (β = 0.23, p < .01); and the interaction between organizational aesthetics and aesthetic sensitivity and healthy perfectionism fit exhibited a positive correlation with service quality (β = 0.17, p < .01). (1) the aesthetic sensitivity and healthy perfectionism fit is positively related to service quality; (2) high levels of organizational aesthetics among frontline service providers strengthen the positive correlation between aesthetic sensitivity and healthy perfectionism fit and service quality; and (3) low levels of organizational aesthetics among frontline service providers weaken the positive correlation between aesthetic sensitivity and healthy perfectionism fit and service quality. This study contributes to theory and practice with respect to the hotel industry.