Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.20 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 0 23118 2833501 2267259 2026-09-16T12:36:32Z MathXplore 2888076 removed [[Category:Physics]]; added [[Category:String theory]] using [[Help:Gadget-HotCat|HotCat]] 2833501 wikitext text/x-wiki Refer to the external website [https://web.archive.org/web/20181013014513/http://www.superstringtheory.com/index.html http://www.superstringtheory.com/index.html] for more information. String theory is a mathematical model in physics. It is still under heavy construction. It is an extension of quantum field theory, which is also in many senses incomplete. The basic theme in the work of a string theorist is: *pick a classical space (manifold, to be specific) *define an action for a classical string to move in the space *quantize your system *From here you may **study the phenomena in it and compare what you get to the real world **compare your system to other mathematical structures known or unknown However, all these are often much easier said than done. [[Quantization]] is often a difficult problem. Another fundamental problem is that, if string theory is to be a fundamental physical theory, we would really want to start from a quantum definition and derive the classical analogue, which is opposite to what can be done at the moment. So we still don't know what string theory ''is'' (but see [[M-theory]]). Another problem is to construct a 4-dimensional model with all the particles and interactions we can observe in our accelerators. The candidate models are so numerous (the so-called "[[string theory landscape|landscape]]") that it is almost impossible to pick out "the one" without additional insights. However, since the [[standard model]] predicts the [[Higgs boson]]s and string theory requires [[supersymmetric particle]]s on top of that, experiments may provide new clues to another breakthrough - or resignation. ==See also== *[[Why 10 dimensions]] [[Category:String theory]] 6xefg6hw00otu0nm4h441sps4aj0qtr 0 33497 2833556 2281739 2026-09-17T03:44:09Z Michael Ten 654933 /* Diverse views */ updated formatting 2833556 wikitext text/x-wiki '''Critical psychology''' is a branch of psychology that is aimed at critiquing mainstream psychology and attempts to apply psychology in more progressive ways, often looking towards social change as a means of preventing and treating psychopathology. One of Critical Psychology's main criticisms of conventional psychology is how it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people. {{RightTOC}} == Discussion questions == * Is psychiatry pseudo science? * How do psychological professionals engage in oppression mental patients? * Is psychiatric coercion and force justified? * Are psychiatric drugs worsening problems they are ostensibly trying to help solve or alleviate? ==Readings== ===Diverse views=== Psychology and psychiatry are related in certain ways. Masters and doctoral level professionals will interact with psychiatrists; they will sometimes make referrals to psychiatrists and more. Some psychiatrists practice talk therapy/counseling. For professionals of psychology, having an understanding of psychiatric drugs and their effect on individuals seeking their services can be fruitful. There are prevailing paradigms in psychology and psychiatry. In reality, in the history of psychology and psychiatry, there have been a myriad of diverse viewpoints. This include feminist psychology, Jungian psychology social psychiatry, community psychology antipsychiatry, various counseling theories, and more. Certain views are less well known, sometimes because of systematic marginalization of minority viewpoints. For example, long term outcomes in the realms of psychiatric drugs are often not focused upon. Antipsychotic outcomes - https://www.madinamerica.com/drug-info-antipsychotics-schizophrenia/ : Greater Exposure to Antipsychotics Associated with Worse Long-Term Outcomes :: https://www.madinamerica.com/2020/10/greater-exposure-antipsychotics-associated-worse-long-term-outcomes/ : Antidepressant Use Leads to Worse Long Term Outcomes, Study Finds :: https://www.madinamerica.com/2018/04/antidepressant-use-leads-worse-long-term-outcomes-study-finds/ : Outcomes in the Era of Atypical Antipsychotics :: https://www.madinamerica.com/2011/11/%EF%BB%BFoutcomes-in-the-era-of-atypical-antipsychotics/ : Claims That Long-term Antipsychotic Use Leads to Better Outcomes are Misleading, Researchers Argue :: https://www.madinamerica.com/2018/12/claims-long-term-antipsychotic-use-leads-better-outcomes-misleading-researchers-argue/ === Wikipedia === * [[w: Klaus Holzkamp|Klaus Holzkamp]] * [[w: Annual Review of Critical Psychology|Annual Review of Critical Psychology]] * [[w: Rosenhan experiment|Rosenhan experiment]] * [[w:Critical psychology|Critical psychology]] * [[w:Consciousness raising|Consciousness raising]] * [[w:Critical consciousness|Critical consciousness]] * [[w:Trauma model of mental disorders|Trauma model of mental disorders]] ==See also== * [[Nerd Project]] * [[Psychiatric Liberation]] * [[Szaszian studies]] * [[Anti-psychiatry]] * [[Critical pedagogy]] * [[Community psychology]] * [[Should suicide be legal?]] * [[Critical psychiatry]] ==External links== * [http://www.discourseunit.com/arcp.htm Open access journal on critical psychology] * [http://psychclassics.yorku.ca/Szasz/myth.htm Text of the original paper ''The Myth of Mental Illness''] [[Category:Critical psychology]] axwypuuogpzyhne4jez39ns553aaj9o 2833558 2833556 2026-09-17T03:51:09Z Michael Ten 654933 updated heading and ordered. added. ==Discussion questions, essay ideas, and learning related AI prompt ideas== added... limitless peace. 2833558 wikitext text/x-wiki '''Critical psychology''' is a branch of psychology that is aimed at critiquing mainstream psychology and attempts to apply psychology in more progressive ways, often looking towards social change as a means of preventing and treating psychopathology. One of Critical Psychology's main criticisms of conventional psychology is how it fails to consider or deliberately ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people. {{RightTOC}} ==Readings== ===Diverse views=== Psychology and psychiatry are related in certain ways. Masters and doctoral level professionals will interact with psychiatrists; they will sometimes make referrals to psychiatrists and more. Some psychiatrists practice talk therapy/counseling. For professionals of psychology, having an understanding of psychiatric drugs and their effect on individuals seeking their services can be fruitful. There are prevailing paradigms in psychology and psychiatry. In reality, in the history of psychology and psychiatry, there have been a myriad of diverse viewpoints. This include feminist psychology, Jungian psychology social psychiatry, community psychology antipsychiatry, various counseling theories, and more. Certain views are less well known, sometimes because of systematic marginalization of minority viewpoints. For example, long term outcomes in the realms of psychiatric drugs are often not focused upon. Antipsychotic outcomes - https://www.madinamerica.com/drug-info-antipsychotics-schizophrenia/ : Greater Exposure to Antipsychotics Associated with Worse Long-Term Outcomes :: https://www.madinamerica.com/2020/10/greater-exposure-antipsychotics-associated-worse-long-term-outcomes/ : Antidepressant Use Leads to Worse Long Term Outcomes, Study Finds :: https://www.madinamerica.com/2018/04/antidepressant-use-leads-worse-long-term-outcomes-study-finds/ : Outcomes in the Era of Atypical Antipsychotics :: https://www.madinamerica.com/2011/11/%EF%BB%BFoutcomes-in-the-era-of-atypical-antipsychotics/ : Claims That Long-term Antipsychotic Use Leads to Better Outcomes are Misleading, Researchers Argue :: https://www.madinamerica.com/2018/12/claims-long-term-antipsychotic-use-leads-better-outcomes-misleading-researchers-argue/ === Wikipedia === * [[w: Klaus Holzkamp|Klaus Holzkamp]] * [[w: Annual Review of Critical Psychology|Annual Review of Critical Psychology]] * [[w: Rosenhan experiment|Rosenhan experiment]] * [[w:Critical psychology|Critical psychology]] * [[w:Consciousness raising|Consciousness raising]] * [[w:Critical consciousness|Critical consciousness]] * [[w:Trauma model of mental disorders|Trauma model of mental disorders]] ==Discussion questions, essay ideas, and learning related AI prompt ideas== * Is psychiatry pseudo science? * How do psychological professionals engage in oppression mental patients? * Is psychiatric coercion and force justified? * Are psychiatric drugs worsening problems they are ostensibly trying to help solve or alleviate? If yes, how so? * What are potential unintended consequences of psychiatric coercion? * What is the epistemology of mental illness and psychiatry? What are the implications of the epistemology of psychiatry, and what seems most logically true? * Is there any biological or objective medical proof for the existence of any psychiatric disorder? If no (or only a tiny percent usually treated by other medical specialties), then why is psychiatric categorized as medical? * Why did psychiatrist Thomas Szasz describe psychiatry as more economic and politics rather than objective medicine? Why did he describe psychiatry as more of a branch of the law rather than as being an objective medical specialty? ==See also== * [[Nerd Project]] * [[Psychiatric Liberation]] * [[Szaszian studies]] * [[Anti-psychiatry]] * [[Critical pedagogy]] * [[Community psychology]] * [[Should suicide be legal?]] * [[Critical psychiatry]] ==External links== * [http://www.discourseunit.com/arcp.htm Open access journal on critical psychology] * [http://psychclassics.yorku.ca/Szasz/myth.htm Text of the original paper ''The Myth of Mental Illness''] [[Category:Critical psychology]] kyl5cvlikin95ztvr4bfmmt27cfgxju 0 35748 2833554 2833441 2026-09-17T03:40:43Z Michael Ten 654933 /* External links */ updated ==Readings== ===Wikipedia readings=== * [[w:Gödel's ontological proof|Gödel's ontological proof]] * [[w:Five Ways (Aquinas)|Five Ways (Aquinas)]] 2833554 wikitext text/x-wiki '''God''' is often conceived as the Supreme Being and principal object of [[wikipedia:Faith|faith]]. In theism, God is the creator and sustainer of the universe. In deism, God is the creator (but not the sustainer) of the universe. In pantheism, God is the universe itself. Theologians have ascribed a variety of attributes to the many different conceptions of God. Common among these are [[wikipedia:Omniscience|omniscience]] (infinite knowledge), [[wikipedia:Omnipotence|omnipotence]] (unlimited power), [[wikipedia:Omnipresence|omnipresence]] (present everywhere), and [[wikipedia:Omnibenevolence|omnibenevolence]] (perfect goodness). [[wikipedia:Monotheism|Monotheism]] is the belief in the existence of one God or in the oneness of God. Many notable medieval philosophers and modern philosophers have developed arguments for and against the existence of God. There are many names for God, and different names are attached to different cultural ideas about who God is and what attributes he possesses. ==Essays== {{Special:PrefixIndex/{{FULLPAGENAME}}/}} [[Category:Open essay collections]] </br> ---- ==Call for contributions== {{Warning|Don't worry about giving your essay or article the wrong name because we can change the name later.<br> But all content must be your own work. Do not copy/paste from other sites. Include references for all sources.}} [[Wikiversity:Introduction|'''Set education free''']] by contributing to '''{{PAGENAME}}'''. Create a space where you can work by entering a title that is not already on the list shown above. {{RoundBoxTop|theme=1}}<inputbox> type=create width=110 buttonlabel=Create subpage break=no prefix={{FULLPAGENAME}}/ placeholder=Title of subpage </inputbox>{{RoundBoxBottom}} == See also == * [[God Gene]] * [[Islam/Qur'an/Word of God]] * [[Jesus as God]] * [[School:Theology]] * [[The Design Argument]] * [[The Ontological Argument]] * [[The Problem of Evil]] *[[Beyond Theism]] ==Readings== ===Wikipedia readings=== * [[w:God|Wikipedia: God]] * [[w:Gödel's ontological proof|Gödel's ontological proof]] * [[w:Five Ways (Aquinas)|Five Ways (Aquinas)]] ===Wikibooks=== * [[b:Mysticism|Wikibooks: Mysticism]] {{subpagesif}} [[Category:Philosophy of religion]] [[Category:Theology]] [[Category:Theology stubs]] [[Category:Open essay collections]] [[Category:God| ]] 7v2jmrgc4a9t0a3pc2naabnh04x5kqt 0 37125 2833555 2787122 2026-09-17T03:41:58Z Michael Ten 654933 /* Related Areas */ cleaned up link 2833555 wikitext text/x-wiki {{topic|Remote sensing}} [[File:NASA Earth-observing Fleet June 2012.ogv|thumb|upright=1.35|[[NASA]]'s Earth-observing fleet as of June 2012.]] [[File:Main india night Jan 06-21-28 01.gif|thumb|Infrared images of the region surrounding Gujarat, India, on January 21, 2001. Yellow-orange areas trace thermal anomalies that appeared days before the Jan. 26th [[w:en:earthquake|earthquake]]. The boxed star denotes the quake's epicenter. Image was captured by MODIS onboard NASA's Terra satellite.- Source: NASA]] The topic of '''Remote Sensing''' includes all earth-pointing satellites both past and presently operational. It can include aircraft remote sensing but in general that is generally not included because one cannot achieve global coverage as is possible with ease using satellites. ==Overview== '''Remote Sensing''' refers to the ability to make observations remotely. Since the very first satellites were launched, their capability became obvious. Today remote sensing is a major enterprise and has become a vital part of weather forecasting, studying the climate and oceans and fields as diverse as oil exploration, geology, volcanology, sea-ice measurements, glaciers, agriculture, forestry and numerous other fields. It holds an important role in helping track, study and understand global warming, and has been crucial in the detection of the ultimate extent of the ozone hole over the Antarctica and it's subsequent monitoring ever since. Remote Sensing is an exciting multi-disciplinary subject that cuts across broads fields in science and technology and its applications and uses. It is now a vital element in humanity's ability to monitor the health and state of the Earth and will ultimately become an element when the collective decision is made to look after it properly. The material presented here and still to be completed, should prove to be a good starting point to learn more, appreciate and understand this subject. == Learning Task == * Explore different areas of peaceful application of remote sensing ** Landslide detection by before and after comparison of the Digital Elevation Model (DEM) ** Electricity Detection before and after comparison of light emission after Disasters, * How can remote sensing be used as Sustainable Development Goals indicators ** [[w:Deforestation|Deforestation]] ** [[w:Wildfire|Bush Fire]] ==Required Knowledge== It would be useful to have a basic knowledge of orbits and space, some basic physics, the solar spectrum. ===Desirable=== Knowledge of '''Blackbody radiation''' and it's characteristics. See {{topic|Black_body}} ==Learning Material== ===Historical Overview=== * General historical overview * Technological development * Application development * Scientific progress * Timeline of key events ===Basic Concepts=== *[[w:Satellites Orbits|Satellites Orbits]] -This should cover basic celestial mechanics and the different types of orbits. *[[topic:Weather_satellites|Weather Satellites]] ===General Material=== *[[Current weather satellites]] *Land remote sensing satellites, covering early pioneering satellites and then the Landsat and SPOT series. *[[Ocean remote sensing satellites]] covering radar satellites for ocean waves, ice measurement and ocean color remote sensing ===Operational Aspects=== *Ground stations -''Discuss what they are, why they are needed, how many of them there are, and where they are sited.'' *Launches and orbital corrections *Onboard power and electronics -''This is a topic in itself.'' *Data storage -''this should give a brief history and then discuss volumes of data and locations and access'' *Communications and data transfer -''give an overview of the way data is transferred and discuss the different transmission formats.'' ===Data Processing=== *Techniques *Software programs *Calibration and Ground Truth Data *Satellite Data Archive Datasets -This should give a summary of the major sets data from current and previous satellites that is available for research, analysis and general study ===Uses of Remote Sensing=== Remote sensing is put to a wide range of uses and can be divided up into these broad categories below. ==== Agriculture ==== * [[Low-Cost Precision Farming|Precision agriculture]] and [[Calculating a Regional NDVI|calculation of NDVI]] ====Weather Forecasting==== *Clouds, weather fronts, cyclones, hurricanes, wind speeds over the oceans, sea surface temperature, atmospheric moisture levels. ====Aviation==== *Weather reports (e.g., forecasts of headwinds and storms) ====Ecosystems==== *Mapping of ecosystems. ====Mapping==== *The date from Landsat and SPOT are of main interest here. ====Climatology==== *This section should discuss remote sensing of sea-ice, global cloudiness, Earth Radiation Budget, Ocean temperatures, biomass. ==Satellite Classification== Satellites can be divided up into different types by orbit and also by type: ===Satellites Classed by Orbit=== *{{topic|geostationary satellites}} *{{topic|polar orbiting}} *...''[[Talk:Remote sensing|others]]''... ===Satellites Classed by Type=== *{{topic|weather satellites}} *{{topic|land satellites}} -This would cover Landsat and SPOT especially. *{{topic|oceanic satellites}} *{{topic|environmental satellites}} *{{topic|research satellites}} ==Remote Sensing Instrument Classifications== This covers the different types of instruments ===Passive Instruments=== *Visible wavelengths *Infrared scanners *Microwave scanners *Gravational Effect -This actually has a different name. ===Active Instruments=== *Radar *Lidar ==Data Archives== This will list some of the archives available US Satellites *Landsat data *NOAA *GOES *TOPEX and Jason (follow-on) *ERBS *TRMM Tropical Rainfall Measuring Mission *Nimbus *ERBS *SeaStart -(carries the SeaWIFS instrument) *Terra (formerly EOS AM-1) Atmospheric Science *CloudSat *Aqua *Others.... European (ESA) Satellites *Meteosat *SPOT *ERS-1, ERS-2 *Envisat (Environmental Satellite) *Others.... ===Free Software and Data=== See the NASA '''World_Wind''' software which is like Google Earth but has access to a large quantity of NASA satellite imagery including Landsat. See [[w:World_Wind|World wind]] ==See also== * [[Climate_change|Climate Change]] see also [[Wikipedia:UNCCC]] ===International Programmes=== ==Glossary== ===Instrumentation=== Lidar -This is basically a Laser radar ===Orbital Terminology=== Nadir -The point directly under a satellite Perigee Apogee Inclination ===Related Areas=== * [[Climatology]] [[Category:Remote sensing| ]] nngw5as33hzs32i5hdo1z0j7v1kbfrv 0 55538 2833497 2307003 2026-09-16T12:24:14Z Jtneill 10242 /* Discussion questions */ 2833497 wikitext text/x-wiki [[Research]] involves systematic investigation of phenomena, the purpose of which could be for: # '''Information gathering''' and/or ## '''Exploratory''': e.g., discovering, uncovering, exploring ## '''Descriptive''': e.g., gathering info, describing, summarizing # '''Theory testing''' ## '''Explanatory''': e.g., testing and understanding causal relations ## '''Predictive''': e.g., predicting what might happen in various scenarios Examples of research studies with these different purposes can be found in this practice '''[[/Quiz|quiz]]'''. ==Discussion questions== * How can research help to alleviate poverty on Earth? *How can I gain an understanding on why research is nessesary? ==See also== * [[Research method]] * [[Research question]] * [[Research proposal]] * [[Research types]] * [[Survey research and design in psychology/Lectures/Survey research|Survey research]] (Lecture) ==External links== * [http://www.slideshare.net/jtneill/introduction-to-survey-research/34 Purposes of survey research] (Slides 34-46) * [http://www.leedsmet.ac.uk/lskills/local/sfl2/content/research/process/02.html The purposes of research] [[Category:Research purposes| ]] [[Category:Survey research and design in psychology]] e2wa2214kuicebdox770ake0o2c7pea 2833553 2833497 2026-09-17T03:37:56Z Michael Ten 654933 /* Discussion questions */ spelling and formatting. 2833553 wikitext text/x-wiki [[Research]] involves systematic investigation of phenomena, the purpose of which could be for: # '''Information gathering''' and/or ## '''Exploratory''': e.g., discovering, uncovering, exploring ## '''Descriptive''': e.g., gathering info, describing, summarizing # '''Theory testing''' ## '''Explanatory''': e.g., testing and understanding causal relations ## '''Predictive''': e.g., predicting what might happen in various scenarios Examples of research studies with these different purposes can be found in this practice '''[[/Quiz|quiz]]'''. ==Discussion questions== * How can research help to alleviate poverty on Earth? * How can I gain an understanding on why research is necessary? ==See also== * [[Research method]] * [[Research question]] * [[Research proposal]] * [[Research types]] * [[Survey research and design in psychology/Lectures/Survey research|Survey research]] (Lecture) ==External links== * [http://www.slideshare.net/jtneill/introduction-to-survey-research/34 Purposes of survey research] (Slides 34-46) * [http://www.leedsmet.ac.uk/lskills/local/sfl2/content/research/process/02.html The purposes of research] [[Category:Research purposes| ]] [[Category:Survey research and design in psychology]] tk943vpe3s3rl2ztv5pqf5huy1gp3sl 0 62040 2833571 2804437 2026-09-17T05:30:12Z Mustleib 3108297 Added image from Commons 2833571 wikitext text/x-wiki {{daughters}} {{shortcut|WP}} {{RoundBoxTop|theme=2}} These learning resources aim at providing knowledge that all [[w:Wikipedia|Wikipedia]] and [[w:Wikimedia]] users, authors and administrators should possess. It aims at answering questions such as: * How can wikis and Wikipedia as phenomenon be understood? * How to edit and administrate Wikipedia and Mediawiki sites? * How can students, teachers, librarians, journalists, etc, use and relate to Wikipedia and other wikis? * What are the main criticisms of Wikipedia? * What research exists related to Wikipedia as phenomenon? * What are the current wiki technology development trends? {{RoundBoxBottom}} {{TOCright}} ==About Wikipedia== [[File:Wikipedia Portal Screenshot (2022).svg|thumb|Screenshot of the Wikipedia website.]] :''See more at [[w:Wikipedia|Wikipedia article on Wikipedia]].'' '''Wikipedia''' is a multilingual, [[wiki]]-based, free-content [[wikipedia:Online encyclopedia|online encyclopedia]] project. The name is a portmanteau of the words wiki, the Hawaiian word meaning quick, and encyclopedia. Wikipedia is written collaboratively by volunteers, allowing most of its articles to be edited by almost anyone with access to the website and is a free site for all types of ages. Its main servers are in Tampa, Florida, with additional servers in Amsterdam and Seoul. Wikipedia was launched as an English language project on January 15, 2001, as a complement to the expert-written and now defunct [[wikipedia:Nupedia|Nupedia]], and is now operated by the non-profit Wikimedia Foundation. It was created by Larry Sanger and Jimmy Wales; Sanger resigned from both Nupedia and Wikipedia on March 1, 2002. Wales has described Wikipedia as "an effort to create and distribute a multilingual free encyclopedia of the highest possible quality to every single person on the planet in their own language". Wikipedia has more than fifty eight million articles in many languages, including more than 6 million articles in both the English-language version and the Cebuano-language version and more than two million in the German-language version. There are 250 language editions of Wikipedia, and 18 of them have more than 50,000 articles. The German-language edition has been distributed on DVD-ROM, and there have been proposals for an English DVD or print edition. Since its inception, Wikipedia has steadily risen in popularity, and has spawned several sister projects. According to Alexa, Wikipedia ranks among the top fifteen most visited sites, and many of its pages have been mirrored or forked by other sites, such as Answers.com. There has been controversy over Wikipedia's reliability and accuracy, with the site receiving criticism for its susceptibility to vandalism, uneven quality and inconsistency, systemic bias, and preference for consensus or popularity over credentials. Information is sometimes unconfirmed and questionable, lacking the proper sources that, in the eyes of most "Wikipedians" (as Wikipedia's contributors call themselves), are necessary for an article to be considered "high quality". However, a 2005 comparison performed by the science journal Nature of sections of Wikipedia and the Encyclopædia Britannica found that the two were close in terms of the accuracy of their articles on the natural sciences. This study was challenged by Encyclopedia Britannica, Inc., who described it as "fatally flawed". ==Wikipedia and the Neutrality Principle== A precis of key ideas from Jose Van Dijck, who wrote a chapter on Wikipedia and the neutrality principle in her 2013 book, The Culture of Connectivity: A Critical History of Social Media (Oxford University Press). ==Learning resources== The following is a list of learning resources that may be useful as course material on courses about Wikis and Wikipedia. The list is organized after resource type, and includes resources developed within this project and [[#See also|related Wikiversity projects]] as well as external links. ===Syllabi=== * [[/syllabi|Suggested syllabus]] for a university level course named ''Wikis and Wikipedia - Authoring, Reliability and Technology.'' * [[/Writing an article on Wikipedia]]: a course to take a new user through the process of writing or editing their first article. ===Assignments and exercises=== * [[Wikipedia/Quizzes]] - Multiple choice questions about ''Wikipedia policies'' and ''Wikipedia criticism''. * [http://www.fanpop.com/spots/wikipedia/quiz/show/3381 Wikipedia pop quiz - at Fanpop.com] - Multiple choice questions about ''Wikipedia history'' and ''Wikipedia statistics'' * [[Inside_Wikipedia#Discussion]] - Suggested discussion topics about ''Wikipedia policies'' and ''Wikipedia criticism''. * [[Wikimedia Ethics/Suggested essays]] * [[Wikipedia/Suggested essays]] * [[Generating dynamic content with MediaWiki]] - Practical exercises ===Videos === These are recorded seminars, lectures, webinars and instructions videos related to Wikipedia: * [http://webcast.oii.ox.ac.uk/?view=Webcast&ID=20050711_76 Jimmy Wales, "The Intelligence of Wikipedia", Oxford Internet Institute webcast (54 minutes Real Media or MPEG4)] Wikipedia founder Jimmy Wales explains the history and growth of Wikipedia with a particular focus on the internal community process which ensure a constant growth in quality. * [http://siliconvalley.wikia.com/wiki/Screencasts Wikia training videos] * [http://www.youtube.com/results?search_query=wikipedia&search_type=&aq=f Youtube search: Wikipedia] ===Slides=== See also: [[:Commons:Category:Wikimedia_presentations_in_English]] and [[meta:Presentations|meta.wikimedia.org/wiki/Presentations]]. These are slide show presentations, lecture notes and handouts related to Wikipedia: * [http://library.uncwil.edu/web/instruction/workshops/wikipedia.ppt Anne Pemberton, Rachel Radom, "Wikipedia 360° - The Good, The Bad, and the Anonymous", Randall Library, University of North Carolina Wilmington, September 2007] * [http://people.lib.ucdavis.edu/psa/FSUclass.ppt Phoebe S. Ayers, "Wikipedia 101 - or, how I learned to stop worrying and trust the Internet", UC Davis University Library, California Library Association Annual Meeting, February 2007] * [http://web.archive.org/web/20090730203527/http://www.library.ubc.ca/edlib/courses/lled320/Wikiland6.ppt Aubri Keleman, "Teaching in Wikiland - An introduction to using Wikis in the classroom, January 2006] * [http://net.educause.edu/ir/library/powerpoint/ELI08216.pps Martha Groom, Andreas Brockhaus, "Using Wikipedia to Re-envision the Term Paper", University of Washington Bothell, October 2007] * [http://trblist.tamu.edu/programs/web_tools/winter.pdf Ken Winter, "Wiki, the Web and WorldCat: Open Editing and Research In Action" Committee on Library and Information Science for Transportation Annual meeting, January 2006] * [http://www.riehle.org/wp-content/uploads/2008/09/learning-from-wikipedia.pdf Dirk Riehle, "Learning from Wikipedia: Open collaboration within organisations", Talk the Future - the Future of Work and Business Conference, September 2008] ===Scientific publications=== These are peer-reviewed academic papers related to Wikipedia, that students may review and use as references: * [[w:Academic studies about Wikipedia|Academic studies about Wikipedia]] A review of some research publications related to Wikipedia * [[w:Wikipedia:Wikipedia in academic studies|List of academic studies on Wikipedia]] ([[w:WP:ACST]]) List of academic conference presentations, peer-reviewed papers and other types of academic writing which focus on Wikipedia * [[meta:Wiki Research Bibliography|Wiki Research Bibliography]] - meta list article * [[:Category:Wikimedia research|Wikimedia research]] - Wikiversity category * [http://scholar.google.se/scholar?q=wikipedia&hl=sv&lr= Google scholar search: Wikipedia] ===Text books=== These text books may be used as course literature: * John Broughton, [[w:Wikipedia_-_The_Missing_Manual|''Wikipedia: The Missing Manual'']], O'Reilly, 2008 - [http://books.google.se/books?id=h37N0BvkVSUC&printsec=frontcover Preview] * {{cite book |author=[[w:user:phoebe|Phoebe Ayers]] |author2=[[w:user:Charles Matthews|Charles Matthews]] |author3=[[w:user:Tlogmer|Ben Yates]] |title=How Wikipedia Works - And How You Can Be a Part of It |publisher=[[w:No Starch Press|No Starch Press]] |location=San Francisco |date=September 2008 |isbn=978-1-59327-176-3 }} * Dan Woods, Peter Thoeny, Ward Cunningham, [[w:Wikis For Dummies|''Wikis For Dummies'']], 2007 - [http://books.google.com/books?id=5VXgXlU7g-YC&printsec=frontcover&hl=sv Preview] * [[b:Wiki Science|Wiki Science]] - wikibook * [[b:Starting and Running a Wiki Website|Starting and Running a Wiki Website]] - wikibook * [[b:MediaWiki Administrator's Handbook|MediaWiki Administrator's Handbook]] - wikibook * [[b:MediaWiki User Guide|MediaWiki User Guide]] - wikibook * [[w:Wikipedia:Wikipedia in books|List of books which have discussed Wikipedia]] * [http://books.google.com/books?hl=sv&q=wikipedia Google books search for "Wikipedia"] ===Glossaries=== These glossares may serve as lists of terms that a student should understand after a course about Wikipedia: * [[w:Wikipedia:Glossary|Wikipedia:Glossary]] * [[Wikiversity:Glossary]] ===Wikipedia articles=== These are articles, essays and help pages available at en.wikipedia.org, that may be useful as course materials on a course about Wikipedia: * [[w:Wikipedia:Introduction|Introduction]] * [[w:Welcoming committee/Welcome to Wikipedia|Welcome to Wikipedia]] * [[w:Help:Contents|Help pages]] * [[w:Criticism of Wikipedia|Criticism of Wikipedia]] * [[w:Reliability of Wikipedia|Reliability of Wikipedia]] * [[w:Wikipedia:Citing Wikipedia|Citing Wikipedia]] * [[Researching with Wikipedia]] * [[w:History of Wikipedia|History of Wikipedia]] * [[w:Wiki|Wiki]] * [[w:Wikipedia|Wikipedia]] * [[w:Wikipedia:Criticisms|Criticisms]] * [[w:Wikipedia:Why Wikipedia is not so great|Why Wikipedia is not so great]] * [[w:Wikipedia:School and university projects|School and university projects]] ===Case studies=== * [[Wikimedia Ethics/Case Studies|Wikimedia Ethics Case Studies]] ===Statistical sources=== * [[w:Wikipedia:Statistics|Wikipedia statistics]] * [http://stats.grok.se/ Wikipedia article traffic statistics] - Comparison of invidual articles * [http://stats.wikimedia.org/ Wikimedia official statistics] - Comparison of wiki language versions * [http://s23.org/wikistats/ Wikistats by S23 - Statistics about Mediawikis] - Comparison of wiki language versions * [[meta:List_of_Wikipedias|List of Wikipedias]] - Comparison of wiki language versions * [[meta:List_of_Wikimedians_by_religion#Percentages.2C_world_versus_Wikimedians.|Poll of Wikimedians by religion]] ===University level courses=== * [[:wikipedia:Wikipedia:School_and_university_projects#Mid_Sweden_University_course_about_wikis_and_Wikipedia_.28Fall_2009_and_Summer_2010.29|Informatics BA (A), Wikipedia – Authoring, Reliability and Technology, 7.5 higher education credits]], Swedish distance course offered from fall 2009. ===Other courses, workshops, conferences and events=== * [[w:Wikipedia:Academy|Wikipedia academies]] * [[w:Wikimania|Wikimania]] * Elective part of the Australian [[w:Higher School Certificate|Higher School Certificate]] syllabus [http://web.archive.org/web/20070902171026/http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-prescription-09-12.doc English stage 6], Standard Module C, Elective 1: The Global Village, 2009-2012 (Board of Studies, New South Wales). See media coverage: [[w:Wikipedia:Wikipedia_Signpost/2008-05-26/In_the_news|Wikipedia Signpost]], [http://www.brisbanetimes.com.au/articles/2008/05/26/1211653992226.html www.brisbanetimes.com]. ===Other lists of learning resources=== * [http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikis/ Government of Western Austarialian, Department of education & training, Resourcing the Curriculum: Wikis in te classroom] * [http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikipedia/ Government of Western Austarialian, Department of education & training, Resourcing the Curriculum: Wikipedia] * [http://teachwtech.blogspot.com/2006/03/k-12-wiki-resources.html K-12 wiki resources] * [http://ocw.usu.edu/Instructional_Technology/new-media/wikis.htm#Whats_a_Wiki.3F Utah State University list of resources: Wiki] * [http://ocw.usu.edu/Instructional_Technology/principles-and-practices-of-technology/web-2.0-wikis/?searchterm=wikis Utah State University list of resources: Web2.0: Wikis] ==See also== See also other wikiversity resources and pages: ===Wiki=== * [[Learn to learn a wiki way]] * [[Learning to edit a wiki]] * [[Wiki]] * [[Portal:Wiki|Wiki portal]] ===Wikipedia=== {{wikipedia}} * [[Inside Wikipedia]] * [[Pywikipediabot]] * [[Wikipedia service-learning courses]] * [[Is Wikipedia a legitimate research source?]] ===MediaWiki=== * [[Generating dynamic content with MediaWiki]] * [[MediaWiki Project]] * [[Topic:MediaWiki|MediaWiki]] - a [[Wikiversity:Topics|Wikiversity topic]] ===Wikimedia=== * [[How to be a Wikimedia sysop]] * [[Portal:Wikimedia Studies|Wikimedia studies portal]] - a [[Wikiversity:Portals|Wikiversity portal]] * [[School:WikiService|School of WikiService]] * [[Wikimedia Ethics]] ===Wikipedia related=== * [http://www.wikigame.org WikiGame] [[Category:Wikipedia]] cn9e7nvxjvbv3buknpyy2uojkykzxir 0 63760 2833505 2833492 2026-09-16T13:18:31Z Jtneill 10242 /* Teaching units on Wikiversity */ 2833505 wikitext text/x-wiki [[File:Uc-logo.png|right|200px]] {{TOCright}} '''{{PAGENAME}}''' (UC) is a mid-size, mid-ranked [[Australian university]] with an emphasis on applied and professional [[learning]] and [[research]]. For more information about this university, see [[w:University of Canberra|University of Canberra]] (Wikipedia). <!-- [http://www.canberra.edu.au/breakthrough UC's 2013-2017 strategic plan] emphasised developing greater flexible learning and international engagement. --> Some UC academics and [[emerging scholar]]s have worked, or are working, towards adoption of [[open academia|open academic]] practices on [[Wikiversity]]. This page lists resources and projects related to this work. <!-- ==Purpose== UC exists for the following purposes[http://www.canberra.edu.au/breakthrough/purpose]: #To provide education which offers high quality transformative experiences to everyone suitably qualified, whatever their stage of life and irrespective of their origins. #To engage in research and creative practice which are of high quality and aim to make an early and important difference to the world around us. #To contribute, through our education and research, to the building of just, prosperous, healthy and sustainable communities which are committed to redressing disadvantage and reconciliation with Australia’s Indigenous peoples. Everything else - buildings, campuses, structures, titles, hierarchies, pomp, circumstance, (even committees) - may change over time if that is what is required to carry out our purposes. --> ==People== These current and former University of Canberra staff accounts have contributed to Wikiversity: <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University_of_Canberra/Staff order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> <gallery> File:JamesNeillUNH2002OfficeCloseb.jpg|James Neill File:Ben-rattray.jpg|Ben Rattray File:Keith.jpg|Keith Lyons File:Keane-wheeler2.JPG|Keane Wheeler File:Madepercy.jpg|Michael De Percy File:Kate-Pumpa.JPG|Kate Pumpa </gallery> ==Teaching units on Wikiversity== [[University of Canberra/Staff|staff at UC]] have develpoed [[open educational resources]] on [[Wikiversity]] for use in several [[:Category:University of Canberra/Units|UC units]]: {| class="sortable" border=1 cellspacing=0 cellpadding=5 |- ! '''[[:Category:University of Canberra/Units|Unit]]''' (current) ! '''[[:Category:University of Canberra/Staff|Convener]]''' |- | [[Sport coaching pedagogy]] | [[User:Postillion|Keith Lyons]] |- | [[Exercise and metabolic disease]] | [[User:Benrattray|Ben Rattray]] |- | [[Motivation and emotion]] | [[User:Jtneill|James Neill]] |- | [[Sport event management]] | [[User:Robinmcconnell|Robin McConnell]] |- | [[Sport research]] | [[User:Benrattray|Ben Rattray]] |- | [[Survey research and design in psychology]] | [[User:Jtneill|James Neill]] |- | [[The sport workplace]] | [[User:Robinmcconnell|Robin McConnell]] |- | '''[[:Category:University of Canberra/Units|Unit]]''' (not current or in development) | '''[[:Category:University of Canberra/Staff|Convener]]''' |- | [[Advanced ANOVA]] | [[User:Jtneill|James Neill]] |- | [[Psychology 102]] | [[User:Jtneill|James Neill]] |- | [[Social Media]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Social psychology (psychology)]] | [[User:Jtneill|James Neill]] |- | [[Government-Business Relations]] | [[User:Madepercy|Michael de Percy]] |- | [[Business, politics and sport]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Composing educational resources]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Using social media for teaching and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Jtneill|James Neill]] |- | [[Using the internet for learning and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Benrattray|Ben Rattray]] |- | [[/Wikis for research/]] | [[User:Leighblackall|Leigh Blackall]] |} <!-- ==X== Many UC staff, ex-staff, and some students are in this list: https://x.com/jtneill/uc-community --> ==Blogs== ;Current staff * Ben Rattray - http://benrattray.wordpress.com/ ;Past staff * Lubna Alam - http://lubnalam.wordpress.com/ * Nick Ball - http://archive.is/20121130075134/nick-ball.blogspot.com/ * Stephen Barrass - http://stephenbarrass.wordpress.com * Leigh Blackall - http://leighblackall.blogspot.com * Michael De Percy - http://www.politicalscience.com.au/ * Robert Fitzgerald - http://mathetic.info/ * Simon Leonard - http://historyandpresent.blogspot.com/ * Keith Lyons - http://keithlyons.wordpress.com/ * Danny Munnerley - http://munnerley.com/dan/ * Jamie Ranse - http://www.jamieranse.com/ * Andrew Read - http://brumbiesteach.blogspot.com/ * Mitchell Whitelaw - http://teemingvoid.blogspot.com/ ==Recent changes== {{cot|Recent changes}} * [[Special:RecentChangesLinked/Category:University_of_Canberra|Recently changes pages in the University of Canberra category]] of WIkiversity. * RSS: [http://en.wikiversity.org/w/index.php?title=Special:RecentChangesLinked/Category:University_of_Canberra&feed=atom&target=Category%3AUniversity_of_Canberra%2F  subscribe here]. '''The pages with the most recent changes are listed below:''' <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University of Canberra order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> {{cob}} ==UC Category tree== {{cot|UC Category tree}} <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3">{{#categorytree:{{PAGENAME}}|hideroot|mode=pages}}</div> {{cob}} ==Subpages to the UC main page== {{cot|Subpages}} {{Special:Prefixindex/{{FULLPAGENAME}}/}} {{cob}} ==See also== * [[Wikipedia:University of Canberra|University of Canberra]] (Wikipedia) ==External links== * [http://www.canberra.edu.au University of Canberra] (Official website) * [http://www.facebook.com/pages/Canberra-Australia/University-of-Canberra/28782534880? University of Canberra] (Facebook) * [http://www.youtube.com/results?search_query=+university+of+canberra&aq=f University of Canberra] (Youtube) * [http://blip.tv/search?q=university+of+canberra University of Canberra] (Blip.tv) * [http://www.slideshare.net/fsearch/slideshow?q=university+of+canberra&searchfrom=header University of Canberra] (Slideshare) * [http://www.canberra.edu.au/breakthrough Strategic plan] <!-- pre-2013 strategic plan * [http://www.canberra.edu.au/quality/strategic-directions Strategic directions] * [http://www.canberra.edu.au/learning-teaching/uc-signature-themes Signature themes] --> [[Category:University of Canberra]] [[Category:Real world schools]] p6kd6v8u3wc3ry36uj0cijp4baw88ie 2833506 2833505 2026-09-16T13:18:53Z Jtneill 10242 /* Teaching units on Wikiversity */ 2833506 wikitext text/x-wiki [[File:Uc-logo.png|right|200px]] {{TOCright}} '''{{PAGENAME}}''' (UC) is a mid-size, mid-ranked [[Australian university]] with an emphasis on applied and professional [[learning]] and [[research]]. For more information about this university, see [[w:University of Canberra|University of Canberra]] (Wikipedia). <!-- [http://www.canberra.edu.au/breakthrough UC's 2013-2017 strategic plan] emphasised developing greater flexible learning and international engagement. --> Some UC academics and [[emerging scholar]]s have worked, or are working, towards adoption of [[open academia|open academic]] practices on [[Wikiversity]]. This page lists resources and projects related to this work. <!-- ==Purpose== UC exists for the following purposes[http://www.canberra.edu.au/breakthrough/purpose]: #To provide education which offers high quality transformative experiences to everyone suitably qualified, whatever their stage of life and irrespective of their origins. #To engage in research and creative practice which are of high quality and aim to make an early and important difference to the world around us. #To contribute, through our education and research, to the building of just, prosperous, healthy and sustainable communities which are committed to redressing disadvantage and reconciliation with Australia’s Indigenous peoples. Everything else - buildings, campuses, structures, titles, hierarchies, pomp, circumstance, (even committees) - may change over time if that is what is required to carry out our purposes. --> ==People== These current and former University of Canberra staff accounts have contributed to Wikiversity: <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University_of_Canberra/Staff order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> <gallery> File:JamesNeillUNH2002OfficeCloseb.jpg|James Neill File:Ben-rattray.jpg|Ben Rattray File:Keith.jpg|Keith Lyons File:Keane-wheeler2.JPG|Keane Wheeler File:Madepercy.jpg|Michael De Percy File:Kate-Pumpa.JPG|Kate Pumpa </gallery> ==Teaching units on Wikiversity== [[University of Canberra/Staff|UC staff]] have develpoed [[open educational resources]] on [[Wikiversity]] for use in several [[:Category:University of Canberra/Units|UC units]]: {| class="sortable" border=1 cellspacing=0 cellpadding=5 |- ! '''[[:Category:University of Canberra/Units|Unit]]''' (current) ! '''[[:Category:University of Canberra/Staff|Convener]]''' |- | [[Sport coaching pedagogy]] | [[User:Postillion|Keith Lyons]] |- | [[Exercise and metabolic disease]] | [[User:Benrattray|Ben Rattray]] |- | [[Motivation and emotion]] | [[User:Jtneill|James Neill]] |- | [[Sport event management]] | [[User:Robinmcconnell|Robin McConnell]] |- | [[Sport research]] | [[User:Benrattray|Ben Rattray]] |- | [[Survey research and design in psychology]] | [[User:Jtneill|James Neill]] |- | [[The sport workplace]] | [[User:Robinmcconnell|Robin McConnell]] |- | '''[[:Category:University of Canberra/Units|Unit]]''' (not current or in development) | '''[[:Category:University of Canberra/Staff|Convener]]''' |- | [[Advanced ANOVA]] | [[User:Jtneill|James Neill]] |- | [[Psychology 102]] | [[User:Jtneill|James Neill]] |- | [[Social Media]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Social psychology (psychology)]] | [[User:Jtneill|James Neill]] |- | [[Government-Business Relations]] | [[User:Madepercy|Michael de Percy]] |- | [[Business, politics and sport]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Composing educational resources]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Using social media for teaching and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Jtneill|James Neill]] |- | [[Using the internet for learning and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Benrattray|Ben Rattray]] |- | [[/Wikis for research/]] | [[User:Leighblackall|Leigh Blackall]] |} <!-- ==X== Many UC staff, ex-staff, and some students are in this list: https://x.com/jtneill/uc-community --> ==Blogs== ;Current staff * Ben Rattray - http://benrattray.wordpress.com/ ;Past staff * Lubna Alam - http://lubnalam.wordpress.com/ * Nick Ball - http://archive.is/20121130075134/nick-ball.blogspot.com/ * Stephen Barrass - http://stephenbarrass.wordpress.com * Leigh Blackall - http://leighblackall.blogspot.com * Michael De Percy - http://www.politicalscience.com.au/ * Robert Fitzgerald - http://mathetic.info/ * Simon Leonard - http://historyandpresent.blogspot.com/ * Keith Lyons - http://keithlyons.wordpress.com/ * Danny Munnerley - http://munnerley.com/dan/ * Jamie Ranse - http://www.jamieranse.com/ * Andrew Read - http://brumbiesteach.blogspot.com/ * Mitchell Whitelaw - http://teemingvoid.blogspot.com/ ==Recent changes== {{cot|Recent changes}} * [[Special:RecentChangesLinked/Category:University_of_Canberra|Recently changes pages in the University of Canberra category]] of WIkiversity. * RSS: [http://en.wikiversity.org/w/index.php?title=Special:RecentChangesLinked/Category:University_of_Canberra&feed=atom&target=Category%3AUniversity_of_Canberra%2F  subscribe here]. '''The pages with the most recent changes are listed below:''' <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University of Canberra order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> {{cob}} ==UC Category tree== {{cot|UC Category tree}} <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3">{{#categorytree:{{PAGENAME}}|hideroot|mode=pages}}</div> {{cob}} ==Subpages to the UC main page== {{cot|Subpages}} {{Special:Prefixindex/{{FULLPAGENAME}}/}} {{cob}} ==See also== * [[Wikipedia:University of Canberra|University of Canberra]] (Wikipedia) ==External links== * [http://www.canberra.edu.au University of Canberra] (Official website) * [http://www.facebook.com/pages/Canberra-Australia/University-of-Canberra/28782534880? University of Canberra] (Facebook) * [http://www.youtube.com/results?search_query=+university+of+canberra&aq=f University of Canberra] (Youtube) * [http://blip.tv/search?q=university+of+canberra University of Canberra] (Blip.tv) * [http://www.slideshare.net/fsearch/slideshow?q=university+of+canberra&searchfrom=header University of Canberra] (Slideshare) * [http://www.canberra.edu.au/breakthrough Strategic plan] <!-- pre-2013 strategic plan * [http://www.canberra.edu.au/quality/strategic-directions Strategic directions] * [http://www.canberra.edu.au/learning-teaching/uc-signature-themes Signature themes] --> [[Category:University of Canberra]] [[Category:Real world schools]] hdlcbokfn01xg03ltw2q9wr12f75mzo 2833507 2833506 2026-09-16T13:20:04Z Jtneill 10242 /* Teaching units on Wikiversity */ 2833507 wikitext text/x-wiki [[File:Uc-logo.png|right|200px]] {{TOCright}} '''{{PAGENAME}}''' (UC) is a mid-size, mid-ranked [[Australian university]] with an emphasis on applied and professional [[learning]] and [[research]]. For more information about this university, see [[w:University of Canberra|University of Canberra]] (Wikipedia). <!-- [http://www.canberra.edu.au/breakthrough UC's 2013-2017 strategic plan] emphasised developing greater flexible learning and international engagement. --> Some UC academics and [[emerging scholar]]s have worked, or are working, towards adoption of [[open academia|open academic]] practices on [[Wikiversity]]. This page lists resources and projects related to this work. <!-- ==Purpose== UC exists for the following purposes[http://www.canberra.edu.au/breakthrough/purpose]: #To provide education which offers high quality transformative experiences to everyone suitably qualified, whatever their stage of life and irrespective of their origins. #To engage in research and creative practice which are of high quality and aim to make an early and important difference to the world around us. #To contribute, through our education and research, to the building of just, prosperous, healthy and sustainable communities which are committed to redressing disadvantage and reconciliation with Australia’s Indigenous peoples. Everything else - buildings, campuses, structures, titles, hierarchies, pomp, circumstance, (even committees) - may change over time if that is what is required to carry out our purposes. --> ==People== These current and former University of Canberra staff accounts have contributed to Wikiversity: <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University_of_Canberra/Staff order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> <gallery> File:JamesNeillUNH2002OfficeCloseb.jpg|James Neill File:Ben-rattray.jpg|Ben Rattray File:Keith.jpg|Keith Lyons File:Keane-wheeler2.JPG|Keane Wheeler File:Madepercy.jpg|Michael De Percy File:Kate-Pumpa.JPG|Kate Pumpa </gallery> ==Teaching units on Wikiversity== [[University of Canberra/Staff|UC staff]] have develpoed [[open educational resources]] on [[Wikiversity]] for use in several [[:Category:University of Canberra/Units|UC units]]: {| class="sortable" border=1 cellspacing=0 cellpadding=5 |- ! '''[[:Category:University of Canberra/Units|Unit]]''' (current) ! '''[[:Category:University of Canberra/Staff|Convener]]''' |- | [[Sport coaching pedagogy]] | [[User:Postillion|Keith Lyons]] |- | [[Exercise and metabolic disease]] | [[User:Benrattray|Ben Rattray]] |- | [[Motivation and emotion]] | [[User:Jtneill|James Neill]] |- | [[Sport event management]] | [[User:Robinmcconnell|Robin McConnell]] |- | [[Sport research]] | [[User:Benrattray|Ben Rattray]] |- | [[Survey research and design in psychology]] | [[User:Jtneill|James Neill]] |- | [[The sport workplace]] | [[User:Robinmcconnell|Robin McConnell]] |- | [[Advanced ANOVA]] | [[User:Jtneill|James Neill]] |- | [[Psychology 102]] | [[User:Jtneill|James Neill]] |- | [[Social Media]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Social psychology (psychology)]] | [[User:Jtneill|James Neill]] |- | [[Government-Business Relations]] | [[User:Madepercy|Michael de Percy]] |- | [[Business, politics and sport]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Composing educational resources]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Using social media for teaching and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Jtneill|James Neill]] |- | [[Using the internet for learning and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Benrattray|Ben Rattray]] |- | [[/Wikis for research/]] | [[User:Leighblackall|Leigh Blackall]] |} <!-- ==X== Many UC staff, ex-staff, and some students are in this list: https://x.com/jtneill/uc-community --> ==Blogs== ;Current staff * Ben Rattray - http://benrattray.wordpress.com/ ;Past staff * Lubna Alam - http://lubnalam.wordpress.com/ * Nick Ball - http://archive.is/20121130075134/nick-ball.blogspot.com/ * Stephen Barrass - http://stephenbarrass.wordpress.com * Leigh Blackall - http://leighblackall.blogspot.com * Michael De Percy - http://www.politicalscience.com.au/ * Robert Fitzgerald - http://mathetic.info/ * Simon Leonard - http://historyandpresent.blogspot.com/ * Keith Lyons - http://keithlyons.wordpress.com/ * Danny Munnerley - http://munnerley.com/dan/ * Jamie Ranse - http://www.jamieranse.com/ * Andrew Read - http://brumbiesteach.blogspot.com/ * Mitchell Whitelaw - http://teemingvoid.blogspot.com/ ==Recent changes== {{cot|Recent changes}} * [[Special:RecentChangesLinked/Category:University_of_Canberra|Recently changes pages in the University of Canberra category]] of WIkiversity. * RSS: [http://en.wikiversity.org/w/index.php?title=Special:RecentChangesLinked/Category:University_of_Canberra&feed=atom&target=Category%3AUniversity_of_Canberra%2F  subscribe here]. '''The pages with the most recent changes are listed below:''' <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University of Canberra order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> {{cob}} ==UC Category tree== {{cot|UC Category tree}} <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3">{{#categorytree:{{PAGENAME}}|hideroot|mode=pages}}</div> {{cob}} ==Subpages to the UC main page== {{cot|Subpages}} {{Special:Prefixindex/{{FULLPAGENAME}}/}} {{cob}} ==See also== * [[Wikipedia:University of Canberra|University of Canberra]] (Wikipedia) ==External links== * [http://www.canberra.edu.au University of Canberra] (Official website) * [http://www.facebook.com/pages/Canberra-Australia/University-of-Canberra/28782534880? University of Canberra] (Facebook) * [http://www.youtube.com/results?search_query=+university+of+canberra&aq=f University of Canberra] (Youtube) * [http://blip.tv/search?q=university+of+canberra University of Canberra] (Blip.tv) * [http://www.slideshare.net/fsearch/slideshow?q=university+of+canberra&searchfrom=header University of Canberra] (Slideshare) * [http://www.canberra.edu.au/breakthrough Strategic plan] <!-- pre-2013 strategic plan * [http://www.canberra.edu.au/quality/strategic-directions Strategic directions] * [http://www.canberra.edu.au/learning-teaching/uc-signature-themes Signature themes] --> [[Category:University of Canberra]] [[Category:Real world schools]] j7o18hfczfrgunpay5wzqeqd2kixksd 2833509 2833507 2026-09-16T13:20:50Z Jtneill 10242 /* External links */ 2833509 wikitext text/x-wiki [[File:Uc-logo.png|right|200px]] {{TOCright}} '''{{PAGENAME}}''' (UC) is a mid-size, mid-ranked [[Australian university]] with an emphasis on applied and professional [[learning]] and [[research]]. For more information about this university, see [[w:University of Canberra|University of Canberra]] (Wikipedia). <!-- [http://www.canberra.edu.au/breakthrough UC's 2013-2017 strategic plan] emphasised developing greater flexible learning and international engagement. --> Some UC academics and [[emerging scholar]]s have worked, or are working, towards adoption of [[open academia|open academic]] practices on [[Wikiversity]]. This page lists resources and projects related to this work. <!-- ==Purpose== UC exists for the following purposes[http://www.canberra.edu.au/breakthrough/purpose]: #To provide education which offers high quality transformative experiences to everyone suitably qualified, whatever their stage of life and irrespective of their origins. #To engage in research and creative practice which are of high quality and aim to make an early and important difference to the world around us. #To contribute, through our education and research, to the building of just, prosperous, healthy and sustainable communities which are committed to redressing disadvantage and reconciliation with Australia’s Indigenous peoples. Everything else - buildings, campuses, structures, titles, hierarchies, pomp, circumstance, (even committees) - may change over time if that is what is required to carry out our purposes. --> ==People== These current and former University of Canberra staff accounts have contributed to Wikiversity: <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University_of_Canberra/Staff order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> <gallery> File:JamesNeillUNH2002OfficeCloseb.jpg|James Neill File:Ben-rattray.jpg|Ben Rattray File:Keith.jpg|Keith Lyons File:Keane-wheeler2.JPG|Keane Wheeler File:Madepercy.jpg|Michael De Percy File:Kate-Pumpa.JPG|Kate Pumpa </gallery> ==Teaching units on Wikiversity== [[University of Canberra/Staff|UC staff]] have develpoed [[open educational resources]] on [[Wikiversity]] for use in several [[:Category:University of Canberra/Units|UC units]]: {| class="sortable" border=1 cellspacing=0 cellpadding=5 |- ! '''[[:Category:University of Canberra/Units|Unit]]''' (current) ! '''[[:Category:University of Canberra/Staff|Convener]]''' |- | [[Sport coaching pedagogy]] | [[User:Postillion|Keith Lyons]] |- | [[Exercise and metabolic disease]] | [[User:Benrattray|Ben Rattray]] |- | [[Motivation and emotion]] | [[User:Jtneill|James Neill]] |- | [[Sport event management]] | [[User:Robinmcconnell|Robin McConnell]] |- | [[Sport research]] | [[User:Benrattray|Ben Rattray]] |- | [[Survey research and design in psychology]] | [[User:Jtneill|James Neill]] |- | [[The sport workplace]] | [[User:Robinmcconnell|Robin McConnell]] |- | [[Advanced ANOVA]] | [[User:Jtneill|James Neill]] |- | [[Psychology 102]] | [[User:Jtneill|James Neill]] |- | [[Social Media]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Social psychology (psychology)]] | [[User:Jtneill|James Neill]] |- | [[Government-Business Relations]] | [[User:Madepercy|Michael de Percy]] |- | [[Business, politics and sport]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Composing educational resources]] | [[User:Leighblackall|Leigh Blackall]] |- | [[Using social media for teaching and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Jtneill|James Neill]] |- | [[Using the internet for learning and research]] | [[User:Leighblackall|Leigh Blackall]] and [[User:Benrattray|Ben Rattray]] |- | [[/Wikis for research/]] | [[User:Leighblackall|Leigh Blackall]] |} <!-- ==X== Many UC staff, ex-staff, and some students are in this list: https://x.com/jtneill/uc-community --> ==Blogs== ;Current staff * Ben Rattray - http://benrattray.wordpress.com/ ;Past staff * Lubna Alam - http://lubnalam.wordpress.com/ * Nick Ball - http://archive.is/20121130075134/nick-ball.blogspot.com/ * Stephen Barrass - http://stephenbarrass.wordpress.com * Leigh Blackall - http://leighblackall.blogspot.com * Michael De Percy - http://www.politicalscience.com.au/ * Robert Fitzgerald - http://mathetic.info/ * Simon Leonard - http://historyandpresent.blogspot.com/ * Keith Lyons - http://keithlyons.wordpress.com/ * Danny Munnerley - http://munnerley.com/dan/ * Jamie Ranse - http://www.jamieranse.com/ * Andrew Read - http://brumbiesteach.blogspot.com/ * Mitchell Whitelaw - http://teemingvoid.blogspot.com/ ==Recent changes== {{cot|Recent changes}} * [[Special:RecentChangesLinked/Category:University_of_Canberra|Recently changes pages in the University of Canberra category]] of WIkiversity. * RSS: [http://en.wikiversity.org/w/index.php?title=Special:RecentChangesLinked/Category:University_of_Canberra&feed=atom&target=Category%3AUniversity_of_Canberra%2F  subscribe here]. '''The pages with the most recent changes are listed below:''' <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> <dynamicpagelist> category=University of Canberra order=descending ordermethod=lastedit mode=unordered shownamespace=true </dynamicpagelist> </div> {{cob}} ==UC Category tree== {{cot|UC Category tree}} <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3">{{#categorytree:{{PAGENAME}}|hideroot|mode=pages}}</div> {{cob}} ==Subpages to the UC main page== {{cot|Subpages}} {{Special:Prefixindex/{{FULLPAGENAME}}/}} {{cob}} ==See also== * [[Wikipedia:University of Canberra|University of Canberra]] (Wikipedia) ==External links== * [http://www.canberra.edu.au University of Canberra] (Official website) * [http://www.facebook.com/pages/Canberra-Australia/University-of-Canberra/28782534880? University of Canberra] (Facebook) * [http://www.youtube.com/results?search_query=+university+of+canberra&aq=f University of Canberra] (YouTube) * [http://blip.tv/search?q=university+of+canberra University of Canberra] (Blip.tv) * [http://www.slideshare.net/fsearch/slideshow?q=university+of+canberra&searchfrom=header University of Canberra] (Slideshare) <!-- * [http://www.canberra.edu.au/breakthrough Strategic plan] pre-2013 strategic plan * [http://www.canberra.edu.au/quality/strategic-directions Strategic directions] * [http://www.canberra.edu.au/learning-teaching/uc-signature-themes Signature themes] --> [[Category:University of Canberra]] [[Category:Real world schools]] 408nqox79yyrykyime1l0nhkm86ardz 0 84310 2833552 2799890 2026-09-17T03:37:48Z Michael Ten 654933 Discussion questions, essay ideas, and learning related AI prompt ideas 2833552 wikitext text/x-wiki {{wikipedia}} {{psych-stub}} {{medicine-stub}} ==Discussion questions, essay ideas, and learning related AI prompt ideas== * What is the purpose of psychiatric research? ** To remove and cure and alleviate mental disorders? [[it:Psichiatria]] m4t7ar13d02ioqla595p7c4n4x9nje7 0 121359 2833573 2833176 2026-09-17T05:38:06Z Young1lim 21186 /* Data */ 2833573 wikitext text/x-wiki <!----------------------------------------------------------------------> == Flip Flop and Latch == * FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]]) * Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]]) * Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]]) * Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]]) <br> == Versions of VHDL == * VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]]) * VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]]) <br> == Basic Features of VHDL == ==== Data ==== * Data Objects ([[Media:Data.Object.1A.20260915.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]]) * Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]]) * Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]]) * Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]]) * Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]]) <br> ==== Signals & Variables ==== * Signals & Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]]) * Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]]) * Concurrent & Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]]) * Inertial & Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]]) * Simulation & Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]]) <br> ==== Structure ==== * Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]]) * Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]]) * Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]]) </br> ==== Entity and Architecture ==== <br> ==== Block Statement ==== <br> ==== Process Statement ==== <br> ==== Operators ==== <br> ==== Assignment Statement ==== <br> ==== Concurrent Statement ==== <br> ==== Sequential Control Statement ==== <br> ==== Function ==== * Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]]) * Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]]) * Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]]) <br> ==== Procedure ==== <br> ==== Package ==== </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:VHDL]] [[Category:FPGA]] qiy8mpkdc5hafbuxpgfx67wavc93h7i 2833575 2833573 2026-09-17T05:39:08Z Young1lim 21186 /* Basic Features of VHDL */ 2833575 wikitext text/x-wiki <!----------------------------------------------------------------------> == Flip Flop and Latch == * FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]]) * Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]]) * Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]]) * Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]]) <br> == Versions of VHDL == * VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]]) * VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]]) <br> == Basic Features of VHDL == ==== Data ==== * Data Objects ([[Media:Data.Object.1A.20260916.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]]) * Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]]) * Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]]) * Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]]) * Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]]) <br> ==== Signals & Variables ==== * Signals & Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]]) * Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]]) * Concurrent & Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]]) * Inertial & Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]]) * Simulation & Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]]) <br> ==== Structure ==== * Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]]) * Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]]) * Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]]) </br> ==== Entity and Architecture ==== <br> ==== Block Statement ==== <br> ==== Process Statement ==== <br> ==== Operators ==== <br> ==== Assignment Statement ==== <br> ==== Concurrent Statement ==== <br> ==== Sequential Control Statement ==== <br> ==== Function ==== * Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]]) * Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]]) * Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]]) <br> ==== Procedure ==== <br> ==== Package ==== </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:VHDL]] [[Category:FPGA]] 575901pekd4ga1ba3n917ic0vvyb9v5 2833577 2833575 2026-09-17T05:40:05Z Young1lim 21186 /* Data */ 2833577 wikitext text/x-wiki <!----------------------------------------------------------------------> == Flip Flop and Latch == * FFLatch.Overview.1.A ([[Media:FFLatch.Overview.1.A.20111103.pdf|pdf]]) * Counter.74LS193.1.A ([[Media:Counter.74LS193.1.A.20111108.pdf|pdf]]) * Clock.Overview.1.A ([[Media:Clock.Overview.1.A.20111108.pdf|pdf]]) * Function.Overview.1.A ([[Media:Function.Overview.1.A.20111201.pdf|pdf]]) <br> == Versions of VHDL == * VHDL Versions ([[Media:VHDL.1.A.Versions.20120619.pdf|pdf]]) * VHDL Libraries ([[Media:VHDL.1.A.Libraries.20140219.pdf|pdf]]) <br> == Basic Features of VHDL == ==== Data ==== * Data Objects ([[Media:Data.Object.1A.20260917.pdf|A]], [[Media:Data.Object.1B.20260602.pdf|B]]) * Data Types ([[Media:Data.Type.2A.20260602.pdf|A]], [[Media:Data.Type.2B.20260602.pdf|B]]) * Packages ([[Media:Data.Package.3A.20251206.pdf|pdf]]) * Signal Types ([[Media:Signal.Type.1A.20250614.pdf|pdf]]) * Attributes ([[Media:Data.4.A.Attribute.20251021.pdf|pdf]]) <br> ==== Signals & Variables ==== * Signals & Variables ([[Media:Signal.1A.SigVar.20250614.pdf|pdf]]) * Sequential Signal Assignments ([[Media:Signal.4A.Sequential.20250612.pdf|pdf]]) * Concurrent & Sequential Signal Assignments ([[Media:Signal.1.A.ConSeq.20120611.pdf|pdf]]) * Inertial & Transport Delay Models ([[Media:Signal.2.A.InertTrans.20120704.pdf|pdf]]) * Simulation & Synthesis ([[Media:Signal.3.A.SimSyn.20120504.pdf|pdf]]) <br> ==== Structure ==== * Component ([[Media:Struct.1.A.Component.20120804.pdf|pdf]]) * Configuration ([[Media:Struct.1.A.Configuration.20121003.pdf|pdf]]) * Generic ([[Media:Struct.1.A.Generic.20120802.pdf|pdf]]) </br> ==== Entity and Architecture ==== <br> ==== Block Statement ==== <br> ==== Process Statement ==== <br> ==== Operators ==== <br> ==== Assignment Statement ==== <br> ==== Concurrent Statement ==== <br> ==== Sequential Control Statement ==== <br> ==== Function ==== * Function.1.A Usage ([[Media:Function.1.A.Usage.20120611.pdf|pdf]]) * Function.2.A Conversion Function ([[Media:Function.2.A.Conversion.pdf|pdf]]) * Function.3.A Resolution Function ([[Media:Function.3.A.Resolution.pdf|pdf]]) <br> ==== Procedure ==== <br> ==== Package ==== </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:VHDL]] [[Category:FPGA]] ibje39l66gys4hymkzn42kou9vx7l2p 0 139384 2833607 2833466 2026-09-17T10:56:40Z Young1lim 21186 /* Adder */ 2833607 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20260917.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20260917.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 59235srgwpcqz0xlaljcviu8oygavpx 2 139575 2833557 2831963 2026-09-17T03:45:12Z Michael Ten 654933 <syntaxhighlight lang="text"> 2833557 wikitext text/x-wiki Michael Ten is a pen name of mine. <!-- If you believe overcoming pro-aging mindsets is important please [http://patreon.com/defeataging support me on Patreon]. --> Please help me to help people to overcome pro-aging mindsets. * [http://michaelten.net Ideas] __NOTOC__ What if we utilize [[vertical farming]] to convert farmland back into forests? What if we use [[electric cars]] and [[green energy]] to drastically reduce pollution in cities and all over? Some universities study ideas like [[basic income]] that [https://basicincome.stanford.edu/about/what-is-ubi/ may help] to eliminate poverty. [[Automation]] is increasingly changing economic dynamics on Earth. * [https://wikipedialibrary.wmflabs.org/users/my_library/ Library] ==Miscellaneous== {{colbegin|4}} * [https://en.wikiversity.org/wiki/Special:RecentChanges?hidebots=1&hidecategorization=1&hideWikibase=1&namespace=0&limit=1000&days=15&enhanced=1&urlversion=2 Resources] * [[Strategies for Engineered Negligible Senescence]] * [[Overcoming pro-aging mindsets]] * [[Android programming]] * [[Renewable energy]] * [[Ologies]] * [[Pro se legal representation]] * [[Business/Employee-owned companies|Employee-owned companies]] * [[WikiJournal of Business and Economics]] * [[Technological automation]] * [[Online social entrepreneurship]] * [[User:Michael Ten/Business incubators|Business incubators]] * [[Large language models]] * [[Social entrepreneurship]] * [[Child abuse]] * [[Business/Earning money]] * [[Basic income cryptocurrency]] * [[Open education]] * [[Affordable housing]] * [[Careers and Employment/Types of employment|Types of employment]] * [[Earthquake-resistant structures]] * [[Business]] * [[Basic income]] * [[Marketing/Marketing educational wikis|Marketing educational wikis]] * [[Szaszian studies]] * [[Szaszian]] * [[Szaszian theory]] * [[Anti-psychiatry]] * [[Audacity/Processing vocals|Processing vocals]] * [[Should suicide be legal?‎‎]] * [[Social problems]] * [[Vertical farming]] * [[Environmental problems]] * [[Energy storage]] * [[Eliminating poverty]] * [[Futurism]] * [[Nonprofit management]] * [[Reddit for learning]] * [[Learning by failing]] * [[Cryonics]] * [[Rhyming words for songwriters]] * [[Product development]] * [[Music production]] * [[Online Industrial Community]] * [[User:Michael_Ten/common.css]] {{colend}} {{Multicol}} ==Subs== * [[/Heaven energy/]] * [[/Later/]] * [[/More/]] * [[/Ten/]] * [[/Earning money/]] * [[/Book/]] * [[/Miscellaneous/]] * [[/Areas/]] * [[/Policy/]] * [[/Navigating/]] * [[/Added/]] * [[/Learning/]] * [[/Co-learners, co-researchers, co-teachers/]] * [[/Templates/]] * [[/Notes/]] * [[/Drafts/]] * [[/Prompts/]] {{Multicol-break}} ==Miscellaneous== * [[Special:Random]] * [[Special:RandomRootpage/Topic]] * [[Special:RandomRootpage/School]] * [[Special:RandomRootpage/Portal]] * [[Special:RandomRootpage/Draft]] * [[Special:Random/Draft]] * [[Special:RandomRootpage/Template]] * [[Special:RandomRootpage]] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=104 All Topics] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=100 All Schools] * [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=&namespace=102 All Portals] * [[Special:Statistics]] * [[Wikiversity:Statistics]] * [[Wiktionary:Cosmogony]] * [[Draft:Index]] * [https://en.wikiversity.org/wiki/Special:AllPages?from=&to=&namespace=118 Drafts (list)] {{Multicol-break}} ==Yep== *[[Controversy]] * [[Special:Random/Topic]] * [[Template:Multicol]] * [http://listen.hatnote.com/ Listen to Wikipedia] * [https://github.audio/ Listen to GitHub] * [[Special:UncategorizedPages]] * [[Draft:Archive/2024]] * |||| * [[Template:AI-generated]] * [[Template:AI-generated-section]] * [[Wikiversity:Artificial intelligence]] * [https://en.wikiversity.org/w/index.php?title=Special:WhatLinksHere/Template:AI-generated&limit=500 AI Gen Content] {{Multicol-break}} ==More== <syntaxhighlight lang="text"> {{colbegin|3}} {{colend}} </syntaxhighlight> <syntaxhighlight lang="text"> {{Col}} {{ColBreak}} {{Col-end}} </syntaxhighlight> <syntaxhighlight lang="text"> ⁱ </syntaxhighlight> <syntaxhighlight lang="text"> {{PDate}} {{ActiveP}} </syntaxhighlight> [[User:Michael Ten/common.css]] {{multicol-end}} hmm * [[w:Morihei_Ueshiba#Works|The Art of Peace]] by [[q:Morihei Ueshiba|Morihei Ueshiba]] ==== Study and research interests ==== *How might large language models affect learning and research. Will LLM's eventually seen like calculators are in math and sciences now? But for everything (all subjects/topics, including math, physics, ethics, biology, psychology, chemistry, engineering, art)? ==== Ideas to possibly explore ==== * constructive feedback :: potential search to start "constructive feedback site:.edu" (without quotes) * Can this Solar System potentially support a prosperous human population of over 500 billion humans who can all live lives of abundance and post-scarcity? * The integration between large language models and robotics. * Are there any open source large language models that are able to continually integrate new information as a form of training or fine tuning? == Discussion questions, essay ideas, and educational/research related AI prompt ideas == == Discussion questions, essay topics, and AI prompt ideas == == Discussion questions, essay topics, and educational AI prompt ideas == == Discussion questions, essay ideas, and learning related AI prompt ideas == what could we add to this wiki page? how could it be useful ? <syntaxhighlight lang="text"> ==Discussion questions, essay ideas, and learning related AI prompt ideas== </syntaxhighlight> gp2am79r52ptppzjrltcb6lta7rv4ul 0 171005 2833614 2833474 2026-09-17T11:23:06Z Young1lim 21186 /* Geometric Series Examples */ 2833614 wikitext text/x-wiki Many of the functions that arise naturally in mathematics and real world applications can be extended to and regarded as complex functions, meaning the input, as well as the output, can be complex numbers <math>x+iy</math>, where <math>i=\sqrt{-1}</math>, in such a way that it is a more natural object to study. '''Complex analysis''', which used to be known as '''function theory''' or '''theory of functions of a single complex variable''', is a sub-field of analysis that studies such functions (more specifically, '''holomorphic''' functions) on the complex plane, or part (domain) or extension (Riemann surface) thereof. It notably has great importance in number theory, e.g. the [[Riemann zeta function]] (for the distribution of primes) and other <math>L</math>-functions, modular forms, elliptic functions, etc. <blockquote>The shortest path between two truths in the real domain passes through the complex domain. — [[wikipedia:Jacques_Hadamard|Jacques Hadamard]]</blockquote>In a certain sense, the essence of complex functions is captured by the principle of [[analytic continuation]].{{mathematics}} ==''' Complex Functions '''== * Complex Functions ([[Media:CAnal.1.A.CFunction.20140222.Basic.pdf|1.A.pdf]], [[Media:CAnal.1.B.CFunction.20140111.Octave.pdf|1.B.pdf]], [[Media:CAnal.1.C.CFunction.20140111.Extend.pdf|1.C.pdf]]) * Complex Exponential and Logarithm ([[Media:CAnal.5.A.CLog.20131017.pdf|5.A.pdf]], [[Media:CAnal.5.A.Octave.pdf|5.B.pdf]]) * Complex Trigonometric and Hyperbolic ([[Media:CAnal.7.A.CTrigHyper..pdf|7.A.pdf]], [[Media:CAnal.7.A.Octave..pdf|7.B.pdf]]) '''Complex Function Note''' : 1. Exp and Log Function Note ([[Media:ComplexExp.29160721.pdf|H1.pdf]]) : 2. Trig and TrigH Function Note ([[Media:CAnal.Trig-H.29160901.pdf|H1.pdf]]) : 3. Inverse Trig and TrigH Functions Note ([[Media:CAnal.Hyper.29160829.pdf|H1.pdf]]) ==''' Complex Integrals '''== * Complex Integrals ([[Media:CAnal.2.A.CIntegral.20140224.Basic.pdf|2.A.pdf]], [[Media:CAnal.2.B.CIntegral.20140117.Octave.pdf|2.B.pdf]], [[Media:CAnal.2.C.CIntegral.20140117.Extend.pdf|2.C.pdf]]) ==''' Complex Series '''== * Complex Series ([[Media:CPX.Series.20150226.2.Basic.pdf|3.A.pdf]], [[Media:CAnal.3.B.CSeries.20140121.Octave.pdf|3.B.pdf]], [[Media:CAnal.3.C.CSeries.20140303.Extend.pdf|3.C.pdf]]) ==''' Residue Integrals '''== * Residue Integrals ([[Media:CAnal.4.A.Residue.20140227.Basic.pdf|4.A.pdf]], [[Media:CAnal.4.B.pdf|4.B.pdf]], [[Media:CAnal.4.C.Residue.20140423.Extend.pdf|4.C.pdf]]) ==='''Residue Integrals Note'''=== * Laurent Series with the Residue Theorem Note ([[Media:Laurent.1.Residue.20170713.pdf|H1.pdf]]) * Laurent Series with Applications Note ([[Media:Laurent.2.Applications.20170327.pdf|H1.pdf]]) * Laurent Series and the z-Transform Note ([[Media:Laurent.3.z-Trans.20170831.pdf|H1.pdf]]) * Laurent Series as a Geometric Series Note ([[Media:Laurent.4.GSeries.20170802.pdf|H1.pdf]]) === Laurent Series and the z-Transform Example Note === * Overview ([[Media:Laurent.4.z-Example.20170926.pdf|H1.pdf]]) ====Geometric Series Examples==== * Causality ([[Media:Laurent.5.Causality.1.A.20191026n.pdf|A.pdf]], [[Media:Laurent.5.Causality.1.B.20191026.pdf|B.pdf]]) * Time Shift ([[Media:Laurent.5.TimeShift.2.A.20191028.pdf|A.pdf]], [[Media:Laurent.5.TimeShift.2.B.20191029.pdf|B.pdf]]) * Reciprocity ([[Media:Laurent.5.Reciprocity.3A.20191030.pdf|A.pdf]], [[Media:Laurent.5.Reciprocity.3B.20191031.pdf|B.pdf]]) * Combinations ([[Media:Laurent.5.Combination.4A.20200702.pdf|A.pdf]], [[Media:Laurent.5.Combination.4B.20201002.pdf|B.pdf]]) * Properties ([[Media:Laurent.5.Property.5A.20220105.pdf|A.pdf]], [[Media:Laurent.5.Property.5B.20220126.pdf|B.pdf]]) * Permutations ([[Media:Laurent.6.Permutation.6A.20230711.pdf|A.pdf]], [[Media:Laurent.5.Permutation.6B.20251225.pdf|B.pdf]], [[Media:Laurent.5.Permutation.6C.20260916.pdf|C.pdf]], [[Media:Laurent.5.Permutation.6C.20240528.pdf|D.pdf]]) * Applications ([[Media:Laurent.5.Application.6B.20220723.pdf|A.pdf]]) * Double Pole Case :- Examples ([[Media:Laurent.5.DPoleEx.7A.20220722.pdf|A.pdf]], [[Media:Laurent.5.DPoleEx.7B.20220720.pdf|B.pdf]]) :- Properties ([[Media:Laurent.5.DPoleProp.5A.20190226.pdf|A.pdf]], [[Media:Laurent.5.DPoleProp.5B.20190228.pdf|B.pdf]]) ====The Case Examples==== * Example Overview : ([[Media:Laurent.4.Example.0.A.20171208.pdf|0A.pdf]], [[Media:Laurent.6.CaseExample.0.B.20180205.pdf|0B.pdf]]) * Example Case 1 : ([[Media:Laurent.4.Example.1.A.20171107.pdf|1A.pdf]], [[Media:Laurent.4.Example.1.B.20171227.pdf|1B.pdf]]) * Example Case 2 : ([[Media:Laurent.4.Example.2.A.20171107.pdf|2A.pdf]], [[Media:Laurent.4.Example.2.B.20171227.pdf|2B.pdf]]) * Example Case 3 : ([[Media:Laurent.4.Example.3.A.20171017.pdf|3A.pdf]], [[Media:Laurent.4.Example.3.B.20171226.pdf|3B.pdf]]) * Example Case 4 : ([[Media:Laurent.4.Example.4.A.20171017.pdf|4A.pdf]], [[Media:Laurent.4.Example.4.B.20171228.pdf|4B.pdf]]) * Example Summary : ([[Media:Laurent.4.Example.5.A.20171212.pdf|5A.pdf]], [[Media:Laurent.4.Example.5.B.20171230.pdf|5B.pdf]]) ==''' Conformal Mapping '''== * Conformal Mapping ([[Media:CAnal.6.A.Conformal.20131224.pdf|6.A.pdf]], [[Media:CAnal.6.A.Octave..pdf|6.B.pdf]]) go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Complex analysis]] 5k8fv6rfkr7k99wvykx9vc5hvvibazh 0 171301 2833531 2832541 2026-09-16T21:25:32Z James500 297601 /* Film and television */ Add 2833531 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Continents|Continents]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) French *[[w:Persée (web portal)|Persée]] (persee.fr) Japanese *[[w:Aozora Bunko|Aozora Bunko]] (aozora.gr.jp) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Comedy and tragedy== *E H Mikhail. Comedy and Tragedy: A Bibliography of Critical Studies. 1972. [https://books.google.co.uk/books?id=5bgEAAAAMAAJ] ===Comedy=== *James E Evans. Comedy: An Annotated Bibliography of Theory and Criticism. 1987. [https://books.google.co.uk/books?id=s9ZgthAs1t8C&pg=PP1#v=onepage&q&f=false] *Meghan Duffy (ed). Daniel Gerould (senior ed). Comedy: A Bibliography of Critical Studies in English on the Theory and Practice of Comedy in Drama, Theatre, and Performance. New York. 2006. [https://books.google.co.uk/books?id=fI0jAQAAIAAJ] *David Humphrey. The Time of Laughter: Comedy and the Media Cultures of Japan. University of Michigan Press. 2023. [https://books.google.co.uk/books?id=CkTLEAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Film and television== *Jean Mitry. Bibliographie internationale du cinéma et de la télévision. 1966 onwards. [https://books.google.co.uk/books?id=SC3gAAAAMAAJ] Commentary: A Reference Guide for English Studies, [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA439#v=onepage&q&f=false p 439]. ==Broadcasting== *Iwao Nakajima. The Broadcasting Industry in Japan: Its Historical, Legal and Economic Aspects. (International Studies of Broadcasting). NHK Radio and TV Culture Research Institute. 1971. [https://books.google.co.uk/books?id=uZ4vAQAAIAAJ] *50 Years of Japanese Broadcasting. NHK. 1977. [https://books.google.com/books?id=FoSKqY7tG-AC] *The History of Broadcasting in Japan. Nippon Hoso Kyokai. 1967. [https://books.google.com/books?id=I1IHAQAAIAAJ] *Hitoshi Mitomo and Mikio Kimura. Broadcasting in Japan: Challenges and Opportunities. [https://books.google.co.uk/books?id=7hCcEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Broadcasting in Japan: Case-studies on Broadcasting Systems. 1978. 2011. [https://books.google.co.uk/books?id=Ez5ZBwAAQBAJ&pg=PR4#v=onepage&q&f=false] *"World's First TV Stereo Broadcasts in Japan". Japan Report. (vol 25, no 3). 1 February 1979. p 4. *Broadcasting in Japan: A Historical Review [https://books.google.com/books?id=uDYlAAAAMAAJ] ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Regions and other places== *JD Pearson. Oriental and Asian Bibliography: An Introduction with Some Reference to Africa. Archon Books. [https://books.google.com/books?id=P18ZAAAAMAAJ] *Theodore Besterman. A World Bibliography of Oriental Bibliographies. Revised by JD Pearson. Rowman and Littlefield. [https://books.google.co.uk/books?id=dvnfAAAAMAAJ] ==Culture and society== *Victoria Lyon Bestor, Theodore C Bestor and Akiko Yamagata (eds). Routledge Handbook of Japanese Culture and Society. 2011. [https://books.google.co.uk/books?id=0cBYffHp5L4C&pg=PP1#v=onepage&q&f=false] *Josef Kreiner and Hans-Dieter Ölschleger (eds). Japanese Culture and Society: Models of Interpretation. 1996. [https://books.google.co.uk/books?id=6skwAQAAIAAJ] *Dolores P Martinez. Modern Japanese Culture and Society. 2007. [https://books.google.co.uk/books?id=l6kMAQAAMAAJ vol 1] *C Andrew Gerstle. 18th Century Japan: Culture and Society. 1989. [https://books.google.co.uk/books?id=ViglDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Review of Japanese Culture and Society [https://books.google.co.uk/books?id=W_o-AQAAIAAJ] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] b67trc32iskmbfe4np1n03bn9rq8v13 2833536 2833531 2026-09-16T21:31:39Z James500 297601 /* Broadcasting */ Add 2833536 wikitext text/x-wiki {{Center top}}{{Resize|3em|'''Bibliotheca Universalis'''}}{{Center bottom}} {{Bibliography}} {{research}} If this resource is ever completed, it will be a universal bibliography.<ref>See [[w:Bibliography]].</ref> Until then, it will be an approximation of a universal bibliography. This bibliography is arranged as an index of topics. ==Index== *[[Universal Bibliography/Bibliography|Bibliography]] *[[Universal Bibliography/Libraries|Libraries]] *[[Universal Bibliography/Literature|Literature]] *[[Universal Bibliography/Languages|Languages]] *[[Universal Bibliography/SF|SF]] *[[Universal Bibliography/Music|Music]] *[[Universal Bibliography/Cinema|Cinema]] *[[Universal Bibliography/Television|Television]] *[[Universal Bibliography/Culture|Culture]] *[[Universal Bibliography/Publishers and imprints|Publishers and imprints]] *[[Universal Bibliography/Printing|Printing]] *[[Universal Bibliography/Printers|Printers]] *[[Universal Bibliography/Microform|Microform]] *[[Universal Bibliography/Periodicals|Periodicals]] *[[Universal Bibliography/Reference|Reference]] *[[Universal Bibliography/Gazetteers|Gazetteers]] *[[Universal Bibliography/Humanities|Humanities]] *[[Universal Bibliography/Law|Law]] *[[Universal Bibliography/History|History]] *[[Universal Bibliography/Archaeology|Archaeology]] *[[Universal Bibliography/Geography|Geography]] *[[Universal Bibliography/Continents|Continents]] *[[Universal Bibliography/Countries|Countries]] *[[Universal Bibliography/Architecture|Architecture]] *[[Universal Bibliography/Mathematics|Mathematics]] *[[Universal Bibliography/Computers|Computers]] *[[Universal Bibliography/Kites|Kites]] *[[Universal Bibliography/Nostalgia|Nostalgia]] *[[Universal Bibliography/Children's non-fiction|Children's non-fiction]] ===About=== *[[Universal Bibliography/About|About]] ==Online libraries== Swedish: *[[w:Swedish Literature Bank|Litteraturbanken]] (Swedish Literature Bank) *[[w:Project Runeberg|Projekt Runeberg]] (Project Runeberg) French *[[w:Persée (web portal)|Persée]] (persee.fr) Japanese *[[w:Aozora Bunko|Aozora Bunko]] (aozora.gr.jp) ==Biographical dictionaries etc== See [[w:Bibliography of encyclopedias: general biographies]] and [[w:List of biographical dictionaries]] *Fox. 'True Biographies of Nations?': The Cultural Journeys of Dictionaries of National Biography. ANU Press. 2019 [https://books.google.co.uk/books?id=siSbDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur, "Biographical Dictionaries in the Digital Era". Advancing Digital Humanities: Research, Methods, Theories. 2014. Chapter 6. [https://books.google.co.uk/books?id=z7MaBgAAQBAJ&pg=PA83#v=onepage&q&f=false Page 83] et seq. Bibliographies, indexes, etc: *Wynar. ARBA Guide to Biographical Dictionaries. Libraries Unlimited. 1986 [https://books.google.co.uk/books?id=5FfgAAAAMAAJ] *Slocum, Robert B (ed). Biographical Dictionaries and Related Works. Gale Research Company. 2nd Ed: 1986 [https://books.google.co.uk/books?id=5uMpAQAAMAAJ] *Biographical Dictionaries Master Index. (Gale Biographical Index Series). [https://books.google.co.uk/books?id=ZEshAQAAMAAJ] [https://books.google.co.uk/books?id=pPAzAQAAIAAJ] see also [https://books.google.co.uk/books?id=o_gPAQAAMAAJ] *Children's Authors and Illustrators: An Index to Biographical Dictionaries. (Gale Biographical Index Series). 2nd Ed: 1978,  3rd Ed: 1981, 4th Ed: 1987 [https://books.google.co.uk/books?id=VIsWAQAAMAAJ] [https://books.google.co.uk/books?id=DFtGAQAAIAAJ] [https://books.google.co.uk/books?id=01wjAQAAIAAJ] *Index to the Wilson Authors Series [https://books.google.co.uk/books?id=oNZkAAAAMAAJ] *Auchterlonie. Arabic Biographical Dictionaries: A Summary Guide and Bibliography. 1987 [https://books.google.co.uk/books?id=rW59QgAACAAJ] *Black Biographical Dictionaries, 1790-1950 [https://books.google.co.uk/books?id=laIUAQAAMAAJ] Particular works: *Oxford Dictionary of National Biography; [[w:Dictionary of National Biography|Dictionary of National Biography]] *Boase. Modern English Biography. ([http://www.google.com/search?q=editions%3Auzt3-qMuFcMC&btnG=Search+Books&bksoutput=html_text&tbm=bks&tbo=1 editions:uzt3-qMuFcMC]) *A & C Black's Who's Who *Who Was Who *The Academic Who's Who. A & C Black. 1st Ed: 1973 [https://books.google.co.uk/books?id=dnUWAQAAMAAJ] [https://books.google.co.uk/books?id=fXJmAAAAMAAJ]. 2nd Ed: 1975. Commentary: [https://books.google.co.uk/books?id=7VyOANl2qxoC&pg=PA208&output=html_text]. GBooks: editions:INAP7GGD2gYC editions:tA0FkHC75FIC *Dictionary of Edwardian Biography (Pike's New Century Series) Works that comprise largely of biographies: *The Penguin Companion to Literature Theatres *A Biographical Dictionary of Actors, Actresses, Musicians, Dancers, Managers & Other Stage Personnel in London, 1660-1800. [https://books.google.co.uk/books?id=TGgS9VxWJ0oC vol 15] ==Dictionaries of dates== [https://archive.org/search.php?query=%22dictionary%20of%20dates%22 Archive.org] *Baxter Dictionary of Dates and Events. 1st Ed: 1963: Napier, M (ed). 2nd Ed: 1971: Sanders and Laffin. Commentary: 92 Library Journal 1819 [https://books.google.co.uk/books?id=CExVAAAAYAAJ] *Beeching, Cyril Leslie. A Dictionary of Dates. OUP. 1st Ed: 1993. 2nd Ed: 1997. [https://www.google.co.uk/search?hl=en&tbm=bks&q=editions:UGGp0EexZdcC editions:UGGp0EexZdcC] *Bolton, John. Bolton's Dictionary of Dates, arranged in alphabetical order. Foulsham. 1958. Review: [https://books.google.co.uk/books?id=awJPAAAAIAAJ 172] The Publisher 880 *[[w:William Darling (politician)|William Young Darling]]. A Book of Days: A Dictionary of Dates, a Chronology of Circumstance, the Face of Time. Richards Press. 1951. [https://books.google.co.uk/books?id=PLkfAAAAMAAJ] *Everyman's Dictionary of Dates. 1st Ed: 1911. 6th Ed: 1971. Review: (1971) 11 RQ 164 [http://www.jstor.org/stable/25824440] *Platt, Charles. Foulsham's Dictionary of Dates and General Information. 1930. *[[w:Haydn's Dictionary of Dates|Haydn's Dictionary of Dates]] *Hamlyn Dictionary of Dates and Anniversaries. Newnes Dictionary of Dates. *Williams, Henry Llewellyn. Hurst's Dictionary of Dates. 1891. [https://archive.org/details/hurstsdictionary00will] *Keller, Helen Rex. The Dictionary of Dates. Macmillan. 1934. Commentary: [https://books.google.co.uk/books?id=Utcb32E7rsMC&pg=PA93&output=html_text] [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA351&output=html_text] *Nelson's Dictionary of Dates. A Dictionary of Dates. (Nelson's Encyclopaedic Library). 1912 [https://books.google.co.uk/books?id=Mp9lvwEACAAJ]. Reviews: (June 1912) Journal of Education, vol 34 (New Series), vol 44 (Old Series), p 392 [https://books.google.co.uk/books?id=QIRFAQAAMAAJ]; (1912) [https://books.google.co.uk/books?id=9i4_AQAAIAAJ 108] The Spectator [http://archive.spectator.co.uk/article/18th-may-1912/25/a-dictionary-of-dates-vol-i-and-english-idioms-nel 805] (18 May) *Pulman, George Palmer. The World's Progress: A Dictionary of Dates. New York. 1861. [https://books.google.co.uk/books?printsec=frontcover&id=k3dJAAAAYAAJ&output=html] *Urdang, Laurence. The World Almanac Dictionary of Dates. Longman. 1982. [https://books.google.co.uk/books?id=I4IRAQAAMAAJ] Review: (1982) 22 RQ 101 [http://www.jstor.org/stable/25826880] Australia *John Henniker Heaton. Australian Dictionary of Dates and Men of the Time. 1879. [https://archive.org/details/australiandicti00heatgoog] *John James Knight. In the Early Days; History and Incident of Pioneer Queensland, with Dictionary of Dates in Chronological Order. Sapsford & Co. Brisbane. 1895. America *Damon, Charles Ripley. The American Dictionary of Dates, 458-1920. R G Badger. 1921. ==Commodity dictionaries== *Statistical Classification of Domestic and Foreign Commodities Exported from the United States. Commentary: [https://books.google.co.uk/books?id=91GLhsJSBj8C&pg=PR22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RPwhAQAAMAAJ&pg=RA15-PA7#v=onepage&q&f=false] *Tovarnyi slovar'. (Commodity Dictionary). Reviews and commentary: Petrov, "Commodity Dictionary", Ekonomicheskaya Gazeta, No 13, 30 October 1961, p 45; CDSP , 13 December 1961, p 46; (1962) [https://books.google.co.uk/books?id=2vMRAAAAIAAJ 13] Current Digest of the Soviet Press 47; (1958) 15 Quarterly Journal of Current Acquisitions 210 [https://books.google.co.uk/books?id=ZcvozpZAfpEC] [https://books.google.co.uk/books?id=S47qEIfyCr0C]; Fitzpatrick, Stalinism: New Directions, [https://books.google.co.uk/books?id=rD5FzoKnTE0C&pg=PA182#v=onepage&q&f=false p 182] & 183 *Szilágyi. Commodity Dictionary in Five Languages. Budapest. Közgazdasági és Jogi Könyvkiadó (Publishing House for Economics and Law). 1963 or 1964. Commentary: Books from Hungary, vols 4-6, pp 26 & 40 [https://books.google.co.uk/books?id=6kMiAQAAMAAJ] *Dictionnaire des produits: appellations et caractéristiques des produits francais de consommation courante, 1960. Commentary: Walford (ed), Guide to Reference Material Supplement, 1963, p 106 [https://books.google.co.uk/books?id=ej-9pHGR67oC] *Chūgoku Shōhin Jiten. (Chinese commodity dictionary). Tokyo. 1960. [https://books.google.co.uk/books?id=Wc61lS0xj6AC&pg=PA78#v=onepage&q&f=false] ==Encyclopedias== See [[s:Category:Encyclopedias]], [[w:Bibliography of encyclopedias]] and [[w:Lists of encyclopedias]] *[[w:en:Encyclopædia Britannica Eleventh Edition|Encyclopædia Britannica Eleventh Edition]] *Paton, John (ed). Knowledge Encyclopedia: 1979, 1981, 1988. New Discovery Encyclopedia: 1990. *The Dorling Kindersley Illustrated Family Encyclopedia ==Almanacs== See [[s:Category:Almanacs]], [[s:Portal:Almanacs]], [[w:List of almanacs]], [[w:Category:Almanacs]]. *Year Book and Almanac of Newfoundland. **For 1896. 1895. [https://archive.org/details/yearbooknfld189600newfuoft] *Whiteley. On This Date: A Day-by-Day Listing of Holidays, Birthday and Historic Events, and Special Days, Weeks and Months. 2002. [https://books.google.co.uk/books?id=sKCfomKSa74C] ==Censuses== *Census of New Zealand and Labrador **1901 Census. Tables 2 and 3. 1903. [https://archive.org/details/censusnewfoundl00bondgoog] **1911 Census. Table 1. 1914. [https://archive.org/details/1911981911fnfldv11914eng] **1921 Census. Tables 4 and 5. 1923. [https://archive.org/details/1921981921fnfldv451923eng] ==Pilot guides== *[[w:United States Coast Pilot|United States Coast Pilot]] *American Coast Pilot [https://books.google.co.uk/books?id=8GoDAAAAYAAJ&pg=PR1#v=onepage&q&f=false] *Sailing Directions: Newfoundland. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=A77fAAAAMAAJ] *Newfoundland Pilot. Canadian Hydrographic Service. [https://books.google.co.uk/books?id=z7zfAAAAMAAJ] *Maxwell. The Newfoundland Pilot. Hydrographic Office, Admiralty. London. 1878. [https://books.google.co.uk/books?id=vS4BAAAAQAAJ&pg=PR1#v=onepage&q&f=false] *Newfoundland Pilot. HO No 73. Hydrographic Office. Governement Printing Office, Washington. 4th Ed: 1919: [https://books.google.co.uk/books?id=YGoDAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Sailing Directions for Newfoundland. 5th Ed: 1931: [https://books.google.co.uk/books?id=cMUiGo3JK9QC&pg=PP5#v=onepage&q&f=false] ==Books of facts== *The Reader's Digest Book of Facts. 1st Ed: 1985. Reprinted with amendments: 1987: [https://books.google.co.uk/books?id=B8PmM_5Zm1MC]. (Review: Library Journal, [https://books.google.co.uk/books?id=EPDgAAAAMAAJ v 9], p 102, 1 Dec 1987, [http://www.bookverdict.com/details.xqy?uri=Product-94667328910921.xml Book Verdict].) 3rd Revised Ed: 1995: [https://books.google.co.uk/books?id=E5YhAQAAIAAJ]. GBooks: editions:nnJlLybWxbIC *Chambers Book of Facts *Crystal, David (ed). Penguin Book of Facts. [https://books.google.co.uk/books?id=k0sZAQAAIAAJ 2004]. 2nd Ed: 2008 *Handy Book of Facts: Things Everyone Should Know. C.S. Hammond & Company. 1914. [https://books.google.co.uk/books?id=h5wRAAAAIAAJ] ==Series of books== See [[w:Category:Series of books]] and [[w:Category:Monographic series]] *George M Sinkankas, "Series" in Kent, Lancour and Daily (eds).  Encyclopedia of Library and Information Science. Volume 27. Marcel Dekker. 1979. Pages [https://books.google.co.uk/books?id=jU3fwyjqS5UC&pg=PA250#v=onepage&q&f=false 250] to 273. *"Publishing in Series, 1896-1916" in Eliot, Simon (ed). History of Oxford University Press. Louis,  Wm Roger (ed). Volume 3: 1896-1970. Oxford University Press. 2013. [https://books.google.co.uk/books?id=YbcJAgAAQBAJ&pg=PA539#v=onepage&q&f=false Page 539] et seq. *Spiers, John. The Culture of the Publisher’s Series. Palgrave Macmillan. 2011. [https://books.google.co.uk/books?id=ASaHDAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=XCl-DAAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Spiers, John. Serious about Series: American 'Cheap' Libraries, British 'Railway' Libraries and Some Literary Series of the 1890's. 2007. [https://books.google.co.uk/books?id=1hRXAAAAYAAJ] [https://books.google.co.uk/books?id=AS4yQwAACAAJ] *Rooney, Paul Raphael. Railway Reading and Late-Victorian Literary Series. Routledge. 2018. [https://books.google.co.uk/books?id=uX5aDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Khan. "Monographs in series". The Principles and Practice of Library Science. 1996. Pages [https://books.google.co.uk/books?id=sAHfY6QbOEwC&pg=PA208#v=onepage&q&f=false 207] to 209. *Friskney. New Canadian Library: The Ross-McClelland Years, 1952-1978. Pages [https://books.google.co.uk/books?id=jHIjCCXBX9kC&pg=PA6#v=onepage&q&f=false 6] and 7. *Books in Series. R R Bowker Company. Commentary: [https://books.google.co.uk/books?id=uQe04OSlA7YC&pg=PA11#v=onepage&q&f=false] **Books in Series in the United States, 1966-1975. R R Bowker. 1977. Review: (1977) 14 Choice [https://books.google.co.uk/books?id=_e08AQAAIAAJ&pg=PA1190#v=onepage&q&f=false 1190] (No 8, November). Commentary: [https://books.google.co.uk/books?id=LYAhAAAAQBAJ&pg=PA53#v=onepage&q&f=false] ***Books in Series Supplement: A Supplement to Books in Series in the United States, 1966-1975. 1978. [https://books.google.co.uk/books?id=hOAaAQAAMAAJ] **Books in Series. 3rd Ed. 1980. [https://books.google.co.uk/books?id=d_kaAQAAMAAJ] **Books in Series, 1876-1949. R R Bowker Company. 1982. [https://books.google.co.uk/books?id=TngvAQAAIAAJ] [https://books.google.co.uk/books?id=iVIyAQAAMAAJ] [https://books.google.co.uk/books?id=R2AjAQAAIAAJ] **Books in Series, 1985-89. [https://books.google.co.uk/books?id=yEkxAQAAIAAJ] *Baer, Eleanora Agnes. Titles in Series: A Handbook for Librarians and Students. Scarecrow Press. Vol 1 (Books Published Prior to January 1953). 1953: [https://books.google.co.uk/books?id=GgAYAAAAMAAJ]. Vol 2 (Books Published Prior to January 1957). 1957: [https://books.google.co.uk/books?id=oqsXAAAAMAAJ] **2nd Ed: 1964. [https://books.google.co.uk/books?id=gWlAAAAAIAAJ Vol 1]. [https://books.google.co.uk/books?id=tWpAAAAAIAAJ Vol 2]. Supplement to the Second Edition. 1967: [https://books.google.co.uk/books?id=zGARAQAAMAAJ]. Second Supplement to the Second Edition. 1971: [https://books.google.co.uk/books?id=WwXhAAAAMAAJ] **3rd Ed: 1978. Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA63#v=onepage&q&f=false] *Ocran, Emmanuel Benjamin. Scientific & Technical Series: A Select Bibliography. 1973: [https://books.google.co.uk/books?id=oy0EAAAAMAAJ] Review: [https://books.google.co.uk/books?id=fTCw_DQH6zkC&pg=PA949#v=onepage&q&f=false] *Rosenberg and Nichols. Young People's Books in Series: Fiction and Non-fiction, 1975-1991. Libraries Unlimited. 1992. [https://books.google.co.uk/books?id=REHhAAAAMAAJ] *Young People's Literature in Series *Catalog of Reprints in Series. (sometimes called "Catalogue of Reprints in Series"). 1940 onwards. [https://books.google.co.uk/books?id=MSI4AAAAIAAJ] [https://books.google.co.uk/books?id=6n1EAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA73#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1RxuAAAAMAAJ] *Kuitert, Lisa. Het ene boek in vele delen. De Uitgave van Literaire Series in Nederland 1850-1900. Uitgeverij de Buitenkant. Amsterdam. 1993. Commentary: [https://books.google.co.uk/books?id=jSDnRo7YrWwC&pg=PA656#v=onepage&q&f=false] [https://books.google.co.uk/books?id=szBcAAAAMAAJ] [https://books.google.co.uk/books?id=SVcVAQAAIAAJ] [https://books.google.co.uk/books?id=R8Pfs146nUAC&pg=PA367#v=onepage&q&f=false] ==Series of classics== *Penguin Classics (Penguin Modern Classics, Penguin English Library) *Oxford World Classics *Everyman's Library *Wordsworth Classics *Macmillan Collectors Library *Bantam Classics *Minster Classics *The Literary Heritage Collection (Heron Books, London. William Collins Sons & Co, Glasgow) *Chandos Classics *Temple Classics *Longmans Heritage of Literature Series Russian *Greatest Masterpieces of Russian Literature (Heron Books, London) SF *Corgi SF Collectors Library Children's and shorter classics etc *Shorter Classics. Ginn and Company. *Ladybird Children's Classics. *Mini Classics. Parragon Books. *Bonny Books. Peter Haddock Ltd. *A series published by Dean & Son Ltd ==Non-fiction general series== *[[w:Oxford Companions|Oxford Companions]] *[[w:Cambridge Companions|Cambridge Companions]] *Princeton Companions *Blackwell Companions. Wiley Blackwell Companions *Routledge Companions. Routledge Research Companions *Ashgate Companions. Ashgate Research Companions *Brill's Companions *Facts on File Companions *Guides to Information Sources. Bowker-Saur *Butterworths Guides to Information Sources. *Columbia Guides *Blackwell Guides *Edinburgh Critical Guides *Collins Reference Dictionaries *New Horizons. Thames and Hudson. ([[w:Découvertes Gallimard|Découvertes Gallimard]]) *Collins Gem (see [[w:List of Collins GEM books]]) *Concise Encyclopedias. Collins. *Time Life Books (see [[w:Time Life#Book series]]) *[[w:Teach Yourself|Teach Yourself Books]]. English Universities Press. *[[w:Teach Yourself|Teach Yourself Books]]. Hodder and Stoughton. *Made Simple Books. W H Allen. *Palgrave Master Series *Harrap's Mini Series *Shire Albums. Shire Publications. *Fax Pax: Knowledge in a Nutshell. Fax Pax Ltd. *The Wonderful World Books. Macdonald and Company *Harper's ABC series. Includes A-B-C of Housekeeping, A-B-C of Electricity, A-B-C of Gardening and A-B-C of Manners. *Hamlyn Pocket Guides *Oxford Monograph Series *Study Outline Series. H W Wilson. [[s:Page:Russian Literature - A Study Outline.djvu/61|(wikisource)]] *Helpmate Handbooks. Willow Books University *University Paperbacks. Meuthen & Co *World Student Series. Addison Wesley *Unibooks. Hodder and Stoughton *International Student Editions. Van Nostrand Reinhold *Hutchinson University Library Imprints *Pelican Books Pictorials *Salmon Cameracolour series *Pitkin Pictorials United Kingdom *Aspects of Britain. HMSO. Places *The Little Guides. Meuthen [[s:Page:Cornwall (Salmon).djvu/336|(wikisource)]] *G.W.R. Series of Travel Books [[s:Page:The Cornwall coast.djvu/391|(wikisource)]] Art *Movements in World Art. Meuthen. *Movements in Modern Art. Meuthen. *How to Draw and Paint. New Burlington. Film *BFI Companions Popular science *Contemporary Science Paperbacks. Oliver and Boyd. *Pan Piper Science Series Science and mathematics *Simon and Schuster Tech Outlines *Schaum's Outline Series Military *Illustrated Military Guides. Illustrated Guides. "An Illustrated Guide to ...". Salamander Books. *Combat Arms. Arco Military Books. Salamander Books. Prentice Hall Press. *Osprey Men-at-Arms *Jane's Pocket Books Communication *The Library of Communication Techniques. Focal Press. *John Fiske (ed). Studies in Culture and Communication. Routledge. *The Media. Wayland. Cookery *ABC series. Peter Pauper Press. Gardening *Pan Piper Small Gardens Series. Mythology *Series on mythology published by Southwater (imprint of Anness) ==History and Geography== See also [[Universal Bibliography/History|History]] and [[Universal Bibliography/Geography|Geography]]. *Baker. Geography and History: Bridging the Divide. 2003. [https://books.google.co.uk/books?id=e8yf5JcefpAC&pg=PP1#v=onepage&q&f=false] *Darby. Relations of History and Geography: Studies in England, France and the United States. 2002. [https://books.google.co.uk/books?id=Vl4ZfpnP7NwC&pg=PP1#v=onepage&q&f=false] General series *Cambridge Studies in Historical Geography Atlases *The Times Atlas of World History *Philip's Atlas of World History History of geography: *Dunbar, Gary S. The History of Modern Geography: An Annotated Bibliography of Selected Works. Garland. 1985. [https://books.google.co.uk/books?id=FX4WAQAAIAAJ] ==Chronology== See also [[Universal Bibliography/History#Millennia, centuries and decades]] General *Chronology of World History. **Neville Williams. Chronology of the Modern World: 1763 to the present time. 1st Ed: 1966. (1763 to 1992). 2nd Ed: 1994. **Neville Williams. Chronology of the Expanding World 1492 to 1762. 1969. Reissued 1994. **Storey. Chronology of the Medieval World 800 to 1491. 1973. Reissued 1994. **Mellersh. Chronology of the Ancient World 10,000 BC to AD 799. Barrie and Jenkins. 1976. Helicon. Simon & Schuster. Reissued 1994. Centuries *Chronology of the 20th Century. Helicon. 1995. [https://books.google.com/books?id=pjsOAQAAMAAJ] *Brownstone and Franck. Timelines of the 20th Century. [https://books.google.com/books?id=IZ6SQgAACAAJ] *Beal. 20th Century Timeline. 1985. [https://books.google.com/books?id=cFrG7LBObGoC] *20th Century Day by Day [https://books.google.com/books?id=kyxaAAAAYAAJ] [https://books.google.com/books?id=WiOAAAAACAAJ] *Chronicle of the 20th Century [https://books.google.co.uk/books?id=pt3DYbnZO8sC] [https://books.google.co.uk/books?id=Gd1WPQAACAAJ] *Boyle. The Chronology of the Eighteenth and Nineteenth Centuries. 1826. [https://books.google.co.uk/books?id=wDENAAAAYAAJ&pg=PP7#v=onepage&q&f=false] Decades *Series: **Day by Day. Facts on File. [https://books.google.com/books?id=WfClvwEACAAJ] [https://books.google.com/books?id=CWNvQgAACAAJ] Years *Brown, D Kinnear. History of the Year. (1884 to 1885). [https://books.google.co.uk/books?id=DmRWAAAAYAAJ&pg=PA113#v=onepage&q&f=false Catalogue]. *The History of the Year: A Narrative of the Chief Events and Topics of Interest. [https://books.google.co.uk/books?id=ljgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1881 to 1882]. [https://books.google.co.uk/books?id=1DgIAAAAQAAJ&pg=PP7#v=onepage&q&f=false 1882 to 1883]. *James Mason. The History of the Year 1876. [https://books.google.co.uk/books?id=6DoIAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *[[w:The Annual Register|The Annual Register]]. [A View of the History Politics and Literature of the Year YYYY.] [https://books.google.co.uk/books?id=SrJNAAAAcAAJ&pg=PR1#v=onepage&q&f=false 1821]. *Giusto Traina. 428AD: An Ordinary Year at the End of the Roman Empire. [https://books.google.co.uk/books?id=gLumDwAAQBAJ&pg=PR3#v=onepage&q&f=false] Ancient *Bickerman. Chronology of the Ancient World. 1968. *Smithsonian Timelines of the Ancient World: A Visual Chronology from the Origins of Life. Dorling Kindersley. 1st American Ed: 1993. ==Anniversaries== *Sian Facer (ed). On this Day: The History of the World in 366 Days. Octopus Illustrated Publishing, London. Crescent Books, New York and Avenel. 1992: [https://books.google.com/books?id=SYGQgwHTuE0C]. Other: [https://books.google.co.uk/books?id=W687MAEACAAJ] [https://books.google.co.uk/books?id=7ujArQEACAAJ] *On this Day: A History of the World in 366 Days. DK. 2021. [https://books.google.co.uk/books?id=x4I5EAAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Egyptology== *Annual Egyptological Bibliography [https://books.google.co.uk/books?id=8MoUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] [https://books.google.co.uk/books?id=-eUUAAAAIAAJ&pg=PR3#v=onepage&q&f=false] ==Battlefields== *[[w:War Walks|War Walks]]. BBC2. 1996 to 1997. [Television series] *"The Times Guide to Battlefields of Britain". Day 1: The Times, 1 August 1994, p 8. Day 2: The Times, 2 August 1994, p 8. Day 3: The Times, 3 August 1994, p 6. Day 4: The Times, 4 August 1994, p 9. Day 5: The Times, 5 August 1994, p 9. Day 6: The Times, 6 August 1994, p 6. There was also a colour wall chart. ==Armed forces== Periodicals: *[[w:NATO Review|NATO Review]] Military *The Journal of Military History *Journal of the Royal United Service Institution [Google editions:lMJAgUvBWAEC editions:dcFNqS8JFjoC] *The Monthly Army List [Google editions:I0t2L4ElznEC] *The Army Quarterly and Defence Journal [Google editions:c7UjQ-q7SbUC] *Journal of the Society for Army Historical Research [Google editions:9HZkbMTl6mcC] *The Royal Armoured Corps Journal [https://www.google.com/search?tbm=bks&q=editions:dEauCcI7kssC&biw=534&bih=736&dpr=1.5#sbfbu=1] *The Royal Tank Corps Journal *The Tank [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:Dv-RbpoM7acC&biw=534&bih=736&dpr=1.5#ip=1] Editorial office at the Royal Tank Regiment *The Cavalry Journal [https://www.google.com/search?sa=N&cs=0&tbm=bks&q=editions:cVQlfkRl6KUC&biw=534&bih=688&dpr=1.5#sbfbu=1] *The Journal of the Royal Artillery [https://www.google.com/search?tbm=bks&q=editions:liFy4uc0ggYC&biw=534&bih=736&dpr=1.5] *Minutes of Proceedings of the Royal Artillery Institution [Google editions:wdjZ588FbtMC] *The Royal Engineers Journal [https://www.google.com/search?tbm=bks&q=editions:8XobinXLbD0C&biw=534&bih=736&dpr=1.5] *Journal of the Royal Electrical and Mechanical Engineers [https://books.google.com/books?id=dz0cmA1jnv4C] *Journal of the Royal Army Medical Corps [Google editions:FyUJx2dEWcQC] United States *Military Review *The Coast Artillery Journal [Google editions:nMCogSJ_rlkC] *Infantry Journal [Google editions:ULqoLmbUR5cC] *The Reserve Officer [Google editions:JQDRDrnD1QQC] Naval *[[w:Navy News|Navy News]] ==Armour== Armoured warfare; tank warfare *Harris and Toase. Armoured Warfare. 1990. [https://books.google.com/books?id=KYPfAAAAMAAJ] *Carver. The Apostles of Mobility: The Theory and Practice of Armoured Warfare. 1979. [https://books.google.com/books?id=8qcgAAAAMAAJ] *Fuller. Armoured Warfare: An Annotated Edition of Fifteen Lectures on Operations between Mechanized Forces. 1943. [https://books.google.co.uk/books?id=2E4tAQAAMAAJ] *Black. Tank Warfare. 2020. [https://books.google.co.uk/books?id=oFP5DwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jorgensen and Mann. Tank Warfare. 2001. [https://books.google.co.uk/books?id=0AghAQAAIAAJ] *Searle. Armoured Warfare: A Military, Political and Global History. 2017. [https://books.google.co.uk/books?id=HN4CDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Willey. Tanks: The History of Armoured Warfare. 2018. [https://books.google.com/books?id=AXTltAEACAAJ] *Perrett. Iron Fist: Classic Armoured Warfare Case Studies. [https://books.google.co.uk/books?id=pKGyeWqJcCEC]. Iron Fist: Classic Armoured Warfare. [https://books.google.co.uk/books?id=KKcKI4dG0VUC&pg=PP1#v=onepage&q&f=false] *Tom Clancy. Armoured Warfare: Guided Tour of an Armoured Cavalry Regiment. [https://books.google.co.uk/books?id=UxhONAAACAAJ] Atlas *Stephen Hart (ed). Atlas of Armored Warfare: From 1916 to the Present Day. Metro Books. 2012. [https://search.worldcat.org/title/1391166759]. Atlas of Tank Warfare. [https://books.google.com/books?id=KWqppwAACAAJ] Armored forces *Ogorkiewicz. Armoured Forces: A History of Armoured Forces and Their Vehicles. 1970. [https://books.google.co.uk/books?id=qIHfAAAAMAAJ] ==Mesoamerica== *James. Aztecs & Maya: The Ancient Peoples of Middle America. Tempus. 2001. 2005. History Press. [https://books.google.co.uk/books?id=XOXNhTY6TCYC 2009]. Reviews: "Books Received" (2003) [https://books.google.co.uk/books?id=3dozAQAAIAAJ 14] Minerva 57 (No 1); and "Overviews for the general reader" (2002) [https://books.google.co.uk/books?id=qShmAAAAMAAJ 76] Antiquity 252. *Weaver. The Aztecs, Maya, and Their Predecessors. 1972. 2nd Ed: 1981: [https://books.google.co.uk/books?id=0mQkAQAAIAAJ] [https://books.google.com/books?id=OWQkAQAAIAAJ] ==Accounting== See [[s:Category:Accounting]] Periodicals *[[s:The Accountant|The Accountant]] (1874 onwards) *Accountant's Magazine (1897 onwards) Aberdeen ==Arts== *Murray (ed).The Hutchinson Dictionary of the Arts. Helicon Publishing. 1994. Paperback Ed: 1995. Reprinted 1997. ==Biography== *Parke. Biography: Writing Lives. 2002 [https://books.google.co.uk/books?id=6bAz2K98MeYC&pg=PP1#v=onepage&q&f=false] *Caine. Biography and History. (Theory and History). 1st Ed: 2010, 2nd Ed: 2019 [https://books.google.co.uk/books?id=h3dvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Biography. Biography: An Interdisciplinary Quarterly. 1978 onwards. Published by the University Press of Hawaii for the Biographical Research Center. [https://books.google.co.uk/books?id=s84ZAAAAYAAJ] *Biography News. 1974 to 1975. Gale Research Company. [https://books.google.co.uk/books?id=RRsXAQAAIAAJ] Yearbooks *Current Biography Yearbook [https://books.google.com/books?id=Zcml63jalMIC] *Dictionary of Literary Biography Yearbook [https://books.google.com/books?id=gNNlAAAAMAAJ] ==Information technology== *Haynes, David (ed). Information Sources in Information Technology. (Guides to Information Sources). Bowker Saur. 1990. [https://books.google.co.uk/books?id=0hYjAAAAQBAJ&pg=PR1#v=onepage&q&f=false] ==Economics== General series: *Dryden Press Series in Economics *Hurl, Bryan (ed). Studies in the UK Economy. Heinemann Educational *Nuffield Economics & Business. Nuffield Foundation. Longman. Other: *Bannock, Baxter and Davis. The Penguin Dictionary of Economics. Penguin Books. 4th Ed: 1987. Bannock, Baxter and Rees. 1972. 2nd Ed: 1978. 3rd Ed: 1984. *Begg, Fischer and Dornbusch. Economics. McGraw Hill. 1984. 2nd Ed: 1987. 3rd Ed: 1991. *Anderton, Alain. Economics. Causeway Press. 1991. *Maile, Roger. Economics. (Core Business Studies). Mitchell Beazly. 1983. *Maunder, Myers, Wall and Miller. Economics Explained. Collins Educational. 1987. 2nd Ed: 1991. *Tibbitt, Andrew. A guide to A Level Economics. Thomas Nelson and Sons. 1986. *Lipsey, Richard G. An Introduction to Positive Economics. Weidenfeld and Nicolson. 1963. 2nd Ed: 1966. 3rd Ed: 1971. 4th Ed: 1975. 5th Ed: 1979. 6th Ed: 1983. 7th Ed: 1989. *Nicolson, Walter. Microeconomic Theory: Basic Principles and Extensions. (Dryden Press Series in Economics). Dryden Press, Holt-Saunders. 3rd Ed: 1985.  *Caves and Jones. World Trade and Payments: An Introduction. Little, Brown and Company. 1973. 1977. 3rd Ed: 1981. *National Institute of Economic and Social Research. The UK economy. (Studies in the UK Economy). Heinemann Educational. 1990. *Smith, Charles. UK trade and sterling. (Studies in the UK Economy). Heinemann Educational. 1992. ==Games== Chess *Hooper and Whyld. The Oxford Companion to Chess. Oxford University Press. 1984. Paperback: 1987. *Golombek, Harry. The Game of Chess. 1954. 2nd Ed: 1963. 3rd Ed: 1980. *Pritchard, D. Brine. The Right Way to Play Chess. 1950. 8th Ed: 1971. 10th Ed: 1974. 11th Ed: 1977. *Horowitz, Al. From Morphy to Fischer: A history of the World Chess Championship. B T Batsford. 1973. The World Chess Championship: A History. Macmillan. 1973. General series *Batsford Chess Books **Discovering Chess Series. B T Batsford. Periodicals See [[Universal Bibliography/Periodicals#Chess|Periodicals, Chess]] *British Chess Magazine Othello *Goro Hasegawa with Maxine Brady. How to Win at Othello. (A Harvest/HBJ book). Jove Publications. 1977. ISBN 0-15-642215-8. [https://books.google.co.uk/books?id=mTdhlwVeyCcC] Wargames *Battleground. Tyne Tees. (ITV). 1978. [Television]. 6 episodes, with Edward Woodward. **Laurie Taylor. "Attila the Hun invades Tyne Tees". TV Times. 1978. pp 28 & 29. **Terry Wise. "Battleground". Battle for Wargamers. June 1978. pp 261 & 262. *[[w:Game of War|Game of War]]. Channel 4. 1997. [Television]. ==Toys== Periodicals *Games & Toys: The Leading Trade Journal for Home & Export. (H Richard Simmons Limited). [https://books.google.co.uk/books?id=pMmbZ_JTnXYC] Google: editions:UO8GID_4Ck0C *Toys and Novelties. (Sporting Goods Pub Co). [https://books.google.co.uk/books?id=zKdAAQAAMAAJ] [https://archive.org/details/toys-and-novelties-volume-9-1913/page/n53/mode/1up] (Toys and Novelties Publishing Company) [https://archive.org/details/toys-and-novelties-volume-19-issue-no.-1-6-january-june-1922/page/n173/mode/1up]. Cf. "Harcourt To Buy Journals From Haire Publishing Co" [https://books.google.co.uk/books?id=J7hEAQAAIAAJ 194] Publishers Weekly 29 *[[w:Playthings (magazine)|Playthings: The National Magazine of the Toy Trade]]. (McCready Publishing Co) [https://books.google.co.uk/books?id=eCQHzuYWDY4C] [https://books.google.co.uk/books?id=mnRO5WFXDfEC]. (Geyer-McAllister Publications). Cf. "Playthings bought by Geyer-McAllister" [https://books.google.co.uk/books?id=itAaAQAAMAAJ 52] Industrial Marketing ==Cricket== See [[w:Bibliography of cricket]] *Peter Arnold and Peter Wynne-Thomas. The Complete Encyclopedia of Cricket. 2006. 4th Ed: 2011: [https://books.google.co.uk/books?id=2R_pXwAACAAJ]. **Peter Arnold. The Illustrated Encyclopedia of World Cricket. *Morgan. The Encyclopedia of World Cricket. 2007. [https://books.google.co.uk/books?id=gFCbkgEACAAJ] Scores and biographies *Marylebone Club Cricket Scores and Biographies. [https://books.google.co.uk/books?id=dl8IAAAAQAAJ&pg=PR3#v=onepage&q&f=false] **See [[w:Arthur Haygarth]] and [[w:Fred Lillywhite]] Periodicals *[[w:Cricket: A Weekly Record of the Game|Cricket: A Weekly Record of the Game]]. [https://books.google.co.uk/books?id=eX9QAAAAYAAJ&pg=PP7#v=onepage&q&f=false]. Australia *Malcolm Andrews. The Encyclopaedia of Australian Cricket. 1980. [https://catalogue.nla.gov.au/Record/1531463] *The Oxford Companion to Australian Cricket India *The Encyclopaedia of Indian Cricket, 1965. [https://books.google.com/books?id=CE4Joad6iwAC] [Includes biographies] Annuals *[[w:Indian Cricket (annual)|Indian Cricket]]. [https://books.google.co.uk/books?id=ioRLAAAAYAAJ 1966]. ===Cricketers=== Cricketers, including biographical dictionaries and collections of biographies *[[w:ESPNcricinfo|ESPNcricinfo]] *[[w:CricketArchive|CricketArchive]] *John Arlott's Book of Cricketers. 1979. [https://books.google.co.uk/books?id=8-WBAAAAMAAJ] *World Cricketers: A Biographical Dictionary [https://books.google.com/books?id=IpBLAAAAYAAJ] *Carr's Dictionary of Extraordinary Cricketers. 1977. Aurum Press. 2005. [https://books.google.com/books?id=CfwsAAAACAAJ] *Sproat. Debrett's Cricketers' Who's Who. 1980. *S Canynge Caple. The Cricketer's Who's Who. Williams. Lincoln. 1934. *Cricket Who's Who: The Cricket Blue Book. 1909. [https://catalogue.nla.gov.au/Record/119715]. 1912. Bibliography: [https://books.google.co.uk/books?id=IjQyAQAAMAAJ] *Who's Who in Test Cricket: A Biographical Dictionary of Test Cricketers [https://books.google.com/books?id=5uF5PQAACAAJ] *Frindall. England Test Cricketers: The Complete Record from 1877. 1989. [https://books.google.com/books?id=2zHYLIW7h9UC] *Brooke. The Collins Who's Who of English First-Class Cricket, 1945-1984. 1985. [https://books.google.com/books?id=NGSPAAAACAAJ]. Review: [https://books.google.co.uk/books?id=iHMsAAAAYAAJ]. Commentary: [https://books.google.co.uk/books?id=wPg5AQAAIAAJ] Gloucestershire *Gloucestershire Cricketers, 1870-1979. (ACS Cricketers Series [https://archive.acscricket.com/cricketers_series/index.html]). The Association of Cricket Statisticians. Cleethorpes. 1979. [https://archive.acscricket.com/cricketers_series/gloucestershire_cricketers_1870-1979/index.html] *Rex Pogson. Gloucestershire Cricket and Cricketers, 1919-1939. Lytham St Annes. 1944. Catalogues: [https://catalogue.nla.gov.au/Record/850643] [https://books.google.co.uk/books?id=CS83vXlB1ZIC] [https://www.worldcat.org/title/504354999]. Also printed as microfilm: [https://books.google.co.uk/books?id=iqXeDTKUEl4C]. *Dean Hayes. Gloucestershire Cricketing Greats: 46 of the Best Cricketers for Gloucestershire. Tunbridge Wells. 1990. Catalogues: [https://books.google.co.uk/books?id=OmsqAQAAIAAJ] [https://www.worldcat.org/title/25202795] Australia *The A-Z of Australian Cricketers [https://books.google.com/books?id=w-0zAAAACAAJ] *Piesse. Encyclopedia of Australian Cricket Players. 2012. [https://books.google.com/books?id=Jsh4MAEACAAJ] *C P Moody. Australian Cricket and Cricketers 1856-1893-4. Melbourne. 1894. *Jack Pollard. Australian Cricket: The Game and the Players. Hodder and Stoughton. ABC Books. Sydney. Lane Cove, New South Wales. 1982. Angus & Robertson. London. North Ryde, New South Wales. Sydney. Revised Ed: 1988. Commentary: [https://books.google.co.uk/books?id=WotYAAAAYAAJ]. Review: [https://books.google.co.uk/books?id=KzNYAAAAMAAJ]. ==Geology== *Read and Watson. Introduction to Geology. Macmillan Education. 1962. 2nd Ed: 1968. Volume 1: Principles. Volume 2: Earth History. ==Mineralogy== *Bibliography of Mineralogy for 1886. Annual Report of the Board of Regents of the Smithsonian Institution. Year Ending 30 June 1887. 1889. Pages [https://books.google.co.uk/books?id=wDcWAAAAYAAJ&pg=PA473#v=onepage&q&f=false 473] to 476. *Battey, Maurice Hugh. Mineralogy for students. Oliver & Boyd. 1972. 2nd Ed. Longman. 1981. ==Paper== See [[s:Category:Paper]] *Surface. Bibliography of the Pulp and Paper Industries. Forest Service. Bulletin 123. 1913. [https://archive.org/details/bibliographyofpu12surf] *West. Reading List on Papermaking Materials. 1920 to 1921. [https://archive.org/details/readinglistonpa00westgoog] [https://archive.org/details/readinglistonpa01westgoog] ==Books== *British Book News [https://books.google.co.uk/books?id=2oFTAAAAIAAJ] *Australasian Book News and Literary Journal. Australasian Book News and Library Journal. [https://books.google.co.uk/books?id=QVQPAQAAIAAJ] *Book News. 1882 to 1918. (John Wanamaker). Called "Book News Monthly" from 1906. [https://books.google.co.uk/books?id=KtwRAAAAYAAJ&pg=PP7#v=onepage&q&f=false] *Stechert-Hafner Book News [https://books.google.co.uk/books?id=BmDqAAAAMAAJ] *U.S.A. Book News [https://books.google.co.uk/books?id=36gVAQAAIAAJ] *Branch Library Book News. [https://books.google.co.uk/books?id=NM8aAAAAMAAJ] *Hungarian Book Review [https://books.google.co.uk/books?id=6U85AQAAIAAJ] *Soviet Book News. (Earl Browder). 1947 [https://books.google.co.uk/books?id=QrXQ6LYSOF4C] *Miniature Book News. [https://books.google.co.uk/books?id=MascAQAAMAAJ] Rare *Berger. Rare Books and Special Collections. American Library Association. 2014. [https://books.google.co.uk/books?id=IFUangEACAAJ] Printed *Annual Bibliography of the History of the Printed Book and Libraries. [https://books.google.co.uk/books?id=GLigoebhrd8C&pg=PP1#v=onepage&q&f=false vol 30] [https://books.google.co.uk/books?id=UBN-IUZlF4gC&pg=PP1#v=onepage&q&f=false vol 31] ==Paperback and Paperbound== *Swados, "Paper Books: What do they Promise?" (1953) [https://books.google.co.uk/books?id=TwaJtQzwj1gC 173] The Nation 114 *Wagman, "The Paperbound Book Business" (1957) 9 Michigan Business Review [https://books.google.co.uk/books?id=9pA8uolQjnkC&pg=RA4-PA9#v=onepage&q&f=false 9] (No 5, November) ==Science== *Lafferty and Rowe. The Hutchinson Dictionary of Science. Helicon Publishing. 1993. 2nd Ed: 1998. ==Entertainment== *The Directory (The Times, 1996 onwards) Commentary: [https://www.marketingweek.com/as-times-starts-listings-supplement/] ==Comedy and tragedy== *E H Mikhail. Comedy and Tragedy: A Bibliography of Critical Studies. 1972. [https://books.google.co.uk/books?id=5bgEAAAAMAAJ] ===Comedy=== *James E Evans. Comedy: An Annotated Bibliography of Theory and Criticism. 1987. [https://books.google.co.uk/books?id=s9ZgthAs1t8C&pg=PP1#v=onepage&q&f=false] *Meghan Duffy (ed). Daniel Gerould (senior ed). Comedy: A Bibliography of Critical Studies in English on the Theory and Practice of Comedy in Drama, Theatre, and Performance. New York. 2006. [https://books.google.co.uk/books?id=fI0jAQAAIAAJ] *David Humphrey. The Time of Laughter: Comedy and the Media Cultures of Japan. University of Michigan Press. 2023. [https://books.google.co.uk/books?id=CkTLEAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Radio and television== *William E McCavitt. Radio and Television: A Selected Annotated Bibliography. Scarecrow Press. 1978. [https://books.google.com/books?id=DAQVAQAAIAAJ] *Gertrude G Broderick. Radio and Television Bibliography. Bulletin 1948 No 17. [https://books.google.co.uk/books?id=yIPP1dsmNtAC&pg=PP5#v=onepage&q&f=false] *Patricia Beall Hamill. Radio and Television: A Selected Bibliography. Bulletin 1960 No 25. [https://books.google.co.uk/books?id=AJhGAQAAMAAJ&pg=PP3#v=onepage&q&f=false] ==Film and television== *Jean Mitry. Bibliographie internationale du cinéma et de la télévision. 1966 onwards. [https://books.google.co.uk/books?id=SC3gAAAAMAAJ] Commentary: A Reference Guide for English Studies, [https://books.google.co.uk/books?id=h_wfYKnMfOkC&pg=PA439#v=onepage&q&f=false p 439]. ==Broadcasting== *Iwao Nakajima. The Broadcasting Industry in Japan: Its Historical, Legal and Economic Aspects. (International Studies of Broadcasting). NHK Radio and TV Culture Research Institute. 1971. [https://books.google.co.uk/books?id=uZ4vAQAAIAAJ] *50 Years of Japanese Broadcasting. NHK. 1977. [https://books.google.com/books?id=FoSKqY7tG-AC] *The History of Broadcasting in Japan. Nippon Hoso Kyokai. 1967. [https://books.google.com/books?id=I1IHAQAAIAAJ] *Hitoshi Mitomo and Mikio Kimura. Broadcasting in Japan: Challenges and Opportunities. [https://books.google.co.uk/books?id=7hCcEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Broadcasting in Japan: Case-studies on Broadcasting Systems. 1978. 2011. [https://books.google.co.uk/books?id=Ez5ZBwAAQBAJ&pg=PR4#v=onepage&q&f=false] *"World's First TV Stereo Broadcasts in Japan". Japan Report. (vol 25, no 3). 1 February 1979. p 4. *Broadcasting in Japan: A Historical Review [https://books.google.com/books?id=uDYlAAAAMAAJ] Annuals *[[w:ja:日本民間放送年鑑|日本民間放送年鑑]] (Japan Commercial Broadcasting Yearbook). コーケン出版. [https://books.google.co.uk/books?id=vh22AAAAIAAJ 1997]. ==Animation== *John Halas and Roger Manvell. The Technique of Film Animation. 4th Ed: 1976. Focal Press. ISBN 0240509005. *Clements and McCarthy. The Anime Encyclopedia. 3rd Rev Ed: [https://books.google.co.uk/books?id=E03KBgAAQBAJ&pg=PA1958#v=onepage&q&f=false]. ==Colours== *Eiseman and Recker. Pantone: The 20th Century in Color. [https://books.google.co.uk/books?id=j3H7nSVS3UMC&pg=PP1#v=onepage&q&f=false]. Reviews: [https://www.theguardian.com/books/2011/nov/13/pantone-20th-century-color-review][https://www.theatlantic.com/entertainment/archive/2011/11/pantone-100-years-of-color/249016/][https://eu.vvdailypress.com/story/lifestyle/health-fitness/2012/01/16/color-reel-20th-century-s/37119883007/] ==Bilateral== Britain and Japan *Pearse. Companion to Japanese Britain and Ireland. In Print. 1991. [https://books.google.co.uk/books?id=KtAxAAAAIAAJ] ==Prehistoric life== Prehistoric animals *[[w:Michael Benton|Michael Benton]]. Prehistoric Animals: An A-Z Guide. Kingfisher Books. 1989. Derrydale Books, New York. 1989. [Illustrations: Jim Channell and Kevin Maddison.] *Ellis Owen. Prehistoric Animals: The Extraordinary Story of Life before Man. Octopus Books Limited. London. 1975. [Sculptures: Arthur Hayward.] Review: [https://books.google.co.uk/books?id=II-B8R-8Ov8C 17] Wildlife 422. Commentary: [https://books.google.co.uk/books?id=aUbYAAAAQBAJ&pg=PA269#v=onepage&q&f=false] [https://books.google.co.uk/books?id=jFNBAAAAIBAJ&pg=PA5#v=onepage&q&f=false]. **Prehistorische dieren: de geschiedenis van het leven vóór de mens. Translated by JJ Hoedeman. In den Toren, Baarn. Westland, Schoten. 1977. Commentary: [https://books.google.co.uk/books?id=ToVMAQAAIAAJ] **Les Animaux préhistoriques: l'extraordinaire histoire de la vie avant l'homme. Dinosaurs *Michael Benton. Dinosaurs: An A-Z Guide. Kingfisher Books. 1988. Derrydale Books, New York. 1988. [Illustrations: Jim Channell and Kevin Maddison.] ==Regions and other places== *JD Pearson. Oriental and Asian Bibliography: An Introduction with Some Reference to Africa. Archon Books. [https://books.google.com/books?id=P18ZAAAAMAAJ] *Theodore Besterman. A World Bibliography of Oriental Bibliographies. Revised by JD Pearson. Rowman and Littlefield. [https://books.google.co.uk/books?id=dvnfAAAAMAAJ] ==Culture and society== *Victoria Lyon Bestor, Theodore C Bestor and Akiko Yamagata (eds). Routledge Handbook of Japanese Culture and Society. 2011. [https://books.google.co.uk/books?id=0cBYffHp5L4C&pg=PP1#v=onepage&q&f=false] *Josef Kreiner and Hans-Dieter Ölschleger (eds). Japanese Culture and Society: Models of Interpretation. 1996. [https://books.google.co.uk/books?id=6skwAQAAIAAJ] *Dolores P Martinez. Modern Japanese Culture and Society. 2007. [https://books.google.co.uk/books?id=l6kMAQAAMAAJ vol 1] *C Andrew Gerstle. 18th Century Japan: Culture and Society. 1989. [https://books.google.co.uk/books?id=ViglDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Review of Japanese Culture and Society [https://books.google.co.uk/books?id=W_o-AQAAIAAJ] ==See also== *[[Bibliography]] ==Notes== {{Reflist}} {{subpagesif}} [[Category:Bibliographies]] [[Category:Research]] eo8fy2fa54ldhlqwhqsg2mzlg1jhmrr 0 203942 2833520 2833167 2026-09-16T17:18:27Z Young1lim 21186 /* Lambda Calculus */ 2833520 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20260914.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] b7ha5qwm800gg56k96hj2d8j4lajvbt 2833522 2833520 2026-09-16T17:22:15Z Young1lim 21186 /* Lambda Calculus */ 2833522 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20260915.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] e3xkt9rficrmeux7zsuc9oyscyb4um3 2833524 2833522 2026-09-16T17:48:13Z Young1lim 21186 /* Lambda Calculus */ 2833524 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20260916.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] golsetg5kj4orl9qk2m1zathg322nwh 0 231874 2833530 2833204 2026-09-16T21:24:00Z ~2026-48890-90 3110836 /* Origin */ 2833530 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": {{Poem quote|We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. }} [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: ==1882 lyrics== <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From The Cleaing Days: The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From The Hanome: The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From The Trees : The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From The Nest Days: The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From The Dino Land: The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in The Finale Year: The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] p17715j2en91n3b0tn1wdw0im8gpxcp 2833532 2833530 2026-09-16T21:25:59Z ~2026-48890-90 3110836 /* 1882 lyrics */ 2833532 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": {{Poem quote|We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. }} [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] h6n4leecjbnqpimqe22o12qmjoab5gt 2833533 2833532 2026-09-16T21:26:52Z ~2026-48890-90 3110836 /* 1895 lyrics */ 2833533 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": {{Poem quote|We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. }} [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] 2jzc8defpnkl7q76b3fu7q07xbybcci 2833534 2833533 2026-09-16T21:27:07Z ~2026-48890-90 3110836 /* 1895 lyrics */ 2833534 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": {{Poem quote|We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. }} [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] h6n4leecjbnqpimqe22o12qmjoab5gt 2833535 2833534 2026-09-16T21:28:36Z ~2026-48890-90 3110836 /* 1895 lyrics */ 2833535 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": {{Poem quote|We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. }} [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. </poem> === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] fbpdvnvyiwmh8ghc89apjoonh44j9zu 2833537 2833535 2026-09-16T21:31:53Z ~2026-48890-90 3110836 2833537 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": <poem> We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. </poem> [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. </poem> === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] 50gzw8djicvzcgn27a3z5ktoqh739rh 2833538 2833537 2026-09-16T21:32:30Z ~2026-48890-90 3110836 2833538 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": <poem> We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. </poem> [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. </poem> === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] hvw0ys3ic272kf85m1pgxrhaenn1m9t 2833539 2833538 2026-09-16T22:24:14Z ~2026-48890-90 3110836 /* Origin */ 2833539 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": <poem> We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. </poem> [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. </poem> === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n0/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] f3wmkuxq8a49whc7sx51so778nk2eot 2833540 2833539 2026-09-16T22:48:25Z ~2026-48890-90 3110836 2833540 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": <poem> We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. </poem> [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. </poem> === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x/page/n1/mode/2up # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # https://books.google.com/books?id=hzJEAAAAYAAJ&pg=PA446&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAcQAw # https://books.google.com/books?id=alNBAQAAMAAJ&q=sparrow+spout+wind+and+rain&dq=sparrow+spout+wind+and+rain&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwigirjyou-VAxVarYkEHQ1iNYQ4ChDoAXoECAcQAw # https://books.google.com/books?id=xphPAQAAMAAJ&pg=PA222&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgNEAM # https://books.google.com/books?id=qOdw7iaMDIkC&pg=PT148&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgJEAM # https://books.google.com/books?id=QERsPn0nN-YC&pg=PA272&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgKEAM # https://books.google.com/books?id=k1hvhzk5QgcC&pg=PA87&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwic29Lvn--VAxV2D1kFHVhmGvUQ6AF6BAgMEAM # https://books.google.com/books?id=G0ZHAAAAYAAJ&q=sparrer+went+up+the+spout&dq=sparrer+went+up+the+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiFpJL1oe-VAxUilYkEHbAPGvk4ChDoAXoECAcQAw # https://books.google.com/books?id=zgrPAAAAMAAJ&pg=PA118&dq=sparrow+built+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjKvvKnou-VAxWvk4kEHQTtCIIQ6AF6BAgJEAM # https://books.google.com/books?id=nbud7Dw4STgC&pg=PA102&dq=the+spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjb9p7Go--VAxXA5ckDHfz1HfoQ6AF6BAgIEAM # https://books.google.com/books?id=SedOAQAAMAAJ&pg=PA32&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECAsQAw # https://books.google.com/books?id=SRPOAAAAMAAJ&pg=PA196&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiX5-Ts5YSWAxWsjIkEHT1HHy44ChDoAXoECA0QAw # https://books.google.com/books?id=NLPxaOceu2sC&pg=PA139&dq=spider+and+the+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj47qGC5oSWAxX1m4kEHcGAHzY4HhDoAXoECAwQAw # https://books.google.com/books?id=BDdUM-1YpAsC&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjko6yG6JKWAxXbF2IAHXv6JHs4WhDoAXoECAsQAw # https://books.google.com/books?id=ODBMAAAAIAAJ&q=there+was+a+sparrow+went+up+a+spout&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiv6P-A6JKWAxXbKlkFHVudK_E4UBDoAXoECAwQAw # https://books.google.com/books?id=uuk6AAAAMAAJ&q=There+was+a+bloomin+sparra&dq=There+was+a+bloomin+sparra&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwil-K3Kw-OWAxXlLlkFHRqBLCE4FBDoAXoECBIQAw # https://books.google.com/books?id=vA8xAAAAIAAJ&pg=PA149&dq=spider+and+the+went+up+the+spout+again&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiGjpvc55KWAxWkLFkFHapeKDc4KBDoAXoECBAQAw # https://books.google.com/books?id=pUFIAQAAMAAJ&pg=PA236&dq=there+was+a+sparrow+went+up+a+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwil1eqc6JKWAxWkGVkFHXi_Dxw4MhDoAXoECBAQAw # https://books.google.com/books?id=Y7IcAQAAMAAJ&pg=PA277&dq=bloomin+sparrow+blasted+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwi-5M_W6JKWAxUUGlkFHYcUFhk4ChDoAXoECAkQAw # https://archive.org/details/dixon-evening-telegraph-1911-04-03/page/n5/mode/2up #https://archive.org/details/dec2191302dulu/page/n79/mode/2up # https://archive.org/details/norwichbulletinj00bull_2/page/n234/mode/2up # https://archive.dartmouthalumnimagazine.com/article/1964/12/1/1911 # https://www.blipfoto.com/entry/2182029548168679413 # https://archive.org/details/in.ernet.dli.2015.72966/page/n37/mode/2up # https://archive.org/details/1963fighterpilotssongbookblackwidowsquadron#page/n138/mode/2up #https://archive.org/details/1967354thtacticalfightersdrntrainingmanual/page/n131/mode/2up # https://archive.org/details/1970s-46thtacticalfightersquadronsongbookfromreeves/page/n135/mode/2up # https://archive.org/details/Flight_International_Magazine_1922-01-19-pdf/page/n7/mode/2up # https://ok.ru/video/7961626544846?st._aid=VideoState_open_search # https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] dh1ti8fcpc8eh97f2npr6j3ra4t4h1o 2833541 2833540 2026-09-16T22:49:41Z ~2026-48890-90 3110836 /* References */ 2833541 wikitext text/x-wiki "'''The Itsy Bitsy Spider'''" (also known as "'''The Incey Wincey Spider'''" in Australia or "'''Incy Wincy Spider'''" in the United Kingdom, and other anglophone countries) is a popular [[nursery rhyme]], [[folksong]], and [[fingerplay]] that describes the adventures of a [[spider]] as it ascends, descends, and re-ascends the downspout or "waterspout" of a [[Rain gutter|gutter]] system or, alternatively, the spout of a [[teapot]], or open-air reservoir. It is usually accompanied by a sequence of gestures that mimic the words of the song. One claim says that the rhyme is based on a song called “Tipsy Dipsy Hobo” and was a reference to the [[Safety|dangers]] of a [[person]] getting [[drunk]] and trying to climb on board of [[trains]], risking a fatal [[injury]]. But it doesn’t appear to be any credible source for this interpretation. ==Lyrics== A commonly used version uses these words and gestures: {| !Words!!Fingerplay |- |<poem>The itsy bitsy spider climbed up the waterspout. Down came the rain And washed the spider out. Out came the sun And dried up all the rain And the itsy bitsy spider climbed up the spout again.</poem> |style="padding-left:2em;"|<poem>Alternately touch the thumb of one hand to the index finger of the other. Hold both hands up and wiggle the fingers as the hands are lowered. Sweep the hands from side to side. Raise both hands and sweep to the sides to form a semicircle as the sun. Wiggle fingers upwards. (As in the first line)</poem> |} ===British variant=== <poem> The incy wincy spider climbed up the water spout, ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' Down came the rain and washed the spider out. ''(Wiggle fingers of both hands, palm out, whilst moving hands down; then make sweeping motion with both hands, center outwards)'' Out came the sun and dried up all the rain, ''(Lifting motion with both hands)'' And the incy wincy spider climbed up the spout again. ''(Touch left thumb to right forefinger, then left forefinger to right thumb, whilst moving hands upwards)'' </poem> Other versions exist. == Origin == The origin for the song is unknown. It was first published in musical publications, such as the earliest known recorded version in the book ''Camp and Camino in Lower California, A Record of The Adventures of The Author While Exploring [[Baja California peninsula|Peninsular California, Mexico]]'' (1910), by Arthur Walbridge North (1874–1943), page 279-280, where it is referred to as (the classic) "The Spider Song". It appears to be a more adult version of this song using "blooming, bloody" instead of "itsy bitsy". Another printed versions appeared in ''Camp and Trail'' (1911), and ''Journal of [[American Folklore]]'' (1920). It was later published in one of its song's several modern versions in [[Western Folklore]], by the ''California Folklore Society'' (1947), [[Mike Seeger|Mike]], [[Peggy Seeger|Peggy]], and [[Ruth Crawford Seeger]]'s ''American Folk Songs for Children'' (1948), and in ''The Growing Family : A Guide for Parents'' by [[Maxwell Slutz Stewart]] (1955). Lyrics as described the version in 1910 as they were originally found in a book, which was as the 'classic' "The Spider Song": <poem style="margin-left: 2em;">Oh, the blooming, bloody spider went up the spider web, The blooming, bloody rain came down and washed the spider out, The blooming, bloody sun came out and dried up all the rain, And the blooming, bloody spider came up the spout again.</poem> A similar ribald version featuring a bloody [[sparrow]] instead of a spider was recorded on December 15, 1879 issue in a [[London]] magazine ''The Pearl'' which goes like this: <poem style="margin-left:2em;"> He was a bloody sparrow Lived up a bloody spout There came a bloody [[thunderstorm]] And washed the bugger out! But in a bloody minute, They stopped the bloody rain; So the bloody little sparrow Went up the spout again.</poem> The song later appeared in publications such as ''The Purple and White at Millsaps College'' (1909) ''Proceedings of the ... Convention of the Indiana Sanitary and Water Supply Association'' (1912), ''Howard University Program'' (1912), ''Camp Fire Girls'' (1912), ''The Oregon Teachers Monthly'' (1912), ''The Chautauquan'' (1912), ''Baltimore and Ohio Employees Railroad Company Magazine'' (1913) and ''Variety (August 1926)''. A version appeared in ''[[Collier's]]'' magazine in December 1913 was describes as a "deathless Cockney lyric", while it printed a version in the ''Virginian-Pilot and the Norfolk Landmark'' - Volume 49 (November 3, 1913). A reference to the bloody sparrow in this book called ''Reminiscences: Volume One'', by John Orlando Hodge (1828-1912), published in 1902 attributing the poem to a MA is a Harry L. Veil, in Cleveland, Ohio. Also, it was printed in a 1945 book called ''Apples of Eden: A Private Collection of American Folk-Lore''. In ''[[Symphony No. 4 (Mahler)|Mahler's Symphony No. 4]]'' (1901), Floros divides the movement into five main parts (A – B – A{{sup|1}} – B{{sup|1}} – A{{sup|2}}) followed by a coda. The first theme in G major is played in the beginning of part A by the cellos, a version from 1901 goes like this: <poem style="margin-left: 2em;">Oh! the blooming blasted sparrow went up the oak tree, The blooming, blasted rain came down and washed the sparrow out, The blooming, blasted sun came out and dried up all the rain, And the blooming, blasted sparrow came up the tree again!</poem> Some historians think the rhyme may date back to a 1908 magazine ''The Children's Friend'': <poem style="margin-left: 2em;">There was a bloody spider Went up a bloody spout There came the rain And washed the spider out The bloody sun And dried up all the rain But that bloody blooming son of a gun Went up that spout again. </poem> Later, versions of the spider-sparrow where printed in newspapers, journals, include ''The True Citizen'' (August 25, 1882), ''Brownstown Banner'' (August 10, 1882), ''The Puget Sound Mail'' (August 12, 1882), ''Hickman courier'' (August 11, 1882) ''The Judge'' (July 26, 1884), ''The National Police Gazette'' (November 1, 1884), ''The New York Mirror'' (July 28, 1888), ''The Stamp World: Vol. V-VI'' (July 1889) ''The Atlanta Constitution'' (July 20, 1889), ''Columbus, Enquirer-Sun'' (July 21, 1889), ''Monroe Daily Independent'' (July 22, 1889), ''The Theatre'' - Volume 5 (1888-1889), ''The Griffin Daily News and Sun'' (August 18, 1889), ''Morris Tribune'' (October 2, 1889), ''Alleghany Tribune'' - Volume 4 (September 1, 1882), ''The Evening World'' (June 9, 1894), ''The American Slang Dictionary'' (1891), ''The Papyrus'' - Volume 1 (1907), ''Chance Hits'' (1915), ''National Floodmarks'' (1915), ''The Inside Track'' - Volumes 8-9 (1929), ''American Cattle Producer'' - Volume 5 (1924), ''Commerce and Finance'' - Volume 16 (1927), ''The Producer'' - Volumes 5-6 (1923), ''The Axe-thrower of the Tittabawassee'' (1935), ''The Merrill Studies in The Bridge'' (1970), ''The Autocar'' (1912),'' Odds and Ends of Prose and Verse'' (1902), ''Mekeel's Weekly Stamp News'' - Volume 28 (1914), ''The Santa Fe Magazine'' - Volume 34 (1939), ''California poems and selections'' (1916), ''University of Ottawa review'' (1902), ''The Gallovidian Annual'' (1932), ''The McGill Daily Vol. 04 No. 116: (March 6, 1915)'', ''Archon'' (1914), ''My Colonial Service in British Guiana, St. Lucia, Trinidad, Fiji, Australia, Newfoundland, and Hong Kong, with Interludes'' - Volume 2 (1903), ''Current Politics, Literature, Science and Art'' - Volume 2 (1884), ''Republic of Dreams Greenwich Village: The American Bohemia'' (2007), ''America's war for humanity related in story and picture'' (1898), ''Birds of Lakeside and Prairie'' (1901), ''Birds and Nature'' (1914), ''Specimens of Type, Borders, Ornaments'' (1892), ''Demorest's Monthly Magazine'' - Volume 31 (1894), ''The Robert W. Gordon "Inferno" Collection'' (1928), ''The Anatomy of Swearing'' (1967), ''Navy & Army Illustrated'' - Volume 9 (1899), ''Winged Wonders: A Celebration of Birds in Human History'' (2007), ''The Letters of Thomasina Atkins'' (1918), ''Songs for Lions'' (1929), ''Verse and Verse'' (1930), ''Camp Management: A Manual for Camp Directors'' (1923), ''Billy Whiskers and the Radio'' (1927), ''Record of Proceedings of the Annual Meeting'' (1935), ''Pantaloons and Antics; Or, Doodling with a Hermes'' (1964), ''Foxes and Physic'' (1962), ''Against the Wall'' (1929), ''Midland Schools Official Organ of the Iowa State Education Association'' - Volume 25 (1910), ''Fuel Magazine: The Coal Operators National Weekly'' - Volume 17 (1911), ''Dixon Evening Telegraph'' (April 3, 1911), ''The Duluth Herald'' (December 8, 1913), ''Norwich Bulletin (July 31, 1902), ''Dartmouth Alumni Magazine'' (December 1964), and ''Meayrs (May 1971) as "The bleedin' sparrer": <poem> We ‘ad a bleedin’ sparrer wot Lived up a bleedin’ spaht One day the bleedin’ rain came dahn An’ washed the bleeder aht. An’ as 'e layed ‘arf drahnded Dahn in the bleedin’ street ‘E begged that bleedin’ rainstorm To bave ‘is bleedin’ feet. But then the bleedin’ sun came aht Dried up the bleedin’ rain So that bleedin’ little sparrer ‘E climbs up ‘is spaht again. But, Oh! - the cruel sparrer ‘awk ‘E spies ‘im in ‘is snuggery ‘E sharpens up ‘is bleedin’ claws An’ rips ‘im aht by thuggery. Jist then a bleedin’ sportin’ type Wot ‘ad a bleedin’ gun ‘E spots that bleedin’ sparrer ‘awk An’ blasts ‘is bleedin’ fun. The moral of the story Is plain to everyone... That them wot’s up the bleedin’ spaht Don’t get no bleedin’ fun. </poem> [[Arnold Silcock]] included a parody in [[Cockney dialect]], "The Bleed'n' Sparrer", in his 1952 compilation ''[[Verse and Worse]]''. The bloody sparrow version can be found in aircraft books and magazines such as ''Fighter Pilots Songbook Black Widow Squadron'' (1963), ''354th Tactical Fighter Squadron Training Manual'' (1967), ''46th Tactical Fighter Squadron Songbook'' (1970), and ''Flight magazine'' (January 19, 1922). It also appeared in films such as ''[[The Hill (1965 film)|The Hill]]'' (1965), and ''[[White Pongo]]'' (1945). One of the bloody-rooting spider references was founded in newspapers and books such as ''Cornell Countryman'' - Volumes 41-44 (1945), ''National Sportsman'' - Volume 77 (1937), and ''Blow the Candle Out'' (1955). The Finland spider named, ''Hämä-hämä-häkki'' can be found in A.S. Packard, Jr.'s 1873 book ''Our Common Insects''. The term "itsy-bitsy" originated in the late 19th century as a reduplicated baby-talk alteration of "little bit". The components "itty" (a variant of little) and "bitsy" (a variant of bit) first appeared in print independently in 1798, 1850, 1875, and 1883, respectively, eventually merging into the popular phrase by 1882. The earliest record of the creaky sparrow is in a 1780 book ''The Charles '', which noted only the verses. The versions given below was not printed until c. 1795. :Who killed Cock [[European robin|Robin]]? :I, said the creaky [[Old World sparrow|Sparrow]], :Flew up the creaky spout, :Along came a creaky rain :Which washed the creeker out :with my bow and arrow, :I killed Cock Robin. : :Who saw him die? :I, said the [[Fly]], :with my little teeny eye, :I saw him die. : :Who caught his blood? :I, said the [[Fish]], :With my little dish :I caught his blood. : :Who'll make the shroud? :I, said the [[Beetle]], :with my thread and needle, :I'll make the shroud. : :Who'll dig his grave? :I, said the [[Owl]], :with my pick and trowel, :I'll dig his grave. : :Who'll be the parson? :I, said the [[Rook (bird)|Rook]], :with my little book, :I'll be the parson. : :Who'll be the clerk? :I, said the [[Lark]], :if it's not in the dark, :I'll be the clerk. : :Who'll carry the link? :I, said the [[Linnet]], :I'll fetch it in a minute, :I'll carry the link. : :Who'll be chief mourner? :I, said the [[Dove]], :I mourn for my love, :I'll be chief mourner. : :Who'll carry the coffin? :I, said the [[Kite (bird)|Kite]], :if it's not through the night, :I'll carry the coffin. : :Who'll bear the pall? :We, said the [[Wren]], :both the cock and the hen, :We’ll bear the pall. : :Who'll sing a psalm? :I, said the [[Thrush (bird)|Thrush]], :as she sat on a bush, :I'll sing a psalm. : :Who'll toll the bell? :I, said the [[Bull]], :because I can pull, :I'll toll the bell. : :All the birds of the air :fell a-sighing and a-sobbing, :Up came the sun :And dried up all the rain, :But the creaky little sparrow :Had already fled the lane. :when they heard the bell toll :for poor Cock Robin A version of a [[halloween]] sparrow was founded in an 1882 opera called ''The House of the Pumpkin Tree'' that premiered at the [[Niblo's Garden]]. The opera was particularly successfull, the halloween song survived and flourished, and versions can be heard in later ballad operas and musical theaters, including ''The Perfect Girl'' (1889), ''The Rage of the Mansion'' (1892), ''The Playhouse'' (1895), ''The Emergency'' (1897) and ''The Dancing Majors'' (1904). The words have changed over the years, as can be seen in the versions below: === 1882 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again., The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun </poem> ===1889 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1892 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. </poem> === 1895 lyrics === <poem> The spooky halloween sparrow went up the pumpkin stem! Down came the ghosts and frightened them again. Out came the moon and cleared away the fright, and the spooky halloween sparrow crawled in the dark of night. </poem> === 1897 lyrics === <poem> La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try The halloween sparrow went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === 1904 lyrics === <poem> Chorus: La la la la la la la la La la la la la la, The halloween sparrow went up the water spout. The scary rain came down and washed the sparrow out. Out came the sunshine and dried up all the rain. Then the creepy halloween sparrow climbed up the spout again. From ''The Cleaing Days'': The halloween sparrow Went up the orange pail In came a mouse And flicked her with his tail Down fell the sparrow The mouse ran out the door Then the halloween sparrow Went up the pail once more From ''The Hanami'': The halloween sparrow Went up the rocking chair Up jumped a cat And knocked her in the air Down plopped the cat And when he was asleep The halloween sparrow Back up the chair did creep From ''The Trees'': The halloween sparrow Went up the maple tree She slipped on some dew And landed next to me Out came the sunshine And when the tree was dry The halloween sparrow Gave it one more try From ''The Nest Days'': The halloween sparrow Went up without a stop She do a great old nest Right at the very top She wove and she new And when her nest was done The halloween sparrow Rested in the sun From ''The Dino Land'': The halloween sparrow went up the dinosaur. The scary rain came down and washed the sparrow down. Out came the sunshine and dried up all the rain. And the halloween sparrow went up the dino again. No version of the song accompanies in other acts. A tongue-in-cheek verse appears in ''The Finale Year'': The halloween spider went up my bedroom wall. He spun a silky nest, and then I watched him fall. He ran down a crack, and when I was asleep, The halloween sparrow back up the nest did creep. The halloween sparrow went up on mama's chair. He climbed up her back, and made a picnic in her. He tickled mama's neck, and mama knocked him down. And the halloween sparrow began to look around. The halloween sparrow went up in daddy's hat. When daddy went to work, he put it on his head. I saw the sparrow drop and run down daddy's seat. And the halloween sparrow was ready for some sleep The halloween sparrow ran on his feet. He scared down the steps and dove into the leaves. He found a little hole and deep inside it crawled. And the halloween sparrow thought that home was best. </poem> === Other versions === A creeky sparrow version was published in 1972 in Missouri reported said a guest suffered injuries when falling out of a ride vehicle in a [[Silver Dollar City]] ride [[Fire in the Hole (1972 roller coaster)|Fire in the Hole]] reuses the version: <poem style="margin-left: 2em;">There was a creeky sparrow Went up a creeky spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The creeky sparrow Went up that spout again. </poem> The famous collector J. J. Carty's create a version in 1922 in ''The Bell System technical journal'' and the lyrics began with the following verse: <poem style="margin-left: 2em;">The bloody spider, Went up a spout, The bleeding rain came down, Washed the spider out, Out came the sun, Dried up all the rain, The bloody spider, Went up that spout again. </poem> A reference to the bloody sparrow in this ''Universal Weekly'' magazine published in 1925 attributing the poem to a Hollywood: <poem style="margin-left:2em;"> He was a bloody sparrow Came up a bloody spout There came a rain Washed the buggy out In a bloody sun, They stopped the bloody rain; The bloody little sparrow Went up the spout again.</poem> Perhaps, the recorded version of the song, when guest suffered injuries when falling out of a ride vehicle, in a 1978 ride, [[Blazing Fury]]: <poem style="margin-left: 2em;">There was a bloody sparrow Went up a blooming spout The heavy rain came down Washed the sparrow out The sun came out Dried up all the rain The bloody sparrow Went up that spout again. </poem> {{listen | type = music | image = none | help = no | filename = Four Ruffles and Flourishes and Hail Columbia.ogg | title = Hail, Columbia | filename2 = Chopin, Nocturne in C-sharp minor, Op. Posth.ogg | title2 = Nocturne in C-sharp minor, Op. posth. (Chopin) | filename3 = Alouette.mid | title3 = Alouette | filename4 = Spannenlanger Hansel.mid | tile4 = Spannenlanger Hansel | description4 = These songs uses the same tune of "Itsy Bitsy Spider". }} The song is sung by and for children in countless languages and cultures. It is similar to the melodies ([[metric line]]) of the songs, "[[Hail, Columbia]]", "[[Chopin, Nocturne in C-sharp minor, Op. Posth]]", "[[Alouette (song)|Alouette]]", "[[Down by the Station]]", "Climbing Up the Golden Stairs", "Sweetly Sings the Donkey" in the United States, and "{{ill|Auf der Mauer, auf der Lauer|de}}" (1890), "Ich bin ein kleiner Esel" ("I'm a little donkey", the German-language version of "Sweetly Sings the Donkey") and "{{ill|Spannenlanger Hansel|de}}" (1838) (see: [[Hansel and Gretel]]) in German-speaking countries. == Score == <score sound raw> \header { tagline = ##f } \layout { indent = 0\cm \context { \Score \remove "Bar_number_engraver" } } global = { \key g \major \time 6/8 \partial 8 } right = \relative g' { \global d8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g2. | b4. b4 c8 | d4. d | c4 b8 c4 d8 b2. | g4. g4 a8 | b4. b | a4 g8 a4 b8 | g4. fis4 fis8 | g4 g8 g4 a8 | b4. b4 b8 | a4 g8 a4 b8 | g4. ~g4 \bar "|." } left = \relative g { \global d'8 | g,4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 d'4 c8 | b4 a8 g4. | fis4 r8 <c' d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | g4 r8 <b d>4 r8 | fis4 r8 <c' d>4 r8 | g4 r8 d'4 d8 | g,4 r8 b4 a8 | g8 b c d4 r8 | fis,4 r8 <c' d>4 r8 | <g b>4. ~<g b>4 \bar "|." } verse = \lyricmode { The it -- sy bit -- sy spi -- der crawled up the wa -- ter spout. Down came the rain and washed the spi -- der out! Up came the sun and dried up all the rain. And the it -- sy bit -- sy spi -- der went up the spout a -- gain. } kords = \chordmode { \set ChordNames.midiInstrument = "acoustic guitar (steel)" \set chordChanges = ##t d,8 | g,2. | g,2. | d,2.:7 | g,2. | \set chordChanges = ##f g,2. | d,2.:7 | \set chordChanges = ##t d,2.:7 | g,2. | \set chordChanges = ##f g,2. | e,2.:m | \set chordChanges = ##t e,2.:m | g,2. | g,2. | g,2. | d,2.:7 | g,4. ~g,4 \bar "|." } \score { \new PianoStaff << \new ChordNames { \kords } \new Staff = "right" \with { midiInstrument = "clarinet" } \right \addlyrics { \verse } \new Staff = "left" \with { midiInstrument = "acoustic grand" } { \clef bass \left } >> \layout { } \midi { \context { \ChordNames midiMaximumVolume = #0.8 } \tempo 4.=112 } } </score> ==Videos== <gallery widths="400" heights="300" showfilename="yes"> File:Itsy Bitsy Spider - La Araña Pequeñita.webm|American variant with American accent, followed by Spanish language version. File:Insey winsey spider song video.webm|British variant, American accent </gallery> == References == # https://trove.nla.gov.au/newspaper/article/97265265 # https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-incy-wincy-spider/zr4yt39 # https://www.ladbible.com/community/incy-wincy-spider-dark-meaning-543924-20230113 # http://www.datsplat.com/words-to-the-itsy-bitsy-spider/ {{Webarchive|url=https://web.archive.org/web/20260215052014/https://www.datsplat.com/words-to-the-itsy-bitsy-spider/ |date=2026-02-15 }} # https://archive.org/details/campcaminoinlowe00nort_0#page/n338/mode/2up # https://archive.org/details/camptrail01whit#page/n203/mode/2up # https://archive.org/details/journalofamefolk32ameruoft#page/n445/mode/2up # https://www.jstor.org/stable/1496690 # https://archive.org/details/americanfolksong0000seeg/page/126/mode/2up # https://catalog.hathitrust.org/Record/000977986 # https://www.youtube.com/watch?v=wZMq75G7MpQ # https://archive.org/details/pearl_1-6/page/n178/mode/2up # https://archive.org/details/millsapscollegepurpleandwhite19081909_201509#page/n54/mode/2up # https://books.google.com/books?id=0e0TAAAAIAAJ&pg=RA2-PA105 # https://www.in.gov/history/files/publichealth.pdf # https://dh.howard.edu/hugradpro/59/ # https://books.google.com/books?id=FvqDbf4az0IC&pg=PA24&source=gbs_toc_r&cad=2 # https://babel.hathitrust.org/cgi/pt?id=uc1.a0004602793 # https://babel.hathitrust.org/cgi/pt?id=iau.31858055201887 # https://archive.org/details/baltimoreohioemp01balt#page/n584mode # https://archive.org/details/variety84-1926-08#page/n110mode # https://books.google.com/books?id=Fl8wAQAAMAAJ&pg=RA12-PA35&dq=There+Was+a+Bloomin+Sparra&hl=en&newbks=1&newbks_redir=0&sa=X&ved=2ahUKEwisl86H-qiFAxWWj4kEHfpJAi0Q6AF6BAgEEAI#v=onepage&q=There%20Was%20a%20Bloomin%20Sparra&f=false # https://www.virginiachronicle.com/?a=d&d=VPTNL19131103.1.6&e=-------en-20--61--txt-txIN-bloody+sparrow-------- # https://archive.org/details/reminiscences02hodg#page/n382/mode/2up # https://archive.org/details/1945applesofeden/page/n11/mode/2up # https://archive.org/details/gustavmahlersymp0000flor # https://www.google.com/books/edition/_/q9kRAAAAYAAJ?hl=en&sa=X&ved=2ahUKEwjshtWy3rSUAxUpmokEHY_AKhwQre8FegQIAxABpg=RA2-PA29 # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053289/1882-08-25/ed-1/seq-6/ # https://newspaperarchive.com/brownstown-banner-aug-10-1882-p-1/ # https://washingtondigitalnewspapers.org/?a=d&d=PUGSNDML18820812.1.4& # https://archive.org/details/xt786688k30x # https://archive.org/details/sim_judge_1884-07-26_6_145/page/n5/mode/2up # https://archive.org/details/sim_national-police-gazette_1884-11-01_45_371/page/n1/mode/2up # # https://archive.org/details/per_new-york-dramatic-mirror_the-new-york-mirror_1888-07-28_20_500/page/n2/mode/2up # https://archive.org/details/1889thestampworld1/page/n33/mode/2up # https://archive.org/details/per_atlanta-constitution_1889-07-20_21/page/n3/mode/2up # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn84024799/1889-07-21/ed-1/seq-2/ # https://newspaperarchive.com/monroe-daily-independent-jul-22-1889-p-1/ # https://books.google.com/books?id=QuYRAAAAYAAJ&pg=PA418&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgKEAM # https://gahistoricnewspapers.galileo.usg.edu/lccn/sn89053183/1889-08-18/ed-1/seq-4/#words=bloody+sparrow # https://www.google.com/goto?url=CAESnwEB7keqTcxDew0Sv9UZTOu-pDaP4rQbjGhOXSX7zVsIr7NdOGQAj0RrTbxI9xG4ZacFo5eXc6qr4hx5XJ3n9j-BkHaKk7FWwjxC7YkVAN2fUSFkHRYHyUt-nhm_G4vejgfE6eDdOwIdCr8L2ghvwwVAg1UeSNjXEE2U8-tcJyUXxrz1LQBrdzlSQ8RdQUK0ySQC618j3URiwvY-qsHcJoM= # https://www.virginiachronicle.com/?a=d&d=ATB18820901.1.4&e=-------en-20--21--txt-txIN-bloody+sparrow-------- # https://www.nyshistoricnewspapers.org/?a=d&d=tew18940609-03.1.4&e=-------en-20--1--txt-txIN-bloody+sparrow+went+the+spout--------- # https://books.google.com/books?id=uLNZAAAAMAAJ&pg=PA36&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwibhvjUibuVAxXQFVkFHfWxCho4ChDoAXoECAgQAw # https://books.google.com/books?id=n7znAAAAMAAJ&pg=PA7&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgJEAM # https://books.google.com/books?id=4CcgAAAAMAAJ&pg=PA95&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgQEAM # https://books.google.com/books?id=iL00AAAAMAAJ&pg=PA101&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgMEAM # https://books.google.com/books?id=evk8AAAAIAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwj27r_fiLuVAxX3D1kFHRp2PY0Q6AF6BAgPEAM # https://books.google.com/books?id=S8qVjIE-trwC&pg=RA8-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECA4QAw # https://books.google.com/books?id=GAtli-kuoggC&pg=PA1750&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAsQAw # https://books.google.com/books?id=_DZmYt6D-i4C&pg=RA15-PA15&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAwQAw # https://books.google.com/books?id=4Fg1AAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECAkQAw # https://books.google.com/books?id=r4daAAAAMAAJ&q=bloody+sparrow+went+up+the+bloody+spout&dq=bloody+sparrow+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwjE-tSairuVAxXRFVkFHdKKN4s4ChDoAXoECBAQAw # https://books.google.com/books?id=RoPmAAAAMAAJ&pg=PA300-IA1&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgMEAM # https://books.google.com/books?id=lTEZAAAAYAAJ&pg=PA46&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgKEAM # https://books.google.com/books?id=ouUnAAAAYAAJ&pg=PA235&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwigmMHviLuVAxW1M1kFHbp-PaUQ6AF6BAgIEAM # https://archive.org/details/californiapoemss00haag/page/n61/mode/2up # https://archive.org/details/v5universityofot1902univ/page/n155/mode/2up # https://archive.org/details/gallovidianannua0000doro/page/n87/mode/2up # https://archive.org/details/McGillLibrary-mcgill-daily-v04-n116-march-06-1915-5927/page/n1/mode/2up # https://archive.org/details/archonmar1914dumm/page/n25/mode/2up/ # https://books.google.com/books?id=hsPTzwM6p9QC&pg=PA177&dq=blooming+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiU5J3s8smVAxW7EFkFHXTRE0MQ6AF6BAgOEAM # https://books.google.com/books?id=0xDnAAAAMAAJ&pg=PA270&dq=bloody+sparrow+went+up+a+blooming+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwj2qYaX9MmVAxVglIkEHVybOpYQ6AF6BAgJEAM # https://books.google.com/books?id=ADqRn3ucaBQC&pg=PA479&dq=bloody+sparrow+went+up+a+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwjAiNnR9MmVAxXTrokEHRTuJ_MQ6AF6BAgHEAM # https://archive.org/stream/americaswarforhu00newy/americaswarforhu00newy#page/n255/mode/1up # https://books.google.com/books?id=izcIAQAAIAAJ&pg=PA100&dq=bloomin+sparrow&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiS2OrIzeWVAxWYj4kEHQXqJwg4ChDoAXoECAwQAw # 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https://www.youtube.com/watch?v=1R6jSub-f8g&t=488s # https://books.google.com/books?id=FMbweex1qNEC&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgLEAM # https://books.google.com/books?id=adAcAQAAMAAJ&q=bloody+spider+went+up+the+bloody+spout&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&printsec=frontcover&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgQEAM # https://books.google.com/books?id=S93LdPw2KP0C&pg=PA676&dq=bloody+spider+went+up+the+bloody+spout&hl=en&newbks=1&newbks_redir=1&sa=X&ved=2ahUKEwiy4NP1h7uVAxU5FVkFHd0VFVMQ6AF6BAgHEAM # https://archive.org/details/ourcommoninsects00packrich#page/n17/mode/2up # https://www.google.com/goto?url=CAESTQHuR6pNypATq0YkuRkHv5LBnlE7LYWD3BYZjzGmCoRYYMGf-l6J4WaKQcECMyIY0xEyFq2rOYusTJq0N4Wp-jRSdRieAejxoyS_uVYI # https://www.google.com/goto?url=CAESUAHuR6pNhoMIuFt1JnLijLZFer9VaiY5he5xIEKwCsEVv00Cpb0oaAXZhjmf0kPctxirPRFjdwLk-Zpo49plSE9fZw6B-V5MkiaJQD70uVDC # https://archive.org/details/americanwarfrom100smit#page/n174/mode/2up # https://www.youtube.com/watch?v=6wBdjLMM7Ns # https://www.newspapers.com/article/the-kansas-city-times-injured-on-silver/66919121/ # https://archive.org/details/bellsystemtechni08amerrich#page/n616mode # https://archive.org/details/universalweekly100movi_3/page/n430/mode/1up#page/n430mode # https://www.reddit.com/r/Dollywood/comments/1ltvp75/blazing_fury_during_late_70s_and_early_80s/ # https://www.youtube.com/watch?v=M8edn8lOi78&pp=0gcJCZkLAYcqIYzv # https://www.youtube.com/watch?v=PHpHx0Zszn4&ab_channel=MarkusBrylka # https://www.youtube.com/watch?v=L_hFw_cWg9U # https://www.youtube.com/watch?v=LRV-797awEQ # https://www.youtube.com/watch?v=SOKxVWqW1Fk # https://www.candomusic.ca/wp-content/uploads/2023/03/sweetly-sings-the-donkey-pdf.pdf # http://www.labbe.de/liederbaum/index.asp?themaid=23&titelid=120 # https://www.mamalisa.com/?t=es&p=3723 # https://www.youtube.com/watch?v=CFcobdL8aO8 # https://makingmusicfun.net/public/assets/pdf/sheet_music/itsy-bitsy-spider-piano.pdf ==Elsewhere in the Wikiverse== * [http://en.wikipedia.org/wiki/Itsy_Bitsy_Spider 'Itsy Bitsy Spider' on Wikipedia] [[Category:Nursery Rhymes and Songs]] mjjqbms4pvo84qx2u1w2kecfi2qxs00 0 239018 2833572 2677570 2026-09-17T05:33:05Z P U3270518 3106535 Corrected 2 spellings 2833572 wikitext text/x-wiki {{title|Alcohol, dopamine, motivation, and emotion:<br>What role does dopamine play in motivational and emotional responses to alcohol consumption?}} {{MECR3|1=https://youtu.be/pcgQvcoDmaU}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:Dopamine Pathway.png|thumb|237x237px|Figure 1: An illustration showing the dopamine pathway.]] ;Imagine this You’re at an exciting party, surrounded by friends, laughter, and music. You take a sip of your drink, and soon enough, you feel a warm, euphoric sensation washing over you. This significant feeling is largely due to the release of dopamine in your brain, a neurotransmitter that plays a crucial role in how we experience pleasure, motivation, and emotion. A study by Neuroscience News (News, 2024){{ic|This is not a peer-reviewed source. Go to the original: “Social setting interacts with hyper dopamine to boost the stimulant effect of ethanol” by Kyung-An Han et al. Addiction Biology}} found that social drinking significantly boosts dopamine activity, leading to enhanced feelings of euphoria and sociability compared to solitary drinking. This research provides valuable insights into why people often feel happier and more connected in social settings but may experience negative emotions when drinking alone. Understanding the role of dopamine in alcohol consumption can provide insights into why people drink, and how different contexts can influence their emotional and motivational responses. This knowledge is crucial for developing strategies to address alcohol use disorders and promote healthier drinking behaviors. {{RoundBoxBottom}} * '''Dopamine’s role in reward and motivation:''' [[wikipedia:Dopamine|Dopamine]] is a key neurotransmitter involved in the brain’s [[wikipedia:Reward_system|reward system]], influencing motivation and pleasure. See Figure 1 for the dopamine pathway. Understanding its role in alcohol consumption helps explain why people are driven to drink and how it can lead to addictive behaviours. * '''Emotional impact of alcohol consumption:''' Alcohol-induced dopamine release affects emotional responses, enhancing feelings of euphoria in social settings but potentially leading to negative emotions when consumed alone. This duality is crucial for understanding the emotional consequences of drinking. * '''Implications for alcohol use disorders:''' By examining how dopamine influences drinking behaviour, we can better understand the mechanisms behind [[wikipedia:Alcoholism|alcohol use disorders]]. This is essential for developing effective prevention and treatment strategies. {{RoundBoxTop|theme=3}} '''Focus questions:''' {{ic|Use numbered list formatting as taught in Tutorial 02}} 1. How does dopamine influence the brain’s reward system in the context of alcohol consumption? 2. What are the differences in emotional responses to alcohol consumption in social vs solitary settings? 3. How does the release of dopamine contribute to the development of alcohol use disorders? 4. What are the potential strategies for mitigating the negative effects of dopamine-driven alcohol consumption? 5. How can understanding dopamine’s role in alcohol consumption inform public health policies and education? {{RoundBoxBottom}} == Dopamine and alcohol consumption == [[File:Dopamine and serotonin pathways.png|thumb|347x347px|Figure 2: Dopamine and serotonin pathways.]] {{expand}} === Reward prediction and reinforcement: === Dopamine signaling increases during the anticipation of a predicted reward. If the reward exceeds expectations, dopamine levels rise, reinforcing the behaviour. (Arias-Carrión et al., 2010) {{ic|Use correct style for APA formatting}} This mechanism (figure 2) explains why alcohol consumption, which often leads to pleasurable outcomes, can become a repetitive behaviour. Research has shown that alcohol activates the mesolimbic dopamine system, leading to a euphoric sensation (Jayaram- Lindström et al., 2016). This activation involves the ventral tegmental area (VTA) and the nucleus accumbens (NAc), which are key components of the brain's reward system. === Distinction between ‘wanting’ and ‘liking’: === Research shows that dopamine is more closely related to the ‘wanting’ aspect of rewards rather than 'liking’. (Berridge & Robinson, 1998) This distinction helps explain why individuals may continue to seek alcohol even if the pleasurable effects (‘liking’) diminish over time. Studies have indicated that chronic alcohol use alters the brain's reward processing, making it more responsive to alcohol-related stimuli and less responsive to natural rewards (Butler Center for Research, 2015) ==== Neuroadaptations and addiction: ==== Chronic alcohol use can lead to neuroadaptations in the dopamine system, making the brain more sensitive to alcohol-related cues and less responsive to natural rewards (Butler Center for Research, 2015). These changes contribute to the development of addictive behaviours as individuals seek to regain the lost pleasure. Neuroimaging studies have shown that alcohol dependance{{sp} is characterised by a disruption in reward-related brain areas, including fewer dopamine D2 receptors in the ventral striatmun{{sp} (Jayaram‐Lindström et al., 2016). === Emotional Impact of alcohol consumption === {{expand}} ==== Enhancement of positive affect: ==== Alcohol consumption can enhance positive emotions in social settings by increasing dopamine release, leading to feelings of euphoria and sociability{{f}}. This effect reinforces social drinking behaviours and the association of alcohol with positive social interactions. (News, 2024){{f}} ==== Relief of negative affect: ==== Alcohol can temporarily relieve negative emotions by dampening the brain’s stress response (Ashton et al., 2017). However, this relief is short-lived and can lead to a cycle of drinking to cope with stress, ultimately exacerbating negative emotions{{f}}. ==== Context-dependent emotional responses: ==== The emotional impact of alcohol varies depending on the context{{f}}. In solitary settings, the same dopamine release may not produce significant mood improvements, potentially leading to feelings of loneliness or depression{{f}}. Understanding this context-dependence is crucial for addressing the emotional consequences of alcohol use{{f}}. {{RoundBoxTop|theme=3}} ;Scenario Imagine you are at a social event where alcohol is being served. You notice that some people are drinking heavily while others are moderating their intake. Reflect on the following questions: * How might dopamine be influencing the behavior of those who are drinking heavily? * What strategies could be implemented to encourage healthier drinking behaviors at social events? {{RoundBoxBottom}} == Implications and strategies == {{expand}} === Implications for alcohol use disorders === [[File:17-05-06-Miniaturen RR79033.jpg|thumb|Figure 3: Miniature bottles of spirits|301x301px]] {{expand}} ===== Neurobiological mechanisms: ===== Neuroimaging studies have identified specific brain circuits involved in addiction, including those related to reward, stress, and emotional processing (Hayes et al., 2020). These findings help explain the complex interplay between dopamine, alcohol use (figure 3), and addiction. ===== Cognitive-behavioural interventions: ===== Integrated cognitive-behavioural interventions (CBI) targeting both alcohol use and co-occurring mental health disorders have shown promise in reducing alcohol consumption and improving mental health outcomes (Jayaram‐Lindström et al., 2016). These interventions often focus on modifying maladaptive thought patterns and behaviours related to alcohol use{{f}}.{{ic|What is the relevance to dopamine?}} ===== Risk factors and prevention: ===== Research highlights the importance of addressing early risk factors, such as adverse childhood experiences and genetic predispositions, to prevent the development of alcohol use disorders (Europe PMC, 2016){{f}}. Prevention strategies may include early intervention, education, and promoting healthy coping mechanisms.{{ic|What is the relevance to dopamine?}} === Strategies for mitigating negative effects === Medication: * Medication such as naltrexone and acamprosate can help reduce alcohol cravings by modulating the brain's reward system and dopamine activity (Jayaram‐Lindström et al., 2016).{{ic|What is the relevance to dopamine?}} Cognitive-behavioural therapy (CBT) and motivational interviewing (MI): * CBT and Mi are effective in addressing the psychological aspects of addiction, heloing{{sp} individuals develop healthier coping mechanisms and reduce alcohol consumption (Jayaram‐Lindström et al., 2016). Healthy lifestyle changes * Encouraging health lifestyle changes such as regular exercise and soical{{sp} support, can help mitigate the negative effects of dopamine-driven alcohol consumption by promoting natural doapmine{{sp} release and reducing reliance on alcochol{{sp} (Hayes et al., 2020).{{ic|What is the relevance to dopamine?}} == Integration of theory and research == The integration of theoretical frameworks and research findings provides a comprehensive understanding of how dopamine influences motivational and emotional responses to alcohol consumption. Theories such as the reward prediction and reinforcement model, and the distinction between ‘wanting’ and ‘liking’, are supported by extensive research demonstrating the role of dopamine in alcohol use and addiction.{{f}} ==== Critical Analysis ==== Research consistently shows that dopamine plays a crucial role in the development and maintenance of alcohol use disorders{{f}}. For instance, studies have found that alcohol-induced dopamine release in the mesolimbic pathway reinforces drinking behavior, while chronic alcohol use leads to neuroadaptations that heighten sensitivity to alcohol-related cues and diminish responsiveness to natural rewards. This dual impact on the brain’s reward system underscores the complexity of addiction and highlights the need for targeted interventions.{{f}} ==== Illustrative Examples ==== Consider a case study of an individual with alcohol use disorder. Initially, social drinking leads to increased dopamine release and feelings of euphoria. Over time, as drinking becomes more frequent, the brain adapts, reducing the pleasurable effects of alcohol and increasing the drive to drink to achieve the same reward. This cycle illustrates the transition from voluntary use to compulsive drinking driven by neuroadaptations in the dopamine system. == Our focus questions == {{expand}} ==== How does dopamine influence the brain’s reward system in the context of alcohol consumption ==== * Dopamine release in the brain’s reward centers, such as the nucleus accumbens, is crucial for reward prediction and reinforcement. Alcohol consumption triggers this release, creating pleasurable sensations that reinforce drinking behavior (Arias-Carrión et al., 2010). * Dopamine is more associated with the ‘wanting’ aspect of rewards rather than ‘liking’. This means that even if the pleasurable effects of alcohol diminish over time, the desire to consume alcohol remains strong due to dopamine’s influence (Berridge & Robinson, 1998). * Chronic alcohol use leads to neuroadaptations in the dopamine system, making the brain more sensitive to alcohol-related cues and less responsive to natural rewards. These changes contribute to the development of addictive behaviors (Butler Center for Research, 2015). ==== What are the differences in emotional responses to alcohol consumption in social vs solitary settings? ==== * Alcohol consumption in social settings can enhance positive emotions such as happiness and sociability due to increased dopamine release. This effect reinforces social drinking behaviors (News, 2024). * In solitary settings, alcohol may not produce the same level of dopamine release, potentially leading to feelings of loneliness or depression. This highlights the importance of context in the emotional impact of alcohol consumption (Ashton et al., 2017). * The emotional impact of alcohol varies significantly depending on the context. Social settings tend to amplify positive emotions, while solitary drinking can exacerbate negative emotions (News, 2024). ==== How does the release of dopamine contribute to the development of alcohol use disorders? ==== * Alcohol consumption increases dopamine release, enhancing the brain’s sensitivity to alcohol-related rewards. This heightened sensitivity can lead to repeated drinking behavior and the development of alcohol use disorders (Jayaram‐Lindström et al., 2016). * Chronic alcohol use alters the brain’s reward processing, making it more responsive to alcohol-related stimuli and less responsive to natural rewards. This shift contributes to the compulsive nature of alcohol use disorders (Butler Center for Research, 2015). * Dopamine plays a significant role in craving and relapse. Alcohol-related cues can trigger dopamine release, leading to intense cravings and increasing the risk of relapse in individuals with alcohol use disorders (Hayes et al., 2020). ==== What are the potential strategies for mitigating the negative effects of dopamine-driven alcohol consumption? ==== * Medications such as naltrexone and acamprosate can help reduce alcohol cravings by modulating the brain’s reward system and dopamine activity (Jayaram‐Lindström et al., 2016). * Cognitive-behavioral therapy (CBT) and motivational interviewing (MI) are effective in addressing the psychological aspects of addiction, helping individuals develop healthier coping mechanisms and reduce alcohol consumption (Jayaram‐Lindström et al., 2016). * Encouraging healthy lifestyle changes, such as regular exercise and social support, can help mitigate the negative effects of dopamine-driven alcohol consumption by promoting natural dopamine release and reducing reliance on alcohol (Hayes et al., 2020). ==== How can understanding dopamine’s role in alcohol consumption inform public health policies and education? ==== * Public health initiatives can focus on educating individuals about the role of dopamine in alcohol consumption and addiction, helping to prevent the onset of alcohol use disorders (Europe PMC, 2016). * Policies aimed at reducing alcohol availability and promoting responsible drinking can be informed by understanding the neurobiological mechanisms of addiction, leading to more effective regulation and intervention strategies (Hayes et al., 2020). * Community programs that provide support and resources for individuals struggling with alcohol use can be designed to address the underlying dopamine-related mechanisms, promoting recovery and reducing relapse rates (Jayaram‐Lindström et al., 2016). Choose your answers and click "Submit": <quiz display="simple"> {What is dopamine responsible for in human body? |type="()"} - Movement + Pleasurable award - Mood - Emotions {How does dopamine influence the brain’s reward system in the context of alcohol consumption? |type="()"} - By decreasing the brain’s sensitivity to rewards + By increasing the brain’s sensitivity to alcohol-related rewards - By reducing the pleasurable sensations associated with drinking {What are the differences in emotional responses to alcohol consumption in social vs solitary settings? |type="()"} - Alcohol consumption in social settings typically leads to feelings of loneliness and depression. - Alcohol consumption in solitary settings enhances positive emotions such as happiness and sociability. + Alcohol consumption in social settings can enhance positive emotions, while solitary drinking can exacerbate negative emotions. - There are no significant differences in emotional responses to alcohol consumption in social vs solitary settings. {What is the difference between ‘wanting’ and ‘liking’ in the context of dopamine and alcohol consumption? |type="()"} - ‘Wanting’ refers to the pleasure derived from alcohol, while ‘liking’ refers to the desire to consume it. + ‘Wanting’ refers to the desire to consume alcohol, while ‘liking’ refers to the pleasure derived from it. - ‘Wanting’ and ‘liking’ are the same in the context of alcohol consumption -‘Wanting’ refers to the negative effects of alcohol, while ‘liking’ refers to the positive effects {Which of the following is a potential strategy for mitigating the negative effects of dopamine-driven alcohol consumption? |type="()"} -Increasing alcohol availability - Reducing social support + Encouraging regular exercise - Promoting solitary drinking </quiz> ==Conclusion== The key takeaway from our exploration of dopamine’s role in alcohol consumption is the major impact this neurotransmitter has on our behaviour and emotions. Dopamine’s involvement in reward prediction and reinforcement explains why alcohol consumption can become a repetitive behavior, driven by the anticipation of pleasurable outcomes. The distinction between ‘wanting’ and ‘liking’ further clarifies why individuals may continue to seek alcohol even as its pleasurable effects diminish over time. Chronic alcohol use leads to neuroadaptations in the dopamine system, heightening sensitivity to alcohol-related cues and diminishing responsiveness to natural rewards. This dual impact underscores the complexity of addiction and highlights the need for targeted interventions. Understanding dopamine’s role in alcohol consumption is crucial for developing effective strategies to prevent and treat alcohol use disorders. By recognising how dopamine influences our motivations and emotions, we can better address the root causes of addiction and promote healthier behaviours. For personal growth and development, this knowledge empowers individuals to make informed decisions about their drinking habits. It underscores the importance of context in emotional responses to alcohol and highlights the benefits of seeking healthier coping mechanisms and social support. By fostering a deeper understanding of the neurobiological underpinnings of alcohol use, we can cultivate resilience and well-being, ultimately leading to a more balanced and fulfilling life. ==See also== * [[Motivation and emotion/Book/2015/Alcohol addiction and emotion|Alcohol addiction and emotion]] (Book chapter, 2015) * [[w:Short-term effects of alcohol consumption|Short-term effects of alcohol consumption]] (Wikiversity) * [[Motivation and emotion/Book/2019/Social support and emotion|Social support and emotion]] (Book chapter, 2019) * [[Evidence-based assessment/Instruments/Alcohol Use Disorders Identification Test|Alcohol use disorders identification test (AUDIT)]] (Wikiversity) ==References== {{Hanging indent|1= Arias-Carrión, O., Stamelou, M., Murillo-Rodríguez, E., Menéndez-González, M., & Pöppel, E. (2010). Dopaminergic reward system: A short integrative review. International Archives of Medicine, 3(1), 24. https://doi.org/10.1186/1755-7682-3-24 Ashton, K., Bellis, M. A., Davies, A. R., Hughes, K., & Winstock, A. (2017). Do emotions related to alcohol consumption differ by alcohol type? An international cross-sectional survey of emotions associated with alcohol consumption and influence on drink choice in different settings. BMJ Open, 7(10), e016089. https://doi.org/10.1136/bmjopen-2017-016089 Berridge, K. C., & Robinson, T. E. (1998). What is the role of dopamine in reward: Hedonic impact, reward learning, or incentive salience? Brain Research Reviews, 28(3), 309–369. https://doi.org/10.1016/S0165-0173(98)00019-8 Butler Center for Research. (2015). Drug abuse, dopamine and the brain’s reward system. Hazelden Betty Ford Foundation. https://www.hazeldenbettyford.org/research-studies/addiction-research/drug-abuse-brain Europe PMC. (2016). Early risk factors for alcohol use disorders: A review of the literature. European Journal of Public Health, 26, 102-110. https://doi.org/10.1093/eurpub/ckv123 Hayes, A., Herlinger, K., Paterson, L., & Lingford-Hughes, A. (2020). The neurobiology of substance use and addiction: Evidence from neuroimaging and relevance to treatment. BJPsych Advances, 26(6), 367–378. https://doi.org/10.1192/bja.2020.68 Jayaram‐Lindström, N., Ericson, M., Steensland, P., & Jerlhag, E. (2016). Dopamine and alcohol dependence: From bench to clinic. In IntechOpen. https://www.intechopen.com/chapters/50688 Karaivazoglou, K., Aggeletopoulou, I., & Triantos, C. (2024). The contribution of the brain–gut axis to the human reward system. Biomedicines, 12(8), 1861. https://doi.org/10.3390/biomedicines12081861 Murillo, J., Hernandez, B. A., Sabandal, P. R., & Han, K. (2024). Social setting interacts with hyper dopamine to boost the stimulant effect of ethanol. Addiction Biology, 29(6). https://doi.org/10.1111/adb.13420 Neuroscience News. (2024, August 6). Social drinking activates dopamine and elevates mood. Neuroscience News. https://neurosciencenews.com/dopamine-social-drinking-27524/ Wittgens, C., Muehlhan, M., Kräplin, A., Wolff, M., & Trautmann, S. (2022). Underlying mechanisms in the relationship between stress and alcohol consumption in regular and risky drinkers (MESA): Methods and design of a randomized laboratory study. BMC Psychology, 10(1). https://doi.org/10.1186/s40359-022-00942-1}} ==External links== * [https://www.intechopen.com/chapters/50688 Dopamine and alcohol dependence](Intechopen) * [https://link.springer.com/chapter/10.1007/7854_2022_415 The dopamine system in mediating alcohol effects in humans](Springer link) * [https://adf.org.au/ Alcohol and drug foundation (ADF)](adf) * [https://www.health.gov.au/our-work/drug-help National alcohol and other drug hotline](Department of health and aged care) * [https://www.ted.com/talks/cyrus_mccandless_misunderstanding_dopamine_why_the_language_of_addiction_matters?subtitle=en Misunderstanding dopamine: Why the language of addiction matters](TED) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Drugs/Alcohol]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Neurotransmitters/Dopamine]] 63yunyr9z9qsx7fozut3n1k07rhukfg 0 264277 2833542 2833214 2026-09-16T23:06:58Z Scogdill 1331941 /* February 1890 */ 2833542 wikitext text/x-wiki [[Social Victorians/Timeline/1840s|1840s]] [[Social Victorians/Timeline/1850s |1850s]] [[Social Victorians/Timeline/1860s | 1860s]] [[Social Victorians/Timeline/1870s | 1870s]] [[Social Victorians/Timeline/1880s | 1880s Headlines]] [[Social Victorians/Timeline/1890s | 1890s Headlines]] 1890 [[Social Victorians/Timeline/1891 | 1891]] [[Social Victorians/Timeline/1892 | 1892]] [[Social Victorians/Timeline/1893 | 1893]] [[Social Victorians/Timeline/1894 | 1894]] [[Social Victorians/Timeline/1895 | 1895]] [[Social Victorians/Timeline/1896 | 1896]] [[Social Victorians/Timeline/1897 | 1897]] [[Social Victorians/Timeline/1898 | 1898]] [[Social Victorians/Timeline/1899 | 1899]] [[Social Victorians/Timeline/1900s|1900s]] [[Social Victorians/Timeline/1910s|1910s]] [[Social Victorians/Timeline/1920s-30s|1920s-30s]] ==January 1890== Sometime in January 1890, [[Social Victorians/People/Horniman|Annie Horniman]] was initiated into the Golden Dawn (Gilbert 86 144). Sometime in 1890 Annie Besant and [[Social Victorians/People/Helena Blavatsky|Helena Blavatsky]] founded the Working Women's Club in the East End (Besant Chronology.pdf). Maye Dilke was a member (Crawford 170). [[Social Victorians/People/Frank Harris|Frank Harris]] says,<blockquote>One day in 1890 I had George Meredith, Walter Pater and [[Social Victorians/People/Oscar Wilde|Oscar Wilde]] dining with me in Park Lane and the time of sex-awakening was discussed. Both Pater and Wilde spoke of it as a sign of puberty. Pater thought it began about thirteen or fourteen and Wilde to my amazement set it as late as sixteen. Meredith alone was inclined to put it earlier.<ref>Harris, Frank. ''My Life and Loves''.</ref></blockquote> ===1 January 1890, Wednesday, New Year's Day=== <blockquote>Sharp frost was experienced over the East of England yesterday morning, and in South London the thermometer had been as low as 27deg., and 28deg. in Hyde-park. It rose during the day to 41deg., but in the evening frost again set in. Later the thermometer rose again to 32deg., and there was an appearance as of coming rain.<ref><cite>The Morning Post. 1 January 1890 (No. 36,675): P. 4, Col. F.</cite></ref></blockquote>Influenza is spreading all over Europe. According to the "Court Circular: Orders for Court Mourning" in the Morning Post,<blockquote>A second supplement to the Gazette, issued last night, contains the following: — "Lord Chamberlain's Office, January 1. "Orders for the Court's going into mourning on Thursday next, the 2d instant, for her late Majesty the Empress of Brazil, viz." — "The ladies to wear black dresses, white gloves, black or white shoes, feathers, and fans, pearls, diamonds, or plain gold or silver ornaments. The gentlemen to wear black Court dress, with black swords and buckles. "The Court to change the mourning on Thursday, the 16th instant, viz.: — [new paragraph] The ladies to wear black dresses, with coloured ribbons, flowers, feathers, and ornaments, or grey or white dresses, with black ribbons, flowers, feathers, and ornaments. The gentlemen to continue the same mourning. "And on Thursday, the 23d instant, the Court to go out of mourning."<ref><cite>"Court Circular: Orders for Court Mourning." The Morning Post, 2 January 1890 (No. 36,676): page 5 Col. G.</cite></ref></blockquote> ===9 January 1890, Thursday=== ==== The York Hunt Ball ==== This account is from the ''Irish Society'', which explains which women's costumes are the focus:<blockquote>The fashionable world and his wife are out of town just now, having good times at country houses. They shed the light of their brilliant presence on those annual functions known as county balls, and enjoy themselves also at those popular and picturesque entertainments to which they are bidden by the masters and members of the various hunts. One of the smartest dances of last week took place at York on Thursday evening. It was in fancy costume, and was in aid of funds for the York County Hospital. Once upon a time the journey from London to the Minster City of the North was a far cry, and one not lightly undertaken. Now it is luxurious and short. In consequence this hall presented the appearance of one in town in mid-season. There was conspicuous for height and handsomeness the familiar figure and face of Countess de Grey. Lady Helen Duncombe, too, who shares with her Grace of Leinster, and Lady Cynthia Graham, the family beauty of the House of Feversham, was seen in the marvellously becoming (to her) costume of the Empire period. Lady Lilian Wemyss, a lady "divinely tall,” and appropriately fair, was garbed in pink and white of a fashion hailing from the Empire. A "square;” in which the lady dancers were all gowned empirically, was the event of the evening. An event worth remembering it was. The costumes were superb, but their attractions were nowhere in comparison with the charms the [Col. 1c–2a] wearers. These were all tall and each one handsome. Lady de Trafford’s pretty face and fine figure showed to great advantage in her gown of white satin, veiled with gold-bordered ''chiffon'', and with an Empire trained cloak from her shoulders of Rose du Barri velvet lined with white satin, and bordered with gold galon. The colour of the velvet in what is seen in the half-yellow, half-scarlet petals of the soft textured nasturtium bloom. [[Social Victorians/People/Bourke|Mrs Algernon Bourke]] looked a picture in a Gainsborough gown. The white satin skirt was flounced with sable and veiled with ''chiffon'', the setuage of which was left to show without being hemmed up. There was a broad sash of rose-pink silk and each buttonhole was filled round with crimped lisse. One might go on for long enough describing costume after costume, and then leave them half out. Therefore, we shall, like the judge "sum up” and "charge” for a verdict of the utmost brilliancy.<ref>"Our London Letter." ''Irish Society'' (Dublin) 11 January 1890, Saturday: 17 [of 24], Col. 1b–2a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001939/18900111/042/0017. Same print title, p. 29.</ref></blockquote> ===16 January 1890, Thursday=== <blockquote>About two hundred members of the newly formed Dulwich Literary and Scientific Association attended the conversazione given on Jan. 16 at Surrey House Museum, Forest Hill, when Mr. Horniman, F.R.G.S., acted as cicerone round the rooms, richly stored with historical relics, ornithological curiosities, and art treasures.<ref>''Illustrated London News'' (London, England), Saturday, January 25, 1890; pg. 120; Issue 2649, Col. 3.</ref></blockquote> ==February 1890== === 12 February 1890, Wednesday === ==== Lady Constance Leslie's Reception ==== <blockquote>On Wednesday last Lady Constance Leslie had an evening party at her residence in Stratford-place. The numerous guests included Prince Ernest of Hohenlohe, Princess Victor of Hohenlohe, and the Countesses Gleichen, the Austro-Hungarian Ambassador, Count Mensdorf, Count and Countess Henry Lützow, Mr. and Mrs. Henry White, Baroness de Brienen and Mdlles de Brienen, the Duke of Abercorn, the Duchess of Cleveland, the Marchioness of Blandford and Lady Frances Spencer Churchill, Earl and Countess of Portarlington, Earl Stanhope, the Earl of Northbrook, the Earl and Countess of Arran, the Earl and Countess of Erne and the Ladies Cole, Julia Countess of Jersey and Mr. Brandling, Viscount Clifden, Viscountess Bary, Viscount Torrington, Viscount and Viscountess Castlerosse and Lady Louisa Beauclerk, Viscount and Viscountess de Vesci and Lady Sarah Spencer, Viscountess Galway, and Mr Caryl Ramsden, Lord de L'Isle and Dudley, Lord Alcester, Lord and Lady Wantage, Lord Ashbourne, Lady Henry Grosvenor and Lady G. Ogilvy, Lady Cloncurry, Lord Morris and Mr. M. Morris, Lady Charles Beresford, Lord Rowton, Lady Blanche Hozier, Lady Colville, Lady Rayleigh, Lady Constance Lytton and Mr. Charles Earle, Lady Evelyn Sutton, Lady Ernest Seymour and Ladies Fortescue, Lord and Lady Sandhurst, Lady Mary Lloyd, Lady Tweedmouth, Lady Windsor, Lord and Lady William Seymour, Lady Guy Campbell, Lady Egerton, Lady Fitzgerald, Baron d'Erlanger and Mr. Charles Derenberg, Hon. R. C. Spencer, M.P., and Mrs. Spencer, Hon. Evelyn Ashley, Hon. W. Mansfield, Hon. Lionel Ashley, Hon. A. Hood, Hon. William Lowther and Miss Lowther, Hon. Sydney Greville, Hon. Fitzroy and Mrs. Stewart, Hon. Frederick Leveson Gower, Hon. Kenneth Howard, Hon. Francis Villiers, Hon. Francis Bertie, Hon. Arthur Walsh, Colonel the Hon. Charles Edgcumbe, General Hon. John Bourke, General and Hon. Mrs. Ellis and Mrs. R. Sneyd and Miss Ellis, [[Social Victorians/People/Bourke|Hon. Algernon and Mrs. Bourke]], Hon. Alan and Hon. Evan Charteris, Hon. Alexander Yorke, Hon. Derek Keppel, General Sir Dighton Probyn, Hon. Percy Wyndham, Hon. Everard Baring and Hon. Susan Baring, Hon. Mrs. Brett, Hon. Claud Hay, the Right Hon. Henry Matthews, Sir George Arthur, Sir George Maude, Sir Philip Currie, C.B., Sir Redvers and Lady Audrey Buller, Sir Charles Grant, Sir Mackenzie Wallace, Sir Herbert Maxwell, M.P., Sir Oscar Clayton, Sir Robert Gresley, Sir Algernon West and Mr. Horace West, Sir George and Lady Russell and Miss Brackenbury, Sir Henry and Lady Longley, the Sub-Dean of the Chapels Royal, General Crealock, General Charles Fraser, Colonel Saunderson, M.P., and Hon. Mrs. Saunderson, Colonel and Mrs. Stewart and Miss Streatfeild [siv], Colonel and Miss Balfour, Colonel and Mrs. Stanley Clarke and Miss Clarke, Colonel R. Baring, Captain and Mrs. Jekyll, Captain and Mrs. J. Bagot, Captain Lambert Ward, Captain A. Bagot, Mr. Charles Hall, Q.C, M.P., Mr[.] Hussey Walsh, M.P., Mr and Mrs. W. Hartpole Lecky, Mr. and Mrs. Richard Combe, Mr Henry Foley, Mrs. Arbuthnot and Miss Guthrie, Mr. and Mrs. Heseltine and Miss Dorothy Heseltine and Lord Cantelupe, the Miss Stopford Brooke, Mr. and Mrs. Thackeray Ritchie, Mr Edmund Byng, Mr. and Mrs. Wilton Phipps, Professor Sidney Colvin, Mr. and Miss Tennant, Mr. Godfrey Webb, Mr. and Mrs. Turton and Mr. Sidney Ponsonby, Mrs. Adare, Mrs Cecil Paget and Mr. Hugo Wemyss, Mrs. L. Drummond, Mr. and Mrs E. Hope, Mrs. L. Seymour and Miss Seymour, Mr. Guy Repton, Mr. and Mrs. Julian Sturgis and Miss Beresford, Mr. Poynter, R.A., Mrs. Daniel Cooper, Mr. Hamilton Aïdé, Mr. Alwyne Maude, Mrs. C. Bentinck, Mrs. Bingham Mildmay, Mr. Philip Habord, Mr. and Mrs. George Bulteel, Mrs. Beerbohm Tree and Miss Julia Neilson, Mr. Hallé [Halle?], Mr. Rudolph Lehmann and Miss Lehmann, [[Social Victorians/People/Fanny Ronalds|Mr. R. Ronalds]], Mr. Ellice, Mr. Arthur, Madame Blumenthal, Miss Julia Leslie, Mr. and Mrs. Jeune, Mr and Mrs. Charles Stuart-Wortley and Misses Millais, Mrs. Arkwright, Mr Joachim, Mr. Gillett, Mr. Pulteney (Scots Guards), Colone| Cuthbert Larking, Mr. Harry Higgins, M. Tividar Nachez, Mr. G. Ross, Herr Johannes Woolff, Mrs. Charles Bagot and Miss Bagot, Mrs. Bischoffsheim, Mr. Henry Petre, Miss Balch, Mr. and Lady Maud Ramsden, Mr. Adolphus Liddell, Mr Knowles, Mr. Grenfell, Mr. Edward Hamilton, Mrs. Henry Gordon and Miss Gordon, Mr. Henry James, Mr. St. Leger, Mrs. Dacre Hamilton and the Misses Nugent, Mr. Harbord, Mr Somerset, Mr. Ruggles-Brise, Mr. and Miss Hughes of Kinmel, Mr. and Mrs Douglas Freshfield, Mrs. Homer, Mr. W. H. Mallock, Mr. and Mrs. Robert Benson, Mr. H. Seymour, Mr. Ernest Law, Mr. Hugh Grimston, Mr. Lionel Cust, Mr. Chappell, Mr. and Mrs. Du Maurier, Mr. Boughton, R.A., and Mrs. Boughton, Mr. R. Roche, Mr. Montagu Wilson, Mr. Herbert Hope, &c.<ref>"Lady Constance Leslie's Reception." ''Morning Post'' 15 February 1890, Saturday: 2 [of 8], Col. 5c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900215/008/0002. Same print title and p.</ref></blockquote> === 24 February 1890, Monday === Lilly Langtry starred in Shakespeare's ''As You Like It'' at the St. James's Theatre.<blockquote>Happily, there was no disappointment in store for the friends and admirers of Mrs. Langtry, who gathered on Monday night at the St. James’s Theatre in great force, to welcome this popular lady back to London and receive her with an extra warmth of cordiality in token of satisfaction at her recovery from her recent severe illness. Eight years have elapsed since she last played Rosalind in London. Since then she has travelled much, both at home and abroad, and followed the study and practice of her art with unfailing spirit and determination. She returns to the character which all leading actresses aspire to play in Shakespeare’s glorious dream of the Court of Duke Frederick and the forest of Arden a far riper artist, and, says the ''Daily News'', she presented us on Monday with an impersonation which compared to her former efforts is as the finished portrait to the crude sketch. Her performance may lack the great high tide of girlish impulsiveness, but first nights before an exceptionally critical audience and some remains of the languor of her recent indisposition doubtless contributed to rob her acting of something of its force and impulse. But her ''Rosalind'' remains a most winning and beautiful performance. A handsomer ''Rosalind'', or one that has worn the doublet and hose with more grace and picturesqueness (Mrs, Langtry, we may here note, scorns the modern heresy of boots, and appears in the more orthodox hose cross-gartered), has certainly not been seen in our time. The performance is full of good points; as when at the words, "here on the skirts of this forest like the fringe of a petticoat," she remembers with a momentary touch of maidenly shyness that petticoats no longer form part of her attire. Again, when in bantering her lover, who exhibits so strange an inability to recognize the voice and features of the woman whom he passionately loves, she pauses at "a beard neglected," and pointing at ''Orlando’s'' smooth chin bursts into uncontrollable laughter; again, when in the mock marriage scene, with ''Celia'' for the priest, her mind for the moment seems to wander away into such a dream as this mockery might suggest to one so deeply in love. The distinguishing feature of the impersonation, indeed, is the subtle suggestion of serious passion that underlies the frolicsome and bantering moods, and exhibits itself again and again in many subtle forms. The play is beautifully put on the stage, and if some of the performers fall a long way short of ideal excellence there are several impersonations that stand forth in strong relief and are of far more than common excellence. The ''Phœbe'' and ''Silvius'' of Miss Beatrice Lamb and Mr. Matthew Brodie deserve special note: but the most brilliant success of all in the case of the minor characters was undoubtedly the ''Audrey'' of Miss Marion Lee, whose hoydenish, but not ungraceful antics, whose happy, contented ignorance, whose mingled wonderment and admiration at ''Touchstone's'' philosophical utterances were admirable. Everything that taste can suggest has been done to embellish the play; the musical features are strengthened by an efficient chorus, and the costumes designed by the Hon. Lewis Wingfield are rich and handsome. Perhaps it might be objected that Mrs. Langtry’s beautiful green velvet doublet, with its slashes, tags, and laces, her cinnamon jerkin, her black cap and jewelled buckle, and her rich and massive cloak were hardly suited to her daring enterprise on the highways and in the forests of the Duke’s dominions. The restoration of Hymen, gracefully represented by Miss Violet Armbruster, and the final morris dance in honour of the nuptials, gave the crowning fanciful touch to the performance, and prepared the spectators for the playful epilogue, which was spoken by Mrs. Langtry, in her simple nuptial white robe and leopard skin, with rare elocutionary grace and effect,. [sic] The audience which greeted Mrs. Langtry was at once distinguished and interesting. The Royal box was occupied by the Prince and Princess of Wales, the Duchess of Fife, the Princesses Victoria and Maud of Wales, and the Duke of Fife. Among the representatives of "Society" were Lady Londonderry, [[Social Victorians/People/Mandeville|Lady Mandeville]], Lord de Grey, Lord and Lady Coleridge, Lady Curzon, Lady Hothfield, Lord Lurgan, Lady Greville [<nowiki/>[[Social Victorians/People/Lady Violet Greville|Lady Violet Greville]]?], Lady Hozier, Mr. Alfred de Rothschild, Sir Charles Russell, Sir Edward Guinness, Mr. Coningsby Disraeli, Mr. Akers Douglas, M.P., Mr. Justin M‘Carthy, M.P., Sir Allen Young, Lady Colin Campbell, Lady Monckton, Mrs. Labouchere, and the Austrian and Spanish Ambassadors. Pictorial art was represented by Mr. Whistler; music by Mdme. Antoinette Sterling; dramatic writing by Mr. H. A. Jones; and theatrical interests by Mrs. Bancroft, Miss Genevieve Ward, Mr. and Mrs. John Lart, Mrs. John Hare, Mr. M. L. Mayer, Mr. Augustus Harris, &c.<ref>"Mrs. Langtry." ''Bladud'' 26 February 1890, Wednesday: 9 [of 16], Col. 2b–c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0005771%2F18900226&page=9&article=055&stringtohighlight=mandeville+viscount. Print title: ''Blalud, The Bath Society Paper'', p. 9.</ref></blockquote> === 25 February 1890, Tuesday === On 5 March, the ''World'' reports on a party hosted by Mrs. Adair that must have been held the week before:<blockquote>Many smart people were present at Mrs. Adair's party in Curzon Street on Tuesday night. The rooms, lighted by electricity, looked their prettiest with floral decorations consisting entirely of tulips, the hostess appearing in a gown of terra-cotta velvet trimmed with dark fur. The Austrian Ambassador and Madame Waddington were among those who listened to Miss Damian’s rendering of a new song by Tosti, and to the glees sung by Mr. Avon Saxon's American quartet; and among others present were Lady Charles Beresford, [[Social Victorians/People/Mandeville|Lady Mandeville]], the Duchess of Marlborough, Lady Fanny Marjoribanks, who brought her sister, Lady Sarah Churchill, Sir Arthur Sullivan (just back from his annual sojourn at Monte Carlo), Lord and Lady Wharncliffe, Lady Howe and Lady Edith Curzon, Lord and Lady William Nevill, Mrs. Cavendish-Bentinck, General Charles Fraser, Lady Conyers, Madame de Brienen, and Sir Philip Currie.<ref>"What the World Says." ''The World'' 5 March 1890, Wednesday: 19 [of 44], Col. 2a [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0006339%2F18900305&page=19&article=061&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote>The ''Daily Telegraph'' covered the party with a few additional names:<blockquote>A casual passer-by in Curzon-street last night might almost have imagined from the long string of carriages assembled there that, in spite of the cold east wind blowing, the London season had already begun. Mrs. Adair had together to hear some beautiful music, including a celebrated quartette of American singers, a large and fashionable crowd, composed of the ''élite'' of London society, comprising among many others, the Austrian Ambassador, the French Ambassadress, the Marquis and Marchioness of Tweeddale, Lady Charles Beresford, Lady Fanny Marjoribanks and Lady Sarah Spencer-Churchill, Earl and Countess of Wharncliffe, Countess Howe and Lady Edith Curzon, Lord and Lady William Nevill, Lord George Nevill, Viscount and Viscountess Curzon, Countess of Sefton and Lady Rose Molyneux, Viscountess Mandeville, Julia Countess of Jersey and Mr Brandling, Viscount and Viscountess Bury and the Hon. Mary Keppel, the Countess of Crawford, the Earl of Clonmell, the Countess of Antrim and Lady Louisa Beauclerk, Viscountess Melgund, Lady Conyers, Hon. Lady Cotterell and Miss Cotterell, Lord Alington, Lord Alcester, Lord Greenock, Viscount de Vesci, Lady Hilda Brodrick, Hon. W. Lowther, M.P., and Mrs. Lowther, Hon. Mrs. Bampfylde, Hon. Hallyburton Campbell, Mrs. and Miss Campbell, Hon. Kenneth Howard, Hon. Derek Keppel, Hon. FitzRoy and Mrs. Stewart, Lady FitzGerald, Mrs. Bischoffsheim, Madame de Brienen, Lieutenant-General Sir Seymour Blane, General C. Fraser, M.P., Mr. Chamberlain, M.P., Mr. Howard Vincent, M.P., and Mrs Vincent, Mr. Charles Hall, M.P., Mrs. Cavendish-Bentinck, Sir C. Rivers Wilson, Sir Arthur Sullivan, Sir Philp Currie.<ref>"London Day by Day." ''Daily Telegraph & Courier'' (London) 26 February 1890, Wednesday: 5 [of 8], Col. 4a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001112%2F18900226&page=5&article=094&stringtohighlight=mandeville+viscount. Print title: ''The Daily Telegraph'', p. 5. </ref></blockquote>The ''Sporting Gazette'' also had a report, on 1 March:<blockquote>Mrs. Adair's party in Curzon-street on Tuesday night was, as usual, exceedingly smart and dressy. The "smarties" turned out strong for this Anglo-American function, and wore their best frocks and jewels. Lady Tweeddale, Lady Howe, with Lady Edith Curzon, Lady Fanny Majoribanks chaperoning her younger sister, Lady Sarah Churchill, Lady Curzon, Lady Antrim with Lady Louisa Beauclerk, Lady William Nevill with some lovely diamonds, [[Social Victorians/People/Mandeville|Lady Mandeville]], Lord Alington, Sir Arthur Sullivan, Mrs Cavendish Bentinck, and others. The singing of an American quartette was ''the'' feature of the evening.<ref>"The Man About Town." "The County Gentleman." ''Sporting Gazette'' 1 March 1890, Saturday: 6 [of 38], Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002525%2F18900301&page=6&article=053&stringtohighlight=mandeville+viscount. Same print title, p. 274.</ref></blockquote> ==March 1890== === 10 March 1890, Monday === The Prince and Princess of Wales hosted a ball in celebration of their wedding anniversary. This report from the ''Bedfordshire Mercury'' is very brief:<blockquote> The Prince and Princess of Wales, in celebration of the anniversary of their wedding on March 10, 1863, gave a dance at Marlborough House on Monday night. The Danish Minister and Madame de Falbe were among the company invited, also the Earl and Countess Brownlow, [[Social Victorians/People/Mandeville|Viscountess Mandeville]], Lord Alwyne Compton, Baron F. de Rothschild, &c.<ref>"Notes of the Aristocracy." ''Bedfordshire Mercury'' 15 March 1890, Saturday: 7 [of 8], Col. 4b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001290%2F18900315&page=7&article=073&stringtohighlight=mandeville+viscount. Same print title and p.</ref></blockquote> The report from the ''Morning Post'' suggests that this was a smaller party than usual for the Prince and Princess of Wales:<blockquote>In celebration of the anniversary of the Prince and Princess of Wales's wedding day, their Royal Highnesses gave an evening party (dancing) at Marlborough House last night. His Royal Highness the Duke of Edinburgh, her Royal Highness Princess Beatrice (Princess Henry of Battenberg) and his Royal Highness Prince Henry of Battenberg, her Royal Highness the Princess Louise of Wales (Duchess of Fife) and the Duke of Fife, his Royal Highness Prince George of Wales, her Royal Highness the Princess Victoria of Wales, her Royal Highness the Princess Maud of Wales, her Royal Highness the Princess Mary Adelaide (Duchess of Teck), and his Highness the Duke of Teck and her Serene Highness the Princess Victoria of Teck and his Serene Highness Prince Francis of Teck, and their Serene Highnesses the Prince and Princess Victor of  Hohenlohe-Langenburg and the Countess Victoria Gleichen were present. The following had the honour to receive invitations, but some amongst them were unavoidably prevented from attending: — The French Ambassador (M. Waddington) and Madame Waddington, the German Ambassador (Count Hatzfeldt) and the Countess Marie Hatzfeldt, the Turkish Ambassador (Rustem Pasha), the Austro-Hungarian Ambassador (Count Deym) and the Countess Deym, the Italian Ambassador  (Count Tornielli), the Countess Tornielli, and Mademoiselle Virginia dei Conti Lazzari, the Danish Minister (M. de Falbe) and Madame de Falbe, the Russian Chargé d'Affaires (M. Bontineff), his Serene Highness Prince Louis Esterhazy, M. A. Kroupensky, M. A. de Stoeckl, Count Leyden, Count Albert Mensdorff, Count Reventlow, Mr. and Mrs. Henry White, M. de Soveral, the Marques and Marquesa de Santurce, Mr. A. de Murrieta, Mr. C. de Murrieta. The Duke and Duchess of Leeds and Lady Alice Osborne, the Duke and Duchess of Buccleuch, the Duke and Duchess of Portland, the Duke and Duchess of Westminster, the Marchioness of Blandford and Lady Frances Spencer Churchill, the Marquis and Marchioness of Granby, the Marquis and Marchioness of Londonderry, the Marquis and Marchioness of Ormonde, the Marquis and Marchioness of Salisbury and Lady Gwendolen Cecil, the Marquis and Marchioness of Stafford, Count Gleichen, the Earl and Countess Brownlow, the Earl and Countess Cadogan and Lady Emily  Cadogan, the Earl and Countess of Clarendon, the Earl of Chesterfield, the Earl of Clonmell, the Earl of Dudley, the Earl and Countess of Dunraven and Lady Florence Wyndham Quin, the Earl and Countess Granville and Lady Victoria Leveson Gower, the Earl and Countess of Hardwicke, the Earl and Countess Howe and Lady Evelyn Curzon, the Earl and Countess of  Kilmorey, the Earl and Countess of Lathom and Lady Alice Wilbraham, the Earl and Countess of Lucan and Lady Rosalind Bingham, the Earl of Mount Edgcumbe and Lady Albertha Edgcumbe, the Earl and Countess of Romney and Lady Florence Marsham, the Earl and Countess of Rosebery, the Earl of Shaftesbury, the Earl of Stradbroke, the Earl and Countess of Sefton and Lady Gertrude Molyneux, the Earl and Countess Spencer, Viscount Drumlanrig, Lord and Lady Randolph Spencer Churchill, Lord Frederick Hamilton, Lord Ernest Hamilton, Lord and Lady Algernon Gordon Lennox, [[Social Victorians/People/Mandeville|Viscountess Mandeville]], Lord Charles Montagu, Viscount Chelsea, Viscount and Viscountess Coke and the Hon. Violet White, Viscount Curzon, Lady Georgina Curzon and Lady Sarah Spencer Churchill, Viscount Fincastle, Viscount Royston, Viscount Valletort, Lord and Lady Brooke, Lord Burghersh, Lord Capell, Lord and Lady Norreys and the Hon. Coralie Glyn, Lady Charles Beresford, Lord Marcus Beresford, Lord Alwyne Compton, Lord and Lady William Nevill, Lord Richard Nevill, Lord Henry Paulet, Lord Henry Vane Tempest, Lord Herbert Vane Tempest, Admiral Lord Alcester, Lady Ampthill and the Hon. Constance Russell, Lord Alington and the Hon. Winifred and Hon. Mildred Sturt, Lord and Lady Colville of Culross  and the Hon. Blanche Colville, Lord and Lady De  Ramsey, Lady Hastings, Lord and Lady Hindlip, Lord Lurgan, Lord and Lady Revelstoke and the Hon. Susan Baring, Lord and Lady Rothschild,  Lord Rowton, Lord Suffield and the Hon. Judith and Hon. Eleanor Harbord, Lord and Lady Wimborne and the Hon. Frances Guest, Lord Wolverton, Baron Ferdinand Rothschild, Captain the Hon. Maurice Bourke, R.N., Colonel the Hon. Henry Byng and the Misses Byng, the Hon. Alan Charteris, Lieutenant-Colonel the Hon. C. Edgcumbe, the Hon. Sir Spencer and Lady Ponsonby Fane, the Hon. Sidney Greville, Colonel the Hon. Oliver Montagu, the Hon. C. R. and Mrs. Spencer, the Hon. S. M'Donnell, the Hon. Alexander Yorke, the Hon. H. and Lady Feodora Sturt, the Hon. Arthur Walsh, the Hon. R. Winn, the Right Hon. W. E. and Mrs. Gladstone and Miss Gladstone, the Right Hon. A. J. Balfour, the Right Hon. H. Chaplin, the Right. Hon. Sir Henry James, the Right Hon. Sir C. L. Wyke, the Hon. S. C. Colville, the Hon. Assheton Harbord, the Hon. Julia Stonor, the Hon. H. Stonor, the Hon. E. Stonor, Captain the Hon. Henry White, Sir Edward and Lady Guinness, Sir Charles Hartopp, Sir Frederick Johnstone, Sir John and Lady Lister Kaye, Sir James and Lady  Mackenzie, Colonel Sir Nigel and Lady Emily Kingscote, Admiral Sir R. and the Hon. Lady Macdonald and Miss Macdonald, General Sir Dighton and Lady Probyn, Sir Francis and the Hon. Lady Knollys, Major-General Sir Christopher Teesdale, Sir Oscar Clayton, Sir Allen Young, Lieutenant-General Bateson, Lieutenant-General Charles Fraser, Major-General and the Hon. Mrs. Arthur Ellis and Miss Ellis, Colonel J. P. Brabazon, Colonel and Mrs. Stanley Clarke and the Misses Clarke, Captain H. F. Stephenson, R.N., Lieutenant-Colonel F. H. Poore, Lieutenant-Colonel R. Vivian, Major C. Swaine, Captain Douglas Dawson, Captain C. H. A. Hervey, the officers of the Queen's Guard, St. James's Palace, Mr. G. Byng, Mr. Henry Calcraft, Mr. Victor Cavendish, Mr. Henry Ellis, Mr. Horace Farquhar, Mr. and Mrs. George Forbes and Miss Forbes, Mr. Montagu Guest, Mr. Charles Hall, Mr. E. W. Hamilton, Mr. and Lady Hilda Higgins, Mr. Holzmann, Miss Knollys, Mr. and Mrs. F. R. Knollys, Mr. Ronald Moncrieffe, Mr. Alfred Montgomery, Mr. Arnold Morley, Mr. Henry Petre, Mr. Alfred de Rothschild, Mr. and Mrs. Leopold de Rothschild, Mr. Reuben Sassoon and Miss Sassoon, Mr. and Mrs. Arthur Sassoon, Mr. Edgar Sebright, Mr. and Mrs. Ralph Sneyd, Mr. Christopher Sykes, and Mr. O. G. St. George Williams. Messrs. Coote and Tinney's band was in attendance.<ref>"Marlborough House." ''Morning Post'' 11 March 1890, Tuesday: 5 [of 8]. Col. 6b–c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000174%2F18900311&page=5&article=055&stringtohighlight=mandeville+viscount. Same print title and p. </ref></blockquote> ==April 1890== Arnold Dolmetsch took out a three-day ticket to the Reading Room in April 1890 (Campbell 22). === 9 April 1890, Wednesday === ==== The New Forest United Hunt Ball ==== <blockquote>This annual ball was beld at the New Forest Hall, Lyndhearst, on Wednesday night, and was a most brilliant gathering, upwards of 200 being present, not only the New Forest but also neighbouring hunts being well represented. Among those present were Earl and Countess of Londesborough, Lady Mildred Denison, Lady Lilian Denison, Hon. Louis Johnstone, Hon. Gerald and Mrs Lascelles, Major Downman, Capt. Sandbach, R.H.A., Col. and Mrs Sinkins, Col. Fitzroy Smyth, Lady Thursby and party, Mr Stanley Pearce (Master of the Foxhounds), Mr F. Lovell (Master of the Deerhounds) and party, Lady Adela Goff and party, Hon. Miss St. Leger Glyn and party, Mr A. H. Jeffreys, M.P., and Mrs Jeffreys, Hon. Mrs A. Peter, Mr Somerset H. Onslow, Mr Lancelot Orde, Lord Garioch, Mr and Mrs C. K. Francis, the Countess of Normandy, Lady Mary Agar, Lord Montagu, Hon. John Scott Montagu, Viscount Cantelupe, Prince Dhuleep Singh, Hon. D. Keppel, Col. Charles Needham (1st Life Guards), [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]], Mrs Cornwallis West, Mr and Mrs Shelley Bontein, Col. Gridley, Col. Newton, Col. Elliot, R.H.A., Lady Meyrick and party, Sir W. Jervois, Lady Jervois and party, &c.<ref>"The New Forest United Hunt Ball." ''The Sportsman'' 11 April 1890, Friday: 2 [of 4], Col. 5c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001055/18900411/024/0002. Same print title and p.</ref></blockquote> ==May 1890== Leonora Braham appeared at the Opera Comique as Ruth Ferns in ''Gretna Green''. ===21 May 1890, Wednesday=== It was his pupil the young Countess Valda Gleichen who found a sponsor for Dolmetsch's first but brief appearance at a London concert on 21 May 1890, when the 'Magpie Minstrels' … gave one of their bi-annual performances at the Princes' Hall" (Campbell 30). ==June 1890== === 3 June 1890, Tuesday === ==== Dinner and Concert Hosted by Mrs. Arthur Williams and Ball by Mrs. Menzies ==== <blockquote>Yesterday evening society passed a large proportion of time on wheels, and the number of receptions was more than the most inveterate could get through wvith comfort. ... Meanwhile, the Duke of Clarence and Avondale dined with Mrs. Arthur Wilson in Grosvenor-place, and a small and select concert followed. The Duchess of Leinster was, as ever, the most beautiful among many beauties, the Hon. Helen Henniker, after her long mourning, was warmly greeted by swarms of friends, and the Countess of Lovelace, in grey satin, chaperoned her débutante niece, Miss Milbank. Prince "Eddie" went from Mrs. Arthur Wilson's hospitable mansion to that of Mrs. J. Graham Menzies. It is unusual to find mother and daughter entertaining this illustrious young man on the same evening. Mrs. Menzies, who has succeeded Lord Suffield in his beautiful house in Upper Grosvenor-street, had one of the smartest and most successful balls of the present season. The Blue Hungarians played with immense vigour and owing to the postponement of Lady Carnarvon's ball, there was no competition for men and married women. Countess Howe, Lady Brougham and Vaux, Lady Aveland and Miss Willoughby, Viscountess Stormont, the Hon. Lady Grey Egerton and Miss Egerton, the Duchess of Buccleuch, the [[Social Victorians/People/Bourke|Hon. Mrs. Algernon Bourke]], the Earl of Craven, Countess of Coventry, Mrs. Mackay, Lady Sykes, the Marchioness of Granby, Mrs. Hwfa Williams, Lord Garioch, Sir Savile and Lady Crossley, Mr. and Mrs. Harry Lawson, and many others were present.<ref>"Yesterday Evening Society." ''Pall Mall Gazette'' 4 June 1890, Wednesday: 4 [of 8], Col. 3a [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18900604/015/0004. Same print title and p.</ref></blockquote> ==== Münster-Hay Wedding ==== Account of the wedding of Count Alexander Münster and Lady Muriel Henrietta Constance Hay. Count Bismarck sent a gift.<blockquote>St. Andrew's Church, Wells-street, was completely filled yesterday afternoon on the occasion of the marriage of Count Alexander Münster, son of Count Münster, German Ambassador in Paris, with Lady Muriel Henrietta Constance Hay, younger daughter of the Earl and Countess of Kinnoull. The ceremony was fixed for half-past two o'clock, but all the seats in the body of the church were occupied long before that time by invited guests. The rood screen was hidden with white flowers, and a number of tall palms were skilfully arranged in and about the chancel. The bridegroom was early in his place, and wore the splendid white and gold uniform of the Garde du Corps of the Emperor; his best man, Prince Hans Heinrich Pless, wearing the scarlet and gold uniform of the Garde Hussars. The six bridesmaids were Lady Mildred Denison, Lady Dorothea Stewart Murray, Hon. Marie Hay, Hon. Marjory Murray, Miss Rosalind Lovell, and Miss Gladys Hadow (niece of the bride). They wore pretty dresses of pale blue satin, veiled with white chiffon; the skirts were edged with a frill, and the bodices finished with quaint fichus of the chiffon, fastened in front with a bunch of forget-me-nots. They wore drawn hats of the chiffon, covered with forget-me-nots, and their posies were of the same flowers, intermixed with pink roses, and tied with narrow pink ribbons. Each wore a gold bangle with centre forming the initials "A.M.," and a single turquoise drop. The bride entered the church at half-past two, and was received by her father, who led her to the chancel steps, preceded by the choristers singing a nuptial hymn. The bride's dress was of ivory satin made with a very long train. The front was fringed round the hem with orange blossoms and veiled with old Brussels lace, the gift of her mother; the bodice was entirely covered with beautiful old lace, and finished at the neck on one side with a cluster of orange blossoms. She wore a small wreath of orange blossoms and myrtle arranged in the hair at the back and a tulle veil falling almost to the end of the train and held by diamond stars, the gift of the bridegroom. The bride's other jewels included two diamond drop hairpins, the gift of Count Münster; an emerald and diamond brooch, from the bridegroom; enamel and diamond heartsease brooch, from Lady Mary Mills; a diamond and emerald bracelet, from the Duke of Beaufort; and a diamond bracelet, from the Duke and Duchess of Athole. Her train was held by her two little nephews, Masters Roland and Patrick Hadow, wearing Scotch dress with lace ruffles. The service, which was fully choral, was performed by the Rev. Provost Rorison, of St. Ninian's Cathedral, Perth, assisted by the Rev. W. T. Houldsworth, rector of St. Andrew's. The Earl and Countess of Kinnoull afterwards entertained the bridal party at the residence of the Earl of Londesborough, uncle of the bride, in Grosvenor-square. Among the numerous guests were the Russian Ambassador and Madame de Staal, the German Ambassador, the Austrian Ambassador and Countess Deym, Count Münster and the Countesses Marie, Julia, and T. Münster, Prince Pless, Prince Louis Esterhazy, Count Donhoff, Baroness von Beckendorff-Hindenburg, Baron E. Fürstenberg, Count Paul Metternich, Geheimrath Schmettau, Countess Valentin, [[Social Victorians/People/de Soveral|M. de]] [[Social Victorians/People/de Soveral|Soveral]], Captain Hasenclever, Count Leyden, Herr von Rath, Count Francis Deym, Baron and Baroness Deichmann, Count Mensdorff, Herr Pilgrim Baltazzi, Count and Countess Henry Lützow, Baroness d' Erlanger [?], Herr von Kemnitz, Baron Cramm, Vicomte de Janzé, the Duke of Beaufort, the Duchess of Athole, and the Ladies Stewart Murray, the Marchioness of Downshire, the Marchioness of Stafford and Lady Sybil St. Clair Erskine, Maria Marchioness of Ailesbury, the Countess of Dunraven and Ladies Wyndham Quin, the Countess of Kilmorey, the Countess of Galloway and Miss Stewart, the Countess of Dudley and Lady Edith Ward, the Countess of Strathmore and Lady Constance Lyon, the Earl and Countess of Roden, Lady Willoughby de Eresby and Hon. Miss Willoughby, the Countess of Westmorland. Viscount and Viscountess Raincliffe, Viscountess Coke, Viscountess Stormont and Hon. MabeI Murray, Viscountess Malden and Hon. Miss Capel, Lord Hay of Kinfauns [?], Lady Delamere and Miss Cholmondeley, Lady Brougham, Lady Esher, Lord Saye and Sele and Hon. Maud and Hon. Gertrude Fiennes, Lady Helen MacGregor and Miss MacGregor, Lord and Lady Algernon Gordon Lennox and Lady Angela St. Clair Erskine, Lady Raglan, Lord Charles Innes Ker, Lady Elizabeth Bertie, Lady Frances Pratt and Lady Clementine Pratt, Lady Geraldine Somerset, Lady Dalton Fitzgerald and Miss Payne, Lady Mary Mills and Miss Pereira, Lady Dorchester, Lady Louisa Moncreiffe and Misses Moncreiffe, Lady Norreys, Lady Petre, Lady Jane Trefusis, Lord Frederic Hamilton, Baroness de Brienen and Miss de Brienen, Helen Lady Forbes and the Misses Forbes, Lady Scott, Miss Scott and Mrs. Green, Lord Zouche and Hon. Miss Curzon, Mr. and Lady Constance Hadow, Hon. Lady Campbell, Lady William Nevill and Miss Bannerman, Hon. Alastair and Mrs. Hay, Hon. Miss Greville, Captain Hon. Randolph Stewart, Hon. FitzRoy and Mrs. Stewart, Hon. Charles Walsh, Hon. William Walsh, [[Social Victorians/People/Bourke|Hon. Mrs. Algernon Bourke]], Colonel Hon. Charles and Mrs. Hay and Miss Maude Hay, Hon. Mrs. Greville Nugent, Hon. Mrs. Colville and Miss Streatfeild [sic], Hon. Claude Hay, Sir Charles and Lady Forbes of Newe, Laely Borthwick, Sir Francis Montefiore, Sir Henry Hoare, Sir George Arthur, Sir William Gordon Cumming, General and Mrs. Wilkinson, Colonel and Mrs. Chaine, Colonel Arthur Paget, Colonel H. M. Hozier, the Provost of St. Ninian's, Major Finch, Major Candy, Colonel Lloyd, Captain and Mrs. Stewart, Mr. and Mrs. Hay Drummond, Captain and Mrs. Lloyd, Mr. William Gillett, Mr. Hulse, M.P., and Mrs. Hulse, Captain Lumley, Captain Barrow, Major Anstruther, Mrs. Hwfa Williams, Mr. Arthur Hay, Mr. Raglan Somerset, Mr. and Mrs. George Cavendish Bentinck, Mrs. Villiers, Mr. Henry Petre, Mrs. Keighley, Mrs. E. Balfour and Miss Balfour and Miss Ellice, Mrs. Dick Cunynghame and Miss A. M'Gregor, Rev. C. Weidemann, Miss Balfour and Miss E. Balfour, Mrs. and Miss Halford, Mr. and Mrs. Toler, Mrs. and Miss Townley, Rev. Dr. M'Ewan, Mr. A. F. Levita, Mr. F. Stephens, Mrs. and Miss Leigh, Mr. and Mrs. George Forbes and Miss Forbes, Mrs. Luke Wheeler, Mrs. J. Beerbohm, Dr. and Mrs. W. M. Collins, Mrs. and Miss Orde, Mrs. Murray, Miss Glyn, Mrs. Godfrey Pearse, Mr. Balfour, Mr. Leopold Goldberg, Mr. and Miss Oswa d [Oswald], Mr. and Mrs. C. Bulteel, Mrs. Brydges Wyllyams, Mr. H. Balfour, the Misses Codrington, Miss Finch, Mrs. Barron and Miss Sullivan, Mr. Hamilton Aidé, Mr. Granville and Miss Berkeley, Mr. M'Gregor, Mrs. and Miss Needham, Mr. and Mrs. A. Consett and Miss Consett, Mrs. Herbert Naylor LeyIand, Mr. and Mrs. A. Darby, Mrs. Montefiore, Mrs. Charles Murray and Miss Murray, Mrs. Thomas Legh, the Rev. John F. Mitchell, Mr. and Mrs. Claud Hay, Mr. Fiztalan Manners, Mr. Albert Stopford, Mr. Hervey Pechell, and Mr. and Mrs. Charles Orde. Later in the day Count Alexander Münster and his bride left for Hillingdon Court, Uxbridge, the residence of the Hon. A. Mills, where they will pass the early days of the honeymoon, and then proceed to Chàlet Sans Souci, Bellaggio, Lake of Como, lent by Mr. Hervey Pechell. They will afterwards go to Wiesbaden, and thence to Count Münster's German country seat, where a great reception awaits them. The wedding presents were very numerous. Count Munster presented the bride with a diamond necklace and pair of diamond drop hairpins. The bridegroom's gifts to his bride included a tiara of three diamond stars, a brooch formed of an emerald of unusual size set in diamonds, large pearl pendant, gold bracelet set with turquoises, and diamond and turquoise ring. The Duke of Beaufort presented Lady Muriel with an emerald and diamond bracelet. The Earl and Countess of Kinnoull's presents included a quantity of plate and other articles. Prince Henry of Battenberg sent a large silver-mounted claret jug; Count Bismarck, a silver box; the Marchioness of Waterford, gold snake bracelet, with pearl head and ruby eyes; the Duke and Duchess of Athole, diamond "M" bangle; Lady Ermyntrude Malet, massive silver bowl; Countess Marie Münster, silver tea set and tray; Baron E. Fürstenberg, pair of gold-mounted claret jugs; Baron and Baroness Erlanger, large silver bowl; Baron and Baroness Gungberg, pair of antique silver mounted jugs.<ref>"Marriage of Count Alexander Münster and Lady Muriel Hay." ''Morning Post'' 4 June 1890, Wednesday: 7 [of 12], Col. 7a–c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900604/064/0007. Same print title and p.</ref></blockquote> ===4 June 1890, Wednesday=== Derby Day. According to the Morning Post, <quote>Lady Thurlow's first dance. / Mrs. Coddington's Ball. / The Fourth of June celebration at Eton. / ... Royal Society of Literature — Paper on "Early England," by Mr. Carmichael, S. </quote> ("Arrangements for This Day." The Morning Post Wednesday, 4 June 1890: p. 7 [of 12], Col. 6A). ===13 June 1890, Friday=== ? or on the 12th? Arnold Dolmetsch had a concert at which his students performed (Campbell 31). It was reviewed very positively in the 13 June Daily Graphic, especially Helene Dolmetsch's performance. They did Purcell's Fairy Queen. They used a harpsichord. ===26 June 1890, Thursday=== There was apparently a regular celebration of [[Social Victorians/People/Arthur Collins|Arthur Collins]]' birthday, 26 June, by Bret Harte, George Du Maurier, [[Social Victorians/People/Arthur Sullivan|Arthur Sullivan]], Alfred Cellier, Arthur Blunt, and John Hare (Nissen, Axel. Brent Harte: Prince and Pauper: 239. [http://books.google.com/books?id=WEDewmUnapcC]). Choosing 1885–1902 as the dates because those apparently are the dates of the close relationship between Harte and Collins, ending in Harte's death in 1902. ==July 1890== ===3 July 1890, Thursday=== <blockquote>On July 3, 1890, Besant’s house at 19 Avenue Road, St. John’s Wood, was inaugurated as a new center of Theosophical work, serving as the European headquarters of the [[Social Victorians/Theosophical Society|Theosophical Society]] and as HPB’s residence. That house became also the meeting place of HPB’s Inner Group, twelve of her students who were eager for more intense training than was feasible in a larger, more general gathering.</blockquote>That Inner Group is different from the Esoteric Section.<ref>"Esoteric World Chapter 23." ''The Theosophical Society of America, Online Resources''. http://www.theosophical.org/index.php?option=com_content&view=article&catid=23&id=1725&Itemid=53</ref><blockquote>The hall had a seating capacity of about 200. On the opening night [July 3, 1890] [sic] the room was crammed, and many were unable to gain admission. The speakers were Mrs. Besant, Mr. Sinnett, a Mrs. Woolff (of America), and Mr. [Bertram] Keightley. HPB was present but said nothing, on account of the critical state of her health.<ref>"23a. Henry S. Olcott, July 1890, London [Olcott 1931, 4:254–6]." Esoteric World Chapter 23. ''The Theosophical Society of America, Online Resources''. http://www.theosophical.org/index.php?option=com_content&view=article&catid=23&id=1725&Itemid=53.</ref></blockquote> === 4 July 1890, Friday, 11 p.m. === ==== The Queen's State Ball at Buckingham Palace ==== The Prince and Princess of Wales were hosts of this ball, as Queen Victoria was not present. Many of the Queen's children and their spouses were present.<ref>"State Ball at Buckingham Palace." ''Morning Post'' 5 July 1890, Saturday: 5 [of 8], Col. 5a–7b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900705/038/0005. Same print title and p.</ref> The dancing commenced shortly after the Prince and Princess of Wales arrived at 11:00. === 1890 July 15, Tuesday === ==== Garden Party at Marlborough House to Meet the Queen ==== The beginning of the ''Morning Post'' article, which is followed by a very long list of people invited:<blockquote>Their Royal Highnesses the Prince and Princess of Wales gave a garden party at Marlborough House yesterday afternoon to meet the Queen. Her Majesty was accompanied by their Royal Highnesses the Princesses Victoria and Margaret of Prussia, and was attended by the Duchess of Roxburghe, Miss M'Neill, the Hon. Evelyn Moore, the Hon. Bertha Lambert, and Major-General Sir Henry Ewart and Major F. A. Bigge. Madlle. De Perpigna was in attendance on the Princesses Victoria and Margaret. The following were present: — Their Royal Highnesses the Duke and Duchess of Edinburgh and Prince Alfred, and the Princesses Marie, Victoria, Alexandra, and Beatrice of Edinburgh; their Royal Highnesses the Duke and Duchess of Connaught and Prince Arthur, and the Princesses Margaret and Patricia of Connaught; their Royal Highnesses the Prince and Princess Christian of Schleswig-Holstein Sonderburg-Augustenburg and Princess Victoria and Princess Louisa of Schleswig-Holstein, her Royal Highness the Princess Louise, Marchioness of Lorne, and the Marquis of Lorne. Her Royal Highness the Duchess of Albany, her Royal Highness the Princess Frederica and the Baron von Pawell-Rammingen, his Royal Highness the Duke of Cambridge, her Royal Highness Princess Mary Adelaide Duchess of Teck and his Highness the Duke of Teck and Princess Victoria of Teck, his Royal Highness the Duke d'Orleans and Princess Hélène d'Orleans, his Imperial Highness Don Pedro Augustus of Coburg and Braganza, his Serene Highness the Prince of Schaumburg-Lippe, his Serene Highness the Prince of Leiningen and their Serene Highnesses Prince and Princess Victor of Hohenlohe-Langenburg and the Countesses Gleichen, and Count Gleichen.<ref>"Garden Party at Marlborough House." ''Morning Post'' 15 July 1890, Tuesday: 5 [of 8], Col. 3a–7c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900715/044/0005. Same print title and p.</ref></blockquote> === 19 July 1890, Saturday === ==== Wedding of James Francis Harry St. Clair-Erskine and Violet Aline Vyner ==== This report from the ''Fife Free Press'' is missing a big piece of the 2nd paragraph, where the bridesmaids' and bride's dresses are described, because the page was damaged. The digitized copy is also generally poor.<blockquote>On Saturday forenoon, in Michael’s Church, Chester Square, London, was celebrated the marriage of Lord Loughhorough, eldest son of the Earl of Rosslyn with Miss Violet Aline Vyner, younger daughter of Mr R. C. Vyner, of Fairfield, Yorkshire. The chancel was beautifully decorated with palms and a profusion of lilies most artistically arranged. The Prince of Wales, Duke of Cambridge. Princess Mary Adelaide, Duchess and the Duke of Teck, and Princess Victoria, and the Right Hon. W. E. Gladstone were among those present. The wedding party began to arrive at 11 o’clock, the bridesmaids being early in attendance. They were the Ladies Sybil and Angela St Clair Erskine, sisters of the bridegroom; Lady Anne Lambton, Miss Musgrave, Miss Rachel Gurney, and Miss Fleming. They were charmingly dressed in soft cream crepon, with violet velvet Zoave jackets, forming half sleeves and capes at the back, and pretty turn-down collars and cravats of white mosseline [mousseline?] chiffon, and the skirts were very plainly made. They wore large white hats lined with a band of violet velvet near the face, and trimmed on the crown with white ostrich plumes, a bunch of violets fastening the brim at the back. Each wore a brooch — the St Clair cross in rubies and diamonds set in a circle of the latter, and surmounted by a baron’s cornet of the same precious stones — the gift of the bri[degroom]; and carried a bouquet of Marechal Niel [roses?] ...ging sprays of the same, and tied w... ribbons. The bride entered the ... eleven o’clock, being received at ... father, who led her to the cha... her away. The service be... procession was preceded up ... choir, who sang "The voic..." The bride’s dress was ... with a long court train, ... white velvet being embro... ...und the train, and fasten... ...ver true lover’s knot. The picture... ...gh silver waistband, had full slee... mousseline chiffon; and a small ... blossoms was most becomingly arra... with a long tulle veil. The Earl of Chesterfield discharged the duties of best man. The Rev. Canon Fleming, Chaplain in Ordinary to the Queen and Vicar of St Michael's, performed the marriage rite, assisted by the Rev. Edgar Sheppard, Sub-Dean of the Chapels Royal, and the Rev. J. Thomson, of Rosslyn, near Edinburgh. The hymn “Thine for ever! For of love,” was sung the end of the service. Canon Fleming afterwards delivered a most impressive address. After the benediction the clergy and bride and bridegroom passed to the vestry, the Prince of Wales following with Mrs Vyner. Pretty wedding favours of orange blossoms, Parma violets, and white heather were then distributed amongst the congregation. Mr and Mrs Vyner afterwards welcomed the wedding party at Ashburnham House, Dover-street. The ''dejeuner'' was served in three rooms, one being reserved for the bride and bridegroom and the Royal party. The table in the latter room was decorated with several of Mr Vynet's racing trophies. The band of the Grenadier Guards performed in the garden during the reception. The Prince of Wales, Duke of Cambridge, the Duke and Duchess of Teck and Princess Victoria were present at the breakfast, and among the general company were Count Munster and Countess Maria Munster, the Marchese and Marchesa de Montagliari, the Marquis and Marchioness of Ripon, the Marquis and Marchioness of Stafford, the Marquis of Cholmondeley, the Marquis of Northampton, Maria Marchioness of Ailesbury, the Dowager Marchioness of Conyngham and Lady Blanche Conyngham, the Marchioness of Downshire, the Countess of Rosslyn, Earl and Countess Compton, the Earl of Feversham, the Earl of Durham, the Countess of Coventry and the Ladies Coventry, Countess Howe and Ladies Curzon, the Countess of Yarborough, the Earl of Clonmell, the Earl and Countess of Loudoun, the Countess of Kilmorey, Countess de Grey, Viscount Molyneux, the Bishop of Gibraltar and Mrs Sandford, Viscountess de Labrosse and Mdles. de Labrosse, Lord Greenock, Lord and Lady Algernon Lennox, Lady Lilian Wemyss, Lady Julia Wombwell and Miss Wombwell, Hon. Lady Campbell of Blythswood, Lady Constance Harris, Lady Florence Harris, Lord and Lady Burghley, Lady Dorchester, Lord Houghton, Lady Curzon, Lady Brougham and Vaux and Miss Musgrave, Baron de Hirsch, Helen Lady Forbes and the Misses Forbes, Baroness Burdett Coutts and Mr Burdett Coutts, M.P., Lady Astley, Lord and Lady William Nevill, Lord and Lady Brooke and Hon. Leopold and Hon. Marjorie Greville, Lady Dalton Fitzgerald and Miss Payne, Lord Elcho, Lady Willoughby de Eresby and the Misses Willoughby, Lady Ewart, Lady Hindlip, Lady Cecilia Rose, Lord Rowton, Lord Capell, Lady Mabel Compton, Lord and Lady Herries, Lady Sykes, Lord and Lady Alwyne Compton, Lady Ventry and Hon. Miss de Moleyns, Hon. Lady Knollys, Lady Manners, Hon. Lady Drummond and Misses Drummond, Hon. Sydney Greville, Hon. Assheton Harbord, Hon. Derek Keppel, Hon. Captain Bourke, Hon. Mrs Percy Mitford, Hon. Philip Harbord, Hon. and Rev. L. Tyrwhitt, Hon. Coralie Glyn, Hon. M. Lambton, Hon L. Greville, Hon. Alwyn Greville, Hon[.] Eva Greville, Hon. Frances Dawnay, Hon Evelyn Paget, Hon Mrs Algernon Grosvcnor, Hon and Mrs Lambton. Hon. Mrs Evelyn Pelham, Hon. Fitzroy St Clair Erskine, [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]], Hon. W. Maxwell, Hon. G. and Mrs Dawnay, Hon. Captain Lambton, General Sir Seymour Blane, Sir William Gordon Cumming, Sir Archibald and Miss Edmunstone, Sir Henry and Lady Meysey Thompson, Mrs Gladstone, Mr and Lady Margaret Cameron, Mr and Lady Florence Astley, Mr and Lady Elizabeth Melville Cartwright and Miss Melville Cartwright, General and Mrs Duff and Miss Duff, General Owen Williams, Colonel and Mrs Anstruther Thompson, Colonel Stopford Sackville, Colonel Craig, Colonel Brabazon, Colonel Forester, Colonel Stanley Clarke (in attendance on the Prince of Wales) and Miss Clarke, Major Davidson, Canon and Mrs Fleming, Captain St John Mildmay (in attendance on the Duke of Cambridge), Captain and Mrs FitzGeorge, Mrs William Portal, the Sub Dean of the Chapels Royal, Rev. W. M. and Mrs Wollaston, Rev. R. West, Mr and Miss Chamberlain. Mr and Mrs W. H. Grenfell, Mr Christopher Sykes, M.P., Mr Reuben Sassoon, Mr Arthur Sassoon, Mrs Bischoffsheim, Mr and Mrs Herbert Naylor Leyland, Dr and Mrs Anderson, Mrs Oswald, Mr and Mrs Surtees, Mr Fitzgerald, Mr and Mrs Menzies, Miss Willoughby and Miss Gertrude Willoughby, Mr Arthur Paget, Miss Christie, Mr Dowdall, Mrs Eastwood and the Misses Eastwood, Mr Frederick Warre, Mr William Williamson, Mrs Burton, Mrs Chaine, Captain and Mrs Livesey Wardle, Captain A. R. Hill, Miss Helby, Mrs and Miss Winslow, Mr and Miss Oswald, Mr Willoughby, Mr Quintin Hume, Mr F and Miss Fitzherbert, Mrs and Miss F. Hotham, Mr and Mrs Moreton Frewin, Mrs Charles Otway, Mr Calcraft, Mr Watson, Mr Fennick, Mr Montgomery, Mr Cecil Murray, Mr and Mrs Sneyd, Mr Leslie Stephen, Mr Edgar Sebright, Miss Fleetwood Wilson, Mrs and Miss Farmer of Nonsuch, Mr and Mrs Dennistoun and Miss Dennistoun, Mr and Mrs J. R. Lane Fox and Miss Lane Fox, &c. The bride and bridegroom left early in the afternoon for Easton Lodge, Dunmow, the seat of Lord and Lady Brooke, in Essex, where they will spend the honeymoon. The bride travelled in a costume of biscuit coloured armure silk, the top of the bodice and sleeves being of pale pink mousseline de soie, and the lower part of the former inserted with pink velvet ribbons to form a high band, Tuscan straw-hat trimmed with pink crepe de chine, and biscuit feathers. The presents exceeded four hundred in number. The Prince of Wales presented the bride with a trefoil moonstone and diamond brooch and the bridegroom with a sapphire and diamond pin. The Princess of Wales's gift the bridegroom was a silver-necked claret jug. The Duke of Cambridge gave an amethyst and diamond pendant, and the bridegroom a pair of silver gilt candlesticks; and Princess Mary and the Duke of Teck presented the bride with a silver sugar basin. The bridegroom’s gifts to the bride were a diamond and sapphire watch bracelet, a diamond half-hoop ring, diamond brooch with pearl centre, diamond and turquoise brooch, formed of the St Clair badge in rubies and diamonds set in a circle of diamonds, surmounted by a baron’s coronet in the same precious stones, a large salts bottle with two heart-shaped moonstones set with rubies and diamonds and a silver sugar basin. The bride presented Lord Loughborough with a turquoise and diamond stud. The Earl of Rosslyn presented the bride with diamond necklet. The Countess of Rosslyn’s gifts were diamond orchid brooch and a pink feather fan. Mr R. C. Vyner’s gifts to his daughter were a diamond and pearl tiara and gold mounted dressing case, and Mrs Vyner gave her a sapphire and diamond ring. The Marchioness of Stafford gave a ruby and diamond pin; Lady Mary Vyner antique diamond tiara; the Ladies Angela and Sybil Erskine sapphire and diamond bracelet; Hon. Fitzroy St Clair Erskine with "1890" in rubies and diamonds; Lord and Lady A. Compton large diamond star; the Earl of Rosslyn presented his son with a large silver bowl and two silver dishes; the Countess of Rosslyn's present was a travelling bag; Mr Vyner gave him a luncheon basket; Mrs Vyner a silver ''entree'' dish; the Marchioness of Stafford case containing silver coffee and tea pots, urn and stand, sugar basin, and cream jug; Lord and Lady Brooke four antique silver sauce boats; Lord and Lady Algernon Gordon ['''Col. 1c–2a'''] Lennox three antique silver ''entree'' dishes. The Earl of Rosslyn's Fifeshire tenants presented Lord Loughborough with a beautiful antique silver bowl, two antique silver dessert dishes, and two antique sugar castors; and to the bride they gave an antique silver tea service. The congregation of Rosslyn Chapel presented the bridegroom with a complete and elegant writing set, whilst Lord Rosslyn's servants gave him a silver inkstand and pair of silver candlesticks. Mr Vyner's servants presented the bride with a silver salver and six ''liqueur'' cups. The servants of Newby Hall gave a silver coffee pot, and Mr Vyner’s Cheshire tenants presented a case containing silver tea pot, sugar basin, and cream jug. The bride also received from the Duchess of Portland a travelling bag; the Duchess de Luynes, sapphire and diamond ring; the Duke of Westminister, Indian necklace; the Marquis of Northampton, diamond bracelet; the Marquis of Ripon, sapphire and diamond bracelet; the Marchioness of Ripon, turquoise and diamond bangle, the Earl of Durham, a diamond half hoop bracelet; Earl and Countess Cowper, a diamond "V V” brooch; Dowager Viscountess Downe, moonstone and diamond crescent; Lady Skyes [Sykes] ruby and diamond fish brooch; Lady Millbank, sapphire and diamond brooch Lord Douglas Compton, double heart brooch; Lord Herbert Vane Tempest, gold curb chain bracelet set with pearls; Earl and Countess Compton, bangle with “Vi” and “good luck” on it; the Duke and Duchess of St Albans, tea service with table; the Marchioness Conyngham, silver cream jug; the Marchioness of Tavistock, silver vase; the Countess of Rodin, a silver I bowl; the Countess of Yarborough, silver candlesticks; Viscountess Downe, silver tea caddie; Lady de Trafford, gold mounted salts bottle; the Hon. F. Dawnay, large silver candlesticks[;] Hon. F and Lady Lampton, travelling clock; Hon. W. Lambton, silver candlesticks; Sir R. and Lady Graham, silver salver; Sir Roderick and Miss Cameron, two silver dishes; General Williams, diamond bangle; Colonel and Mrs G. FitzGeorge, gold mounted bottle; Major and Mrs Egerton, pair of silver candlesticks; Major Stuart Wortley, diamond Swallow; Major Davidson, heart-shaped brooch in coral and diamonds; Captain and Lady Cecilia Rose, a brougham; Mr Beaumont, silver bowl; Miss Edmonstone, moonstone and diamond hat pins; Mrs Harris, sapphire and diamond bracelet; Mr Egerton, turquoise and diamond brooch; Sir Cecil Murray, sapphire and diamond pin; Mr A. Farquharson, diamond swallow brooch; Mr and Mrs Hulse, two small silver vases; Miss Fleetwood Wilson, diamond bangle; Mrs A. Wilson, tortoiseshell candlestick; Mr Quintin Hume, salts bottle mounted with diamonds and rubies; Miss Helbert, gold violet pin; Mr Chamberlain, pair of silver candlesticks; Hon. Arthur Coventry, gold mounted bottle with "Vi" in diamonds; Mrs Leopold de Rothschild, diamond hand brooch, together with a number of other gifts. Among the presents to the bridegroom were — from the Marchioness of Downshire, antique silver sugar sifter; the Marquis of Exeter, silver sandwich case; the Marchioness of Bath, antique Dutch silver box; the Marquis of Downshire, a gold pencil; Count Munster, cigarette case and match box; Count Alexander Munster, a hunting flask; the Countess of Lindsay, antique silver pen-tray; the Earl of Mar and Kellie, silver matchbox; the Earl and Countess of Loudoun, silver cigarette box; the Earl of Chesterfield, antique silver gilt inkstand; the Countess of Bradford, gold seal with agate; the Countess of Warwick, antique silver bowl; the Earl of Coventry, silver pen-tray; the Countess of Wharncliffe, two silver candlesticks; the Earl and Countess of Cromartie, two antique silver cups; Viscountess of Newport, silver paper knife; Mr and Mrs A. Sassoon, ruby and diamond pin; Lord John Cecil, silver salver; Lord and Lady Willoughby de Eresby, antique silver-mounted cruet stand; Lord William Nevtll, antique brandy carrier; Lady Margaret Spicer, silver match box; Lord Burghley, four silver salt cellars and spoons; Baron de Hirch [Hirsch?], silver inkstand; Lady W. E. Osborne Elphinstone, silver inkstand; Lord Kesteven, silver cream jug; Lord Capell, silver cigarette case; Lord and Lady Gerard, tortoiseshell and silver travelling clock; Lady Lilian Wemyss, silver cigarette case; Dad Alwyne Compton, umbrella containing matchbox and whistle; Lord and Lady Lennox, two antique silver ''entree'' dishes and bacon dish; Lord Burghersh, silver cigarette lighter; Lady Angela 8t Clair Erskine, four silver salt cellars; Lady Randolph Churchill, gold pencil case, with two sapphires; Lord Houghton, antique gold basket; Lady Sybil St Clair Erskine, umbrella; Lord and Lady Dorchester, large crystal seal; Hon. Derek P. Keppel, pair of silver candlesticks; Hon. E. and Mrs Pelham, silver inkstand; Hon. G. N. Curzon, silver gilt bowl; Hon. F. St Clair Erskine, four silver candle-sticks; [[Social Victorians/People/Bourke|Hon. A. and Mrs Bourke]], four small silver dessert dishes; Hon. Mrs Elliot Yorke, pair of silver candlesticks; Hon. Mr and Mrs L. Greville, tortoise-shell and silver box; Hon. R Somerset, diamond and pearl pin; Hon. G. H. Willoughby, silver ink-stand; Hon. H. and Mrs Grosvenor, umbrella; [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]], enamel and diamond pin; Captain Hon. Maurice Bourke, cigarette case and lighter; Hon. W. Maxwell, silver-backed clothes and hat brushes; Hon. Sidney Greville, saltspoons; Hon. M. C. Maxwell Scott, two silver ''menu'' plates; Hon. W. Edwardes, pin; [[Social Victorians/People/Greville|Captain Hon. A.]] and [[Social Victorians/People/Lady Violet Greville|Mrs Greville]], silver gilt bowl, fork, spoon, and ladle; Sir Frederick Milner, diamond and moonstone pin; Sir George Chetwynd, two long silver flagons; Sir M. and Lady Fitzgerald, two silver saltspoons; Sir N. Gordon Gumming, silver-handled paper knife, &c.<ref>"Marriage of Lord Loughborough with Miss Vyner." ''Fife Free Press'' 26 July 1890, Saturday: 2 [of 8], Col. 1a–2b [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001110/18900726/015/0002. Same print title and p.</ref> </blockquote> === 24 July 1890, Thursday === ==== Dinner and Dance Hosted by Lord Alington ==== Perhaps the date on this is uncertain, since the article in ''Truth'' would suggest it was held in late May or early June. The newspaper story in the ''Queen'' mentions another occasion in which the flowers were notable as well. From ''Truth'':<blockquote> But not a quarter of a mile distant [from a dinner and dance hosted by Lord Rothschild featuring Princess Louise and the Marquis of Lorne] a more important event was proceeding, for Lord Alington, having previously walked down the Row and invited his friends right and left to Alington House, South Audley-street, proceeded to give a dance which was honoured by the presence of the Prince and Princess of Wales, the Princesses Victoria and Maud, the Duke of Clarence, Princess Mary Adelaide, and Princess "May" and Prince and Princess Christian. This without exaggeration, with the exception of Lady Leconfield's, Lady Willoughby de Eresby's, and Lady Cadogan's, was the best ball hitherto given this season, and the prolific way ortolans [small songbirds regarded as a delicacy] were distributed at supper will long linger in the memories of those by whom these delicacies are cherished. One lady displayed her enthusiastic appreciation by devouring five of these, and it is to be hoped her devotion did not endanger her life. As for beauty, seldom before have so many pre-eminent for good looks been present at one gathering, as a mere enumeration of a few of these will prove. Of course the Duchess of Leinster heads the list, followed in quick succession by the Duchess of Portland, Lady de Grey, Lady Randolph Churchill, Lady Dudley, Lady Kilmorey, Lady Brooke, Lady de Trafford, Lady Helen Duncombe, Lady Hilda Dundas, Lady Sybil St. Clair Erskine, Lady Olivia Taylour, Miss Rachael Gurney, Lady Cardross, Miss Bourke, Lady Rose Leigh and her sister-in-law, Miss Leigh, Miss Berens (sister to Lady Cairns), Mrs. Ralph Sneyd, Lady Gerard, and a host of others far too numerous to mention. I often wonder that no painter has yet attempted to give us in one picture a permanent record of the chief beauties of our day. It would make a most interesting and exquisite group of lovely women, such as could not be found probably in any other country than this.<ref>Marmaduke, pseud. "Letters from the Linkman." ''Truth'' 12 June 1890, Thursday: 26 [of 56], Col. 1a–b [of 2]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0002961/18900612/064/0026. Same print title, p. 1212.</ref></blockquote> From the ''Queen'':<blockquote>The P<small>RINCE AND</small> P<small>RINCESS OF</small> W<small>ALES</small> and the Princesses Victoria and Maud honoured L<small>ORD</small> A<small>LINGTON</small> by their presence at D<small>INNER</small>, at A<small>LINGTON</small> H<small>OUSE</small>, South Audley-street, on the 24th ult., when a distinguished party was present to meet them, including, among others, the Duke and Duchess of Leinster, the Marquis of Hartington, the Marquis and Marchioness of Ormonde, Maria Marchioness of Ailesbury, Earl and Countess Cadogan and Lady Emily Cadogan, the Earl Countess of Lucan and Lady Rosaline Bingham, the Earl of Hardwicke, the Countess of Dudley and Lady Edith Ward, the EarI of Chesterfield, the Earl of Stradbroke and Lady Hilda Rous, and Earl Annesley. Covers were laid for sixty. Lord Alington afterwards gave a dance to meet the Prince and Princess of Wales and their daughters. As on the previous occasion, the floral decorations were exquisite. The entrance hall and the approaches to the reception rooms were decorated with tall palms and a profusion of lilies, pelargoniums, ferns in every variety, and roses in every imaginable shade. The conservatories at the back were carpeted and furnished luxuriously, and blocks of ice, lighted by fairy lamps, were placed about with artistic effect, serving to keep the atmosphere cool and fresh. Feathery palms, hydrangeos [hydrangeas] and arums were here used freely, and a particularly pretty result was obtained by the windows being framed, one in a fringe of ferns and red pelargoniums, and the other in ferns and fuschias. The ballroom fireplaces were adorned on each side with palms reaching to the ceiling, the mantelpieces being hidden by a delicate arrangement of roses in various shades springing from banks of hydrangeas, calceolarias, pelargoniums, and marguerites, and the walls of the staircase leading from the conservatory to the ball-room were hung with half-balls of floral roses. The supper was served in the dining-room, the tables being embellished with the loveliest orchids and roses of the most delicate tints, intermixed with pancretia; the arrangement was so light and elegant that it was difficult to believe that hands had ever touched the flowers. On those tables with silver candelabra in the centre, the flowers were all pure white, and those having gold candelabra were treated with mauve orchids and the palest pink and yellow roses. A tent, arranged near the conservatory for the Prince of Wales, was draped with Oriental hangings, and outside were groups of flowers and myriads of fairy lamps. The company began to arrive at eleven o'clock, when dancing commenced to the strains of the Blue Hungarian Band. The Princess of Wales was dressed in white striped satin and silk, the front being embroidered in pale shades, and wore handsome diamond ornaments. The Princesses Victoria and Maud wore white tulle over satin, the front being sprinkled all over with tiny sprays of lilies of the valley, each laid on a single leaf. The Duchess of Wellington was in black satin, with a pink sash arranged very prettily across the back of the bodice, and falling to the feet; a cluster of pink flowers and a beautiful diamond spray were fastened in the front of the bodicea and a diamond rivière was arranged in the hair, a diamond necklace being also worn. The Duchess of Westminster was in white satin trimmed with gold embroidery, and veiled in white chiffon. The Marchioness of Ormonde wore white striped brocade and satin trimmed with white lace, and a splendid diamond tiara and other ornaments. Countess de Grey, palest blue satin, with front beautifully embroidered in beads, and a diamond and pearl coronet. Maria, Marchioness of Ailesbury, white brocade and lace, with splendid diamond and emerald ornaments. The Marchioness of Bath, cream an violet brocaded velvet, the front being covered with mauve [38, Col. 3c – 39, Col. 1a] violets. Lady Mary Mills, rose-pink satin, with front richly embroidered; Lady Cardross, white satin, trimmed round the bodice and train with silver embroidery; Lady William Nevill, pale yellow brocade, the front veiled with black net, trimmed up the side with jet leaves, and all round the skirt was a bordering of Maréchal Niel roses, over a flounce of black net; Countess Granville wore rich white brocade and beautiful jewels; the Countess of Sefton, black satin and diamonds; Viscountess Dungan, white mousseline de soie, the skirt edged with a deep flounce; Lady Brooke, pale blue satin, trimmed with silver; Lady Emma Crichton, white satin train, with front of white lisse, prettily embroidered in red; Lady Idina Brassey, pale mauve bengaline, with front of chiffon and a handsome diamon coronet; Lady Rose Molyneux, white cross crêpe de Chine, with a pale green sash, and prettily trimmed with pink roses; Lady Wimborne, pale grey satin; the Hon. Miss Guest, pink satin, veiled with white net, sparkling with silver; Lady Sarah Spencer Churchill, white satin, with a chiffon frill; Lady Chesham, white silk, with pink roses; the Countess of Normanton, pale grey satin, with front of fine old lace; Mrs Hulse, handsome white brocade, diamond tiara, &c.; Mrs Bischoffsheim, white silk, embroidered with silver, and trimmed round the bottom of the skirt and train with a ruche of pale yellow crèpe; the Hon. Muriel Brassey, white chiffon, over satin, slightly trimmed with pink; and the [[Social Victorians/People/Bourke|Hon. Mrs Algernon Bourke]] was in pink, with magnificent diamonds.<ref>"Entertainments, Balls, &c." ''The Queen'' 2 August 1890, Saturday: 38, Col. 3c – 39 [of 82], Col. 1a–1c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/BL/0002627/18900802/237/0038 and https://www.britishnewspaperarchive.co.uk/viewer/bl/0002627/18900802/237/0039. Print: ''The Queen, The Lady's Newspaper'', pp. 170–171.</ref></blockquote>This is the story from the ''Morning Post'':<blockquote>The Prince and Princess of Wales and the Princesses Victoria and Maud honoured Lord Alington by their company at dinner last evening at Alington House, South Audley-street. The guests present to meet their Royal Highnesses comprised the Duke and Duchess of Leinster, the Marquis of Hartington, the Marquis and Marchioness of Ormonde, Maria Marchioness of Ailesbury, Earl and Countess Cadogan and Lady Emily Cadogan, the Earl and Countess of Lucan and Lady Rosaline Bingham, the Earl of Hardwicke, the Countess of Dudley and Lady Edith Ward, the Earl of Chesterfield, Earl Annesley, the Earl of Stradbroke and Lady Hilda Rous, Lord and Lady Gerard, Lady Norreys, Lord Rowton, Lord Calthorpe, Lord Frederick Hamilton, Lord Charles Montagu, Lord Herbert Vane Tempest, Lord Arthur Grosvenor, Lady Lilian Wemyss, Colonel the Hon. Oliver Montagu, Sir John and Lady Lister Kaye, the Hon. Humphrey and Lady Feodore Sturt, the Hon. John Baring, the Hon. Henry and the Hon. Julia Stonor, the Hon. Gilbert Willoughby, Lady Suffield and Major-General Ellis, in waiting on the Prince and Princess of Wales; Sir Henry Calcraft, Mr. and Lady Rose Leigh, General and Mrs. Owen Williams, Mr. Mildmay, M.P., Mr. and Mrs. Arthur Sassoon, Mr. Montague Guest, Captain Orr-Ewing, Mrs. Bulkeley, Mr. Ricardo, and Mr. Caryl Craven. Lord Alington afterwards gave a dance expressly to meet the Prince and Princess of Wales. Among the company were— The Russian Ambassador, the Danish Minister, Prince Louis Esterhazy, Comte Costa de Beaunyardt, the Duchess of Buccleuch and Lady Evelyn Fitzmaurice, the Duchess of Westminster, the Dowager Duchess of Marlborough and Lady Sarah Spencer Churchill, the Duchess of Wellington and Lady Cardross, the Marquis and Marchioness of Granby and Miss Bourke, the Marchioness of Stafford and Lady Sybil St. Clair Erskine, the Marchioness of Bath and Lady Beatrice Thynne, the Marquis of Cholmondeley, the Marquese and Marquesa de Santurce and Lady Wilham Nevill, Countess Spencer, Countess Granville and Lady Victoria Leveson-Gower, Countess de Grey, the Earl of Dunraven, the Countess of Lathom and Lady Edith Wilbraham, the Countess of Enniskillen and Lady Christian Cole, the Earl of Ilchester, the Earl of Durham and Lady Anne Lambton, the Earl of Dalkeith and Lord Ernest Scott, the Countess of Sefton and Lady Rose Molyneux, Countess Howe and the Ladies Curzon, the Countess of Normanton and Lady Mary Agar and Miss Mary Liddell, Earl Craven, Viscount Clifden, Viscount Ennismore and Lady Beatrice Hare, Viscount Coke and the Hon. Violet White, Viscount and Viscountess Castlerosse and the Hon. Susan Baring, Viscountess Newport and the Hon. Miss Bruce, Viscount and Viscountess Melgund, Viscount and Viscountess Curzon, Viscount and Lady Violet Dangan and Lady Eva Wellesley, Viscount Dungarvan, Viscount Chelsea, Viscount Royston, Lady Hastings, Lord Capell, Lord and Lady Willoughby de Eresby and Hon. Margaret Willoughby, Lady Cloncurry and Hon. Miss Winn, Lord and Lady Brooke, Lady Wimborne and Hon. Miss Guest, Lord Sandhurst, Lord and Lady Edmund Talbot, Lord and Lady Alwyne Compton and Miss Gurney, Lord and Lady Chesham, Lady Rossmore and Miss Naylor, Lord Kenyon, Lord Garioch, Lady Alice Portal, Lady Margaret Levett and the Ladies Ashley, Lady W. Nevill, Lord Paulet, Lady Charles Beresford, Lady Forbes and Misses Forbes, Lady Claud Hamilton, Lord Carlow, Lady Mary Mills, Lord Lurgan, Lord Henry Vane Tempest, Lord and Lady Algernon Gordon Lennox, Lord Richard Nevill, the Hon. W. Coventry, the Hon. G. Joliffe, the Hon. Schomberg M'Donnell, the Hon. H. Coventry, Captain the Hon. E. Dawson, the Hon. Alistair and Mrs. Hay, the Hon. Mrs. Grosvenor, [[Social Victorians/People/Bourke|the Hon. Algernon and Mrs. Bourke]], the Hon. F. Dawnay, the Hon. E. J. Mills, the Hon. A. Johnstone, the Hon. Claude Hay, the Hon. Sidney Greville, the Hon. Mr. Dundas and Lady Hilda Dundas, the Hon. Thomas and Lady Idina Brassey and the Hon. Muriel Brassey, the Hon. Mr. Mansfield, Colonel the Hon. Henry Byng and Miss Byng, the Hon. Mrs. Oliphant, the Hon. Mr. Harbord, the Right Hon. Henry Chaplin, M.P., the Hon. G. Somerset, Sir William Gordon Cumming, Sir George Arthur, Sir Hubert Miller, Sir Charles Forbes, Sir William and Lady Eden, Sir George Chetwynd, Sir Frederick Johnstone, Sir John D. Poynder, Colonel and Lady Emma Crichton, the Hon. Miss Harbord, Captain and Lady Jane Combe, Colonel Paget, Captain Williams, Captain Ford, Captain Doyle, Captain Hanbury, Captain Campbell, Captain Constable, Captain Kinloch, Captain Longfield, M. Gutmansthal, Mrs. Bingham, Mr. Guthrie, Mrs. Arthur Paget, Mrs. Charles Wilson and Miss Wilson, Mr. Hulse, M.P., and Mrs. Hulse, Mr. de Murrieta, Mrs. Bischoffsheim, Mr. Spencer Portal, Mr. and Mrs. Gerald Paget, Mr. Leigh and Miss Leigh, Mr. Percy Daniell, Mr. Lister, Mr. Frederick Vincent, Mr. Cazalet, Mr. Alfred de Rothschild, Mr. John Savile Lumley, Mr. and Mrs Leopold de Rothschild, Mr. and Mrs. Skeffington Smith and Miss Taylor, Mrs. George Cavendish Bentinck, Mr. Alfred Farquhar, [[Social Victorians/People/Fanny Ronalds|Mr. Reginald Ronalds]], Miss Alice Ellice, Mr. George Marjoribanks, Mr. Wyndham, Mr. Dugdale, Mr. Montagu, Mrs. Sneyd, Mr. Wynn, Mr. Edward Hamilton, Mr. Murray Guthrie, Mr. George Lambert, Mrs. Sanford, Miss Mabel Forbes. Mr. Herbert Magniac, Mr. Bailey, Mr. Milner, Mr. Charles Kindersley, Mr. Beaumont, Mr. Walter Hervey, Mr. H. Hoare, Mr. Foley, Mr. Scott Murray, Mr. Coventry, Mr. Bertie, Mr. Jarvis, Mr. Guthrie, Mr. George Cavendish Bentinck, Mr. E. Charteris, Mr. Cholmondeley, Mr. Oswald Magniac, Mr. Cecil Campbell, Mr. and Mrs. Henry Oppenheim, Mr. Peploe, Mr. A. Charteris, Mr. Seymour Gore, Mr. Robert Antrobus, Mr. Elliot, M. de Champs, Mr. Wombwell, Mr. Charles Hoare, M.P., and many others.<ref>"Lord Alington's Ball." ''Morning Post'' 25 July 1890, Friday: 3 [of 8], Col. 5 b–c [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18900725/014/0003. Same print title and p.</ref></blockquote> ==August 1890== ===6 August 1890, Friday=== ==== Beautiful Women ==== The ''Lancaster Observer and Morecambe Chronicle'' reprinted a story from ''Vanity Fair'' about "Beautiful Women":<blockquote>Beautiful Women. — ''Vanity Fair'' asks what country in the world can show a more beautiful bevy of women than England? When Lady Helen Vincent, with her sister, Lady Cynthia Graham; when Lady Warwick with her sisters, the Duchess of Sutherland and Lady Westmorland; and when Lady Mar and Kellie, Lady de Trafford, Princess Pless, Lady de Gray[,] Lady Naylor-Leyland, the Duchess of Portland, Lady Alington, Lady Sophie Scott, Lady Chelsea, [[Social Victorians/People/Bourke|Lady Algernon Bourke]], Lady Henry Bentinck, Mrs. Willie Grenfell, Mrs. Rupert Beckett, Mrs. Arthur Paget, and Countess Clary are gathered together it is a sight to make an old man young; while Mrs. Gerard Leigh and her sister, Lady Yarborough, and Lady Powis, Lady Norreys, Mrs Farquharson, Mrs. Willie James, Lady Dalkeith, Mrs. Pretyman, Mrs. Gervase Beckett, Lady Rossmore, Lady Sarah Wilson, Lady Colebrook, Lady Hartopp, Mrs. Willie Walker, and Lady Milton are almost equally admired. The many pretty girls include Miss Enid and Miss Muriel Wilson, who still head the list of the unmarried beauties, Lady Beatrice Butler, Lady Alexandra Hamilton, Miss Kennard, Miss Madeline Bourke, and Miss Leila Crichton; while among the debutantes Lady Evelyn Crichton and Lady Vivian's daughters have had a great success, and Lady Alice Montagu, petite and charmingly pretty, has been so much admired. The daughters of Lady Gosford, Lady Verulam, Lady Leitrim, Lady Inchiquin, and Lady Grey have also been admired, as well as Lady Helen Stewart, Lady Katherine Scott, and Miss Chaplin.<ref>"Beautiful Women." ''Lancaster Observer and Morecambe Chronicle'' 6 August 1897, Friday: 2 [of 8], Col. 5b [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001804/18970806/023/0002. Same print title and p.</ref></blockquote> ===25 August 1890, Monday=== Summer Bank Holiday ==September 1890== ==October 1890== ===22 October 1890, Wednesday=== Arnold Dolmetsch went to the Reading Room (Campbell 22). ===25 October 1890, Saturday=== [[Social Victorians/Loder De Vere Beauclerk Wedding|Loder—De Vere Beauclerk Wedding]] ===31 October 1890, Friday=== Halloween. ==November 1890== ===5 November 1890, Wednesday=== Guy Fawkes Day ===19 November 1890, Wednesday=== Arnold Dolmetsch, with some of his students and his daughter Helene, provided musical illustrations for a lecture given by Dr. Frederick Bridge on "Mozart as Teacher," probably at Gresham College, where Bridges was professor (Campbell 34). ===21 November 1890, Friday=== Dr. Frederick Bridge's last fall 1890 lecture at Gresham College, for which Dolmetsch provided illustration. Campbell says, "it is, in fact, the first record in modern times of music by Byrd, Dr. Bull, Jenkins, Simpson, Lawes, Locke and Purcell being played 'on the instruments for which it was written'" (Campbell 34). ===25 November 1890, Tuesday=== Arnold Dolmetsch got a three-month pass to the Reading Room and "thereafter held yearly tickets until 1916" (Campbell 22). ==== 1890 November 29, Saturday ==== ===== [[Social Victorians/Dudley-Beckwith Wedding 1890-11-29|Wedding of Francis Dudley, Lord Leigh and Héléne Forbes Beckwith]] ===== ==December 1890== Sometimes in December 1890, [[Social Victorians/People/William Robert Woodman|William Woodman]], one of the founding members of the [[Social Victorians/Golden Dawn|Golden Dawn]], died (Gilbert 86 12). === 4 December 1890, Thursday === ==== [[Mure-Portal Wedding 1890-12-04|Wedding of Miss Mure and Mr. S. J. Portal]] ==== ===19 December 1890, Friday=== "The eleventh annual ''Truth'' Toy Exhibition for the children in London hospitals, workhouses, and infirmaries was held at the Grosvenor Gallery, Bond-street, on Dec. 19 and 20. There are over 22,000 children in these institutions, and each of them has a separate toy, besides the large and more expensive toys which are presented for the general use of the inmates. A special feature of the show was the dolls dressed by lady readers of ''Truth''. Several special donations in connection with the fund have been made, the principal of which is that of 10,200 new sixpences sent for distribution by the same liberal donor who has given a similar present on former occasions; while Mr. Tom Smith has had specially made, and has forwarded for distribution, over 22,000 crackers; and Mr. Horniman (as stated in our last issue) has given to the adults in hospitals and workhouses 1200 packets of tea, to be given to them as Christmas boxes." (Illustrated London News (London, England), Saturday, December 27, 1890; pg. 806; Issue 2697, Col. B) ===20 December 1890, Saturday=== "In order that the adults connected with the hospitals and workhouses may participate in the good things given to the children in the ''Truth'' toy distribution, Mr. F. J. Horniman, of Wormwood-street, City, has sent Mr. Labouchere 1200 packets of tea to be given to them as a Christmas box." (Illustrated London News (London, England), Saturday, December 20, 1890; pg. 774; Issue 2696, Col. B) From the ''Times'', 22 December 1890, "The Late Sir Edgar Boehm": <blockquote>On Saturday, in accordance with the special request of the Queen, the late Sir Edgar Boehm, R.A., was buried in St. Paul’s Cathedral, in the south aisle of the crypt, the spot being known as “The Painters Corner.” [new paragraph] The funeral cortége left the residence of the deceased at about 11 o’clock, there being five mourning and several private carriages. In the first carriage were the chief mourners, Sir Edgar Collins Boehm, the only son of the late baronet, and Mr. Conrad Herapath. The second and third carriages were occupied by Sir Frederic Leighton, P.R.A., Sir Nigel Kingscote, Mr. Richard Mills, Colonel Francis Baring, Mr. Alma-Tadema, R.A., Sir R. H. Collins, Mr. Edward J. Poynter, R.A., and Mr. Duncan MacGregor, all of whom subsequently, at the cathedral, acted as pall bearers. The fourth carriage contained representatives of the Council of the Royal Academy – Mr. Edwin Long, R.A., Mr. J. B. Burgess, R.A., Mr. F. Goodall, R.A., and Mr. Beavis. In the fifth carriage were the following members of the professional staff of the deceased – Mr. R. Glassby, Mr. E. Lantéri, Signor Finili, and Herr Gross. The cortége stopped for a few moments at the Royal Academy, in order that it might be joined by two carriages containing other representatives of the institution. Leaving Piccadilly, the route taken was Waterloo-place, Pall-mall, Cockspur-street, the Strand, Fleet-street, and Ludgate-hill, the cathedral being reached about noon. The procession was met at the great west door by Canon Gregory, the Archdeacon of London, the Rev. Dr. Baker, Minor Canons Milman, Russell, and Kelly, and the choir, who had a few minutes previously left the vestry; by Major Bigge, Equerry to the Queen, representing her Majesty; Colonel Stanley Clarke, who attended on behalf of the Prince and Princess of Wales; and Colonel W. J. Colville, representing the Duke of Edinburgh. The [[Social Victorians/People/Princess Louise|Princess Louise]] (Marchioness of Lorne) attired in deep mourning, and accompanied by [[Social Victorians/People/Arthur Collins|Lieut.-Col. Arthur Collins]] and Lady Sophia Macnamara, arrived at the cathedral a few minutes before 12 o’clock, and was conducted to a seat in the south side of the nave, close to the late Sir Edgar Boehm’s two daughters, upon whom her Royal Highness had called earlier in the morning. As the procession came slowly up the nave towards the chancel, “I am the resurrection of life” and other sentences of the burial service were chanted to music by Dr. Croft. The coffin, which was completely hidden by splendid wreaths, was preceded by the choristers and the clergy. Then followed Sir E. C. Boehm, with Mr. Conrad Herapath and Mr. Alfred Gilbert, A.R.A., the officers and council of the Royal Academy, and members of the deceased’s studio. The coffin was deposited upon a bier, which had been placed under the dome in front of the opening into the crypt, through which the body was subsequently lowered. The mourners having been conducted to the seats which had been reserved for them, and the clergy and choir having proceeded to their places in the chancel, Psalms xxxix. and xc. Were sung to music by Purcell and Felton, followed by Spohr’s anthem, “Blest are the departed,” and the lesson 1 Cor. Xv. 20, which was read by Canon Gregory. Whilst the hymn “Days and moments quickly flying” was being sung the Archdeacon of London and Minor Canon Milman proceeded from the chancel and took up positions by the side of the coffin. The remainder of the service preceding and following the lowering of the body into the crypt was read by Minor Canon Milman, and the collect was impressively recited by Archdeacon Sinclair. The late Dr. Newman’s beautiful hymn, “Lead kindly light,” was afterwards sung by the choir, and the service was brought to a close by Beethoven’s Funeral March, which was played in compliance with the special request of her Majesty, at whose desire also Chopin’s Funeral March had preceded the service. Dr. Martin was the organist. While Beethoven’s march was being played the son and daughters of the late “Sculptor in ordinary to her Majesty,” together with other mourners, descended the crypt by the door near Howard’s monument, and saw the coffin for the last time. It bore the following inscription:- “Joseph Edgar Boehm. Born July 6, 1834; died at his work December 12, 1890. Thy will be done.” The coffin had already been deposited in the brick grave prepared for it, which is next to that of Sir Edwin Landseer. Immediately around it lie the remains of painters and sculptors of bygone days – Sir Joshua Reynolds, James Barry, Benjamin West, Henry Fuseli, Sir Thomas Lawrence, J. M. W. Turner, and John Henry Foley, while within half-a-dozen yards is the tomb of the great architect of the cathedral, Sir Christopher Wren. The coffin as last seen was covered by the floral tributes of loving friends, the symbolic laurel wreath forwarded by her Majesty surmounting them. This bore the inscription, “A tribute of gratitude for many beautiful memorial works executed for her. From Victoria, R. I.” Attached to the beautiful wreath sent by the Prince and Princess of Wales were the words, “A token of sincere regard and friendship.” Wreaths were forwarded by other members of the Royal Family, by Sir John and Lady Millais, Lord and Lady Reay, the Countess Sydney, Lord and Lady de Vesci, Mr. Henry Irving, Mr. and Mrs. Bancroft, by members of the council, students and officers of the Royal Academy, the Society of Artistic Sculptors (Vienna), and by the London Hungarian Association." (http://glassby.com/Chapter1.htm) </blockquote> ===24 December 1890, Wednesday=== "The people of South London and adjacent suburbs have to be grateful to Mr. Frederick Horniman, a well-known City merchant residing at Dulwich, for a munificent and beneficial Christmas gift. This gentleman has, during thirty years, formed a collection, worth above £100,000, of specimens of art, European, Indian, Chinese, and Japanese, also of decorative manufactures, and of ethnology and natural history, and rare books and manuscripts, at Surrey House, Forest Hill, which he intends to present to the public. The museum was opened by Sir Morell Mackenzie on Wednesday afternoon, Dec. 24. It already comprises twenty-four rooms, containing many beautiful specimens of horse and chain armour, Elizabethan bed-room furniture, an old English parlour and pantry, an Oriental armoury, a bible and manuscript room, an Egyptian gallery, and ethnographical saloon, a book and embroidery saloon, a porcelain and glass room, and a zoological saloon, with two live Russian bears and a monkey. We may describe the museum further, after another visit. Our Artist has sketched, in the ethnograhical saloon, an idol's shrine, made of cocoanut-fibre, from Fiji. Mr. Horniman, in acknowledging a vote of thanks, said that in an adjoining house he had accumulated a vast library of bibles and entomological works and specimens. It was his intention to build a hall at the back of the present building to contain a thousand persons, while the galleries would contain a library, and a stage would be provided, so that both eye and ear could be amused. He also contemplated buying sufficient land to enable a public body to erect class-rooms and gymnasia. Three cheers were given for Mr. Horniman, and the company proceeded to inspect the museum." "(Mr. F. Horniman's Museum, Forest Hill." Illustrated London News (London, England), Saturday, January 03, 1891; pg. 7; Issue 2698, Col. C) ===25 December 1890, Thursday=== Christmas Day ===26 December 1890, Friday=== Boxing Day ==Works Cited== *"Besant Chronology.pdf." From Anderson, Nancy Fix, Walter L Arnstein, Deborah Logan, and Susie L Steinbach, Volume Editors. Lives of Victorian Political Figures, Part III: Queen Victoria, Florence Nightingale, Annie Besant and Millicent Garrett Fawcett by their Contemporaries. Volume 3 of Lives of Victorian Political Figures. Series Editors, Nancy LoPatin-Lummis and Michael Partridge. London: Pickering and Chatto, 2008. *Crawford, Elizabeth. The Women’s Suffrage Movement: A Reference Guide, 1866–1928. Google Books. Accessed 14 October 2010. hj4bkc9ngvvovyc7az26pvw7lk2ilxm 0 264381 2833543 2833220 2026-09-16T23:07:04Z Scogdill 1331941 2833543 wikitext text/x-wiki [[File:Viscount Mandeville Vanity Fair 1882-04-22.jpg|alt=Old drawing for a magazine of an aristocratic man in a formal suit|thumb|"Kim," Viscount Mandeville, 1882]] == Overview == The Mandeville who was in a relationship with music-hall and vaudeville star Bessie Bellwood was Kim (George Victor Drogo) Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892). He was Viscount Mandeville from 18 August 1855 (when his grandfather died) to 22 March 1890 (when his father died).<ref name=":1" /> When he succeeded to the dukedom in 1890, he ended his relationship with Bellwood. His father was the 7th Duke and his mother was [[Social Victorians/People/Louisa Montagu Cavendish|Louise Cavendish]], "double Duchess" of [[Social Victorians/People/Manchester|Manchester]] and then [[Social Victorians/People/Devonshire|Devonshire]]. Viscount Mandeville (right) was "Man of the Day" (#255) for ''Vanity Fair'', drawn by Leslie Ward ("Spy").<ref>"Viscount Mandeville Vanity Fair 1882-04-22.jpg." Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Viscount_Mandeville_Vanity_Fair_1882-04-22.jpg (retrieved 8 September 2026).</ref> == Also Known As == *Family name: Montagu *The title Viscount Mandeville is a courtesy title for the heir presumptive and eldest son of the [[Social Victorians/People/Manchester |Duke of Manchester]]. This title is one of only 2 (with the heir apparent of the Duke of Somerset) that is below the rank of Earl (for the heir apparent of a duke). (Is Mandeville a toponym?) *Viscount Mandeville **"Kim" (George Victor Drogo) Montagu [8th Duke], (18 August 1855 – 22 March 1890) **[[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke (22 March 1890 – 18 August 1892) **Alexander George Francis Drogo Montagu (2 October 1902 – 9 February 1947)<ref>{{Cite journal|date=2020-10-15|title=Alexander Montagu, 10th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=Alexander_Montagu,_10th_Duke_of_Manchester&oldid=983660353|journal=Wikipedia|language=en}}</ref> *Viscountess Mandeville **Consuelo Iznaga y Clement Montagu [8th Duchess] (22 May 1876 – 22 March 1890) **Helena Zimmerman Montagu (14 November 1890 – 18 August 1892) *Lord Kimbolton ** [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke (1877 – 22 March 1890) == Acquaintances, Friends and Enemies == === "Kim" Montagu, 8th Duke, Lord Mandeville until 1890 === ==== Friends ==== * Edward Russell, 24th Baron de Clifford * Derrick Westenra, 5th Baron Rossmore * Francis Needham, 3rd Earl of Kilmorey === Consuelo Iznaga y Clement Montagu === ==== Friends ==== *Consuelo Iznaga y Clement Montagu was in the intimate circle of [[Social Victorians/People/Albert Edward, Prince of Wales |Albert Edward, Prince of Wales]]. ==Organizations== === "Kim" Montagu, 8th Duke, Lord Mandeville until 1890 === * Eton<ref name=":1" /> === Consuelo Iznaga y Clement Montagu === * Consuelo Iznaga y Clement Montagu was a member of the New York City social set called the Buccaneers when she was a teenager.<ref name=":0">{{Cite journal|date=2020-10-06|title=Consuelo Montagu, Duchess of Manchester|url=https://en.wikipedia.org/w/index.php?title=Consuelo_Montagu,_Duchess_of_Manchester&oldid=982192002|journal=Wikipedia|language=en}}</ref> Edith Wharton is said to have take details from the 8th Duke's marriage ''The Buccaneers''.<ref name=":1">{{Cite journal|date=2020-10-06|title=George Montagu, 8th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=George_Montagu,_8th_Duke_of_Manchester&oldid=982188929|journal=Wikipedia|language=en}}</ref> == Timeline == '''1855 August 18''', the 6th Duke died. The families "placed in mourning":<blockquote>He is succeeded in the Dukedom by his eldest son, Viscount Mandeville, M.P. By the melancholy event the families of the Marquess and Marchioness of Tweeddale, the Duchess of Wellington, the Duke of Montrose, Lord and Lady Olivia Ossulston [?], Lady Eliza [Elisa?] Steele, the Duke of Richmond, the Countess of St Germans, Lady Sophia Cecil, and many others of rank, are placed in mourning.<ref>"Death of the Duke of Manchester." ''Edinburgh Evening Post and Scottish Standard'' 22 August 1855, Wednesday: 2 [of 4], Col. 5c [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0001177%2F18550822&page=2&article=025&stringtohighlight=mandeville+viscount. Print title ''Edinburgh Evening Post and Scottish Record''; n.p.</ref></blockquote>'''1855 October 11, Wednesday''', H. I. Cridland says in a "Notice,"<blockquote>I will hold Audit Days at Lyttelton, on Wednesday, 11th October, for the receipt of rents and other monies due to the 25th of September, on account of the Soames, Jackson, Ecclesiastical, and Lyttelton Trust Estates, the lands of Lord Mandeville, Lady Emily Bathurst, Lady Olivia Sparrow, Rev. J. P. Rhoades, Rev. Charles Hodge, Dr. Merrion C. T. Maunsell, George Hart, late William Draper, and J. E. Fitz Gerald, Esqrs. ... Tenants are requested to present their last receipt.<ref>"Notice." ''Lyttelton Times'' 6 October 1855, Saturday: 1 [of 10], Col. 3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003346%2F18551006&page=1&article=004&stringtohighlight=mandeville+viscount. Newspaper title ''The Lyttelton Times'', n.p. </ref></blockquote>This notice was repeated in the ''Lyttelton Times'' on 29 December 1855.<p> '''1855 October 20, Saturday''', house party at Heaton Hall, hosted by the Earl and Countess of Wilton. [[Social Victorians/People/Louisa Montagu Cavendish|Luise, Duchess of Manchester]] was present with the Duke and their son Lord Mandeville (Kim, later 8th Duke), who was 2 years old:<blockquote>The Earl and Countess of Wilton have, during the week, entertained a very distinguished party of visitors, at Heaton Hall, comprising the Duchess of Cambridge, the Princess Mary of Cambridge, the Duke and Duchess of Manchester, the Earl and Countess of Derby, Lady Emma Stanley, Viscount and Viscountess Newport, Lady Rokeby, and the two Misses Montague, Viscount Canterbury, Lord Otho Fitzgerald, Lord Mandeville, the Hon. B. Grosvenor, Colonel Parker, and Major Macdonald. We understand that private theatricals have formed a portion of the entertainments furnished by the Earl and Countess of Wilton for the amusement of their royal and illustrious guests. — Yesterday afternoon Mr. Grundy had the honour of a visit at his Fine Arts Repository in Exchange-street, from the distinguished party, accompanied by the Earl and Countess of Wilton, whose arrival in their brilliant equipages with postillions and outriders, caused considerable sensation in our busy thoroughfares. Having spent some time, they proceeded to the silk mill of Messrs. J. and T. Houldsworth and Co., silk manufacturers and embroiderers, Portland-street, which, after entering their names in the visitors' book, they inspected, under the guidance of Mr. James Houldsworth, examining every process, from the embroidering to the Jacquard weaving, and more especially admiring the manufactured goods, several purchases of choice pieces being made by the lady visitors. At the conclusion of the inspection of the works, which lasted about an hour, the visitors returned to Heaton Hall.<ref>"Royal and Distinguished Visitors at Heaton  Hall." ''Manchester Courier'' 20 October 1855, Saturday: 7 [of 12], Col. 1a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000206%2F18551020. Newspaper title: ''The Manchester Courier, and Lancashire General Advertiser'', p. 7. </ref></blockquote>A shorter article appeared in the ''St. James's Chronicle'':<blockquote>The Duchess of Cambridge, the Princess Mary of Cambridge, the Duke and Duchess of Manchester, Lord Mandeville, Lord 0tho Fitzgerald, Lord and Lady Newport, Lord Canterbury, and Colonel Parker, who have been spending the week at Heaton Hall, near Prestwich, with the Earl and Countess of Wilton, visited Manchester, and spent some time at Mr. Grundy's Repository of Art, Royal Exchange-street, yesterday. The distinguished visitors afterwards went through the silk manufactory of Mr. Houldsworth, in Portland-street. They were accompanied by the Earl and Countess of Wilton.<ref>"Gazette." ''Saint James's Chronicle'' 20 October 1855, Saturday: 2 [of 4], Col. 4b [of 7]. ''British Newspaper Archive'' [https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002193%2F18551020&page=2&article=021&stringtohighlight=mandeville+viscount https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0002193%2F18551020&page=2]. Same title. n.p. </ref></blockquote>'''1876 May 22''', Consuelo Iznaga y Clement and "Kim" (George Victor Drogo, 8th Duke) Montagu married in Grace Church, New York City.<ref name=":0" /> '''1890 March 4''', Consuelo's brother Fernando Yznaga married New York "beauty and society leader" Miss Mabel Wright.<ref>"Personal." ''American Register'' 22 March 1890, Saturday: 5 [of 8], Col. 5a [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003338%2F18900322&page=5&article=070&stringtohighlight=mandeville+viscount. Same print title and p.</ref> Presumably at least Consuelo was there? '''1890 February 24, Monday''', Consuelo Lady Mandeville attended [[Social Victorians/Timeline/1890#24 February 1890, Monday|Lilly Langtry's performance as Rosalind in As You Like It at the St. James's Theatre]]. '''1890 February 25, Tuesday''', Consuelo Lady Mandeville attended a [[Social Victorians/Timeline/1890#25 February 1890, Tuesday|party hosted by Mrs. Adair]]. Viscount Mandeville is not listed among those who attended. '''1890 March 10, Monday''', the Prince and Princess of Wales gave a [[Social Victorians/Timeline/1890#10 March 1890, Monday10 March 1890, Monday|dance at Marlborough House in honor of their wedding anniversary]]. The Viscountess Mandeville is listed among the guests invited, but the Viscount is not mentioned. '''1890 March 22, Saturday''', the Portsmouth ''Evening News'' expressed outrage about a man with a reputation like Kim's becoming 8th Duke of Manchester:<blockquote>While the House of Commons were debating the necessity for a House of Lords, the Duke of Manchester was on his death bed in Naples. There is more in the incident than appears at first sight, for Viscount Mandeville succeeds to the Dukedom, with the attendant rights of presentation to seven livings and the privilege of mutilating or rejecting Bills demanded by the people and passed by their representatives in the Commons.<p> It will hardly be urged by the moat zealous advocate of the Upper Chamber, as at present constituted, that the new Duke of Manchester, ''nee'' Viscount Mandeville, will bring much dignity, wisdom, or weight to the House of irresponsible legislators. This nobleman has had a merry time. The one sensible thing he did was to marry a charming and accomplished American lady, who, by consenting to share the name of Mandeville has kept its head above water. Viscount Mandeville himself has a weakness for bankruptcy proceedings, rows with cabmen, which music hall ladies come forward to take his part, and the class of events generally which do not approve themselves to the minds of the ordinary Briton. It is possible that Lord Mandeville may now discover that he has sown his wild oats, and may settle down with his beautiful and popular wife to the enjoyment of his  25,000 acres of land and £38,000 a-year. We have not to do with what Lord Mandeville may be. Our simple duty is to point out that it is an outrage on common decency and common sense that a man bearing the reputation of Lord Mandeville should have the right to step into the House of Lords whenever a vote is needed to swell the prejudice or sustain the selfishness that find among the Peers their natural home.<ref>"To-Day." ''Portsmouth Evening News'' 22 March 1890, Saturday: 2 [of 4], Col. 1c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000290%2F18900322&page=2&article=001&stringtohighlight=mandeville+viscount. Print title: ''The Evening News'', n.p.</ref></blockquote>The ''Birmingham Daily Mail'' had a similar opinion, though perhaps slightly more optimistic:<blockquote>The Duke of Manchester, who expired last night at Naples, cannot be said to have been much of a public man. He led a quiet, retired life, and the announcement of his death would, if Lord  Mandeville were not heir to the title, arouse but little interest. Lord Mandeville is, unfortunately for himself, more widely known than his father was. He developed tastes for gambling, with disastrous financial results, as the details of his bankruptcy made public last year, and more recently, his name has been publicly associated with those of prizefighters and music-hall singers. Altogether, he can hardly be termed a credit to the aristocracy of England, but the higher position to which he will now attain may cause him to alter his ways and try redeem the errors of the past.<ref>"Notes and News." ''Birmingham Mail'' 22 March 1890, Saturday: 2 [of 4], Col. 3a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000644%2F18900322&page=2&article=027&stringtohighlight=mandeville+viscount. Print title: ''Birmingham Daily Mail'', n.p.</ref></blockquote>On the same day, Consuelo's brother and new wife were reported to apparently be immigrating to the UK:<blockquote>Among the immigrants, says a London lady correspondent, is a New York belle who has just been married to Mr. Ferdinand Yznaga, brother to Lady Mandeville and of Lady Lister-Kaye. Young Mrs. Yznaga will enter London society under the wing of her sister-in-law, Lady Mandeville, and is expected to make as great a furore as did Mrs. Langtry a few seasons ago. Mr. Yznaga married a sister-in-law of Mr. Vanderbilt, who divorced him two years ago.<ref>"An American Belle." ''Huddersfield and Holmfirth Examiner'' 22 March 1890, Saturday: 6 [of 16], Col. 4a [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0003869%2F18900322&page=6&article=006&stringtohighlight=mandeville+viscount. Print title: ''The Huddersfield Examiner'', p. 6.</ref></blockquote>'''1890 November 14''', William Angus Drogo Montagu (9th Duke) and Helena Zimmerman married secretly, in London. '''1897 July 2''', the Duke and Duchess of Devonshire ( [[Social Victorians/People/Louisa Montagu Cavendish|Luise Friederike Auguste Gräfin von Alten Montagu Cavendish]] and [[Social Victorians/People/Spencer Compton Cavendish|Spencer Cavendish]]) hosted the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball]] at Devonshire House. Lord Charles Montagu, likely Charles William Augustus Montagu, attended, as did [[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]]. == Demographics == ===Nationality=== *Consuelo Iznaga y Clement was Cuban-American. *Helena Zimmerman was American. *George, William and Alexander Montagu were British. === Residences === * 1890: "The family estates — 27,312 acres, with a nominal rent-roll of £40,000 — were chiefly situated in Huntingdonshire and Armagh."<ref>"Men and Things." (London) ''Echo'' 22 March 1890, Saturday: 1 [of 4], Col. 6b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0004596%2F18900322&page=1&article=010&stringtohighlight=mandeville+viscount. Same print title, n.p.</ref> * In 1890 at the death of the 7th Duke, Kimbolton Castle: <blockquote>The Duke of Manchester... He was an old-fashioned Tory, and a man of simple tastes, whose chief interests were military and agricultural rather than political. Kimbolton Castle is a magnificent place, and the Duke's horses and troop of yeomanry were always the admiration of the Prince of Wales, the Marquis of Hartington, and many other visitors. Lord Hartington, it may be mentioned, was at Kimbolton when the news came of the  breaking out of the war between France and Germany [1871], he being a member of the Cabinet. The Duke had travelled much as a young man, and was familiar with the Continent, as also with South Africa, of which he was very fond. There is a private chapel at Kimbolton Castle, connected with which is a very extensive library containing some theological and historical volumes of great value. Notwithstanding his somewhat bluff manner the Duke was liked by the tenantry and poor from the kindly interest he took in their concerns. Even the poachers had a good word for his Grace. The feature, however, of the Duke's career was the marked contrast between his pursuits and those of the Duchess. The Duke loved every blade of grass, every tree and flower on his ancestral domain, and cared nothing for London life in its modern developments. Lord Mandeville [the 8th Duke] succeeds to the title, but the estates are heavily mortgaged.<ref>"Death of the Duke of Manchester." ''Pall Mall Gazette'' 22 March 1890, Saturday: 6 [of 8], Col. 2b [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.com/image-viewer?issue=BL%2F0000098%2F18900322&page=6&article=014&stringtohighlight=mandeville+viscount. Same print title and p. </ref></blockquote> == Family == *Consuelo (María Consuelo) Iznaga y Clement Montagu, Duchess of Manchester (1853 – 20 November 1909), née Doña María Consuelo Iznaga y Clement<ref name=":0" /> *"Kim" (George Victor Drogo) Montagu, 8th Duke of Manchester (17 June 1853 – 18 August 1892)<ref name=":1" /> #William Angus Drogo Montagu, 9th Duke of Manchester (3 March 1877 – 9 February 1947) #Jacqueline Mary Alva Montagu (27 November 1879 – 15 March 1895). #Alice Eleanor Louise Montagu (27 November 1879 – 10 January 1900) *[[Social Victorians/People/William Angus Drogo Montagu|William Angus Drogo Montagu]], 9th Duke of Manchester (3 March 1877 – 9 February 1947)<ref>{{Cite journal|date=2020-10-08|title=William Montagu, 9th Duke of Manchester|url=https://en.wikipedia.org/w/index.php?title=William_Montagu,_9th_Duke_of_Manchester&oldid=982513036|journal=Wikipedia|language=en}}</ref> *Helena Zimmerman Montagu (25 September 1878 – 15 December 1971)<ref>{{Cite journal|date=2020-10-08|title=Helena, Countess of Kintore|url=https://en.wikipedia.org/w/index.php?title=Helena,_Countess_of_Kintore&oldid=982513630|journal=Wikipedia|language=en}}</ref> #Mary Alice Montagu Gregory (26 October 1901 – 9 October 1962) #Alexander George Francis Drogo Montagu, 10th Duke of Manchester (2 October 1902 – 23 November 1977) #Edward Eugene Fernando Montagu (26 July 1906 – 4 May 1954/1956) #Ellen Millicent Louise Montagu Hofer Shairp (5 January 1908 – 2 August 1948) === Relations === The three Iznaga y Clement sisters were prominent in London "Society": *Consuelo (María Consuelo) Iznaga Montagu, Duchess of Manchester (1853 – 20 November 1909) *Emilie Iznaga y Clement () *Natividad (Natica) Iznaga y Clement Lister-Kaye () == Questions and Notes == *In a ''British Newspaper Archive'' search for name=mandeville keyword=#viscount for 18 August 1855–22 March 1890 (September 2026), first did "Publication date oldest first," but Kim was 2 years old when his grandfather died and his father acceded to the dukedom, so on p. 57 of the search results (the page containing 1 January 1856) I switched to "Publication date newest first." Decided it would be more fruitful to work backwards. == Papers, Memoirs and Biographies == == Footnotes == {{reflist}} jawbaeonnhcncvrvlclhp50rejwrznc 0 264724 2833527 2833367 2026-09-16T19:28:55Z Scogdill 1331941 2833527 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = ==Women's fashion== == Men's fashion == (Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion) * evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women. Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales Citation for Victorian Hell: <ref>{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last="It's Monty, Actually"|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}</ref> === Frock coats === * An unidentified man wearing a double breasted frock coat - DPLA - 555cd4bb700ec3a18afbdf5c6638fe53 (page 1).jpg * Full-length portrait of a man, dress in frock coat and top hat with sash and pistol at his waist, seated on a crate LCCN2006689590.tif * Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg * Oscar Wilde 3.jpg * The spring book of B. Kuppenheimer & Co. - illustrating a new century of clothing-radically different from the old-and incidentally depicting the more striking chances in men's wear during the (IA cu31924032172086).pdf * Clothes dictionary; (IA clothesdictionar00bake).pdf * FrockCoat.jpg (1870s) * Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf (book) * Men in frock coats, capes and top hats look at pictures pegg Wellcome V0039491.jpg (1813, but note the full coat) * Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg * Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif * Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf (1871) * How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf (1895; Men's Dress, p. 23) * The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf (1888; search for "frock") * ['''new content'''] Although women followed Paris fashion in Europe and America, London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s.  Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men. Ready-made clothing affected the social structure, the economy, and gender differentiation. Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth). === Industrial Revolution and Technological Advancements === * the railroad * mass production of fabrics for working-class men's clothing ** Jacquard looms ** * sewing machines * aniline dyes, including black === Expanding Middle Class === * gender roles getting more clearly defined and rigid (referring back to page overview) === French Revolution === Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):<blockquote>The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17]. [17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: <nowiki>https://fashionhistory.fitnyc.edu/1800-1809/</nowiki> 11/11/2023. Edited. ...</blockquote>Brent Shannon:<blockquote>"Costume," wrote Max Beerbohm in 1896, "enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not" (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. "Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears," conduct author John Wanamaker confessed; "But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing" (1).¹¹ Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.<ref>{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}</ref> (148)</blockquote> === Influence of Albert Edward, Prince of Wales === Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. McNeil:<blockquote>When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as "HRH 1865" is for an evening coat without tails, the first "dinner jacket." He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat.<ref name=":26">McNeil, Peter. "Men's Fashion: 1800–2022." Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf DOI: 10.4324/9780429295607-27.</ref></blockquote>Virginia Cowles:<blockquote>It would be wrong to give the impression that the Heir Apparent was unhappy. If he could not work, at least he could play, and he did this very well. He loved being royal. He revelled in the rank and authority and privilege and luxury that accompanied the role of Prince of Wales. There were radicals who liked to lampoon him, and courtiers who wanted to reform him. But there was a much bigger group, a rich, fashionable, powerful society who adored him, fawned on him, gratified him, and copied everything he did. Paradoxically this adulation often increased the Prince’s freedom of movement. A contemporary writer states that it was possible for the Prince of Wales to walk along Piccadilly, or St. James’ Street or Pall Mall without being recognized. Why? Because photography was still undeveloped? Oh no. It was due to ‘the curious fact that there are in society several gentlemen who bear an extraordinary resemblance to him, and who take some pride in dressing and moving exactly like him, so that it is often very difficult to identify him as he passes in the street on foot or in a hansom cab. But the vogue of imitating the Prince did not stop at his beard, his clothes and his walk. Once when he had an attack of rheumatism in his shoulder, he was obliged to shake hands with his '''expo''' pressed stiffly to his side. Immediately this peculiar hand-shake was adopted by fashionable London. And when Alexandra [128–129] had a severe illness in the late sixties which left her lame for life, the smartest ladies in the land began to walk with a slightly halting gait, which became known as ‘the Alexandra Limp’. The aping of royalty was not considered vulgar. On the whole the Prince and Princess were amused and flattered by it, but every now and then someone went too far. On one occasion a rich manufacturer from the North drove in the Park with his horses wearing headbands of the royal scarlet used exclusively by the Prince. The Heir Apparent did not attempt to hide his displeasure. His blue eyes grew cold, and his lower lip protruded in the famous Guelph pout. As a sharp lesson to the perpetrators of this unforgivably bad taste he drove in the Park the next day with his horses wearing black headbands. The manufacturer’s wife and daughters could not fail to observe the significance of this slight, and left the Park in tears; and the Prince’s friends congratulated him on his clever rebuff. The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance. The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured. The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. As the years rolled on the Prince became an ever-increasing authority on dress. Tailors from all over Europe used to gather to study his clothes. Their favorite meeting place was Homburg, and later, Marienbad. Here they could catch a glimpse of the Prince half a dozen times a day, strolling along the promenade, or riding in an open carriage. Once Bertie dressed hurriedly and forgot to fasten the last button on his waistcoat; this became a permanent fashion. British manufacturers were not slow to realise what an asset they had in the Heir Apparent and kept a vigilant eye on his movements. Once, one of them declared in outraged tones that he was buying his gloves in France. A storm blew up of such proportions that the Prince’s secretary, Sir Francis Knollys, was forced to make a statement to the press. First, he declared that the Prince always had his gloves made in England, and second (and this was calculated to silence the critics) that His Royal Highness was very economical in the use of gloves and only found it necessary to order two dozen pairs a year. Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  "heavy swells" who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as "Glossy Top". He is responsible for the top hat as we know it today.<ref name=":28">{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}</ref> (128–131)</blockquote> === Victorian Men's Fashion === David Kuchta traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a "suit" we — or the Victorians — would recognize as such: <blockquote>... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.<ref>{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}</ref> (2)</blockquote>So it's really Cromwell who should get credit?? The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without corsets or cages. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth. Beau Brummell: "Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance."<ref name=":25">{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}</ref> (458) "From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch." (459) '''Victorian gender ideologies''' relegated men to the "public sphere" and women to the "domestic sphere." (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”<ref name=":26" /> (McNeil 1 or 411) changed the perceptions of masculinity and femininity. The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs. Carolyn Kirby:<blockquote>In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.<ref name=":27">{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}</ref></blockquote>The Prince of Wales was increasingly influential in men's fashion from the last third of the century. ==== Men’s Clothing 1830 -1900 ==== “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”<ref name=":25" /> (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?) Among the influences on men's styles: * differentiation of genders (domestic ideology, ideology of the spheres) * the "Great Male Renunciation," the French Revolution and English tailoring * industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men * sports and country clothing * Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes * then later, cult of youth * military uniforms * comfort and convenience Overcoats became a significant fashion element and many styles were seen throughout the century. Jackets, trousers and waistcoats underwent many subtle changes as did neck treatments Breeches: Men’s bifurcated garment that ended just below the knee Trousers: men’s bifurcated garment that went down to the ankles or foot ==== Silhouette ==== The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies.. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria). The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today. ==== Coats and Shirts ==== Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell  ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting. [[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]] Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets. On more formal occasions upper-class men wore a cutaway morning coat with light trousers during the daytime, and a dark tail coat and trousers in the evening. Shirts and collars separated: "by 1827 detachable collars became available."<ref name=":25" /> (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. Neck treatments (and shirt cuffs) ==== Overcoats ==== <ref name=":24" />Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen & Sword History, Yorkshire - Philadelphia, 2022 ==== Trousers ==== The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production. This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — "grayish blue, aqua and pearl gray." (Payne 2, 505) In winter trousers mixed darker colors like "steel gray and brown, black and brown, and black and green." (Payne 505) More on summer colors, winter colors? [Find quote about QV's men's court dress and the men being so cold] ==== Waistcoats ==== Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk, '''sometimes two at the same time''': "During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade."<ref name=":25" /> (474) Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble. By the end of the 19th century waistcoats made from the same fabric as the trousers and coat dominated men’s fashion. 1880s: "The term vest now applied to all but low-necked formal styles, which were still called waistcoats." (Payne 2 528) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hats]] were worn by the working class. 1830s Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900 Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular.[[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]] === 1830s and 1840s === Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study. Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore.[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]] ==== Silhouette ==== Some men wore corsets, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly. ==== Coats and Shirts ==== Frock coats became fashionable for day wear in the 1820s<ref name=":25" /> (474) and were worn throughout the century. The main changes in frock coats in these two decades were in the colors and the neck treatment (collar and lapels). Initially frock coats were brightly colored, like "plum, mulberry, brown, bright blue, and bottle green,"<ref name=":25" /> (474) although the truly bright, saturated colors made possible by synthetic dyes were a couple of decades away still. Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before shirts were mass produced, they were tailored for upper and wealthy middle-class men. ==== Trousers ==== "Trousers of the 1830s fit quite snugly ..., but in the 1840s they became looser."<ref name=":25" /> (477) Knee breeches still existed, but only for court wear, riding and country wear (in the form of knickerbockers). ==== Waistcoats ==== “Waistcoats [or vests] remained colorful, items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 460-462) They could be single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars. ==== Original Text ==== During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather. === 1850s === The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted dresses to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the process of constructing from hours to minutes. Finally, anilin dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most. '''Silhouette''' A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,<ref name=":28" /> (129) and some aristocrats and upper-class men would follow his lead. '''Coats and Shirts''' “Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it.”  ''Victorian Men’s Fashion History and Clothing Guide'' <nowiki>https://victorianhell.substack.com/p/victorian-mens-fashion-history-and</nowiki> A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. By the 1860s, it had become the most popular casual coat. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings." '''Trousers''' Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Comfort and convenience outweighed style and presentation when it came to trousers. '''Waistcoats''' Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Males were certainly showing a propensity for decorative elements in their ensemble. ==== Notes & Quotes ==== * transition from frock coats to ditto suits, 1850s (Payne, 463) According to Judith Flanders,<blockquote>While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.<ref name=":23">{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}</ref> (167–168 [of 972])</blockquote> ==== Original Text ==== The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. [[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]] === 1860s === '''Silhouette''' The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines. '''Coats and Shirts''' Individualized fittings continued for upper class and wealthy middle class clients. Working class as well as middle and upper class. Morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Perhaps, even the aristocracy bought ready-made shirts since they were more underwear than outerwear. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made and some opted to buy their shirts. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. '''Trousers''' Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court. '''Waistcoats''' Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waist- coats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture. ==== Necks ==== In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Original Text ==== Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular.[[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] [[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]] [[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]] === 1870s === To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', "a summary of regulations for court uniform and dress."<ref>{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}</ref> This is the kind of thing Bertie really cared about. '''Silhouette''' A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs’ had spread outward were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs. '''Coats and Shirts''' There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats–the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit.  Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court. Although ready made shirts were available, the upper and middle classes still had their clothing hand made with better fabric and an excellent fit. The suits and shirts made for the working class were of cheaper fabrics. Corduroy for trousers and muslin for shirts was often used in working class clothing.. '''Trousers''' Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers. '''Waistcoats''' ==== Original Text ==== During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. === 1880s === ==== Silhouette ==== The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter.   ==== Coats and Shirts ==== Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today. Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs. ==== Trousers ==== Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines. ==== Waistcoats ==== During the 1880s waistcoats were called vests and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. The business suit for men developed in the 1880s and was firmly established in the 1890s. ==== Original Text ==== During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. === 1890s === ==== Silhouette ==== The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today. ==== Coats and Shirts ==== “Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests. Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing. ==== Trousers ==== Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest. ==== Waistcoats ==== Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene. ==== Original Text ==== Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> === Notes === *Men's suits buttoned higher up than today (Payne, 467) * Norfolk jackets and sack suits (Payne, 471) * formal attire, tuxedos with tails, cutaways (Payne, 469) * Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion) *Brent Shannon. "Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914." Victorian Studies 46, no. 4 (Summer 2004): 597–630. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. === Men's Hats === The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, "The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century." (457–58) Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important. The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, <blockquote>It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that "every" man throughout the history of the world "must, necessarily and habitually, wear some kind of covering to his head". Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: "the nap rusty, the band a mournful strip of tarnished lace; but still a Hat", which "stamps him as being associated, in however slender a manner, with a learned profession". Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.<ref name=":23" /> (509–511 [of 972]) </blockquote>A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237) ==== Original Text ==== Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> For women, the styles of hats changed over time and were designed to match their outfits. === Women's Hats === For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']]. ==== Original Wikipedia Text ==== During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress worn by Queen Victoria (below, right) "shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne. === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following: * the mass production of fabrics — for example, "by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year"  [62] * the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) "wash[ed] the fashionable landscape in a haze of purple."<ref name=":22">{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}</ref> (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a "bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake."<ref name=":22" /> (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: "The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal."<ref name=":22" /> (255) * the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell "lightweight domestic machines" for home sewing, radically increasing women's control over their own dress.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}</ref> (91 [of 298]) * the spread of journalism for women and fashion journalism * the Jacquard loom: "French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804."<ref name=":25" /> (454) Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage. Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. === Tight Lacing === Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref name=":21">{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}</ref> (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.<ref name=":21" /> () In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} cjw0udwitg7jvumuyo0s5l2njobslc7 2833529 2833527 2026-09-16T20:57:53Z Scogdill 1331941 2833529 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = ==Women's fashion== == Men's fashion == (Two intros: one to Victorian Fashion, giving background for both women's and men's fashions; two to the decades for men's fashion) Among the influences on men's styles: * differentiation of genders (domestic ideology, ideology of the spheres) * the "Great Male Renunciation," the French Revolution and English tailoring * industrial revolution: mass production of fabrics and articles of clothing, especially for working-class men * sports and country clothing * Albert Edward, Prince of Wales, later King Edward VII, influence went beyond England; tailors led by him led fashion for the upper classes * then later, cult of youth * military uniforms * comfort and convenience * evolving definitions of gender, both femininity and masculinity evolved as concepts. The changing definitions of masculinity affected men's clothing. For the growing and rising middle classes, gender roles became more and more rigid around the concept of the separate spheres, the public for men and the private sphere for women. Cultural sources for men's clothing and men's fashion: industrial revolution; expanding middle class; technological advancements; an association in the culture between outward appearance and inward nature; French Revolution; Albert Edward, Prince of Wales Citation for Victorian Hell: <ref>{{Cite web|url=https://victorianhell.substack.com/p/victorian-mens-fashion-history-and|title=Victorian Men’s Fashion History and Clothing Guide|last="It's Monty, Actually"|date=31 October 2025|website=Victorian Hell|access-date=7 September 2026}}</ref> === Frock coats === * An unidentified man wearing a double breasted frock coat - DPLA - 555cd4bb700ec3a18afbdf5c6638fe53 (page 1).jpg * Full-length portrait of a man, dress in frock coat and top hat with sash and pistol at his waist, seated on a crate LCCN2006689590.tif * Apostol Mănescu, politician, wearing a frock coat, butterfly tie, black waistcoat with button chain and light coloured pants, drainpipe type. Circa 1866. Photo by Franz Duschek.jpg * Oscar Wilde 3.jpg * The spring book of B. Kuppenheimer & Co. - illustrating a new century of clothing-radically different from the old-and incidentally depicting the more striking chances in men's wear during the (IA cu31924032172086).pdf * Clothes dictionary; (IA clothesdictionar00bake).pdf * FrockCoat.jpg (1870s) * Hint's about men's dress, right principles economically applied (IA hintsaboutmensdr00barr).pdf (book) * Men in frock coats, capes and top hats look at pictures pegg Wellcome V0039491.jpg (1813, but note the full coat) * Four young men wearing frock coats - DPLA - 4706a21c9267c45034d51c8fc5309251 (page 1).jpg * Full-length portrait of two young men wearing frock coats with sashes and pistols at their waists LCCN2006689564.tif * Fashion- the power that influences the world (IA fashionpowerthat00foxg).pdf (1871) * How to behave and how to amuse. A handy manual of etiquette and parlor games (IA howtobehavehowto00sand).pdf (1895; Men's Dress, p. 23) * The etiquette of men's dress (IA etiquetteofmensd00cluc).pdf (1888; search for "frock") *S.W. Silver & Co.'s handbook for transatlantic travellers .. (IA swsilvercoshandb00silv).pdf (1883; has pages where ppl can write "Introductions" and "Engagements," but this is not a conduct book, it's sort of a guide to London) *Gazette of Fashion, October 1864, RP-P-2009-2673.jpg (1864; men + 1 boy; note trousers; Edward Minister & Son, Regent Street) *Gazette of Fashion, February 1865, RP-P-2009-2675.jpg (1865; men + 1 boy + 1 woman in a crinoline cage; Edward Minister & Son, Regent Street) *George Augustus Henry Sala.jpg (Mathew Brady, 1855–1865) *W Curtis Noyes.jpg (Mathew Brady, 1855–1865) * ['''new content'''] Although women followed Paris fashion in Europe and America, London tailors led the way for men’s fashion. The Industrial Revolution actually impacted men’s fashion more than women’s.  Sewing machines in factories began mass producing cheap clothing for the largest group in the population, working class men. Ready-made clothing affected the social structure, the economy, and gender differentiation. Paper patterns, introduced in fashion magazines that targeted women, along with domestic sewing machines had more impact on women’s fashion than men’s. Haute couture was still bespoke (being individually constructed by tailors or dressmakers or fashion houses like Maison Worth). === Industrial Revolution and Technological Advancements === * the railroad * mass production of fabrics for working-class men's clothing ** Jacquard looms ** * sewing machines * aniline dyes, including black === Expanding Middle Class === * gender roles getting more clearly defined and rigid (referring back to page overview) === French Revolution === Sarah Gharmallah Alzahrani and Safia Abdelaziz Saroukh (https://www.researchgate.net/profile/Safia-Saroukh/publication/385099194_The_Semiotic_Dimension_of_Men's_Fashion_in_Modern_Eras/links/671686fbd796f96b8ec4f90e/The-Semiotic-Dimension-of-Mens-Fashion-in-Modern-Eras.pdf):<blockquote>The 19th century started with a fashion landscape that was changing dramatically and rapidly from the styles of a generation earlier. The French Revolution brought fashions that had been emerging since the 1780s to the forefront. Neoclassicism now defined fashion as both men and women taking inspiration from classical antiquity. For women, the high-waisted silhouette in lightweight muslin was the dominant style, while fashionable men looked to the tailors of Britain for a new, refined look [17]. [17]  Franklin, H. (Aug 18, 2020). Published on Jun 25, 2020, Retrieved: <nowiki>https://fashionhistory.fitnyc.edu/1800-1809/</nowiki> 11/11/2023. Edited. ...</blockquote>Brent Shannon:<blockquote>"Costume," wrote Max Beerbohm in 1896, "enables us to classify any 'professional man' at a glance, be he lawyer, leech or who not" (24–25). A man's profession and class were read by his jacket, his hat, what he rode in, and how he carried himself. "Perhaps there is a tendency among Englishmen to judge a man too much by the shape of his hat or the kind of collar he wears," conduct author John Wanamaker confessed; "But one must remember that in England if you ''wear'' the wrong thing, you will probably ''do'' the wrong thing, and generally ''be'' the wrong thing" (1).¹¹ Such assertions were predicated on the powerful Victorian conviction that outward appearance reflected inner qualities.<ref>{{Cite book|title=The Cut of His Coat: Men, Dress, and Consumer Culture in Britain, 1860–1914|last=Shannon|first=Brent Alan|publisher=Ohio University Press|year=2006|location=Athens, Ohio}}</ref> (148)</blockquote> === Victorian Men's Fashion === David Kuchta traces the origin of the 3-piece men's suit to King Charles II of England, who may be said to be wearing a coat, pants and a waistcoat, but otherwise is not wearing a "suit" we — or the Victorians — would recognize as such: <blockquote>... since 1666, male gentility has been associated with modesty and plainness in dress. Eschewing fashion as an increasingly feminized realm Charles II's vest inaugurated a new and essentially modern era of masculine aesthetics, one that reversed a long-held association between elaborate display and high social status. Manly thrift now displayed elite status.<ref>{{Cite book|title=The Three-Piece Suit and Modern Masculinity, England 1550–1850|last=Kutcha|first=David|publisher=University of California Press|year=2002|location=Berkeley and Los Angeles}}</ref> (2)</blockquote>So it's really Cromwell who should get credit?? The French Revolution caused both men and women to change stylistic direction radically. For one generation, stylish women wore simple white muslin dresses without corsets or cages. The changes in men's fashion was more lasting: men turned away from the ornamentation and ruffles of the ''ancien régime'', choosing instead understated and subtle tailoring to indicate good taste and wealth. Beau Brummell: "Men began to aspire to fine cutting, tailoring, and perfect fit in their clothes, flawless grooming and manners in themselves. The Englishman George Bryan (Beau) Brummell deserves much credit for the ideal of meticulous masculine appearance."<ref name=":25">{{Cite book|title=The History of Costume: From Ancient Mesopotamia Through the Twentieth Century|last=Payne|first=Blanche|last2=Winakor|first2=Geitel|last3=Farrell-Beck|first3=Jane|publisher=Addison-Wesley Longman|year=1992|isbn=0-06-047141-7|edition=2nd|location=New York, New York}}</ref> (458) "From 1796 to 1816, the Beau set the pattern for cleanliness and liberal use of starch." (459) '''Victorian gender ideologies''' relegated men to the "public sphere" and women to the "domestic sphere." (??) More than that “the cult of youth . . . the secularization of sport and the influence of modern warfare in generating men’s fashions, the tendency to prefer modern ideas of comfort and convenience, and the transformation of fashion knowledge and fashion urbanism from print to hyperreality”<ref name=":26">McNeil, Peter. "Men's Fashion: 1800–2022." Chapter 22. ''The Routledge History of Fashion and Dress, 1800 to the Present''. Routledge, 2024. https://opus.lib.uts.edu.au/bitstream/10453/182707/2/Men%27s%20Fashion%20200822_24_12_20_09_29_44.pdf DOI: 10.4324/9780429295607-27.</ref> (McNeil 1 or 411) changed the perceptions of masculinity and femininity. The growing middle class involved among other things more and more jobs and careers for young men as clerks, office workers, they were junior, subordinate, and they were commuting on the railroads from suburbs. Carolyn Kirby:<blockquote>In western Europe the fashion for plain dark suits coincided with the rise of the affluent middle-classes in a world where the pace of industrialisation and the globalisation of trade was accelerating as never before. The sharp, dark business suit became the last word in male power-dressing. And so it remains to this day.<ref name=":27">{{Cite web|url=https://historiamag.com/invent-masculine-fashion/|title=The invention of masculine fashion|last=Kirby|first=Carolyn|date=3 December 2025|website=Historia: Magazine of the Historical Writers' Association|access-date=25 August 2026}}</ref></blockquote>Albert Edward, Prince of Wales was very concerned with fashion and authoritative about it, with a very specific eye to small details. He was increasingly influential in men's fashion from the last third of the 19th and into the 20th century, and many noticed what he did and copied him.<blockquote>When that great lover of pleasure, Edward VII, visited Marienbad incognito as the Duke of Lancaster, he was followed by tailors from Paris, Budapest, Vienna, and Berlin who photographed him and took notes about his clothes. Edward VII introduced many [423–424] novelties into men’s fashion. ... He is also credited with making fashionable the creased trouser in 1909 (his groom dried them with a board weight after heavy rain, resulting in the line), turned-up cuff trouser (after hitching his trouser bottoms at a dirty racing track) and, as his girth grew, undoing the bottom button of his waistcoat."<ref name=":26" /> (424)</blockquote>Cowles<blockquote>The Prince was not just ‘a swell’. In the jargon of the day he was ‘a heavy swell’, and apparently there was a world of difference between the two terms. A swell was a rich young aristocrat who lived in extreme comfort; but a heavy swell added showmanship to the comfort and lived in a stylish luxury that even the French were obliged to envy. And of course the heavy swell was the acme of sartorial elegance. The Prince did not mind changing his dress half a dozen times a day. He loved clothes, and since whatever he chose to wear became the prevailing fashion overnight, he soon was regarded as an expert on the subject. His tailor-in-chief made a fortune. For many years he patronised a Mr. Poole. He discovered this gentleman by accident. He went to the theatre one night to see a well-known actor by the name of Fecher playing ‘Robert Macaire’. As an impecunious adventurer [129–130] Fechter was obliged to wear a coat that was torn and dirty, but Bertie’s expert eye noticed the elegant cut. At the end of the performance he asked Fechter for the name of his tailor, and Mr. Poole’s future was assured. The Prince had so many clothes he could never travel with less than two valets; and two more valets were left at home cleaning, brushing and pressing his vast wardrobe. There were suits and coats for every variation of every climate the world over. There were over a hundred pieces of headgear; and since Bertie was an honorary admiral and an honorary general of most of the countries of Europe, there was an entire room devoted to uniforms, sashes, epaulettes, belts, buckles, swords, feathers and other regalia. ... Men’s clothes became of such importance that new [130–131] shops sprang up like mushrooms in Savile Row, Clifford Street and Bond Street. Most of the Prince’s innovations were inspired by comfort and convenience. He altered the cut of the evening dress waistcoat, he shortened the tails on the tail coat, he left his frock coat open (due to an increasing girth), he introduced the black homburg, and he attended race meetings, not in the frock coat hitherto ''de regueur'' but in tweeds. He tried having his trousers creased down the sides rather than the front and back, in order to hide his bandy legs, but this idea did not catch on, and he soon discarded it himself. But the prince was not the only arbiter of men’s fashions. The band of  "heavy swells" who followed his lead gave him plenty of competition. Lord Raglan and Lord Petersham invented coats which are still named after them. Lord Dupplin the dinner jacket and Lord Cardigan the button-up sweater. But Lord Hardwicke made the most spectacular contribution. Men’s silk hats were made of beaver which was left in its original rough, shaggy state. Lord Hardwicke polished his hat until he could see his face in it, and consequently was known as "Glossy Top". He is responsible for the top hat as we know it today.<ref name=":28">{{Cite book|title=Gay monarch, the life and pleasures of Edward VII|last=Cowles|first=Virginia|publisher=Harper|year=1956|location=New York, New York|archive-url=https://archive.org/details/gaymonarchlifepl0000cowl/}}</ref> (129–131)</blockquote> ==== Men’s Clothing 1830 -1900 ==== “Tailored wool garments , originally inspired by the clothing of English country gentry, formed the backbone of men’s wardrobes in the early nineteenth century.”<ref name=":25" /> (458) Men’s clothing began to change from styles that were colorful and flamboyant in the eighteenth century to styles that emphasized cut over color. By the end of the century men’s clothing had settled into a kind of uniform with coats and trousers usually made of the same fabric, often with a vest or waistcoat of the same fabric. The uniform included a shirt with a stiff collar, a necktie and very little jewelry. It took the entire nineteenth century to change to a rather static style that is still worn today. (this is middle-class men for day wear?) Overcoats became a significant fashion element and many styles were seen throughout the century. Jackets, trousers and waistcoats underwent many subtle changes as did neck treatments Breeches: Men’s bifurcated garment that ended just below the knee Trousers: men’s bifurcated garment that went down to the ankles or foot ==== Silhouette ==== The silhouette for men sometimes followed the same line as women’s clothing on the top half of their bodies.. For example, as women’s sleeves grew into the huge leg-of-mutton fullness, the shoulders of men’s coats also had added fabric to make a pouf at the shoulder, thus emphasizing a broad shouldered look across the front. Men’s silhouettes changed subtly without the exaggerated fullness of women’s skirts or the raising and lowering of the neckline. Once men began to wear trousers, they did not go back to formal knee breeches (except in European courts or for court wear for Victoria). The line of men’s garments changed in smaller increments than women’s. Coats and trousers might fit tighter in some decades and looser in others. They were slim, then boxy, flared, then straight and evolved into the contemporary line we see on men today. ==== Coats and Shirts ==== Several styles of coats were available to fashion-conscious aristocratic and upper-middle-class men. Men’s suits in this period were tailor made, fitted to one specific man. The factories, however, knew that the vast majority of men were working class and began to manufacture and sell  ready-made shirts, coats and trousers. More clothes were available for working men and they cost less. The cheaper work clothes enabled upper-working-class men to own more than one set of clothes and to have more formal clothes for church or other events. Ready-made shirts were also available in generic sizes, small, medium and large. Generic sizing speeded up the mass production process and, since little of the shirts could be seen, they did not need custom fitting. [[File:Frock coat MET CI38.23.39 F.jpeg|alt=Old-fashioned coat hanging on a mannequin|thumb|Frock coat, 1840, American]] Frock coats were introduced in the 1820s and worn throughout the nineteenth century with only minor changes to the line or fit. Sleeves were full at the top and waists were tight, creating an hourglass form. Initially frock coats were tightly fitted and closed with buttons. The more tailored frock coats had a waist seam and a flared skirt almost to the knees. The rate of fashion change notable in women's fashion was true for men's clothing as well. The frock coat persisted for a century, but it was in a state of constant (but subtle) evolution, with collars and lapels, coat length, the waist seam, the fullness of the coat itself as well as the sleeve, color, patterns like stripes or plaids Almost all of the coats Victorian men wore could be single or double breasted, with a couple of exceptions like morning coats and Norfolk jackets. On more formal occasions upper-class men wore a cutaway morning coat with light trousers during the daytime, and a dark tail coat and trousers in the evening. Shirts and collars separated: "by 1827 detachable collars became available."<ref name=":25" /> (477) Shirts were considered more like underwear early in the century but by the end of the 1800s, they were becoming the outside garments popular in the twentieth and twenty-first centuries. Neck treatments (and shirt cuffs) ==== Overcoats ==== <ref name=":24" />Kay, Fiona and Neil R. Storey, ''Victorian Fashions for Women'', Pen & Sword History, Yorkshire - Philadelphia, 2022 ==== Trousers ==== The most sweeping change in men’s fashion before 1820 was in the length of their pants. Trousers that went from waist to foot were so much more comfortable and popular than knee breeches that they replaced what had dominated men’s wear since the sixteenth century. And trousers have been worn for over two centuries now. They were originally tailored but began to be mass produced. Although the aristocracy were required to wear knee breeches at court, they wore trousers more than they wore breeches, and they could afford to have their suits and shirts hand sewn and individually. Working class men had to contend with small, medium, and large from mass production. This bifurcated garment was modified in specific places, like the length, the fullness over the hips or the width of the leg. In summer trousers were lighter in color — "grayish blue, aqua and pearl gray." (Payne 2, 505) In winter trousers mixed darker colors like "steel gray and brown, black and brown, and black and green." (Payne 505) More on summer colors, winter colors? [Find quote about QV's men's court dress and the men being so cold] ==== Waistcoats ==== Victorian men put their creativity, color and specialty fabrics into their waistcoats. At the beginning of the century men's waistcoats were made from specialty fabrics, like velvet or brocade or a patterned silk, '''sometimes two at the same time''': "During the 1820s and 1830s, men sometimes wore two waistcoats, in combinations like white velvet over rose-and-gold brocade."<ref name=":25" /> (474) Long after coats and trousers were made from the same dark wool, waistcoats continued to be colorful, making them the focus of the ensemble. By the end of the 19th century waistcoats made from the same fabric as the trousers and coat dominated men’s fashion. 1880s: "The term vest now applied to all but low-necked formal styles, which were still called waistcoats." (Payne 2 528) ==== Hats ==== The upper-class continued to wear top hats, and [[bowler hats]] were worn by the working class. 1830s Men wore [[top hats]], with wide brims in sunny weather. 1830s - 1900 Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular.[[File:Men's fashion silhouette of 1837.jpg|thumb|Men's coats, 1837]] === 1830s and 1840s === Men's fashions in the 19th century have been less researched than women's fashions, in part because of fewer artifacts of what men wore were saved in museums for study. Photography, the first century that we have actual images (rather than artists' interpretations) of what people wore.[[File:Man's Frock Coat LACMA M.2007.211.61 (1 of 4).jpg|alt=Male mannequin wearing a light-colored thigh-length coat similar to a suit jacket and a top hat|thumb|Men's frock coat, c. 1845]] ==== Silhouette ==== Some men wore corsets, so the waist was nipped in and the skirt of the frock coat flared out. The sleeves were slightly puffed at the shoulders. The trouser legs were straight with a strap under the instep. The figure on the left in the fashion plate from ''Modes de Paris Journal des Tailleurs'' (right) illustrates this silhouette very clearly. ==== Coats and Shirts ==== Frock coats became fashionable for day wear in the 1820s<ref name=":25" /> (474) and were worn throughout the century. The main changes in frock coats in these two decades were in the colors and the neck treatment (collar and lapels). Initially frock coats were brightly colored, like "plum, mulberry, brown, bright blue, and bottle green,"<ref name=":25" /> (474) although the truly bright, saturated colors made possible by synthetic dyes were a couple of decades away still. Middle- and upper-class men limited their use of tailcoats to evening wear and more formal occasions. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[cravats]] or neck ties. Before shirts were mass produced, they were tailored for upper and wealthy middle-class men. ==== Trousers ==== "Trousers of the 1830s fit quite snugly ..., but in the 1840s they became looser."<ref name=":25" /> (477) Knee breeches still existed, but only for court wear, riding and country wear (in the form of knickerbockers). ==== Waistcoats ==== “Waistcoats [or vests] remained colorful, items in men’s wardrobes after the rest of their costumes had become plain.” (Payne 460-462) They could be single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. Collars gradually lowered over the course of the two decades. Often the colorful vests were decorated with fur or velvet collars. ==== Original Text ==== During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Men wore [[top hat]]s, with wide brims in sunny weather. === 1850s === The 1850s revealed several industrial inventions that significantly impacted clothing. First, the Industrial Revolution began (and still does today) with machines to weave fabric and machines to sew fabrics. Manufacturers quickly learned that the majority of the population was working class. Theirs were the simplest, least trimmed garments made in the nineteenth century. Second, mass production of shirts, trousers and coats changed how most people shopped for clothes. The aristocracy and upper middle class folks could still have their clothes made to specifically fit their bodies. Manufacturers knew that they could not mass produce clothing for each individual’s body. They invented generic sizing in small, medium, and large. They could, therefore, produce many more items of clothing with generic sizing. Third, Isaac Singer patented and began to manufacture home or domestic sewing machines (treadle machines) enabling more form-fitted dresses to be constructed for an individual’s specific shape and size. The fourth item to impact fashion and clothing was the invention of the paper pattern. These were introduced in fashion magazines targeting women. Almost all women were taught to sew by hand, whether they were aristocrats or working class. Sewing machines enormously speeded up the process of constructing from hours to minutes. Finally, anilin dyes made colors brighter and longer lasting. Prints and stripes, checks and plaids, fabrics had much more vibrant color with aniline dyes. The Industrial Revolution impacted the working class and changed their lives the most. '''Silhouette''' A variety of silhouettes was seen in the 1850s. Trousers were long and slim with a strap under the instep of the shoe. Depending on the time of day, the Prince of Wales might change his clothes (thus, his silhouette) up to six times per day,<ref name=":28" /> (129) and some aristocrats and upper-class men would follow his lead. '''Coats and Shirts''' “Although the frock coat was worn throughout the century, it lost its dominant position in the 1850s, when the morning coat began to replace it.”  ''Victorian Men’s Fashion History and Clothing Guide'' <nowiki>https://victorianhell.substack.com/p/victorian-mens-fashion-history-and</nowiki> A jacket shorter than the frock coat or morning coat that had visible pockets began to be worn in about 1850. By the 1860s, it had become the most popular casual coat. Cutaway tail coats were still reserved for formal occasions. All of these coats could be single or double breasted. During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings." '''Trousers''' Trousers had fly fronts and breeches were used for formal functions and knickers (short pants fuller cut than breeches) for horseback riding. Comfort and convenience outweighed style and presentation when it came to trousers. '''Waistcoats''' Waistcoats remained the one garment that could be brightly colored and copiously trimmed on exotic fabrics. Males were certainly showing a propensity for decorative elements in their ensemble. ==== Notes & Quotes ==== * transition from frock coats to ditto suits, 1850s (Payne, 463) According to Judith Flanders,<blockquote>While hackney drivers were also considered to be stereotypically shabby, hansom-cab drivers were generally represented as smartly dressed. A print in 1850 showed a driver in a snappy brown coat instead of the coachman’s heavy multiple-caped outfit, pale green striped trousers, short boots and top hat, the [167–168] reins held daintily in his gloved hands. Both cab and coach drivers wore top hats, but cabbies of a sporting bent later switched to bowlers, and in summer donned bright checked outfits.<ref name=":23">{{Cite book|title=The Victorian City: Everyday Life in Dickens' London|last=Flanders|first=Judith|publisher=Thomas Dunne Books|year=2012|location=New York, New York}}</ref> (167–168 [of 972])</blockquote> ==== Original Text ==== The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. [[File:Corporal frock coat 1862 med.jpg|thumb|Corporal frock coat 1862, 9-botton military]] === 1860s === The Prince of Wales: "For the countryside such as at Sandringham, he permitted an informal dress code. The Henry Poole ledger marked as 'HRH 1865' is for an evening coat without tails, the first 'dinner jacket.'"<ref name=":26" /> (424) '''Silhouette''' The 1860s saw fewer inventions that influenced or changed the way people were acquiring clothes. The different shape and size in clothing continued to provide slightly different silhouettes for men in the upper and middle classes. But the changes begun by mass production continued with the working class. Little changed for the higher classes, except maybe paper patterns and sewing machines. '''Coats and Shirts''' Individualized fittings continued for upper class and wealthy middle class clients. Working class as well as middle and upper class. Morning coats still led the way but frock coats were still in demand and worn in business and more casual situations. Perhaps, even the aristocracy bought ready-made shirts since they were more underwear than outerwear. Leisure wear like knickers and ditto suits became more popular in the 1860s. Haute couture wanted every occasion or event to have special clothing. In some ways men dressed more alike (coat, trousers, waistcoat) and in some ways there was more variety in the cut of their coats and in the manufactured clothing they could buy. Many upper class men still had their shirts custom made and some opted to buy their shirts. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. '''Trousers''' Trousers were cut full and boxy during most of the 1850s and 1860s. The strap under the shoe disappeared and trouser legs reached the back of the heel in length. Knickers were still worn for hunting or riding and breeches were still ''de rigueur'' at court. '''Waistcoats''' Waistcoats remained decorative and worn with most of the coats that were popular. The young “dandies” wore the most colorful and decorated waist- coats. These “dandies” gave their highest priority to their appearance. They were the avant garde of haute couture. ==== Necks ==== In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. ==== Original Text ==== Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular.[[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] [[File:Ashurst frock coat.jpg|thumb|Ashurst Frock coat]] [[File:Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat; Standing (fbc266c2feca43f6ad5b44e031635a8d).tif|alt=Old photograph of a man wearing a dark thigh-length coat similar to a suit coat with light-colored trousers|thumb|Grand Duke Alexis Alexandrovich of Russia Wearing a Frock Coat, c. 1872]] === 1870s === To correct and prevent errors being made in court dress, in 1875 the Lord Chamberlain published ''Dress Worn by Gentleman at Her Majesty's Court'', "a summary of regulations for court uniform and dress."<ref>{{Cite book|url=https://www.google.com/books/edition/Dress_worn_by_Gentlemen_at_Her_Majesty_s/pvrbQCXq0MEC?hl=en|title=Dress worn by Gentlemen at Her Majesty's Court|last=Britain)|first=Victoria (Queen of Great|date=1875|language=en}}</ref> This is the kind of thing Bertie really cared about. '''Silhouette''' A portly, boxy silhouette was sought for most of the 1870s. Older men whose stomachs’ had spread outward were the ideal for men’s high fashion. Sack coats and trousers were cut a little wider in the legs. '''Coats and Shirts''' There were minor changes to some of the coats Victorian men wore. Frock coats were shortened to the knee. Sack coats (or ditto coats–the forerunner of the suits worn by men in the western cultures of the twentieth and twenty-first centuries) were found to be so comfortable that most men of the upper and middle classes had a ditto suit.  Men still wore morning coats and the aristocracy still wore cutaway coats with trousers to parties and balls but cutaway coats with knee breeches at court. Although ready made shirts were available, the upper and middle classes still had their clothing hand made with better fabric and an excellent fit. The suits and shirts made for the working class were of cheaper fabrics. Corduroy for trousers and muslin for shirts was often used in working class clothing.. '''Trousers''' Most men were wearing trousers  all of the time (except at court) and have worn them ever since. Trousers had button flies by the 1870s which most men found to be much more convenient than laces. Trousers did not “ride up” the leg in the way that knee breeches did when dancing or sitting. If a man did not have fashionable legs, they could be obscured behind trousers. '''Waistcoats''' ==== Original Text ==== During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. === 1880s === ==== Silhouette ==== The silhouette narrowed and straightened. That is, the line went straight down without the flare of skirts on the coats. This smooth line had few decorations. Men wore hardly any jewelry. They might have a boutonniere or a ring.  Suits were not  decorated. All coats were straighter and shorter.   ==== Coats and Shirts ==== Although the frock coat was worn throughout the nineteenth century, the single fabric sack suit was worn for casual wear and was beginning to be seen as a businessman’s suit.  Morning coats were still in use for some events as well as casual occasions. The modern tuxedo or Cowes jacket appeared and was worn for formal occasions. The tuxedo is still worn as formal dress today. Shirts were still custom made for the rich and the working class bought ready-made shirts. The shirt remained basically the same but it could handle the different neck treatments.  Even mass produced shirts could have buttons or button holes for detachable collars and cuffs. ==== Trousers ==== Trouser legs began to decrease in width as the coat became narrower and emphasized strong vertical lines. ==== Waistcoats ==== During the 1880s waistcoats were called vests and much of their bold trim and colorful fabric disappeared and vests were constructed from the same fabric as the coat and trousers. The business suit for men developed in the 1880s and was firmly established in the 1890s. ==== Original Text ==== During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. === 1890s === ==== Silhouette ==== The dominant silhouette for men became the sack suit in the 1890s and while changes in the sack have been subtle, it remains the dominant silhouette today. ==== Coats and Shirts ==== “Sacks became ''the'' favored style of suit coat,”(Payne2, p. 532) especially among the younger men. Frock coats were associated with older men along with the cutaway coat. There were many more choices for sports wear and leisure wear than ever before. Norfolk jackets were often worn while hunting. Most informal styles could be purchased ready made. The rich still had their clothing custom made by tailors but even working class men could purchase most ready-made versions of the coats, trousers, and vests. Shirts could be made of patterned fabric as well as solid colors and white.  Shirts were beginning to be acceptable as outer wear especially when worn as sporting clothing. ==== Trousers ==== Early in the 1890s, “slim, straight trousers were news.” (Payne 2, p. 532) Trousers could be plaid or checked as well as the same fabric as the coat and vest. ==== Waistcoats ==== Fancy fabrics and bold trim were not seen much as the more subdued vest dominated the fashion scene. ==== Original Text ==== Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> === Notes === *Men's suits buttoned higher up than today (Payne, 467) * Norfolk jackets and sack suits (Payne, 471) * formal attire, tuxedos with tails, cutaways (Payne, 469) * Keith Middlemas (https://archive.org/details/storyoffiesta00huxf/page/200/mode/2up?q=fashion) *Brent Shannon. "Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914." Victorian Studies 46, no. 4 (Summer 2004): 597–630. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. === Men's Hats === The top hat, for example, was standard formal wear for upper- and middle-class men.[Payne] According to Blanche Payne, "The high top hat, usually black or dark gray, had reached its characteristic shape by 1798 and dominated the entire nineteenth century." (457–58) Although top hats were the dominant hat in the 19th century, other hats became popular for working classes and lower income middle class. “The style of an individual’s hat varied, depending on fashion and their social position, as well as their profession or chosen activity..” ''Goodman 53 of 460'' Other hats that became necessary and popular include the Derby, the straw Boater, and a flat cap with a short brim. In many cases the class, work activity and income could be determined by what kind of hat was on the head of the wearer. For some men, a hat supporting a particular sport or team was important. The Derby or Bowler hat was designed by William and Thomas Bowler, brother shopkeepers in 1849. ''(Goodman 55 of 460)'' It cost less than a top hat but  lasted longer and was soon worn by middle class bankers and clerks. Straw boaters were worn by the aristocracy for casual events and working class factory workers and agricultural laborers. By 1901 working class men had changed their preference to the flat caps which became the most popular hat for the workers. Headdress for men was an essential part of dress for the entire period of the Victorian age, from the 1830s through the end of the century. Judith Flanders describes the hats worn by men in London, <blockquote>It is difficult to bear in mind the importance of hats as not only markers of class and income, but also as indicators of respectability. [509–519] [George Augustus] Sala commented that "every" man throughout the history of the world "must, necessarily and habitually, wear some kind of covering to his head". Postmen wore hats, small children wore hats, field labourers and market gardeners wore hats, cricketers, skaters — all sportsmen — wore hats. It was, self-evidently, impossible to go outdoors without one. ... Those in professional occupations wore pot hats, as did clerks and all those with pretensions to middle-class status. Even doctors' delivery boys wore battered hand-me-down pot hats: "the nap rusty, the band a mournful strip of tarnished lace; but still a Hat", which "stamps him as being associated, in however slender a manner, with a learned profession". Cloth caps were for labourers, for costers and for boys. ... Artisans wore caps made out of paper, which they folded [510–511] themselves and so could easily replace as they became dirty.<ref name=":23" /> (509–511 [of 972]) </blockquote>A pot-hat is a kind of derby or bowler in men's hats. (Lewandowski, 237) ==== Original Text ==== Hats were crucial to a respectable appearance for both men and women. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> For women, the styles of hats changed over time and were designed to match their outfits. === Women's Hats === For a discussion of the history of plumes and feathers, see [[Social Victorians/Victorian Things#Ostrich Plumes and Prince of Wales's Feathers|Ostrich Plumes and Prince of Wales's Feathers in ''Victorian Things'']]. ==== Original Wikipedia Text ==== During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically less obvious than ours. However, small amounts of pale face powder or powdered blush were widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Tints were sometimes added to face creams. Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid but evolving during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. (Davidoff) The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress worn by Queen Victoria (below, right) "shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> Dating from 1894–95, Queen Victoria wore this dress as a result of the death of the eldest son of the Prince and Princess of Wales, Eddy, in line to the throne. === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. It was not uncommon for a widow who did not remarry to wear half-mourning for the rest of her life, except when another death necessitated full mourning. For example, Alexandra, Princess of Wales wore half-mourning for the rest of her life after her eldest son Eddy died in 1894. Empress Elisabeth of Austria did the same, as did Empress Eugénie of France. They reverted to full mourning when appropriate, but they never wore less than half-mourning after their sons' deaths. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == The technological changes that affected the manufacture and consumption of clothing in the Victorian age included the following: * the mass production of fabrics — for example, "by the early 1850s there were thousands of steam-powered looms churning out millions of miles of fabric every year"  [62] * the invention of aniline dyes, which were much more vibrantly colored and resistant to fading than the natural dyes that had been used. — . Invented by chemist [[William Henry Perkin]] in 1856, the first aniline dye mauveine (or mauve) "wash[ed] the fashionable landscape in a haze of purple."<ref name=":22">{{Cite book|title=The Dress Diary: Secrets from a Victorian Woman's Wardrobe|last=Strasdin|first=Kate|publisher=Pegasus Books|year=2023|location=New York, New York}}</ref> (247) Other intense and, to the Victorians, intensely exciting colors followed, but the new synthetic additions to fabric sometimes included chemicals harmful to their wearers. For example, a "bright-magenta hue was achieved by adding arsenical-based chemicals to existing aniline dyes, brightening the already luminous shades – but these left residues themselves, along with a toxic labour trail in their wake."<ref name=":22" /> (255) Perhaps the most famous of these is arsenic green, used on fabrics, wallpapers, and trim: "The craze for artificial foliage to adorn the heads and dresses of women of fashion in the mid-nineteenth century had seen the proliferation of flower workshops, where young women in their hundreds laboured to produce the lifelike green leaves and blooms that would make a fetching headdress or would trail becomingly across the bodice of a gown. The lushness of the green was achieved by the application of a powder, a pigment that was created by mixing copper and the highly toxic chemical, arsenic trioxide. The physical effects of working with this poisonous compound were horrific. Contemporary medical drawings depict the green hue of the skin and dreadful open lesions on the hands of the maker, whilst the daily gradual ingestion of the powder by the flower girls was eventually fatal."<ref name=":22" /> (255) * the invention of a sewing machine that could be used in the home. Although sewing machines were already in use in the clothing industry, in 1858 Isaac Merritt Singer began to sell "lightweight domestic machines" for home sewing, radically increasing women's control over their own dress.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=}}</ref> (91 [of 298]) * the spread of journalism for women and fashion journalism * the Jacquard loom: "French inventor Joseph-Marie Jacquard’s loom attachment mechanized the weaving of figured fabrics by 1804."<ref name=":25" /> (454) Perhaps not at the same scale as these but as important in 1850s designs was a technology that turned iron into steel, which could then be drawn into fine wires.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Steel was refined to a malleable state so that thin blades could be curved into concentric circles (called hoops) and connected with wires to form the cage. Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. === Tight Lacing === Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref name=":21">{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=}}</ref> (71 [of 1182]) No evidence exists that tight lacing was widespread or particularly dangerous.<ref name=":21" /> () In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} sgyce7okb7pm3rr9zc6bbi9j9s1uszo 0 264912 2833549 2833486 2026-09-17T03:16:31Z Jtneill 10242 /* Martin Seligman */ 2833549 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 6: Learned optimism|sixth}} {{Motivation and emotion/Tutorials/Complete2}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> == Overview == This tutorial: # Explores learned optimism (the opposite of learned helplessness) # Wraps up motivation (the following tutorials focus mainly on emotion) # Discusses [[Motivation and emotion/Assessment/Using generative AI|using generative AI]] for the major project == Learned helplessness vs. learned optimism == This exercise explores [[w:learned optimism|learned optimism]]. Learned optimism relates to personal control beliefs in Chapter 9 of [[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve (2024)]] and the [[Motivation and emotion/Lectures/Personal control and the self|personal control and the self lecture]]. Whilst the textbook and lecture focus on [[w:Learned helplessness|learned helplessness]], this tutorial turns attention to the opposite: learned optimism. Discuss: * What characterises '''learned helplessness'''? * What characterises '''learned optimism'''? A computer metaphor: * Body and brain = "hardware". Can't easily be changed. * Thinking = "software". Reprogrammable. This layer includes the programmable helpless vs. optimistic cognitive-motivational orientation. * At least, this is the view of [[w:Cognitive psychology|cognitive psychology]] ==Martin Seligman== [[File:Shuttle Box Dog Orange.png|thumb|250px|'''Figure 1'''. Shuttle box used by [[w:Martin Seligman|Seligman]] and Meier in the second stage of the 1960s experiment with learned helplessness in dogs.]] The learned helplessness and learned optimism concepts were developed by [[w:Martin Seligman|Martin Seligman]]. Seligman started with research about learned helplessness in animals (see Figure 1) and then later applied this to learning optimism in humans and [[w:Positive psychology|positive psychology]] (see [[Motivation and emotion/Tutorials/Positive psychology|Tutorial 11]]) more generally. Three key books in this respect are: * ''Helplessness: On depression, development, and death'' (Seligman, 1975) * ''Learned optimism: How to change your mind and your life'' (Seligman, 1990) * ''The hope circuit: A psychologist's journey from helplessness to optimism'' (Seligman, 2018) == Learned optimism == {{anchor|Activity}}{{RoundBoxTop|theme=10}} '''Activity: Learned Optimism Test''' [[File:Antu 67EF addoninstaller.0.svg|right|100px]] Are you more pessimistic or optimistic? Let's find out. # Complete the [https://docs.google.com/forms/d/e/1FAIpQLSca-Z7IZlZRmsBWawzi2w2_9eyDJkloHNu0I_XAQiG80SGTmQ/viewform?usp=sf_link Learned Optimism Test] <!-- [https://webcache.googleusercontent.com/search?q=cache:13-a0Llpw8cJ:https://web.stanford.edu/class/msande271/onlinetools/LearnedOpt.html Learned Optimism Test] [http://www.stanford.edu/class/msande271/onlinetools/LearnedOpt.html Learned Optimism Test] --> (48 items; 10 - 15 mins; modified from Seligman, 1991) # Scoring: "Right" answers are scored as optimistic; "wrong" answers are scored as pessimistic # Keep your answers up on the screen; note the total # Discussion: #* Explain the theoretical structure (see below) #* [https://docs.google.com/spreadsheets/d/14AEQpwzfn7LhXNhRnb7_4ukEhrnQFe2Uk3X1i95Maps/edit?usp=sharing View and discuss the results]. {{RoundBoxBottom}} <!-- # Enter your Total Good, Total Bad, and Hope scores into this [https://docs.google.com/forms/d/e/1FAIpQLSeH86buOryA-II1OpURmzhPMNHwRejCYhREGZGdRhiQbYH_RQ/viewform?usp=sf_link Google Form]. --> [[w:Attriburtions|Attributions]] are our explanations about causes of past events. Our attributions are used to predict causes of future events. The Learned Optimism Test measures three types of [[w:Attribution (psychology)|attribution]]s: * '''Permanence''': How a person views the ''duration'' of an event's cause, seeing it as either temporary (transient) or permanent (stable) * '''Pervasiveness''': How a person views the ''scope'' of an event's cause, seeing it as either specific (domain-bound) or universal (widespread across domains) * '''Personalisation''': How a person views the ''source'' of an event's cause, seeing it as either internal (attributable to the self) or external (attributable to others or circumstances) The Learned Optimism Test measures the three types of attributions for each of two types of events: * '''Good''': Positive occurrences in a person's life that lead to positive feelings * '''Bad''': Negative occurrences in a person's life that lead to negative feelings The three attributions for two types of events combine to create a six-domain theoretical structure (see Table 1). '''Table 1'''.<br>Attributional Dimensions (3) by Event Valence (2) Explanation of Pessimism-Optimism {| class="wikitable" style="margin: auto;" !Attribution !Bad !Good |- |[[#Permanence|Permanence]] |{{H:title|dotted=no|Permanence Bad|PmB}} |{{H:title|dotted=no|Permanence Good|PmG}} |- |[[#Pervasiveness|Pervasiveness]] |{{H:title|dotted=no|Pervasiveness Bad|PvB}} |{{H:title|dotted=no|Pervasiveness Good|PvG}} |- |[[#Personalisation|Personalisation]] |{{H:title|dotted=no|Personalisation Bad|PsB}} |{{H:title|dotted=no|Personalisation Good|PsG}} |- |[[#Total B|Total]] ||{{H:title|dotted=no|Total Bad|ToB}} |{{H:title|dotted=no|Total Good|ToG}} |} '''Table 2'''.<br>Explanatory Styles Based on Attributional Dimensions of Pessimism and Optimism {| class="wikitable" style="margin: auto;" ! !Optimistic !Pessimistic |- |'''Good event''' |Permanent<br>Pervasive<br>Internal |Temporary<br>Local<br>External |- |'''Bad event''' |Temporary<br>Local<br>External |Permanent<br>Pervasive<br>Internal |} === Permanence === '''Time''': Temporary vs. Permanent - a pessimistic view is that bad events are permanent and good events are temporary (opposite for optimism) * '''PmB''' (Permanent Bad) * '''PmG''' (Permanent Good) === Pervasiveness === '''Space''': Specific vs. Universal (i.e., across situations/domains) - a pessimistic view is that bad events are pervasive across situations/domains and good events are specific to a situation/domain (opposite for optimism) * '''PvB''' (Pervasive Bad) * '''PvG''' (Pervasive Good) === Personalisation === '''Control/causality''': Internal vs. External - a pessimistic view is that bad events are internally caused and good events are externally causes (opposite for optimism) * '''PsB''' (Personalisation Bad) * '''PsG''' (Personalisation Good) <!-- === Totals === Optimistic responses are scored in the positive direction. ;Hope * Hope (HoB) = PvB + PmB (i.e., Hope for Bad Events; arguably it should be called Hopelessness). * Seligman indicates that this is the single most important score ;Total Bad * Total B (Bad) = PmB + PvB + PsB --> <!-- * Low = Optimistic; High = Pessimistic --><!-- ;Total Good * Total G (Good) = PmG + PvG + PsG --> <!-- * Low = Pessimistic; High = Optimistic --><!-- ;Overall * Overall Optimism = Total G + Total B --> <!-- * Overall Optimism = Total G - Total B --> <!-- * Low = Pessimistic; High = Optimistic --> === ABCDE solution === Would you like to become more optimistic? If so, Seligman suggests a cognitive ABCDE solution: '''Table 3'''.<br>How to Change Pessimistic Thinking Styles {| class="wikitable" |+ |'''A''' |Adversity |When we encounter adversity, we react by thinking about it |- |'''B''' |Beliefs |Our thoughts rapidly congeal into beliefs |- |'''C''' |Consequences |These beliefs ... have consequences |- |'''D''' |Disputation |Challenge problematic beliefs by finding evidence against them, alternatives to negative reasoning, and limit the implications of the beliefs. "Much of the skill of dealing with setbacks ... consists of learning how to dispute your own first thoughts in reaction to a setback." (Seligman) |- |'''E''' |Energisation |We feel energised after we've disputed our false, negative beliefs |} ==Is optimism always good?== There are well established positive relationships between optimism and important life outcomes such as physical health (e.g., longevity) and psychological well-being: * '''Wellbeing''': Optimists tend to experience greater life satisfaction, purpose and psychological wellbeing, partly because they use more active and adaptive coping strategies (Nes & Segerstrom, 2006) * '''Productivity''': Optimism is associated with greater persistence, desirable workplace behaviours and performance, although effects are generally modest (Avey et al., 2011) * '''Health''': Optimists tend to have healthier behaviours and better physical health, and have substantially lower risks of cardiovascular disease and premature mortality (Rasmussen et al., 2009; Rozanski et al., 2019) * '''Longevity''': Optimists tend to live longer; one large study found 11–15% longer lifespan and greater likelihood of reaching 85+ years (Lee et al., 2019) Note, that the evidence is stronger for association, rather than causality. But is optimism ''always'' good? For example, consider: * '''Narcissism''' - Believing that one is all-powerful and influential can contribute to inflated self-importance (i.e., narcissism) * '''Risk-taking''' - Believing that one can control good outcomes (when you actually can't) can be problematic (e.g., gambling, Icarus flying to the sun); so optimism needs to be calibrated with knowledge and skill to be adaptive. ==Is pessimism always bad?== For example, consider: * If anticipating negative future events is associated with positive, prepatory, and preventive action (i.e., taking responsibility and acting with sufficient skill), then a pessimistic outlook could be beneficial in proactively preventing such events * But if the self is unnecessarily blamed, it can lead to helplessness, low self-esteem, lack of agency etc. ==Where is the sweet spot?== Despite the potential problems associated with an overly optimistic explanatory style, the advantages of optimism are overwhelming; so much so that the psychologically healthiest people tend to have "[[w:Positive illusions|positive illusions]]", that is, they have ''somewhat unrealistically'' positive views. "Pessimists" and so-called "realists", on the other hand, are more prone to depression. ==Using generative AI== * Common mistakes include: ** Using genAI without appropriate acknowledgement ** Overly relying on genAI, with insufficient independent reading, critical thinking, and writing * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI guidelines]]: ** Link to chat in edit summary ** Rewrite to improve ** Fact-check and include primary, peer-reviewed sources you have consulted ==References== {{Hanging indent|1= Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. ''Human Resource Development Quarterly, 22''(2), 127–152. https://doi.org/10.1002/hrdq.20070 Lee, L. O., James, P., Zevon, E. S., Kim, E. S., Trudel-Fitzgerald, C., Spiro, A., III, Grodstein, F., & Kubzansky, L. D. (2019). Optimism is associated with exceptional longevity in 2 epidemiologic cohorts of men and women. ''Proceedings of the National Academy of Sciences, 116''(37), 18357–18362. https://doi.org/10.1073/pnas.1900712116 Rasmussen, H. N., Scheier, M. F., & Greenhouse, J. B. (2009). Optimism and physical health: A meta-analytic review. ''Annals of Behavioral Medicine, 37''(3), 239–256. https://doi.org/10.1007/s12160-009-9111-x Rozanski, A., Bavishi, C., Kubzansky, L. D., & Cohen, R. (2019). Association of optimism with cardiovascular events and all-cause mortality: A systematic review and meta-analysis. ''JAMA Network Open, 2''(9), e1912200. https://doi.org/10.1001/jamanetworkopen.2019.12200 Nes, L. S., & Segerstrom, S. C. (2006). Dispositional optimism and coping: A meta-analytic review. ''Personality and Social Psychology Review, 10''(3), 235–251. https://doi.org/10.1207/S15327957PSPR1003_3 Seligman, M. E. P. (1975). [https://books.google.com/books?id=aOgPtAEACAAJ ''Helplessness: On depression, development, and death'']. W. H. Freeman. Seligman, M. E. P. (2006). [https://books.google.com/books?id=JYxIDwAAQBAJ ''Learned optimism: How to change your mind and your life'']. Vintage Books. Seligman, M. E. P. (2018). [https://books.google.com/books?id=gAY8DwAAQBAJ ''The hope circuit: A psychologist's journey from helplessness to optimism'']. Penguin Random House Australia. }} ==Recording== * [https://au-lti.bbcollab.com/recording/40d6e7affd3443d986945042a257fb1f Tutorial 6] (2026)<!-- * [https://au-lti.bbcollab.com/recording/2795a3b925d14bbf9f16116584df3456 Tutorial 6] (2025) * [https://au-lti.bbcollab.com/recording/220892bb18874be780e84dd5dff8461a Tutorial 6] (2024) * [https://au-lti.bbcollab.com/recording/007730f1059e4dff8a1127caf5ae967b Tutorial 6] (2023) * [https://au-lti.bbcollab.com/recording/e7c8f3eaa41248e18c2c7e2f102ee651 Tutorial 6], 2022 * [https://au-lti.bbcollab.com/recording/baf24c2a01e5466b9b5f96e15b6502cd Tutorial 6], 2021 --> ==See also== ;Additional tutorial material * [[{{#titleparts:{{PAGENAME}}|2}}/Goals and self/Self-constructs|Self-constructs]] ; Book chapters * [[:Category:Motivation and emotion/Book/Learned helplessness|Learned helplessness]] (Category) * [[Motivation and emotion/Book/2011/Learned optimism|Learned optimism]] (2011) ; Wikipedia * [[w:Attribution (psychology)|Attribution]] * [[w:Cognitive behavioral therapy|Cognitive behavioral therapy]] * [[w:Curt Richter#In popular culture|Curt Richter's "hope" experiment with rats]] * [[w:Learned helplessness|Learned helplessness]] * [[w:Learned optimism|Learned optimism]] * [[w:Perceived control|Perceived control]] - [[w:Perceived control#Historical research|Historical research]] (includes Seligman's dogs) * [[w:Positive illusions|Positive illusions]] * [[w:Rational emotive behavior therapy|Rational emotive behavior therapy]] ;Lecture * [[{{#titleparts:{{PAGENAME}}|1}}/Lectures/Personal control and the self|Personal control and the self]] ;Tutorials * [[{{#titleparts:{{PAGENAME}}|2}}/Functionalist theory and self-tracking|Functionalist theory and self-tracking]] (Previous tutorial) * [[{{#titleparts:{{PAGENAME}}|2}}/Core emotions|Core emotions]] (Next tutorial) ; Admin * [[/Instructor notes/]] ==External links == * [http://www.artofmanliness.com/2010/02/03/boosting-your-resiliency-part-2-avoiding-learned-helplessness-and-changing-your-explanatory-style/ Avoiding learned helplessness and changing your explanatory style] (Mackay & Mackay, 2010, artofmanliness.com, Building your resiliency: Part II) * [https://positivepsychology.com/learned-optimism Learned optimism: Is Martin Seligman’s glass half full?] (Moore, 2019; positivepsychology.com) * [https://thereader.mitpress.mit.edu/the-new-science-of-optimism-and-longevity/ The new science of optimism and longevity] (De Vivo, 2024; thereader.mitpress.mit.edu) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Learned optimism]] tpa6hba879um5kl0yobydtelsyjayhg 0 285380 2833610 2833469 2026-09-17T11:17:12Z Young1lim 21186 /* Applications */ 2833610 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260916.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> pnhmjmcdhztxklxqral27yi160iefw9 2833612 2833610 2026-09-17T11:18:42Z Young1lim 21186 /* Applications */ 2833612 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260917.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> mprx6ylu0kkjnogay44lg9wshj44nuu 4 285491 2833596 2832550 2026-09-17T08:46:56Z Alexis Jazz 791434 Updating gadget usage statistics from [[Special:GadgetUsage]] ([[phab:T121049]]) 2833596 wikitext text/x-wiki {{#ifexist:Project:GUS2Wiki/top|{{/top}}|This page provides a historical record of [[Special:GadgetUsage]] through its page history. To get the data in CSV format, see wikitext. To customize this message or add categories, create [[/top]].}} The following data is cached, and was last updated 2026-09-16T06:40:29Z. A maximum of {{PLURAL:5000|one result is|5000 results are}} available in the cache. {| class="sortable wikitable" ! Gadget !! data-sort-type="number" | Number of users !! data-sort-type="number" | Active users |- |CleanDeletions || 75 || 0 |- |EnhancedTalk || 1402 || 6 |- |HideFundraisingNotice || 842 || 8 |- |HotCat || 923 || 12 |- |LintHint || 120 || 2 |- |Round Corners || 1190 || 3 |- |contribsrange || 389 || 2 |- |dark-mode || 137 || 4 |- |dark-mode-toggle || 191 || 6 |- |edittop || 520 || 7 |- |popups || 885 || 4 |- |purge || 739 || 10 |- |sidebartranslate || 562 || 1 |- |usurper-count || 120 || 1 |} * [[Special:GadgetUsage]] * [[m:Meta:GUS2Wiki/Script|GUS2Wiki]] <!-- data in CSV format: CleanDeletions,75,0 EnhancedTalk,1402,6 HideFundraisingNotice,842,8 HotCat,923,12 LintHint,120,2 Round Corners,1190,3 contribsrange,389,2 dark-mode,137,4 dark-mode-toggle,191,6 edittop,520,7 popups,885,4 purge,739,10 sidebartranslate,562,1 usurper-count,120,1 --> bnb194q94zopujohzb92afe87mim65j 2 289273 2833595 2831896 2026-09-17T08:39:57Z Dc.samizdat 2856930 /* Special relativity describes Euclidean 4-space */ 2833595 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - September 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] <math>\mathbb{R}^4</math>. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere as a 4-dimensional lump embedded in its 3-dimensional surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch of a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from protons to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate Euclidean space at velocity <math>c</math> on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater our relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, stationary atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional "space" because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction. This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in a 3-space of Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}} So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions. In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity <math>c</math> through space and proper time<br> <br> ...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity<br> <br> ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate linearly along the edge of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn| ...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is "just math", not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the "math" here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}} == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is also an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as fast as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Distribution of stars in our galaxy == The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity <math>c</math>. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn| When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space <math>SO(4)</math>, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery. == Dimensional relativity == Coxeter's kinetic law of <math>n</math>-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>(n+1)</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: "The universe is a sphere whose center is wherever there is intelligence."{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}} == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to ... <math>\mathbb{S}^3</math>... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... <math>H^3</math> ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} 4wo2sooankq94h5ixr4b83yoflqw42t 2833597 2833595 2026-09-17T08:46:56Z Dc.samizdat 2856930 /* Special relativity describes Euclidean 4-space */ 2833597 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - September 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] <math>\mathbb{R}^4</math>. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere as a 4-dimensional lump embedded in its 3-dimensional surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch of a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from protons to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate Euclidean space at velocity <math>c</math> on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater our relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, stationary atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional "space" because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction. This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}} So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions. In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity <math>c</math> through space and proper time<br> <br> ...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity<br> <br> ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate linearly along the edge of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn| ...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is "just math", not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the "math" here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}} == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is also an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as fast as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Distribution of stars in our galaxy == The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity <math>c</math>. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn| When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space <math>SO(4)</math>, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery. == Dimensional relativity == Coxeter's kinetic law of <math>n</math>-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>(n+1)</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: "The universe is a sphere whose center is wherever there is intelligence."{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}} == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to ... <math>\mathbb{S}^3</math>... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... <math>H^3</math> ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} etm5jspvkjvaenrswqpfgymspx443bg 2833600 2833597 2026-09-17T08:59:59Z Dc.samizdat 2856930 /* Special relativity describes Euclidean 4-space */ 2833600 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - September 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] <math>\mathbb{R}^4</math>. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere as a 4-dimensional lump embedded in its 3-dimensional surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch of a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from protons to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate Euclidean space at velocity <math>c</math> on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater our relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, stationary atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional "space" because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction. This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}} So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions. In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity <math>c</math> through space and proper time<br> <br> ...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity<br> <br> ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn| ...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is "just math", not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the "math" here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}} == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is also an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as fast as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Distribution of stars in our galaxy == The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity <math>c</math>. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn| When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space <math>SO(4)</math>, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery. == Dimensional relativity == Coxeter's kinetic law of <math>n</math>-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>(n+1)</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: "The universe is a sphere whose center is wherever there is intelligence."{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}} == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to ... <math>\mathbb{S}^3</math>... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... <math>H^3</math> ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} qyuhlhzxeg43h7e4nmh7dh9sf3c2ke1 2833601 2833600 2026-09-17T09:02:02Z Dc.samizdat 2856930 /* Special relativity describes Euclidean 4-space */ 2833601 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - September 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as Euclidean space <math>\mathbb{R}^4</math> of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that: * Physical space has four perpendicular dimensions, not just three. * Atoms are [[W:4-polytope|4-polytopes]]. * The sun is a [[W:4-ball|4-ball]] that is round in four dimensions. * Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space. * Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. * Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space. == A theory of the Euclidean cosmos == The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] <math>\mathbb{R}^4</math>. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move inertially through Euclidean 4-space at constant velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane. The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in motion at velocity <math>c</math> that holds the cylinder of motion together, not some invisible dark matter. The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere as a 4-dimensional lump embedded in its 3-dimensional surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity <math>c</math>. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch of a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity <math>c</math>. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect. Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity <math>c</math>. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from protons to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate Euclidean space at velocity <math>c</math> on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c\prime = 2c</math>, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater our relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <math>\mathrm{Q}</math> denote a rotation, <math>\mathrm{R}</math> a reflection, <math>\mathrm{T}</math> a translation, and let <math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math> denote a product of several such transformations, all commutative with one another. Then <math>\mathrm{RT}</math> is a glide-reflection (in two or three dimensions), <math>\mathrm{QR}</math> is a rotary-reflection, <math>\mathrm{QT}</math> is a screw-displacement, and <math>\mathrm{Q^2}</math> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r</math><br> where <math>(2^q + r \le n)</math>, the number of dimensions.<br> Transformations involving a translation are expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math><br> where <math>(2^q + r + 1 \le n)</math>.<br> For <math>(n = 4)</math> in particular, every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <math>\mathrm{Q^2}</math> or a <math>\mathrm{QT}</math>, because we can view any <math>\mathrm{QT}</math> as a <math>\mathrm{Q^2}</math> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <math>\mathrm{Q^2}</math>. By the same principle, we can view any <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> as an isoclinic (equi-angled) <math>\mathrm{Q^2}</math> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<math>\mathrm{T}</math>) for ''one'' of the two rotations (<math>\mathrm{Q}</math>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<math>\mathrm{Q}</math>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<math>\mathrm{T}</math>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <math>SO(4)</math> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <math>SO(4)</math> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, stationary atoms exhibit <math>SO(4)</math> symmetries of the discrete isoclinic (equi-angled) double rotations (<math>\mathrm{Q^2}</math>) of a set of regular 4-polytopes characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional "space" because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity <math>c</math>, in some 4-space direction. This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always <math>c</math>, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity <math>c</math> through the universe, which is real Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity <math>c</math>. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity <math>c</math>, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <math>\mathbb{R}^4</math>. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}} So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity <math>c</math> through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" <math>c</math>, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity <math>c</math>, but in at least slightly different directions. In Einstein's relativity, the invariant <math>c</math> is the speed of light through 3-space. In Euclidean relativity, the invariant <math>c</math> is the speed of matter through 4-space! The speed of light through 3-space is also perceived as <math>c</math> by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity <math>c</math>. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity <math>c</math>, or their possession of experimentally undetected dark matter.{{Efn| ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity <math>c</math> through space and proper time<br> <br> ...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity<br> <br> ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}} Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at <math>c</math> (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than <math>c</math>. Euclidean relativity is a revolutionary theory indeed, in which <math>c</math> cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for <math>\mathbb{R}^4</math> to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number <math>\sqrt{4}</math>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality. Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math><br> where <math>(2^q + r + t \le 4)</math>. Every displacement is either a double rotation <math>\mathrm{Q}^2</math>, or a screw-displacement <math>\mathrm{QT}</math> [where the rotation component <math>\mathrm{Q}</math> is a simple rotation, but the <math>\mathrm{QT}</math> is chiral like a <math>\mathrm{Q^2}</math>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <math>\mathrm{QRT}</math>.</blockquote> While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (<math>\mathrm{Q}</math>), reflection (<math>\mathrm{R}</math>) and translation (<math>\mathrm{T}</math>) are obvious analogues of what they are in three-dimensional space, but double rotation (<math>\mathrm{Q}^2</math>) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn| ...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is "just math", not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the "math" here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}} == Light propagates through 4-space at twice its apparent velocity <math>c</math>== Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection <math>\mathrm{R}^4</math>, which may be termed a double translation <math>\mathrm{T}^2</math>, a pure translation via two pairs of parallel reflections without any rotation component <math>\mathrm{Q}</math>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <math>\mathrm{QT}</math>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <math>\mathrm{Q^2}</math>, an isoclinically rotating object such as an atom. A simple rotation <math>\mathrm{Q}</math> or simple translation <math>\mathrm{T}</math> is a double reflection <math>\mathrm{R^2}</math>, so a <math>\mathrm{QT}</math> or <math>\mathrm{Q^2}</math> is also an <math>\mathrm{R^4}</math>, but not with the same group of reflection angles as a light signal <math>\mathrm{R^4}</math>. A translation <math>\mathrm{T = R^2}</math> is a double reflection in two parallel planes, and a rotation <math>\mathrm{Q = R^2}</math> is a double reflection in two intersecting planes, as in a <math>\mathrm{QT = R^4}</math> which is both at once. A double translation <math>\mathrm{T^2 = R^4}</math> is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a <math>\mathrm{T^2}</math> all the motion goes to translation, so the translation goes twice as far as the simple translation <math>\mathrm{T}</math> in a <math>\mathrm{QT}</math>. A double translation <math>\mathrm{T^2 = R^4}</math> is the opposite of a double rotation <math>\mathrm{Q^2 = R^4}</math>, which is stationary but rotates twice as fast as the simple rotation <math>\mathrm{Q}</math> in a <math>\mathrm{QT}</math>. The product of the two translations in a <math>\mathrm{T^2}</math> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <math>\mathrm{T}</math> over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A <math>\mathrm{T^2}</math> cannot reposition a 4-polytope the way a <math>\mathrm{QT}</math> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn| ...lensing of double translations <math>\mathrm{T^2 = R^4}</math> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}} == Distribution of stars in our galaxy == The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity <math>c</math>. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn| When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space <math>SO(4)</math>, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}} == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions == {{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}} Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery. == Dimensional relativity == Coxeter's kinetic law of <math>n</math>-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the <math>n</math>-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an <math>(n+1)</math>-sphere with themself at the center observing it, perceptually equidistant from all points on its <math>n</math>-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: "The universe is a sphere whose center is wherever there is intelligence."{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}} == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity <math>c</math>, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. Anco and Maghadam found that <math>SO(4)</math> breaks to ... <math>\mathbb{S}^3</math>... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... <math>H^3</math> ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn| ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}} The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions? We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|name=radially equilateral}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}}) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} 2hb686f59n79io454scry0ciqk82lmg 0 301333 2833588 2808424 2026-09-17T07:04:46Z ~2026-50120-61 3111165 /* Link */ 2833588 wikitext text/x-wiki {{Prod}} {{original research}} {{cleanup|Page contains speculative theories on physics and should not be taken as established science; wording needs to reflect exploratory research and should not be presenting unsupported conclusions as facts}} == Link == https://caip.co-ac.com/index.php/materialsanddevices/article/view/213 Funding: https://zenodo.org/records/20093526 == Introduction == A Grand Unified Theory is any model of physics that explains and connects all fundamental forces (strong force, electromagnetism, weak force, and gravity) into a single force. The framework described here calculates the '''exact point''' at which quantum dynamics transforms into classical physics. The basic concepts we’ll use are: * The '''strong nuclear force''' which has always been a controversial force, has been underestimated due to its extremely small field of action in the search for a possible interaction with the gravitational force, but if we turn our attention to its internal interaction instead of its external one, we can create a basic piece for a somewhat more complex and extremely important model. It was responsible for the origin of string theory with the S-matrix, a physical system in which the point-like particles are replaced by  one-dimensional objects called strings, although it later drifted towards any type of vibration into space. * The '''quantum vacuum''' or aether, which has been ignored to a certain extent, could be responsible for the most important interactions over long distances, being perceived as a kind of material medium as demonstrated by the Michelson-Morley experiment attempting to probe the transmission of light in a vacuum, or as an energetic field as demonstrated by the Casimir effect as well as the Lamb shift. Its topology has been another source of discussion, developing branches like twistor theory, spinors, or knots, in an attempt to explain spin interactions, and it could be the guilty party for all vibrational states of particle. [[File:SuperconductingFieldTheory 1.png|center|450x450px|'''From quantum dynamics to general relativity''']]{{center top}}'''Fig. 1: From quantum dynamics to general relativity.'''{{center bottom}}This physics branch only uses the 3 spatial dimensions and time, with the strong nuclear force as two-dimensional strings and the quantum vacuum as a multistable motion system, being compatible with the Standard Model. == Principles == ===Strong nuclear force=== The atomic nucleus is the fundamental constituent of matter at the center of an atom, consisting of protons and neutrons, each one conformed by 3 quarks. These '''quarks remain bound together due to the strong nuclear force''', which is the strongest of the fundamental forces with a scope not greater than 10^-15 meters. It has been determined that more than 99% of the proton mass is concentrated in the atomic nucleus, and less than 1% comes from residual forces.[[File:SuperconductingFieldTheory 2.png|375x375px|'''QCD color charge'''|center]]{{center top}} '''Fig. 2: Color charge (QCD).''' {{center bottom}}Gluons act as the exchange particle for the strong force between quarks, preventing them from separating by a constant force of attraction with a '''theoretical''' '''maximum of 10.000 N (≈ 1.000 Kg)'''. In quantum chromodynamics (QCD), a quark's color can take one of three values or charges: red, green, and blue. An antiquark can take one of three anticolors, called antired, antigreen, and antiblue. Gluons are mixtures of two colors, such as red and antigreen, which constitute their color charge. The "color charge" of quarks and gluons is not related to the everyday meanings of color and charge, but is related to its hidden internal degree of freedom. === Quantum vacuum === We can note two important qualities of the quantum vacuum: * Particles superconductor. The distance to the most distant galaxy detected by human beings is more than 30 billion light years, which means there are photons that are able to travel that distance without decreasing their speed, modifying only their wavelength. Like light, an object can move into space for a practically unlimited period as long as it doesn’t find a force to stop it, so we can determine that the vacuum has a resistance equivalent to 0. * A tension. In order to allow waves, it’s easier into a strongly linked structure. Gravitational waves could behave like ocean waves, which are similar to an uptight net, these tensions can be decomposed as a unitary set of points tenser than any known structure and under extreme repulsive forces to allow the universe expansion. These qualities would treat the quantum vacuum as a '''superfluid''' with zero viscosity and any loss of kinetic energy, having a practically infinite conductive capacity for particles and being extremely dense. Remember, we are moving through the universe at an estimated speed of 600 km/s. [[File:SuperconductingFieldTheory 3.gif|alt=QCD vacuum|center]]{{center top}} '''Fig. 3: QCD vacuum.''' {{center bottom}}This real picture illustrates the three-dimensional structure of gluon-field configurations, describing the vacuum properties where quarks are popping in and out constantly. The volume of the box is 2,4 x 2,4 x 3,6 fm, inducing chromo-electric and chromo-magnetic fields in its lowest energy state. The frame rate in this real example is billions of billions of frames per second (FPS). == Strong nuclear force unification == === Fundamentals === This new framework consists of a quantum vacuum helping to transport matter without any friction (quarks joined and interacting through the strong nuclear force holding matter together, traveling into space as if it were a superconductor)p. As an example, I’ve chosen the smallest and most abundant chemical element in the universe, the hydrogen atom, with an estimated '''mass of 1,673 × 10^-27 kg''', which contains a single electron and a single nucleus. This nucleus consists of a single proton (the basic constituent of matter), where it exerts its nuclear force, which is in turn composed of two up-quarks and a down-quark bound by the gluon interaction. With these data about '''the hydrogen nucleus''', we’ll calculate its '''average interaction''' to create a '''contraction''' force in the vacuum. For this purpose, we can think about an elastic band (it would simulate the proton strong force with a size of 10^-15 meters) compressing two V-shaped sticks on its broadest side; if the sticks are sufficiently slippery and tense, the elastic band will slide to the narrower side. The more elastic bands, the more force will be exerted on the sticks to join them; equally, the more matter at the narrow end of the sticks, the more attraction at the top. We talk about unknown limits, such as infinite conduction or tensions never seen. [[File:SuperconductingFieldTheory 4.png|center|722x722px|'''Involved forces''']]{{center top}} '''Fig. 4: Involved forces.''' {{center bottom}}This scheme would correspond to what is known as quantum gravity (QG), which aims to describe gravity according to the principles of quantum mechanics, erasing gravity as one of the fundamental forces of nature and turning the strong force into its generator, affecting each nucleon (protons and neutrons) in isolation. === Calculations === '''** ''Fig. 5''''' ''is the most important figure in the document;, it must be understood in order to continue. It has been positioned horizontally to be more intuitivee.'' The calculation corresponds to the '''angle''' generated at one point on the Earth’s surface to create its gravitational acceleration (the space deformation), applying the formulas from inclined planes (Newton’s second law) with the following values: *The proton strong force is matched with the vertical force, having an estimated strength of 10.000 N (F_p). * The proton mass has an estimated value of 1,673 × 10^-27 kg (m_p). * The gravitational acceleration on our planet is matched with the acceleration down the plane, 9,8 m/s² (a). * The friction is zero, 0. These variables are the average values from quantum dynamics interactions collected through classical physics[[File:SuperconductingFieldTheory 5.png|465x465px|'''Inclined plane forces'''|center|frameless]]{{center top}} '''** Fig. 5: Equivalences in the inclined plane.''' {{center bottom}}These variables should be the average values collected through classical mechanics, from quantum physics interactions. Convert variables to metric system considering a proton. 1.  Variables set considering a proton. <blockquote>''m_p = 1,673 × 10^-27 kg'' ''a = 9,8 m/s²'' ''F₁ = m_p × a = 1,673 × 10^-27 × 9,8 = 1,6395 × 10^-26 N'' ''F₁ / F_p = 1,6395 × 10^-30 N''</blockquote>2.   Apply the laws of inclined planes to the previous variables. <blockquote>''m × g × sin(''θ'') = m_p × a                                                                                                                                     (1.1)'' ''F_p = m × g = 10.000 N'' ''F_p × sin(''θ'') = m_p × a = F₁'' θ ''= arcsin(F₁ / F_p)    ''</blockquote>3.  Planet Earth’s angle is shared by 3 quarks, creating 9,8 m/s² acceleration. This deviation occurs at the proton size.<blockquote>θ ''= 9,393 × 10^-29 °                                                                                                                                             (1.2)''</blockquote>The definition of mass says that it is a quantity that represents the amount of matter in a particle or an object. Its calculation has many variations, like weight / acceleration (due to gravity); force / acceleration; or density × volume, all of these associated with our framework. === Quantum vacuum density === Dark matter could have its origins due '''to variations in the quantum vacuum density'''. An extension between quarks could turn mass (m_p) into tension energy (F_p), so some places in the universe can have lower or higher accelerations because of this effect; this means that  dark matter doesn’t really exist, which is estimated at 27% of the mass in the observable universe. The most important related discovery might be the '''asymptotic freedom''', which is a property of quantum chromodynamics (QCD) where interactions between quarks become weaker as the energy scale increases and the corresponding length scale decreases. The fact that couplings depend on the momentum (or length) scale is the central idea behind the renormalization group.[[File:SuperconductingFieldTheory 7.png|500x500px|'''The strong force behaves like an elastic band'''|center]]{{center top}} '''Fig. 6: The strong force behaves like an elastic band.''' {{center bottom}}We don’t really know the relation between the vacuum density and the strong nuclear force, so this is just an estimation, but it’s expected that more vacuum concentration could expand quarks and modify all the relations 1.  Variables set.<blockquote>''m_p = 1,673 × 10^-27 kg'' ''F₁ = m_p × a = 1,673 × 10^-27 × a'' ''F₁ / F_p = (1,673 × 10^-27 × a) / 10.000 = (1,673 × 10^-31 × a)''</blockquote>2.  Calculate the relation between the angle and the acceleration.<blockquote>''F_p × sin(''θ'') = m_p × a = F₁                                                                                                                                   (2.1)'' θ ''= arcsin(F₁ / F_p)'' θ ''= arcsin(1,673 × 10^-31 × a)'' θ ''= (1,673 × 10^-31 × a) °''</blockquote>3.  A bigger angle generates more acceleration.<blockquote>''a = (''θ ''/ 1,673 × 10^-31) m/s²                                                                                                                             (2.2)''</blockquote>Another example can be created using a smaller force, like F_p ''= 7.000N''<blockquote>''a = F_p × sin(''θ'') / m_p                                                                                                                                            (3.1)'' ''a = 7.000 × sin(1,6395 × 10^-30) / 1,673 × 10^-27'' ''a = 6,85 m/s²''</blockquote>The strong force has a positive correlation when transforming its force; increasing F_p or m_p implies more acceleration. It acts as a spring to generate different tensions in space. In addition to historical reasons of rivalry between Newton and Hooke, Hooke’s law (elasticity constant) is the best and easiest approach to explain it, since this calculation is just at '''one point in space'''. The force (F_p) is proportional to the distance needed to extend or compress the spring.[[File:SuperconductingFieldTheory 8.png|700x700px|'''The strong force becomes the fundamental tensor'''|center]]{{center top}} '''Fig. 7: The strong force becomes the fundamental tensor.''' {{center bottom}} But in reality, the space deforms not proportionally, creating more acceleration near the accumulation of matter, behaving like an elastic material. This behavior can be quantified by the elastic modulus or Young’s modulus, which represents the factor of proportionality in Hooke's law in non-linear systems. The Young’s modulus (E) depends on the force exerted by matter (σ) and the deformation at each point of the resulting vector (Ɛ). <blockquote> ''E = ∆σ / ∆Ɛ'' ''∆F''θ ''> ∆F_p / ∆m_p                                                    (4.1)''</blockquote>The force exerted by the angle (θ) increases (∆) faster than the strong force (F_p) and its relation to mass (m_p); the greater the distance, the weaker the force.[[File:Superconductingfieldtheorygraph.png|border|center|frameless|370x370px|'''The angle exerts force over large distances''']]{{center top}} '''Fig. 8: The angle exerts force over large distances.''' {{center bottom}} This relation between the strong force and the quantum vacuum modifies the space density since it induces their approach because of the electromagnetic extraction and its dispersion; therefore, we can speak of the existence of a bulk modulus (K), which depends on the pressure changes (p) and volume (V).<blockquote>''K = -V (∆p / ∆V)''</blockquote>We only know this relation for Earth calculations, but it must be associated with actual physics like general relativity (GR) or Einstein field equations (EFE), where matter bends space using an unknown tensor, determining the geometry of space depending on the distribution of matter over intricated energy density fields. Also, we can find other physics connections, like the Modified Newtonian Dynamics (MOND) hypothesis, which proposes a modification of Newton's law of universal gravitation to account for observed properties of galaxies, having multiple observational evidences. Other properties such as volume viscosity, also called bulk viscosity, can be applied. ===Funcamental forces=== This is the new fundamental forces grouping:  * The strong force and gravity have been unified. * Electromagnetic and weak force are actually unified by the electroweak interaction. * The quantum vacuum is a new fundamental force because of its strength and the fact that it isn’t reducible to more basic forces. [[File:SuperconductingFieldTheory 10.png|center|461x461px|'''Fundamental interactions''']]{{center top}} '''Fig. 9: Fundamental interactions.''' {{center bottom}} == Quantum vacuum unification == === Structure === We need a quantum vacuum structure that allows us to unify the different types of quantum fields and their different behaviors, like the constant motion of '''matter''', the travel of '''subatomic particles,''' and the '''electromagnetic field''' generation. One solution would be a metastable system with different balances; the topological model proposed are polarized triplets, rotated in a static balance (a symmetric group), differentiated in the 3 spatial axes, where each element is in continuous repulsion. Matter is composed of protons and neutrons (nucleons), which make up each element of the periodic table; at the same time, each nucleon is made up of 3 quarks. The vacuum asymmetry maintains the speed of nucleons stable because repulsions and attractions from the whole part are equilibrated in the 3 spatial directions (quarks triplets against vacuum triplets); the average sum of all vector velocity forces (V_F) in each spatial direction is 0. For this reason, matter is not accelerated to the speed of light, the asymmetrical multistability prevents it. Fz + Fy + Fz = ''F net = 0''                                                                                                      ''(5.1)'' This asymmetry is the cause of quantum chromodynamics (QCD) colors and anticolors (3 types of each) and their transformations, where the nucleon structure doesn’t collapse inward due to the outward vacuum forces, being the only thing bigger than each individual frame capable of surviving it. Even the different types or flavors of neutrinos (electron, muon, and tau) can be studied as a motion system between triplets, more similar to how matter works. [[File:SuperconductingFieldTheory 11.png|center|frameless|577x577px|su(3)]]{{center top}} '''Fig. 10: Motion of matter in equilibrium.''' {{center bottom}}Its ±½ polarization shapes fermions, having an internal force trying to expand with a spherical distribution as is theorized for U(1) gauge, so particles smaller than this frame can be easily dispersed in all directions. Both the vacuum permeability and permittivity are originated from the quantum vacuum magnetization and polarization in order to create virtual electrons, having as their greatest quality to emit or absorb energy. The collective alignment of each magnetic moment creates magnetic domains, where temperature and atomic structure play crucial roles. All the elements in the periodic table have a mass or nucleon number related to their number of electrons, so nucleons should be able to extract and recover this energy as electromagnetism from each polarized container, helping to create electromagnetic bonds like the hydrogen bond to conform the chemical compounds (under normal conditions, it is impossible for a proton not to possess an electron). These electromagnetic attractions can affect the gravitational force, but only in a residual way. [[File:SuperconductingFieldTheory 12.png|center|frameless|407x407px|su(2)]]{{center top}} '''Fig. 11: Electromagnetic field extraction.''' {{center bottom}}Light has its own inertia; it travels at approximately 300.000 kilometers per second, but it slows down to about 225.000 kilometers per second in water (it depends on the electromagnetic properties of the medium it’s embedded in), recovering its speed when leaving it. Subatomic particles (photons or neutrinos) are smaller than this basic frame, so they can be transported by the vacuum; their infinite amount of accumulated inertia comes from the spin speed (S_F) of this energetic vacuum, where quarks are trying to be accelerated, but its stability prevents it. F1 = c                                                                                                                                          ''(5.3)'' These basic frames can be seen as the smallest units of time, where other behaviors can be studied, such as the photon generation through a monopole interaction. [[File:SuperconductingFieldTheory 13.png|center|frameless|200x200px|su(1)]]{{center top}} '''Fig. 12: Subatomic particles transportation.''' {{center bottom}}The particles’ escape angles are needed to conform the net, taking into account all the different containers’ positions in space (two different positions on each axis and its conjugates). Thus, we have the following groups per axis conformed by their unitary vectors (U): ''U_X ='' {''+(1, 0, 0), +(-1, 0, 0),'' ''-(1, 0, 0), -(-1, 0, 0)''} ''                                                                            (6.1)'' ''U_Y ='' {''+(0, 1, 0), +(0, -1, 0),'' ''-(0, 1, 0), -(0, -1, 0)''} ''U_Z ='' {''+(0, 0, 1), +(0, 0, -1),'' ''-(0, 0, 1), -(0, 0, -1)''} These structures can help to build the Standard Model internal symmetries, '''SU(3) × SU(2) × U(1)'''; the Gell-Mann matrices, a representation of the SU(3) group, where quarks possess color quantum numbers and form the fundamental triplets; the Pauli matrices, a representation of the SU(2) group, which reproduce the electron’s spin; and the simplest internal symmetry group, U(1). This solution can '''accommodate the main types of motion''', being the first time that a nonlinear structure is theorized, solving the technical problems of '''renormalization''' in order to yield sensible answers to the strange behavior of quantum physics, such as the production of shapes related to the 4 dimensions (mainly tesseract shapes or hypercubes). Anyway, this is considered a hypothetical structure because the complete mathematical matrix has not been built, taking into account that any real section can be reconstructed in a stand-alone way. It's compatible with behaviors like the Lorentz transformation and Minkowski diagram to explain the spacetime deformations (via rhomboidal deformations); supersymmetry to explain the symmetry between bosons and fermions (via symmetry groups); photons’ creation due to the Dynamical Casimir effect; antimatter survival while other structures like the pions are unstable; ice rules in molecules with internal spins and geometric constraints that generate a periodic lattice; emerging patterns like fractals or crystal structures based on parallelepiped shapes with a repetitive arrangement of atoms in unit cells… === Fundamental forces (Theory of Everything) === Considering the electromagnetic field as a flux extracted from the vacuum, it’s easy to guess that the final component between the strong force and the quantum vacuum is '''motion'''. The resulting scheme can be reduced to matter and energy in perpetual motion. The Big Bang event produced the initial state of high density and temperature, creating all the energy necessary to provide motion to the whole matter, and everything begins to interact, provided by the "infinite" inertia that the quantum vacuum supplied. [[File:Superconductingfieldtheorytoe.png|center|frameless|615x615px|ToE]]{{center top}} '''Fig. 13: Theory of Everything scheme.''' {{center bottom}}Its properties, also determined by thermal radiation and pressure, could create the first conditions for life by helping to compact structures like the double helix in the chromosomes, considered to be the origin of biological homochirality (probably gained by the quantum superposition), giving rise to more complex structures like worms, with which we can share up to 70% of our DNA, being considered the evolutionary forerunner of most animals. Within this quantum vacuum structure, we even have some mathematical curiosities, such as having 5 faces per prism (5 + 5, decimal-handedness). But wondering about the future, if the scientific method is based on determinism and hidden variables don’t exist, we could consider an absolute determinism (neither chaos nor free will exists, being all pre-calculated) and overcome the resulting frustration by thinking of ways to break it, such as through overmuch information in the universe (all the photons from all the stars can’t be predetermined); this is the first cycle in the universe (so we start from a blank canvas); God (if we are an expression from the vacuum, there is something that can feel inside it); or we are a tool capable of breaking such determinism (the universe needs it). From now on, I only hope I have raised your consciousness level, offering you a better understanding of your environment… == Conclusions == In philosophy, '''Occam's razor''' (also known as the principle of parsimony) is the problem-solving principle that recommends searching for simpler explanations constructed with the smallest possible set of elements or fundamental concepts because they provide better results than more complex ones. This theory can explain behaviors such as: * Unification theory between the strong nuclear force and gravity, quarks motion, and the electromagnetic field generation, until obtaining a unified field theory. * Dark matter due to quantum vacuum densities. Recent studies have associated the cosmic microwave background (CMB) with dark matter behavior; thus, the cosmic microwave background should be related to the quantum vacuum and its density. The universe is anisotropic (is not uniform in all directions). * Dark energy and cosmic inflation. The behavior of each individual container implies a spin-based repulsion helping to its expansion, strong enough to avoid getting closer and be able to reestablish its structure after any contraction; this generates the required propagation force over large distances to allow the expansion of the universe. In fact, the latest research on the expansion of more than 1.500 supernovas indicate that this expansion is also not uniform and changes with time, also calling into question the gravitational constant. * Black holes as a density break. The vacuum concentration becomes so strong that its repulsion can break the strong force bonds, generating their rupture and explosion, and leading to new internal concentrations (a black hole can vary from a nuclear density inside the Schwarzschild radius of 4 × 10¹⁹ kg/m³, more extreme than our nuclear density of 2,3 × 10¹⁷ kg/m³). Photons, depending on the new container size, could be attracted because their field can interact with the vacuum. Neutrinos, regardless of whether it is a black hole, can escape if the container size is bigger than itself. * Particles decay due to the vacuum interaction. It can correspond to the current theories about the false vacuum decay (a not so stable vacuum); also, the neutron decay can be seen as a small dominant space polarization that tends to create protons. * Gravitational time dilation. Each container is connected with spacetime; a bigger frame implies minor energy concentration, and the displacements in space imply less frames to pass through, which means less time. * These frames can be considered as the smallest units of time. This size has been attempted to be explained since Zenon's paradoxes (430 BC), dedicated mainly to the problem of the continuum and the relations between space, time, and motion, until nowadays with infinitesimal calculus, where a mathematical curve can be analyzed as if it were constituted by homogeneous separable points. * Conservation of angular momentum at bodies’ rotations in space with spherical and circular movements at planets and galaxies. Applying this conservation during the Big Bang, antimatter is not necessary to create it and could lead to less antimatter than 50% in the universe as expected (a small portion could have been generated during the explosion). * The gravitational constant (G = 6,67408(31) × 10⁻¹¹ m³kg^-1s^-2), vacuum permittivity (ε₀ = 8,8541878128(13) × 10⁻¹² F⋅m−1), or vacuum permeability (μ₀ = 1,25663706212(19) × 10⁻⁶ N⋅A⁻²) and the problems to measure with high accuracy since they can be affected by density variations. Even small modifications in the speed of light can be expected due to the vacuum-related spin; in fact, the speed of light can be calculated based on the previous variables about vacuum permittivity and permeability using Maxwell’s equations, c=1/√(ε₀μ₀). * Variations in E = mc² to set the rest energy of matter, for example, we could obtain E = AF_p where A is the nucleons number. * Compatibility with light and matter interaction (QED), and the fact that electrons cannot occupy the same quantum state or light refraction; as well as the wave function and Schrödinger and Dirac equations, describing how the state of a quantum system changes with time. * Planck length (ℓ_P = 1,616255(38) × 10^-35 m) and Planck time (t_P = 5,391247(60) × 10⁻⁴⁴ s) are theoretically considered the quantization of space and time and may point to the vacuum structures by length as well as time. Planck referred to relativistic values, which may not be so accurate; for example, gamma rays which generally arise from the radioactive decay of an atomic nucleus, have one of the smallest wavelengths, shorter than 10^-11 meters. * The residual strong force (the bond between protons and neutrons), which is much weaker than the (real) strong force, has a correlation between quarks up and down that can be perfectly electromagnetic, as it was originally considered. * Similarities between Newton’s and Coulomb's law or Einstein’s relativity and Maxwell’s equations for the electric field. * The unidirectional arrow of time… [[File:SuperconductingFieldTheory 15.png|center|frameless|453x453px|waves]]{{center top}} '''Fig. 14: These variables help to shape galaxies (like the golden spiral φ = 1,6180).''' {{center bottom}} == Considerations == Gravitomagnetism (GEM) is a term that refers to the kinetic effects of gravity in analogy to the magnetic effects of a moving electric charge. Here we will create a relativistic relation to extract the magnetic moment and check its behavior, independently of GEM equations. We can accelerate matter using a chamber with magnetic coils to transform as much matter as possible into energy as. We need a material with as much permeability in high magnetic fields as possible; pure iron can be a good reference, but we can consider some other materials with high permeability. The centripetal force will force matter outwards, so we need a magnetic field to keep its dimensions. We need sufficient width and height to concentrate internal energy and study how the vacuum is bent; it’s complex to concentrate kinetic energy at one point to obtain its potential energy. As an example, we’ll calculate the energy of one disk in motion, taking the radius and a height of 50 cm, using iron with density ρ = 7,874 gr/cm³, with the following mass: ''V = π × r² × h = 392.700 cm³                                                                                                               (7.1)'' ''m = 392.700 × 7,874 = 3.092.119,8 gr = 3.092,119 kg               '' Considering a maximum speed reached, we’ll compare its kinetic energy with the maximum energy that could be generated using a relativistic approximation. ''v = 3 × 10⁷ m/s'' (near the speed of light) ''                                                                                        (7.2)'' ''E_k = ½mv²                                                                         E = mc²'' ''E_k = ½ × 3.092,119 × 9 × 10¹⁴ E = 3.092,119 × 9 × 10¹⁶'' ''E_k = 13.914,535 × 10¹⁴ E = 27.829,071 × 10¹⁶'' The energy calculated at the disk periphery can have a magnetic relation with its motion. Its charge (q) and magnetic field (B) are linked with its velocity, where v = qBr / m, so the energy generated can be calculated when a speed is reached in a relativistic approximation. ''E = ½mv² = q²B²r² / 2m'' [[File:Superconductingfieldtheorydisk.png|center|frameless|582x582px|disk motion]] {{center top}} '''Fig. 15: Motion and relativity equivalence.''' {{center bottom}} Other variations at QCD have been observed, like at baryon resonances. Anyway, more studies are needed to check the real correlation between the quantum vacuum and the strong nuclear force. The motion, together with the vacuum contraction / extraction / insertion, should be related to a change in density, but we don’t know the possible proton size variations in space to perform new calculations (we are dealing with very complex dynamic scales). It can be considered a highly problematic system. ==References== {{reflist|35em}}Hooke, R. (1678). ''Lectures de potentia restitutiva, or of spring, explaining the power of springing bodies.'' Carnegie Mellon University''.'' <nowiki>http://doi.library.cmu.edu/10.1184/OCLC/10411228</nowiki> Newton, I. (1687). ''The Mathematical Principles of Natural Philosophy''. Smithsonian Libraries. <nowiki>https://doi.org/10.5479/sil.52126.39088015628399</nowiki> Euler, L. (1755)''. Foundations of Differential Calculus.'' Springer Link. <nowiki>https://doi.org/10.1007/b97699</nowiki> ng55w6ir3qe6tm98irlwi3pti413c7i 0 306568 2833580 2687478 2026-09-17T05:53:15Z P U3270518 3106535 Corrected 2 spellings 2833580 wikitext text/x-wiki {{title|Sleep onset optimisation :<br>What techniques assist in falling asleep promptly?}} {{MECR3|1=https://www.youtube.com/watch?v=6Z5c9NnVI7Ag}} ==Overview== {{RoundBoxTop|theme=3}} ;Scenario It is 1:00 AM, and the day has finally come to an end. You are mentally and physically exhausted, as you hop into bed, you put your head down on the pillow, pull your duck feather duvet to your chin, roll onto your side, and reach for your phone. The only energy you have is to doom scroll on Instagram and see what the rest of the world did today. Half an hour goes by, you set your alarm for 06:30 AM and put your phone down for the night. You find your brain is now racing, thinking about all the tasks you need to complete for tomorrow, you are thinking about several conversations you had today and if you offended anyone. You look at the time … 01:00AM?! Now you are stressing with a racing heart and brain pumping with anxious thoughts, about trying to fall asleep quickly and calculating how much sleep you can get from now until your alarm goes off. {{RoundBoxBottom}} [[File:A Cartoon Man Sleeping At Work.svg|thumb|Figure 1. Example of how sleep deprivation affects daily activities ]] [[wikipedia:Sleep_deprivation|Sleep deficiency]] heavily affects the body mentally and physically (see figure 1). Lack of sleep can impair the body to execute daily activities eg. work, school, raising a family and social interactions due to feeling tired, low energy and low mood. Therefore affecting a person's motivation and emotional regulation causing mental health issues such as depression, anxiety and stress{[g}}. Through psychological science, sleep onset optimisation developed into {{g}} way to promote techniques tailored to {{g}} person who is struggling with poor sleep hygiene. {{RoundBoxTop|theme=2}} '''Focus questions:''' * What is sleep? * What is sleep onset optimisation? * Is there a relationship between motivation and sleep? * Is there a relationship between emotion and sleep? * What techniques help us fall asleep promptly? {{RoundBoxBottom}} ==Sleep onset optimisation== [[wikipedia:Sleep_onset|Sleep onset]] is the transition from a state of wakefulness to sleep. Humans need sleep so the body and mind can rest, recover, and restore energy for the next day. When an adult has 6-8 hours of completed cycles of [[wikipedia:Non-rapid_eye_movement_sleep|NREM]] and [[wikipedia:Rapid_eye_movement_sleep|REM]] they have more energy to learn new tasks, skills, and knowledge, work towards personal and occupational goals, exercise, deal with stress, and socialise (Vyazovskiy, 2015). Sleep onset optimisation is important as it impacts every aspect of the brain (Mu & Huang, 2019) and is the foundation for cognitive control, emotional regulation, and motivation (Mu & Huang, 2019), (Vandekerckhove & Wang, 2017). Poor sleep can easily occur due to a range of factors including changes in the environment, detachment from parents, social media use, social interests, and work. === What is sleep? === Sleep can look different for every human however the generic definition is a period of time at night when the brain signals the body to lie down and close eyes caused by the circadian clock (Colten & Altevogt, 2015). The role of the circadian clock (see Figure 1), is to pick up different light cues in the environment throughout twenty-four hours and this is achieved by the suprachiasmatic nucleus (SCN) which is located in the hypothalamus (Colten & Altevogt, 2015). The big communicator between the wake and sleep transition is the brain stem sends signals to the muscles to relax which is important so we do not physically act our dreams (Colten & Altevogt, 2015). The thalamus is key within sleep because it constantly processing information from short to long-term memory (Colten & Altevogt, 2015). However in sleep becomes quiet by allowing the brain to tune out to the external world which is important so the brain can receive a deep sleep (Colten & Altevogt, 2015). The pineal gland (PG) sends melatonin after the PG has received signals from the SCN which helps us to sleep in the dark (Colten & Altevogt, 2015). The average adult needs 6-8 hours of sleep, compared to teenagers (12-18) who need up to 12 hours, and babies who require up to 15 hours of sleep due to the energy exerted while their body is developing physically and mentally (Colten & Altevogt, 2015). [[File:Circadian rhythm.svg|thumb|308x308px|Figure 1. Circadian rhythm ]] Healthy sleep is presented in a 70-120 minute cycle of non-rapid eye movement (NREM) which includes four stages of sleep (N1, N2, N3, N4) and rapid eye movement (REM) (Carskadon& Dement, 2011), (Colten & Altevogt, 2015). The first stage of sleep is N1 with a duration between 1-7 minutes (Colten & Altevogt, 2015). The body prepares for sleep by slowing down heart rate, breathing, brain waves, and eye movements, and also the stage where muscles relax and random twitches occur (Carskadon & Dement, 2011), (Colten & Altevogt, 2015), (Robinson, 2022). The second stage of sleep is N2 with a duration between 10-25 minutes (Colten & Altevogt, 2015). N2 is where memory consolidation occurs (Colten & Altevogt, 2015) activated by processes in the neocortex, thalamus, and hippocampus (Kosuke Kaida et al., 2023). The third stage of sleep is N3, with a duration of 20-40 minutes (Colten & Altevogt, 2015) where the body repairs muscles, tissues, and bones (Robinson, 2022). REM is the fourth and most critical stage of sleep and occurs after being asleep for 90 minutes (Colten & Altevogt, 2015), (Robinson, 2022). REM is responsible for dreaming which is essential for a person’s motivation and emotional regulation therefore introducing the importance of sleep. == Sleep onset optimisation; importance on motivation and emotion == {{expand}} === The importance of sleep === Sleep onset is the transition from a state of wakefulness to sleep. Humans need sleep so the body and mind can rest, recover, and restore energy for the next day. When an adult has 6-8 hours of completed cycles of NREM and REM they have more energy to learn new tasks, skills, and knowledge, work towards personal and occupational goals, exercise, deal with stress, and socialise (Vyazovskiy, 2015). Sleep is important as it impacts every aspect of the brain (Mu & Huang, 2019) and is the foundation for cognitive control, emotional regulation, and motivation (Mu & Huang, 2019), (Vandekerckhove & Wang, 2017). Poor sleep can easily occur due to a range of factors including changes in the environment, detachment from parents, social media use, social interests, and work ''(''see figure 2, table 1). '''Table 1.''' ''Sleep vs Motivation and Emotion'' {| class="wikitable" |+ | |Poor sleep |Good sleep |- |Motivation |Decreases |Increases |- |Emotional regulation |Decreases |Increases |} === What is the relationship between sleep and motivation? === Motivation is the energy and effort of behaviour to cause movement and performance (Massar et al., 2019). Motivation determines rewards, values, decision-making, learning, goals, and cognitive control within a person (Kim, 2013) through processing, generating, regulating, and maintaining motivation (Kim, 2013). The regions of the brain responsible for daily motivation include the ventral striatum, orbitofrontal cortex, anterior cingulate cortex, dorsolateral prefrontal cortex (Kim, 2013), and nucleus accumbens (Liu et al., 2016). Basic motivation is demonstrated physiologically through survival mechanisms of hunger, thirst, sleep, breath, and sex by homeostatic and circadian cycles. (Axelsson et al., 2019). Physiological needs must be satisfied before a person performs advanced daily motivation within the workplace, university, family, and social engagements. For example, sleep is a basic need and critical for motivation by restoring energy, attention, and cognitive control in NREM and REM (Axelsson et al., 2019) (Horne, 1993). Therefore sleep is important because it helps the person learn, perform goals, gain rewards, and stay consistent with personal values and decision-making (Kim, 2013). The dorsolateral prefrontal cortex impacts motivation specifically in wakefulness for example in planning, working memory, sensory comparisons, decisions for action, attention, and goal-directed behaviour (Horne, 1993). Zooming out from the DLPC, the prefrontal cortex (PFC), anterior cingulate cortex (ACC), and ventrolateral PFC (VLPFC) work together for central executive function and working memory (Dai et al., 2020), (Horne, 1993). Working memory is essential for motivation by distinguishing between the cost and reward of effort and energy used towards specific tasks presented throughout the day (Grogan et al., 2022). Sleep deprivation causes working memory to decline due to a change in neural activation highlighted in the PFC (Frenda & Fenn, 2016). ==== How does self efficacy theory correlate with sleep onset? ==== Sleep onset optimisation and the self-efficacy theory are positively correlated because good quality sleep helps a person to have energy and the capacity to build positive internal beliefs about achievement and goals (Ghose et al., 2022). The quality of sleep can determine how a person behaves due to their motivation throughout the day (Ghose et al., 2022). For example, when a person is trying to quit smoking and sleep deprivation is experienced, self-efficacy about believing they can quit smoking is decreased (Araújo et al., 2019), (Ghose et al., 2022). The self-efficacy theory and quality of sleep can determine the motivation behind the level of self-care demonstrated in behaviour (Schutte & Malouff, 2015). For example, the motivation to exercise, take medication, eat healthily, and go to medical appointments is displayed when sleep onset optimisation has occurred (Ghose et al., 2022) (Schutte & Malouff, 2015). Research has shown that low self-efficacy is a predictor of insomnia (Ghose et al., 2022), (Schutte & Malouff, 2015). Insomnia is a sleeping disorder that causes poor sleep/sleep deprivation due to staying in a state of wakefulness at bedtime (Roth, 2007). The self-efficacy theory suggests that people who believe they can improve sleep habits and more motivated to tackle insomnia's root causes rather than turning to medication (Ghose et al., 2022). The physiological experiences of insomnia cause a state of alertness due to arousal of the sympathetic nervous system which increases heart rate, cortisol, and insulin resistance while decreasing the immune system (Alhola & Polo-Kantola, 2007). However further studies need to be conducted to predict treatments to enhance positive self-efficacy beliefs to reduce stress and anxiety about sleep (Ghose et al., 2022). Therefore techniques to assist sleep onset optimisation need to be exerted to reduce sleep deprivation and sleep disorders to improve mood, and cognitive performance, memory consolidation, as shown in daily behaviour and motivation (Alhola & Polo-Kantola, 2007), (Ghose et al., 2022), (Roth, 2007). === What is the relationship between sleep and emotion? === [[File:Sleep and emotions circle.png|thumb|384x384px|Figure 3. Sleep and emotions ]] Emotions are the mind and body's integrated response to a stimulus which determine how a person thinks and feels in response to an event (Izard, 2019). Emotions help a person adapt to their environment through physiological arousal, expressive behaviours, and conscious experience (Izard, 2019). The feelings of happiness, sadness, anger, disgust, joy, interest, and fear are integrated through distinct neural activity in the brain stem, amygdala, anterior cingulate, orbitofrontal cortices, and insula (Izard, 2019), (see figure 3). Emotional regulation is developed throughout different stages of life from babies, and adolescence to adults, and is essential for navigating life. There is a clear bidirectional link between emotion and sleep and how the quality of sleep impacts daily emotional regulation (Vandekerckhove & Wang, 2017). Sleep impacts emotional memory processing, encoding, memory formation, memory consolidation, mood, emotional brain reactivity, and dreams (Walker & van der Helm, 2009) . A current issue that has become prevalent in sleep onset is sleep disorders in adults causing mental and physical health problems (Worley, 2018). There are eighty-one sleep disorders in eight categories (Thorpy, 2012) including insomnia, sleep-related breathing disorders, hypersomnias of central origin, circadian rhythm sleep disorders, parasomnias, sleep-related movement disorders, isolated disorders, and other sleep disorders (Thorpy, 2012). Poor sleep is detrimental to mental and physical health due to emotional dysregulation which impacts daily mood, causing anxiety and depression if poorly managed (Vandekerckhove & Wang, 2017). NREM and REM play a crucial role in emotional regulation by processing daily events, memories, emotions, and stressors. For example, when a child is deprived of sleep or receives constant inadequate sleep feelings of anger, frustration, aggression, and confusion are heightened (Vandekerckhove & Wang, 2017) resulting in psychiatric disorders. Sleep disturbances and disorders, for example, insomnia and sleep apnea are prevalent in adults which affect social function and negative emotional reactivity (Vandekerckhove & Wang, 2017). Emotional reactivation and processing occur during REM sleep through the amygdala and hippocampus by theta waves integrating experiences into memory structures (Werner et al., 2020). ==== What is sleep-forget, sleep to remember theory? ==== [[File:1511 The Limbic Lobe.jpg|thumb|384x384px|Figure 4. Limbic system ]] The sleep-forget, sleep-to-remember theory (SFSR) suggests emotions need to be processed the first night during REM after an emotional event otherwise failure to process will lead to further attempts to downregulate emotional responses in future nights of sleep (Werner et al., 2020). Stress and traumatic experiences affect emotional processing because of the excitation and reactivation of the limbic system. The limbic system's function (see figure 4) is to regulate emotions and behaviour by processing memory and thoughts during wakefulness and then reprocessing during the night (Vandekerckhove & Wang, 2017). When sleep deprivation of REM occurs, the limbic system fails during the day, causing an increase in emotional irritability and negative reactions to stress or aversive situations (Vandekerckhove & Wang, 2017). Emotional processing also occurs in dreams during REM sleep with increased activity in the subcortical brain including the amygdala, striatum, and hippocampus, and cortical areas including the medial prefrontal cortex, mPFC. Dreams are where the downregulation of emotions occur, in particular arousing emotions occurs, for example when painful and aversive emotions arise. During REM the amygdala and cingulate cortex can process emotions through the medial prefrontal cortex which is regulated by the limbic system (Vandekerckhove & Wang, 2017). SFSR theory reaffirms the importance of receiving a cycle of NREM and REM sleep on the first night when a stressful event occurs to help emotional and memory processing. ==== What is the Threat Stimulation Theory? ==== {{RoundBoxTop|theme=4}} ;Mini case study: It is the night before the 2024 local footy grandfinal. Shaun is lying in bed trying to fall asleep but he is experiencing stress and anxiety because he does not want to play bad. His heart rate is increasing and body temperature is hot. {{RoundBoxBottom}} Similarly, the Threat Stimulation theory (TST) proposes that in REM sleep, dreams are organised in distinct neural pathways in perception to waking consciousness (Valli et al., 2005). Negative emotions of fear and anger are frequently experienced in dreams which is evidence showing that dreams are affected by PTSD and life-threatening events, in children and adults. (Valli et al., 2005). However when sleep disturbances and disorders are active for example insomnia, and sleep apnea the emotional processing is dysfunctional through SFSR (Werner et al., 2020), and TST (Valli et al., 2005) due to insufficient and poor quality REM sleep. The bidirectional effect of emotion and sleep is demonstrated with acute stress, for example, anxiety before an exam, surgery, or a social event, negatively affects REM. Stress causes the body to frequently wake up in N1, and N2 (light sleep) due to elevated increased temperature and heart rate due to the fear response, preparing the body mentally and physically for a fight or flight response. Research shows that insomnia has a strong correlation between the arousal of emotions and daytime events that cause sleep disturbances. Research has also shown insomnia develops into adulthood if a child experiences constant daily stress within their environment, especially if the emotions are repressed and mismanaged. Therefore the SFSR theory and TST demonstrate how REM and dreaming it critical for emotional memory and processing and how insomnia can be developed if an individual is receiving poor, interrupted sleep. Cartwright also demonstrated that depression can be improved by adequate REM sleep as depressed participants reported an improvement in mood after dreaming (Cartwright., et, al 1991). When sleep deprivation occurs it affects emotional memory formation by impairing the long-term potential (LTP) which results in avoidance of learning and taste aversion because the excitability of hippocampal neurons is reduced. Therefore highlighting that poor sleep can negatively impact daily learning functions and can make a person more avoidant, lacking confidence and energy to try new skills and emphasising that a good night’s sleep is important for the subcortical brain to make new memory formations. ==== How do sleep disorders affect emotion? ==== However, sleep disruptions to REM are also caused by biological sleep disorders for example sleep apnea (Cunningham et al., 2022). Obstructive sleep apnea is a disorder where breathing starts and stops repeatedly in sleep correlated with loud snoring. OSA affects 1 billion people worldwide, commonly affecting middle-aged individuals (Cunningham et al., 2022). OSA causes poor sleep and cognitive deficits which have detrimental effects on mental and physical health leading to depression, and anxiety (Cunningham et al., 2022). 116 participants who experience OSA had less respiratory control in REM compared to NREM (Bonsignore et al., 2024). Moderate to severe REM OSA is associated with hypertension and metabolic abnormalities such as metabolic syndrome and diabetes and not depression (Bonsignore et al., 2024). Interestingly insomnia is higher in females (Bonsignore et al., 2024). Sleep apnea and insomnia are associated with depression and anxiety (Bonsignore et al., 2024) therefore OSA harms the consolidation of emotional processing during sleep. Sleep onset optimisation allows time for the body to emotionally regulate in REM through the medial prefrontal cortex and amygdala connections (Vandekerckhove & Wang, 2017) which allows the body to execute daily functions. The communication is executed at a cellular level for example clock genes BMAL1 and CLOCK which talk to the suprachiasmatic nucleus innervate (SCN) in the hypothalamus through transcription and translation of clock genes and the feedback loop. The hypothalamus physically responds to emotion through the sympathetic nervous system by activating the flight or fight system causing hypertension of blood vessels, elevated heart rate, dry mouth, and sweating. When the SCN is disrupted by sleep deprivation due to poor [[wikipedia:Sleep_hygiene|sleep hygiene]] the body struggles to regulate stress and emotions throughout the day causing mental health challenges. === Techniques to assist in falling asleep promptly: === Optimisation is making the most out of a situation. Therefore sleep onset optimisation is the decision to prioritise the opportunity to have the best sleep possible each night (Worley, 2018). Establishing healthy sleep techniques will promote the circadian process of NREM, and REM and assist in falling asleep promptly to improve overall physical and mental health, emotional regulation, and daily motivation (Markwald et al., 2018). Techniques include establishing a good bedtime routine and sleep environment by limiting screen time, caffeine, and alcohol while increasing self-care through exercise, mindfulness activities, and healthy eating (Billings et al., 2020), (Markwald et al., 2018). ==== How does the environment affect sleep onset optimisation? ==== [[File:Rem vs NREM sleep.png|thumb|297x297px|Figure 5. NREM, stage 1 of sleep. N1 is hard to activate if body temperature and heart rate is high.]] The environment where a person conducts their bedtime routine is the first technique that promotes sleep onset optimisation (Billings et al., 2020). The built, natural, and ambient environment impacts heavily on the quality of sleep obtained throughout the night (Billings et al., 2020). For example, if the sound, light, temperature, humidity, and atmosphere within and around the room are too high, the body will increase heart rate, blood flow, and cortisol (Billings et al., 2020). Therefore when the room temperature is too high, it causes the body to heat up creating difficulty falling asleep in stage N1 due to the role of N1 is to cool the body down and decrease the heart rate (see figure 5), (Carskadon& Dement, 2011), (Colten & Altevogt, 2015). This is shown in insomnia which is a sleep disorder detrimental to daily emotional regulation and motivation. The lack of sleep within insomnia is commonly due to stress because the body is determining whether to fight or flight for the next day. Hence the racing heart rate, which is going against the body N1 in trying to get internal body temperature to drop and heart rate to decrease. Individuals with insomnia usually experience heightened anxiety, stress, and emotions when they put their heads on the pillow. Lack of sleep causes low concentration and motivation. For example, university students who are suffering from insomnia then have to try to find energy to get themselves to class, with the hardest part being to concentrate, pay attention, and be engaged. Techniques to promote sleep onset optimisation for sleep disorders including insomnia are constantly being researched. Sleep hygiene is highly recommended for example limiting coffee, alcohol, and smoking while increasing physical exercise during the day but avoiding exercise at night{{f}}. Sleep environment is important for sleep onset optimisation {{g}} for example a quiet, dark room that is not too hot or cold due to the body trying to regulate itself in NREM. Another technique for sleep onset optimisation is limiting screen time at night, for example, an hour before bed, which helps melatonin and SCN activate the feeling of sleepiness{{f}}. Sleep restriction or sleep consolidation (Rossman, 2019) helps reduce the worry and stress about not receiving enough sleep when the person goes to bed (Rossman, 2019) time therapy has been proven to help insomnia by restricting the actual sleep time and also keeping a sleep diary for example if a person has not fallen asleep within thirty minutes (Markwald et al., 2018) , the recommendation is to get out of bed or only going to bed when the feeling of sleepiness arises (Markwald et al., 2018). ==== What techniques promote sleep onset optimisation for insomnia? ==== {{RoundBoxTop|theme=4}} ;Mini case study: An hour has passed, and Shaun is still lying wide awake, going over all the plays and goals for tomorrows{{g}} grand-final. He glanced at his phone to check the time and it is now 01:00 am. He decided to google some techniques that can help his body relax. {{RoundBoxBottom}} Stimulus control has also been seen to be beneficial for insomniacs by having a bed and bedroom just to sleep in (Rossman, 2019). Therefore stimulus control encourages all activities besides sleeping and sex to be in another room (Rossman, 2019) this includes wind down activities like watching a TV show, reading a book, or having a nice beverage (Rossman, 2019). When a person experiences a consistent lack of sleep, there is high stress around going to bed which is shown through sleep consolidation, however using cognitive restructuring around negative thoughts situated around bedtime and going to sleep can help promote sleep onset (Rossman, 2019). Relaxation techniques before bed are important to implement for good sleep hygiene. Progressive muscle relaxation helps the body in the N1 and N2 stages and helps the brain think about contracting muscles instead of focusing on thoughts. By contracting and releasing the muscles it also helps the body relax. Cognitive behavioural therapy for insomnia (CBT-i) is more beneficial than taking sleep medication (Rossman, 2019). Mindfulness before bed is beneficial because it brings attention to thoughts of the day, stressors, emotions, and goals for the next day which is important to track (Rossman, 2019), especially for insomniacs and anyone who experiencing sleep deprivation (Rossman, 2019). However, mindfulness techniques before bed do not work for everyone which is a normal process. Exercise, particularly aerobic exercise has been proven to reduce bedtime anxiety highlighted in sleep consolidation (Passos et al., 2010), (Rossman, 2019). Passos found an increase in stages 3 and 4 of NREM (Passos et al., 2010). However, a limitation of Passos's study is that it was for chronic primary insomnia (Passos et al., 2010). Insomnia and lack of sleep also affect the menstrual cycle and digestive issues which suggests further studies (Passos et al., 2010). A potential limitation of exercise to reduce sleep anxiety for insomniacs is age, for example, if an elderly person has movement restrictions or disabilities, exercise would not be a suitable technique (Passos et al., 2010). Therefore further implications for techniques besides mindfulnesses need to be established that are applicable for all ages who are suffering from sleep deprivation. ==== What techniques promote sleep onset optimisation for sleep apnea? ==== [[File:Depiction of a Sleep Apnea patient using a CPAP machine.png|thumb|304x304px|Figure 6. CPAP an example of a physical external technique used for sleep apnea.]] The built environment includes the location of the house and the surroundings (Billings et al., 2020). For example, access to parks, recreational facilities, bike lanes, street connectivity, and walking trails promote exercise and healthy daily routines which promotes sleep onset optimisation at nighttime. (Billings et al., 2020) The built environment positively correlates with breathing sleep disorders for example [[wikipedia:Sleep_apnea|sleep apnea]] (Billings et al., 2020). One technique to promote sleep onset optimisation for sleep apnea is exercise, especially in adults who experience a high BMI (Billings et al., 2020). However, lifestyle techniques to promote sleep onset optimisation for sleep apnea are limited with regards to children (Jun et al., 2016) especially when a child is emotionally regulated and motivated but their brain wakes up thirty times during the night.The anatomic factors of sleep apnea include micrognathia, retrognathia, facial elongation, mandibular hypoplasia, displacement of the hyoid and adenoid, and tonsillar hypertrophy (very common in children) (Shneerson & Wright, 2001). One major successful technique to promote sleep onset optimisation for sleep apnea is surgery particularly for adenoid and tonsillar hypertrophy (Aboussouan et al., 2023). A limitation of determining whether a child needs to have surgery to address anatomic factors is the financial income or education of a family (Aboussouan et al., 2023). A basic technique that can help sleep onset optimisation is positional sleep therapy by reducing the amount of time woken up 6.4 times (Aboussouan et al., 2023). Sleep apnea is known to be a common disorder in adults over fifty and is commonly linked to alcohol (Aboussouan et al., 2023). Therefore another technique to optimise sleep is alcohol avoidance (Aboussouan et al., 2023). The lack of oxygen is the main cause of sleep apnea which causes disturbances of the brain. Therefore CPAP is beneficial for sleep apnea patients because it also reduces blood pressure which is common in adults (see figure 7)(Aboussouan et al., 2023). ==== Quiz ==== <quiz display="standard"> {Does alcohol affect sleep? |type="()"} + True - False {Does exercise improve the quality of sleep? |type="()"} + True - False </quiz> ==Conclusion== To be motivated in life and emotionally regulated throughout the day it is important to promote a good night through techniques that assist and promote sleep onset optimisation. The quality of sleep displayed in REM and NREM impacts how a person stays emotionally regulated throughout the day. When sleep deprivation is prevalent, mental physical, and sleep disorder challenges and health issues arise which is highlighted through insomnia and sleep apnea. The sleep-forget, sleep-to-remember theory (SFSR) and threat stimulation theory (TST) show the bi-directional impact of sleep and emotions in different regions of the brain specifically emotional processing and memory formation. Furthermore, sleep onset optimisation is critical for daily motivation beginning with basic physiological motivation to psychosocial motivation within school, work, university, and personal goals. There is a vast range of techniques to assist in falling asleep promptly to ensure sleep onset optimisation is being achieved throughout the night to decrease sleep deprivation and improve daily motivation and emotional regulation for a healthy life regardless of the stress that is caused due to the physical and mental demands of life. ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/2010/Sleep and emotion|Sleep and emotion]] (Book chapter, 2010) * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References == {{Hanging indent|1=References Aboussouan, L. S., Bhat, A., Coy, T., & Kominsky, A. (2023). Treatments for obstructive sleep apnea: CPAP and beyond. Cleveland Clinic Journal of Medicine, 90(12), 755–765. https://doi.org/10.3949/ccjm.90a.23032 Alhola, P., & Polo-Kantola, P. (2007). Sleep deprivation: Impact on cognitive performance. Neuropsychiatric Disease and Treatment, 3(5), 553–567. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2656292/ Araújo, D., Brymer, E., Brito, H., Withagen, R., & Davids, K. (2019). The empowering variability of affordances of nature: Why do exercisers feel better after performing the same exercise in natural environments than in indoor environments? Psychology of Sport and Exercise, 42, 138–145. https://doi.org/10.1016/j.psychsport.2018.12.020 Axelsson, J., Ingre, M., Kecklund, G., Lekander, M., Wright, K. P., & Sundelin, T. (2019). Sleepiness as motivation: a potential mechanism for how sleep deprivation affects behavior. Sleep, 43(6). https://doi.org/10.1093/sleep/zsz291 Bonsignore, M. R., Mazzuca, E., Baiamonte, P., Bouckaert, B., Verbeke, W., & Pevernagie, D. A. (2024). REM sleep obstructive sleep apnoea. European Respiratory Review, 33(171). https://doi.org/10.1183/16000617.0166-2023 Colten, H. R., & Altevogt, B. M. (2015). Sleep Physiology. Nih.gov; National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK19956/ Cunningham, T. J., Kishore, D., Guo, M., Igue, M., Malhotra, A., Stickgold, R., & Djonlagic, I. (2022). The Effect of Obstructive Sleep Apnea on Sleep-Dependent Emotional Memory Consolidation. Annals of the American Thoracic Society. https://doi.org/10.1513/annalsats.202204-315oc Dai, C., Zhang, Y., Cai, X., Peng, Z., Zhang, L., Shao, Y., & Wang, C. (2020). Effects of Sleep Deprivation on Working Memory: Change in Functional Connectivity Between the Dorsal Attention, Default Mode, and Fronto-Parietal Networks. Frontiers in Human Neuroscience, 14. https://doi.org/10.3389/fnhum.2020.00360 Frenda, S. J., & Fenn, K. M. (2016). Sleep Less, Think Worse: The Effect of Sleep Deprivation on Working Memory. Journal of Applied Research in Memory and Cognition, 5(4), 463–469. https://doi.org/10.1016/j.jarmac.2016.10.001 Grogan, J. P., Randhawa, G., Kim, M., & Manohar, S. G. (2022). Motivation improves working memory by two processes: Prioritisation and retrieval thresholds. Cognitive Psychology, 135, 101472. https://doi.org/10.1016/j.cogpsych.2022.101472 Izard, C. E. (2019). Emotion Theory and Research: Highlights, Unanswered Questions, and Emerging Issues. Annual Review of Psychology, 60(1), 1–25. https://doi.org/10.1146/annurev.psych.60.110707.163539 Jun, J. C., Chopra, S., & Schwartz, A. R. (2016). Sleep apnoea. European Respiratory Review, 25(139), 12–18. https://doi.org/10.1183/16000617.0077-2015 Kim, S. (2013). Neuroscientific Model of Motivational Process. Frontiers in Psychology, 4(98). https://doi.org/10.3389/fpsyg.2013.00098 Kosuke Kaida, Mori, I., Kihara, K., & Naoko Kaida. (2023). The function of REM and NREM sleep on memory distortion and consolidation. Neurobiology of Learning and Memory, 107811–107811. https://doi.org/10.1016/j.nlm.2023.107811 Liu, Z., Wang, Y., Cai, L., Li, Y.-Z., Chen, B., Dong, Y., & Huang, Y. H. (2016). Prefrontal Cortex to Accumbens Projections in Sleep Regulation of Reward. 36(30), 7897–7910. https://doi.org/10.1523/jneurosci.0347-16.2016 Markwald, R. R., Iftikhar, I., & Youngstedt, S. D. (2018). Behavioral Strategies, Including Exercise, for Addressing Insomnia. ACSM’s Health & Fitness Journal, 22(2), 23–29. https://doi.org/10.1249/FIT.0000000000000375 Massar, S. A. A., Lim, J., & Huettel, S. A. (2019). Sleep deprivation, effort allocation and performance. Sleep Deprivation and Cognition, 246, 1–26. https://doi.org/10.1016/bs.pbr.2019.03.007 Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., & Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. Psychological Medicine, 52(10), 1–16. https://doi.org/10.1017/S0033291722001611 Mu, P., & Huang, Y. H. (2019). Cholinergic system in sleep regulation of emotion and motivation. Pharmacological Research, 143, 113–118. https://doi.org/10.1016/j.phrs.2019.03.013 Passos, G. S., Poyares, D., Santana, M. G., Garbuio, S. A., Tufik, S., & Mello, M. T. (2010). Effect of acute physical exercise on patients with chronic primary insomnia. Journal of Clinical Sleep Medicine : JCSM : Official Publication of the American Academy of Sleep Medicine, 6(3), 270–275. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2883039/ Ramar, K., Malhotra, R. K., Carden, K. A., Martin, J. L., Abbasi-Feinberg, F., Aurora, R. N., Kapur, V. K., Olson, E. J., Rosen, C. L., Rowley, J. A., Shelgikar, A. V., & Trotti, L. M. (2021). Sleep is essential to health: an American Academy of Sleep Medicine position statement. Journal of Clinical Sleep Medicine, 17(10), 2115–2119. https://doi.org/10.5664/jcsm.9476 Robinson, J. (2022, November 16). What Are REM and Non-REM Sleep? WebMD; WebMD. https://www.webmd.com/sleep-disorders/sleep-101 Rossman, J. (2019). Cognitive-Behavioral Therapy for Insomnia: An Effective and Underutilized Treatment for Insomnia. American Journal of Lifestyle Medicine, 13(6), 544–547. https://doi.org/10.1177/1559827619867677 Roth, T. (2007). Insomnia: definition, prevalence, etiology, and Consequences. Journal of Clinical Sleep Medicine : JCSM : Official Publication of the American Academy of Sleep Medicine, 3(5), 7–10. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1978319/ Schutte, N. S., & Malouff, J. M. (2015). General and Realm-Specific Self-Efficacy: Connections to Life Functioning. Current Psychology, 35(3), 361–369. https://doi.org/10.1007/s12144-014-9301-y Shneerson, J., & Wright, J. J. (2001). Lifestyle modification for obstructive sleep apnoea. Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.cd002875 Thorpy, M. J. (2012). Classification of Sleep Disorders. Neurotherapeutics, 9(4), 687–701. https://doi.org/10.1007/s13311-012-0145-6 Valli, K., Revonsuo, A., Pälkäs, O., Ismail, K. H., Ali, K. J., & Punamäki, R.-L. (2005). The threat simulation theory of the evolutionary function of dreaming: Evidence from dreams of traumatized children. Consciousness and Cognition, 14(1), 188–218. https://doi.org/10.1016/S1053-8100(03)00019-9 Vandekerckhove, M., & Wang, Y. (2017). Emotion, emotion regulation and sleep: An intimate relationship. AIMS Neuroscience, 5(1), 1–17. https://doi.org/10.3934/Neuroscience.2018.1.1 Vyazovskiy, V. (2015). Sleep, recovery, and metaregulation: explaining the benefits of sleep. Nature and Science of Sleep, 7(7), 171. https://doi.org/10.2147/nss.s54036 Walker, M. P., & van der Helm, E. (2009). Overnight therapy? The role of sleep in emotional brain processing. Psychological Bulletin, 135(5), 731–748. https://doi.org/10.1037/a0016570 Werner, G. G., Schabus, M., Blechert, J., & Wilhelm, F. H. (2020). Differential Effects of REM Sleep on Emotional Processing: Initial Evidence for Increased Short-term Emotional Responses and Reduced Long-term Intrusive Memories. Behavioral Sleep Medicine, 19(1), 1–16. https://doi.org/10.1080/15402002.2020.1713134 Worley, S. L. (2018). The Extraordinary Importance of Sleep: The Detrimental Effects of Inadequate Sleep on Health and Public Safety Drive an Explosion of Sleep Research. P & T : A Peer-Reviewed Journal for Formulary Management, 43(12), 758–763. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6281147/ }} ==External links== * [https://www.hopkinsmedicine.org/health/wellness-and-prevention/exercising-for-better-sleep Exercising for better sleep] (John Hoskins) * [Https://www.sleepfoundation.org/insomnia/exercise-and-insomnia Exercise and insomnia] (Sleep foundation) * [https://www.news-medical.net/health/Effect-of-Sleep-on-Your-Emotions.aspx Sleep and emotions] (News Medical) * [https://www.geteversleep.com/single-post/2019/08/21/top-3-reasons-sleep-deprivation-is-killing-your-motivation Sleep and motivation] (Ever Sleep) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Sleep]] bj0kyg0b2jsgeisrh4cejf597hhomsi 0 307208 2833579 2729665 2026-09-17T05:47:54Z P U3270518 3106535 corrected spelling error 2833579 wikitext text/x-wiki {{title|Vasopressin and motivation:<br>How does vasopressin influence motivation?}} {{MECR3|1=https://youtu.be/78cjgbkCah4}} __TOC__ =='''Overview'''== {{RoundBoxTop|theme=3}} ;Scenario You no longer feel yourself. There is very little motivation for you to do anything, and you really do not feel like socialising at all. Your mood is also very negative lately and you are very irritable with others. You wonder if you have depression and also realise that since your dentist told you to give up carbonated drinks, that you don't really drink very much at all. What is going on? {{RoundBoxBottom}} This book chapter explains the role of [[w:_Vasopressin|Vasopressin]], also known as antidiuretic hormone (ADH), and the effect it has on motivation. From its role as a hormone regulating the [[w:Urinary_system|urinary pathway]], the physiological role (see Figure 1) is then further explored on the affect vasopressin has on motivation and emotion. Recent research has investigated the role of vasopressin in social behaviour, and key research and theories include: [[File:ADH release.png|thumb|320x320px|'''Figure 1'''. Vasopressin pathway]] * The role vasopressin plays in pair bonding between partners during sexual activity (DiBenedictos et al., 2020). * How vasopressin affects motivation differently depending on the sex of the person (Feng et al., 2015). * How vasopressin and oxytocin work together to affect mood and motivation (Febo & Ferris, 2014). {{tip|Case study: David David has been feeling sluggish lately, with no motivation and very irritable. He works shift work as a barista and although he is always serving other people drinks, he has not been drinking enough himself. He was told recently by his doctor that he had signs of mild dehydration with concentrated urine and red eyes even after a full night's sleep. David wonders how much the lack of fluids have impacted his mood as he has been thinking about a recent article he read about vasopressin, with studies showing how it affects people socially. David also knows from his studies that the secretion of vasopressin is affected by the amount of body fluid a person has. David is now wondering if he increased the amount he drank, if it would improve his mood and motivation...?}} {{RoundBoxTop}} '''Focus questions''': * What is vasopressin ? * What is the physiological pathway of vasopressin ? * How does vasopressin affect motivation ? {{RoundBoxBottom}} =='''What is vasopressin?'''== * Arginine vasopressin is a hormone that regulates the urinary pathway with the primary function to maintain body fluid balance by keeping plasma osmolality within limits{{fact}}. This is done through regulating [[kidney]] function to excrete water together with the body's thirst mechanism and the specific role of vasopressin cannot be replaced (Bankir et al., 2017). * Vasopressin is a cyclic nonapeptide containing nine amino acids and derived from the preprohormone called prepropressophysin, which contains a signal peptide, neurophysin II, and a glycoprotein (Cuzzo et al., 2023){{explain}}. * How we know the role of vasopressin has changed over time, to extend from managing body fluid to now understanding how it can modulate motivation and emotion{{rewrite}}. Research studies show that both the vasopressin receptors AVPr 1a and AVPr 1b are significant in explaining how vasopressin modulates social behaviour, with AVPr 1b being identified as playing a role in regulating the endocrine stress response (Stevenson & Caldwell, 2015){{explain}}. =='''What is the physiological pathway of vasopressin?'''== The physiological pathway of vasopressin begins in the [[hypothalamus]] (Stevenson & Caldwell, 2015), it then is released into the bloodstream with a relatively short life span before being filtered through the kidneys.This results in vasopressin acting relatively quickly with regulation of body fluid volume (Bankir et al., 2017). ===<big>Where is vasopressin made?</big>=== The vasopressin hormone originates from the hypothalamus and is stored in the neurohypophysis{{fact}}. Prepropressophysin which includes vasopressin as well as copeptin and neurophysin II are separated in the pituitary and released into the bloodstream in equimolar amounts{{fact}}. The half-life of vasopressin is approximately 3 minutes and is cleared from the blood stream through filtration of the kidneys{{fact}}. As a result, the effects of vasopressin are relatively quick in how it modulates body fluid balance (Bankir et al., 2017). =='''<small>How do the vasopressin receptors work?</small>'''== The three receptors for vasopressin (AVPr 1a, AVPr 1b and AVPr 2) are located throughout the body (see Table 1.), however only AVPr 1a and AVPr 1b are located centrally. AVPr 1b is found in the pancreas where it is linked to insulin release and in the adrenal gland where it facilitates catecholamine release in response to stress. AVPr 1b is also located in the anterior pituitary gland and the brain (Stevenson & Caldwell, 2015). '''Table 1.''' ''Vasopressin receptors with locations and actions within the body'' {| class="wikitable" style="margin: auto;" |- ! !! Locations !! Actions |- | AVPr 1a || Brain, periphery blood vessels, kidneys, liver || Blood sugar regulation, vasoconstriction, social recognition |- | AVPr 1b || Brain, pituitary gland, adrenal gland, pancreas || Catecholamine release in response to stress, social interpretation |- |AVPr 2 |Kidneys |Water reabsorption along osmotic gradient to regulate blood volume |} ===How is vasopressin related to blood pressure?=== Vasopressin has been shown{{fact}} to play a secondary role in managing [[Blood pressure (OSCE)|blood]] pressure, in people with impaired autonomic nervous system function. With decreased blood volume as a result of heart failure or other impairments, vasopressin secretion increases (Jordan et al., 2000). The primary role for regulation of blood pressure however is through the hormone copeptin (Bankir et al., 2017). =='''How does Vasopressin influence motivation?'''== * How vasopressin affects the mood, and motivation has been shown to be different depending on sex{{fact}}. Research has shown that vasopressin activation in males when compared to a placebo group, increases the salience of positive social interaction, while decreasing positive social interaction amongst women{{fact}}. In addition, research has shown that only for women, positive cooperation decreased with vasopressin activation compared with men (Feng et al., 2015). * Vasopressin has an important role in sexual partnership. Through research on sex motivation of rat populations, it has been shown that there was an increased amount of AVPr 1a receptors in the male rat population compared to the female rat population{{fact}}. It has also been shown that by blocking the signaling of the AVPr 1a receptor, it reduced the sociosexual motivation of the male rats, while increasing the sociosexual motivation of the female rats (DiBenedictos et al., 2020). * Vasopressin and [https://my.clevelandclinic.org/health/articles/22618-oxytocin oxytocin] have been shown to work together to modulate emotional states through research involving magnetic imaging of both vasopressin and oxytocin activation in the brains of rats{{fact}}. This research showed that oxytocin was released with the lactating female rat brain{{fact}}. Vasopressin and oxytocin were shown to be active in their role in motivational and emotional states of aggression, maternal care and unconditioned fear, through modulation of the hormones themselves and their receptors{{fact}}. The brain regions shown to be affected are the basal forebrain, amygdalar nuclei, midbrain regions and the subregions of the cortex (Febo & Ferris, 2014). * How the amount of fluid someone drinks can affect vasopressin levels and motivation was studied, with research showing that increasing drinking behaviour results in a mild increase in oxytocin and vasopressin{{fact}}. This decreases stress axis activity, increases relaxation and social bonding and inhibits fear (Pruimboom & Reheis, 2016). =='''Conclusion'''== Vasopressin is a cyclic nonapeptide hormone (Stevenson & Caldwell, 2015), that is produced by the hypothalamus with it's{{gr}} primary function to maintain body fluid balance by keeping plasma osmolality within limits (Bankir et al., 2017). Three receptors (AVPr 1a, AVPr 1b and AVPr 2), located throughout the body play a role in regulating and modulation of the physiological effects of vasopressin. Primarily AVPr 1a and AVPr 1b, are significant in modulation of the social effects of vasopressin with AVPr 2 being significant in regulation of body fluid balance (Stevenson & Caldwell, 2015). Vasopressin also has a secondary role to copeptin in regulating blood volume (Jordan et al., 2000). How vasopressin affects mood and motivation is dependent on sex, with vasopressin activation increasing positive cooperation amongst men and decreasing cooperation amongst women (Feng et al., 2015){{why}}. Research also shows that vasopressin blockage decreases socio-sexual motivation for male rats and increases this for female rats (DiBenedictos et al., 2020). Further research shows how oxytocin and vasopressin work together with magnetic imaging showing the activation of AVPr 1a and AVPr 1b receptors in brain regions including the forebrain, midbrain and cortex, when modulating motivational and emotional states such as aggression, maternal care and fear response (Febo & Ferris, 2014). This highlights the importance of vasopressin and fluid intake being not just a physical need but also the significant role vasopressin has in regulating positive social interaction and motivation (Pruimboom & Reheis, 2016). ==See also== * [[Blood pressure (OSCE)]] (Wikipedia) * [[Kidney]] (Wikipedia) * [[w:Vasopressin|Vasopressin]] (Wikipedia) ==References== {{Hanging indent|1= Bankir, L., Bichet, D. G., & Morgenthaler, N. G. (2017). Vasopressin: physiology, assessment and osmosensation. ''Journal of internal medicine'', ''282''(4), 284-297. https://doi.org/10.1111/joim.12645 Cuzzo, B., Padala, S. A., & Lappin, S. L. (2023). Physiology, vasopressin. In StatPearls [Internet]. StatPearls Publishing. http://creativecommons.org/licenses/by-nc-nd/4.0/ DiBenedictis, B. T., Cheung, H. K., Nussbaum, E. R., & Veenema, A. H. (2020). Involvement of ventral pallidal vasopressin in the sex-specific regulation of sociosexual motivation in rats. ''Psychoneuroendocrinology, 111,'' 104462. https://doi.org/10.1016/j.psyneuen.2019.104462 Febo, M., & Ferris, C. F. (2014). Oxytocin and vasopressin modulation of the neural correlates of motivation and emotion: results from functional MRI studies in awake rats. ''Brain research, 1580,'' 8-21. https://doi.org/10.1016/j.brainres.2014.01.019 Feng, C., Hackett, P.D., DeMarco, A.C. ''et al.'' Oxytocin and vasopressin effects on the neural response to social cooperation are modulated by sex in humans. ''Brain Imaging and Behavior'' 9, 754–764 (2015). https://doi.org/10.1007/s11682-014-9333-9 Jordan, J., Tank, J., Diedrich, A., Robertson, D., & Shannon, J.R. (2000). Vasopressin and blood pressure in humans. ''Hypertension, 36''(6), e3-e4. https://doi.org/10.1161/01.HYP.36.6.e3 Pruimboom, L., & Reheis, D. (2016). Intermittent drinking, oxytocin and human health. ''Medical hypotheses'', ''92'', 80-83. https://doi.org/10.1016/j.mehy.2016.04.043 Stevenson, E. L., & Caldwell, H. K. (2012). The vasopressin 1b receptor and the neural regulation of social behavior. ''Hormones and behavior'', ''61''(3), 277-282. https://doi.org/10.1016/j.yhbeh.2011.11.009 }} ==External links== * https://my.clevelandclinic.org/health/articles/22618-oxytocin * [http://www.skillsyouneed.com/write/structure.html The Urinary Tract & How It Works - NIDDK (nih.gov)] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Hormones]] [[Category:Motivation and emotion/Book/Motivation]] t3r6zr3gtakkv2s1df9fc8400fgg2vw 0 322586 2833560 2831628 2026-09-17T04:06:28Z ~2026-50215-57 3111158 2833560 wikitext text/x-wiki {{title|Power motivation in leadership:<br>How does power motivation influence leadership styles and effectiveness?}} __TOC__ ==Overview== {{RoundBoxTop|theme=11}} [[File:Donald Trump takes the oath of office (2025).jpg|thumb|President-elect Donald Trump takes the oath of office |'''Figure 1'''. Donald Trump's 2025 Inauguration surrounded by some of the world's wealthiest and most powerful individuals]] Imagine a leader standing for their inauguration, surrounded by a concentration of wealthy and influential individuals. At first glance, this may reflect a preference for resources and influence. But a closer look raises a psychological question: what motivates a leader to seek and exercise power, and how might this shape the way they lead? The scenario is not hypothetical. It reflects the current leadership of United States President Donald Trump {{ic|Embed link to Wikipedia article}}, whose 2025 administration included an unusually large concentration of wealthy and influential individuals. This concentration of political and economic power is illustrated by the individuals present at Trump's inauguration (see Figure 1). This provides a contemporary example for examining the relationship between power motivation and leadership. But power is reflected not only in who a leader surrounds themselves with, but also in how they exercise their influence. For example, using a social media platform as a political megaphone and bypassing traditional bureaucratic communication channels. Donald Trump's leadership style is highly self-focused and centred on power and image. This raises the question: does the desire for power necessarily make someone an effective leader? Individuals seek leadership for a variety of reasons, and how they use their influence affects how they interact with followers, make decisions, and pursue goals. Psychology can explain these differences by examining power motivation and how individual motives influence leadership behaviour. {{RoundBoxBottom}} This chapter will explore [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ power motivation] {{ic|Provide APA style citation; move link to References}} and how it influences leadership styles, behaviour and effectiveness. Exploring the duality of its expression and how that interplays into a leader being successful (Friederichs et al., 2023). * Power motivation is the desire to influence, control, and have the ability to impact others; it is very relevant to leadership as leaders consistently have the ability to influence decisions (McClelland, 1970). * Power motivation can be expressed via socialised or personalised power. The type of expression determines the leader's behaviour and effectiveness, either producing positive outcomes for effective decision-making or negative, self-serving outcomes (Reeve, 2018; McClelland, 1970; Carvalho & Conde, 2024). * Being able to understand and tell the distinction between the type of power motivation being expressed is crucial to see how leaders exercise authority and how followers respond. Psychological science can help explain why some power-motivated leaders use influence to control, while others use it to empower (Reeve, 2018). {{RoundBoxTop|theme=11}} [[File:P psychology.png|right]] '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} 1. What psychological theories account for power motivation in leadership style? 2. How does a leader's orientation towards power influence their specific leadership style? 3. What is implicit motivation, and how does it differ from explicit power motivation in leaders? 4. What is the relationship between power motivation and overall leadership effectiveness? {{RoundBoxBottom}} ==Understanding power motivation== * '''Focus question:''' ''What psychological theories account for power motivation in leadership style?'' * What are your thoughts when you hear motivation and power, separately and together? Motivation, a term used to describe the push to act, and power, often associated with aggression, together they hold a heavy definition. * [[Motivation and emotion/Lectures/Introduction|Motivation]] is the driving force that guides human behaviour; it is the use of will-power and self-discipline - channelling effort to achieve a goal. Certain individuals have predominant motive of power, being motivated by the internal urge to dominate, influence, or control (Kurt, 2021). * Power motivation has three characteristics: strong action, emotional impact, and concern for status, frame, and reputation. It is influenced by cultural values and socialised experiences (McClelland,1970). * The need for power, [[wikipedia:Need_for_power|nPower]], can be expressed in two manners: dominant or prosocial. There is a contrasting nature between how power is expressed for leadership, affecting how leaders behave. Dominant power is associated with antisocial behaviour and guides individuals to achieve personal benefit and status, using aggression and assertive manners. This contrasts with prosocial power, which motivates leaders to be benevolent and supportive (Friederichs et al., 2023). * Power seekers can be effective, well-adjusted, and highly motivated. Power is a source of human control; only the mentally healthy can wield it successfully. Those with this form of nPower struggle to feel satisfied unless they are in a position that fulfils their power-hungry needs, such as making decisions, influencing an audience, or obtaining information to become influential. Such occupations are teachers, journalists, clergy, psychologists, diplomats, business executives, political leaders and advisors (Reeve, 2018). * [[wikipedia:David_McClelland|David McClelland's]] is popular within the psychology community for his thoughts on power motivation, with the most well-known theories, the Three Need Theory and the Two Faces of Power theory. In studies done by McClelland, it was discovered that those with high nPower tended to drink more heavily, making a comment that nPower can either manifest through drinking or 'hold office.' === McClelland's three need theory === [[File:DavidMcClelland.jpg|thumb|Figure 2. David McClelland]] * McClelland (seen in Figure 2.) proposed [[wikipedia:Need_theory|Three Need Theory]], describes that every individual is driven by three dominant, unconscious needs: The need for power, affiliation, or achievement (one is more dominant than the others), definition can be seen in Table 1, (Kurt, 2021). * The Three Need Theory can also be looked at along with [[Motivation and emotion/Book/2019/Two-factor motivation theory|Herzberg's Two-Factor theory]] and [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's theory of Hierarchy of Needs]]. Looking into how motivation affects health, as success impacts stress, blood pressure, and hormone levels (McClelland,1970). * Individuals develop motivation at different degrees, influenced by personal experiences and exposure. When an experience causes a positive emotional response, the individual is more likely to seek that feeling out again through a similar experience (Reeve, 2018). * Explained through the McClelland Acquired Needs Theory, positive emotional experiences develop acquired needs through the reinforcement of the behaviour (Kurt, 2021). {| class="wikitable" |+Table 1: Three Need Theory !Need !Definition !High Behaviour !Low Behaviour |- |Need for Achievement |Situations that challenge individuals with explicit standards. |Individual exhibits a need to win and receive recognition. |Constant fear of failure, typically avoids responsibilities. |- |Need for Affiliation |Situations that afford warm relationship opportunities. |A desire within for control, typically exaggerates own position. |A heavily dependent individual, tries to minimise own position and importance. |- |Need for Power |Situations that enable others to exert influence over others. |Individual demands and expects loyalty and harmony. |Individual remains 'aloof' and keeps social distance from influence over others. |} ==== Two faces of power ==== * The [https://www.jstor.org/stable/pdf/24356663.pdf Two Faces of Power theory], is a subgroup with the three needs of power theory propised by McClelland which introdiced the two faces of power, splitting the nPower into two manner's, personalised power or socialised power, also referred to as ''p''Power, and ''s''Power (McClelland, 1970). ''p''Power is seen as socially unacceptable way of expression, is is closely linked to control, in a way it is the definition that power is sometimes thought as, aggressive, and self-desired, those with this form of power see like as a me-against-the-world. ''s''Power, is more socially acceptable form of expression, leaders are motivated through inspiring others (Bargh & Lee-Chai, 2002). * Leaders can take on both forms of power; McClelland believes that a true leader can balance both. They can exercise personal dominance and socialised leadership (Bargh & Lee-Chai, 2002). * ''p''Power can become problematic when leaders become too absorbed by the maintenance of their position and influence, the ability to dominate, manipulate, and disagree. However, the issue isn't high-power motivation; it's how it is expressed (McClelland, 1970). === Recap === {{RoundBoxTop|theme=8}} <quiz display=simple> {&nbsp; |type="{}"} What is the driving force that guides human behaviour? { Motivation } {What is the key difference between personalised power and socialised power?} - Personalised power focuses on achievement, and socialised power focuses on affiliation + Personalised power focuses on personal dominance and control, and socialised power focuses on benefiting others - Personalised power is consistently associated with an effective leadership style, whereas socialised power is associated with an ineffective leadership style. {Which behaviour best fits an individual with a high need for power?} - Avoiding situations where they might influence others + Seek opportunities to influence, control, or have an impact on others - Avoid challenging tasks for fear of failure </quiz> {{RoundBoxBottom}} == Power orientation and leadership style == * Focus question: ''How does a leader's orientation towards power influence their specific leadership style?'' * Power motivation is the drive; power orientation is the how; it is the framework of how a leader will manage to become influential. There is a negative stereotype around having a high power motivation, with theories that it automatically relates to undesired behaviour, unlike prosocial power motivation, which is regularly associated with generosity. However, those with high power motivation can have different power orientations. Ego-power orientation is associated with pursuing goals to satisfy the self and achieve a sense of self-fulfilment; this doesn't automatically mean they are using it for harm, as it depends on their position of influence and work. Social-power orientation is linked to directing power toward collective outcomes (Carvalho & Conde, 2024). ''Author note: add more information into this section - do more research/potentially move it around.'' * Effective leadership involves more than holding a position of authority; it is about how leaders behave and interact. There are five essential characteristics to leadership: self-image, socialised power, sustained dialogue, and strategic intent, providing a practical framework for a successful leader (Power, 2026). Power motivation and leadership are relevant across different contexts, from political leaders to supervisors, building a relationship with employees and an environment of trust (Power, 2026; Friederichs et al., 2023) * Leadership styles refer to the way a leader behaves when directing, influencing and interacting. Although leadership styles reflect theoretical models, they can also be shaped by individual characteristics and techniques (Khajeh et al., 2018; "What Are the Different Leadership Styles?", 2024). Different styles place varying emphasis on factors seen in Table 2 (Deakin University, 2024; Bwalya, 2023). Research suggests that [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership transformational leadership] can produce positive outcomes by motivating and inspiring followers, benefiting the group rather then for personal interests, rather than focusing on personal interest, (Peyton et al., 2019) {| class="wikitable" |+Table 2. Leadership Styles ! colspan="3" |Leadership styles |- |Style |Description |Example Leaders |- |Autocratic |Leader holds complete control over decision-making with no input from followers. Consistently exercises control over the decision-making process. Expects strict compliance with policies and procedures, and does not take input from followers. They micromanage and control subordinate work. They make quick decisions because they do not have to consult. There is a lack of creative innovation (Bwalya, 2023). |Adolf Hitler and Kim Jong-un |- |Democratic |Leader is involved in team members' decision-making process, continuously encourages communication, and seeks feedback on matters, valuing input and ideas, wanting followers to participate in shaping strategies and goals (Bwalya, 2023). |Former President of South Africa, Nelson Mandela and Former Prime Minister of New Zealand Jacinda Ardern |- |Laissex-faire | The leader is distant and has minimal involvement in decisions, unlike autocratic leadership, as laissez-faire lets followers make decisions with little guidance or supervision, trusting their ability to manage responsibilities. They are comfortable with mistakes and take accountability for followers' mistakes. This empowers employees and enables faster decision-making. However, the lack of guidance can cause confusion and lack of coordination (Bwalya, 2023). |Former President Herbert Hoover and Mahatma Ghandi |- |Servant |Leader is prosocial and motivated by power, focusing on the needs and well-being of others. Aiming to support and empower followers, in hopes they reach their full potential (Bwalya, 2023). |Pope Francis |- |Transformational |Based on inspiration and motivation to achieve performance, with high expectations and focus on challenging others to exceed self-interest. Focuses on transforming followers through inspiration, motivation, and effective communication. They rely on the leader's influence; if the leader fails to provide proper guidance, it can impact followers (Bwalya, 2023). |Former President of South Africa Nelson Mandela and Former President of the United States Barack Obama |- |Transactional |Focuses on the exchange relationship between the leader and their followers. The leader maintains stability and achieves goals by providing rewards and punishments based on performance. Very goal-oriented, with clear expectations, and quick decision-making (Bwalya, 2023). |Bill Gates and Former Chancellor of Germany Angela Merkel |} == Implicit motivation == [[File:Implicit_Motives_associations.png|thumb| Figure 3. Mind map of implicit motives]]Focus question: ''What is implicit motivation, and how does it differ from explicit power motivation in leaders?'' * Implicit motives are unconscious needs that influence how people respond emotionally to particular situations. They form early on through preverbal experiences and interactions, lying dormant until potential incentives set them off. They are revealed through patterns of thought, emotion, and behaviour (Reeve, 2018) * Implicit motives differ from explicit motives, which are a conscious goal or value that people can describe and self-report (Slabbinck & Van Witteloostuijn, 2020). They can predict long-term behaviour, especially when the situation provides a way to satisfy the motive. * According to McClelland, implicit motives are unconscious and therefore can't be accurately measured through self-reporting. They are assessed via indirect methods, ie., analysing imaginative stories (Reeve, 2018). The Dual-Motive System. === Leadership motive pattern === * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership Motive Pattern (LMP)]] developed from McClelland's work on motivation, describes a profile associated with effective leadership. It is consistent with three elements: high implicit power, low implicit affiliation, and high activity inhibition. Together, these elements help explain how a leader can balance self-control and a drive for nPower while also prioritising social benefits (Reeve, 2018). * Leaders who are motivated to influence are usually less dependent on being personally liked or accepted. Their high npower encourages them to seek influence, while their low need for affiliation reduces their reliance on close relationships, and their high inhibition allows them to regulate their impulses. In contrast, individuals with high need for power, low affiliation, and low inhibition are often unsuccessful and rated poorly, as they struggle to regulate their desire for influence, lack self-discipline, and can be seen as narcissistic or aggrandising (Reeve, 2018). * ''Author note: add more information into this section - a case study on a public figure...'' ==== Need for power ==== * Individuals with a high nPower, are motivated by their desire to impact, control, or influence others or their environment. They want to establish, maintain, and expand their power. High-power-striving individuals therefore seek dominance, reputation, status, or positions of authority (Reeve, 2018). * Individuals like this enjoy the ability to demonstrate influence and be able to reinforce their power. They are motivated to attain and maintain leadership positions because these roles provide opportunities to exercise authority and influence over others. Successfully obtaining power can provide a sense of satisfaction and accomplishment, reinforcing their motivation (Reeve, 2018). ''Look into the chemical reaction potentially (comment made after tutorial three).'' * These individuals tend to thrive off inspirational speeches, and they feel more energetic and their physiological arousal increases (Reeve, 2018). == Power motivation and leadership effectiveness == * Focus question: ''What is the relationship between power motivation and overall leadership effectiveness?'' * Power motivation can influence leadership effectiveness depending on how the motive is expressed and regulated. A high nPower can motivate individuals to seek leadership distinction; the shape power motivation takes will enable one to understand its effect on leadership effectiveness. * The expression of the power motivation can develop through social and environmental experiences. Individuals who develop power-strivings may have experienced childhood environments in which the parents established demanding standards, potentially contributing to a desire for recognition and admiration. nPower has been associated with aggressive tendencies, although high power motivation doesn't automatically result in overt aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internal rather than manifest as overt aggression (Reeve, 2018). * Individuals high in the need for power may be attracted to occupations that provide career-wise; individuals with high rates in need for power are drawn to professions with influential opportunities (Reeve, 2018). === Destructive power dynamics and power abuse === * A relationship between aggression and the need for power has been identified, with studies finding men being more argumentative. However, a high need for power doesn't necessarily result in aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internally rather than through overt aggression. * Tend to harbour inclinations that are both benevolent and malevolent towards others, strive to improve the world, whilst also influencing everyone. * Dark side of implicit motive is the combination of opportunity to use power for personal benefit, which is the 'abuse of power.' Additionally, there is a link to sexual misconduct and excessive drinking (Spanler et al., 2014). * Unrestrained '''affiliation''' can lead to favouritism and corruption in political and bureaucratic organisations. '''Achievement''', ignore political/interpersonal issues. High need for '''achievement''', find it difficult working in groups, making decisions, ad enforcing authority, ignoring interpersonal relationships (Spanler et al., 2014). === '''Key predictors of effective leadership''' === *[[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Effective leader,]] is a combination of power strivings which are complemented with self-discipline inhibition, ie., power under control, which gives rise to charismatic leadership, and high morale. *High affliction motivation will motivate followers by communication concern, respect, appreciation, and support, developing high-quality leader followers interactions. *Leaders with weak moral identify act in self-interest ways. *Leaders benefit from a prosocial enactment strategy, action orientation through prosocial power motivation leads to reduced power related anxiety, greater well-being. *Achievement strivings were associated with ineffective presidential, because achievement-oriented individuals were highly active but also frustrated. *Successful presidents would have effective communication and combative skills, and a sense of humour. Additionally five variables that define a presidential effectiveness are, direct presidential action, perceived greatness, performance on social and economic issue, and international relations. *Leadership motive pattern can determine when a leader will engage in war and when a leader will pursue peace. {{RoundBoxTop|theme=3}}[[File:John F. Kennedy speaks at Rice University.jpg|thumb|President John F. Kennedy speaking at Rice University | Figure 4. John F. Kennedy speaking at Rice University]] Case Study: John F. Kennedy - Kennedy, also referred to as JFK, was commended for his optimistic and ambitious presidency; though his term was short, he achieved success across the board (Reeve, 2018; McCann & Mollan, 2023). - Created a modern framework for future presidents to follow; he blended political office with pop-culture celebrity. He was open-minded and engaged with the government and public (Reeve, 2018; McCann & Mollan, 2023). - Historians consider Kennedy a strong example of effective leadership because of his charismatic communication and calm management, seen in Figure 4. Kennedy is found to have a high need for power and low affiliation needs, fitting McClelland's framework of leadership motives (McCann & Mollan, 2023). - Leadership theorist James MacGregor Burns has written about JFK's presidency as a 'transformational leadership' style (McCann & Mollan, 2023). - McClelland's experiment on business school students, exposing them to a JFK inaugural speech, found that after the speech, the students demonstrated more strengthened and uplifted experiences. This showed that JFK, as a leader, influenced his audience through inspiration (McClelland, 1970).{{RoundBoxBottom}} === Quiz yourself === {{RoundBoxTop|theme=6}}<quiz display=simple> {Which combination of implicit motives is associated with effective leadership according to McClelland's leadership motive pattern? |type="()"} - High power, high affiliation, and low inhibition + High power, low affiliation, and high inhibition - Low power, high affiliation, and high inhibition - High power, low affiliation, and low inhibition {Does a high need for power necessarily result in aggressive behaviour? |type="()"} - True + False </quiz> {{RoundBoxBottom}} ==Conclusion== * Psychological theory and research consistently suggest that power motivation influences leadership through the way individuals obtain, maintain, and regulate power. A high nPower can motivate individuals to pursue positions that provide ongoing opportunities for impact, control, and influence (Reeve, 2018). There is a question around whether power motivation is positive or negative, when it is inherently neither. There is a difference between personalised power (pPower), the motivation for personal control and self-interest, and socialised power (sPower), the opportunity to influence and benefit others; this distinction helps explain why power motivation can produce drastically different leadership outcomes (McClelland, 1970; Carvalho & Conde, 2024). * The focus questions can be answered through McClelland's Three Need Theory, which explains why there are individual differences in their nPower, nAchievement, and nAffiliation, while the Two Faces of Power distinguishes between personalised and socialised expressions of power. The Leadership Motive Pattern further suggests that high power, low affiliation, and high activity inhibition can contribute to effective leadership, as the leader can balance pursuing influence with self-control (Reeve, 2018). * Effective leadership is not determined by how much power a person wants, but how they use it. Leaders who regulate their power motivation and direct their influence towards collective goals, fostering development and outcomes, are more likely to be well received by the public or their subordinates (Peyton et al., 2019; Friederichs et al., 2023). * Understanding power motivation can help identify both the strengths and risks of leadership, highlighting the importance of self-discipline and ethical use of authority. ==See also== * [[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Emotional intelligence and leadership effectiveness]] (Book chapter, 2018) * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership motivation]] (Book chapter, 2015) * [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Book chapter, 2011) * [[Motivation and emotion/Book/2019/Two-factor motivation theory|Two-factor motivation theory]] (Book chapter, 2019) {{ic|Integrate these links; use alphabetical order}} * [[wikipedia:Need_theory|Need theory]] (Wikipedia) * [[wikipedia:Need_for_power|Need for power]] (Wikipedia) * [[wikipedia:David_McClelland|David Clelland]] (Wikipedia) ==References== {{Hanging indent|1= Bargh, J. A., & Lee-Chai, A. Y. (2002). The use and abuse of power : Multiple perspectives in the causes of corruption. Psychology. Bwalya, A. (2023). Leadership styles. Article in Journal of Entrepreneurship, Management and Innovation, 11(8), 181–193. https://doi.org/10.6084/m9.figshare.23932113 Carvalho, J. M. S., & Conde, A. (2024). Individual power in human motivation – review and theoretical perspective. Acta Psychologica, 249, 104452–104452. https://doi.org/10.1016/j.actpsy.2024.104452 Deakin University. (2024, December 5). What are the different leadership styles? Deakin.Edu.Au. https://leadership.deakin.edu.au/blog/different-leadership-styles Friederichs, K. M., Waldenmeier, K., & Baumann, N. (2023). The benefits of prosocial power motivation in leadership: Action orientation fosters a win-win. Plos One, 18(7), e0287394–e0287394. https://doi.org/10.1371/journal.pone.0287394 Khajeh, A., Abu, M., & Asaari, H. (2018). Impact of leadership styles on organizational performance. Journal of Human Resources Management Research, 2018(2166–0018), 2166–2184. https://ibimapublishing.com/articles/JHRMR/2018/687849/687849-1.pdf Kurt, D. S. (2021, May 23). McClelland’s Three Needs Theory: Power, Achievement, and Affiliation. Education Library. https://educationlibrary.org/mcclellands-three-needs-theory-power-achievement-and-affiliation/#1 McCann, L., & Mollan, S. (2023, November 20). JFK 60 years on: His leadership style and the reality behind the myths. The Conversation. https://theconversation.com/jfk-60-years-on-his-leadership-style-and-the-reality-behind-the-myths-216477 McClelland, D. C. (1970). The two faces of power. Journal of International Affairs, 24(1), 29–47. JSTOR. https://www.jstor.org/stable/24356663 Peyton, T., Zigarmi, D., & Fowler, S. N. (2019). Examining the relationship between leaders’ power use, followers’ motivational outlooks, and followers’ work intentions. Frontiers in Psychology, 9(2620). https://doi.org/10.3389/fpsyg.2018.02620 Power , D. P. G. (2026). The five essentials of leadership {{!}} APS. Psychology.Org.Au. https://psychology.org.au/inpsych/2017/august/power Reeve, J. (2018). Understanding motivation and emotion (7th edn, pp. 152–176). John Wiley & Sons, Inc. Slabbinck, H., & Van Witteloostuijn, A. (2020). Explicit and implicit basic human motives, and public service motivation. Frontiers in Psychology, 11(1542). https://doi.org/10.3389/fpsyg.2020.01542 Spanler, W. D., Tikhomirov, A., Lee Sotak, K., & Palrecha, R. (2014). Leader motive profiles in eight types of organizations. ScienceDirect, 25(6). https://www-sciencedirect-com.ezproxy.canberra.edu.au/science/article/pii/S1048984314001040 }} ==External links== {{ic|Move these links into References and cite; replace with links to the most relevant external non-academic resources}} * [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership Article on Transformational leadership style] (Deakin University, 2024) * [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ Power motivation, the benefits of prosocial power] (Friederichs et al., 2023) * [https://www.jstor.org/stable/pdf/24356663.pdf The Two Faces of Power Journal] (McClelland, 1970) ==See also== * [[Motivation and emotion/Book/2024/Power motivation and leadership|Power motivation and leadership]] (Book chapter, 2024) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Leadership]] [[Category:Motivation and emotion/Book/Power motivation]] m0nt87jwlzaqo606p1ivp19gt1raf6d 2833562 2833560 2026-09-17T04:14:26Z PsychstudentUniversity! 3106975 2833562 wikitext text/x-wiki {{title|Power motivation in leadership:<br>How does power motivation influence leadership styles and effectiveness?}} __TOC__ ==Overview== {{RoundBoxTop|theme=11}} [[File:Donald Trump takes the oath of office (2025).jpg|thumb|President-elect Donald Trump takes the oath of office |'''Figure 1'''. Donald Trump's 2025 Inauguration surrounded by some of the world's wealthiest and most powerful individuals]] Imagine a leader standing for their inauguration, surrounded by a concentration of wealthy and influential individuals. At first glance, this may reflect a preference for resources and influence. But a closer look raises a psychological question: what motivates a leader to seek and exercise power, and how might this shape the way they lead? The scenario is not hypothetical. It reflects the current leadership of United States President Donald Trump {{ic|Embed link to Wikipedia article}}, whose 2025 administration included an unusually large concentration of wealthy and influential individuals. This concentration of political and economic power is illustrated by the individuals present at Trump's inauguration (see Figure 1). This provides a contemporary example for examining the relationship between power motivation and leadership. But power is reflected not only in who a leader surrounds themselves with, but also in how they exercise their influence. For example, using a social media platform as a political megaphone and bypassing traditional bureaucratic communication channels. Donald Trump's leadership style is highly self-focused and centred on power and image. This raises the question: does the desire for power necessarily make someone an effective leader? Individuals seek leadership for a variety of reasons, and how they use their influence affects how they interact with followers, make decisions, and pursue goals. Psychology can explain these differences by examining power motivation and how individual motives influence leadership behaviour. {{RoundBoxBottom}} This chapter will explore [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ power motivation] {{ic|Provide APA style citation; move link to References}} and how it influences leadership styles, behaviour and effectiveness. Exploring the duality of its expression and how that interplays into a leader being successful (Friederichs et al., 2023). * Power motivation is the desire to influence, control, and have the ability to impact others; it is very relevant to leadership as leaders consistently have the ability to influence decisions (McClelland, 1970). * Power motivation can be expressed via socialised or personalised power. The type of expression determines the leader's behaviour and effectiveness, either producing positive outcomes for effective decision-making or negative, self-serving outcomes (Reeve, 2018; McClelland, 1970; Carvalho & Conde, 2024). * Being able to understand and tell the distinction between the type of power motivation being expressed is crucial to see how leaders exercise authority and how followers respond. Psychological science can help explain why some power-motivated leaders use influence to control, while others use it to empower (Reeve, 2018). {{RoundBoxTop|theme=11}} [[File:P psychology.png|right]] '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} *What psychological theories account for power motivation in leadership style? *How does a leader's orientation towards power influence their specific leadership style? *What is implicit motivation, and how does it differ from explicit power motivation in leaders? *What is the relationship between power motivation and overall leadership effectiveness? {{RoundBoxBottom}} ==Understanding power motivation== * '''Focus question:''' ''What psychological theories account for power motivation in leadership style?'' * What are your thoughts when you hear motivation and power, separately and together? Motivation, a term used to describe the push to act, and power, often associated with aggression, together they hold a heavy definition. * [[Motivation and emotion/Lectures/Introduction|Motivation]] is the driving force that guides human behaviour; it is the use of will-power and self-discipline - channelling effort to achieve a goal. Certain individuals have predominant motive of power, being motivated by the internal urge to dominate, influence, or control (Kurt, 2021). * Power motivation has three characteristics: strong action, emotional impact, and concern for status, frame, and reputation. It is influenced by cultural values and socialised experiences (McClelland,1970). * The need for power, [[wikipedia:Need_for_power|nPower]], can be expressed in two manners: dominant or prosocial. There is a contrasting nature between how power is expressed for leadership, affecting how leaders behave. Dominant power is associated with antisocial behaviour and guides individuals to achieve personal benefit and status, using aggression and assertive manners. This contrasts with prosocial power, which motivates leaders to be benevolent and supportive (Friederichs et al., 2023). * Power seekers can be effective, well-adjusted, and highly motivated. Power is a source of human control; only the mentally healthy can wield it successfully. Those with this form of nPower struggle to feel satisfied unless they are in a position that fulfils their power-hungry needs, such as making decisions, influencing an audience, or obtaining information to become influential. Such occupations are teachers, journalists, clergy, psychologists, diplomats, business executives, political leaders and advisors (Reeve, 2018). * [[wikipedia:David_McClelland|David McClelland's]] is popular within the psychology community for his thoughts on power motivation, with the most well-known theories, the Three Need Theory and the Two Faces of Power theory. In studies done by McClelland, it was discovered that those with high nPower tended to drink more heavily, making a comment that nPower can either manifest through drinking or 'hold office.' === McClelland's three need theory === [[File:DavidMcClelland.jpg|thumb|Figure 2. David McClelland]] * McClelland (seen in Figure 2.) proposed [[wikipedia:Need_theory|Three Need Theory]], describes that every individual is driven by three dominant, unconscious needs: The need for power, affiliation, or achievement (one is more dominant than the others), definition can be seen in Table 1, (Kurt, 2021). * The Three Need Theory can also be looked at along with [[Motivation and emotion/Book/2019/Two-factor motivation theory|Herzberg's Two-Factor theory]] and [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's theory of Hierarchy of Needs]]. Looking into how motivation affects health, as success impacts stress, blood pressure, and hormone levels (McClelland,1970). * Individuals develop motivation at different degrees, influenced by personal experiences and exposure. When an experience causes a positive emotional response, the individual is more likely to seek that feeling out again through a similar experience (Reeve, 2018). * Explained through the McClelland Acquired Needs Theory, positive emotional experiences develop acquired needs through the reinforcement of the behaviour (Kurt, 2021). {| class="wikitable" |+Table 1: Three Need Theory !Need !Definition !High Behaviour !Low Behaviour |- |Need for Achievement |Situations that challenge individuals with explicit standards. |Individual exhibits a need to win and receive recognition. |Constant fear of failure, typically avoids responsibilities. |- |Need for Affiliation |Situations that afford warm relationship opportunities. |A desire within for control, typically exaggerates own position. |A heavily dependent individual, tries to minimise own position and importance. |- |Need for Power |Situations that enable others to exert influence over others. |Individual demands and expects loyalty and harmony. |Individual remains 'aloof' and keeps social distance from influence over others. |} ==== Two faces of power ==== * The [https://www.jstor.org/stable/pdf/24356663.pdf Two Faces of Power theory], is a subgroup with the three needs of power theory propised by McClelland which introdiced the two faces of power, splitting the nPower into two manner's, personalised power or socialised power, also referred to as ''p''Power, and ''s''Power (McClelland, 1970). ''p''Power is seen as socially unacceptable way of expression, is is closely linked to control, in a way it is the definition that power is sometimes thought as, aggressive, and self-desired, those with this form of power see like as a me-against-the-world. ''s''Power, is more socially acceptable form of expression, leaders are motivated through inspiring others (Bargh & Lee-Chai, 2002). * Leaders can take on both forms of power; McClelland believes that a true leader can balance both. They can exercise personal dominance and socialised leadership (Bargh & Lee-Chai, 2002). * ''p''Power can become problematic when leaders become too absorbed by the maintenance of their position and influence, the ability to dominate, manipulate, and disagree. However, the issue isn't high-power motivation; it's how it is expressed (McClelland, 1970). === Recap === {{RoundBoxTop|theme=8}} <quiz display=simple> {&nbsp; |type="{}"} What is the driving force that guides human behaviour? { Motivation } {What is the key difference between personalised power and socialised power?} - Personalised power focuses on achievement, and socialised power focuses on affiliation + Personalised power focuses on personal dominance and control, and socialised power focuses on benefiting others - Personalised power is consistently associated with an effective leadership style, whereas socialised power is associated with an ineffective leadership style. {Which behaviour best fits an individual with a high need for power?} - Avoiding situations where they might influence others + Seek opportunities to influence, control, or have an impact on others - Avoid challenging tasks for fear of failure </quiz> {{RoundBoxBottom}} == Power orientation and leadership style == * Focus question: ''How does a leader's orientation towards power influence their specific leadership style?'' * Power motivation is the drive; power orientation is the how; it is the framework of how a leader will manage to become influential. There is a negative stereotype around having a high power motivation, with theories that it automatically relates to undesired behaviour, unlike prosocial power motivation, which is regularly associated with generosity. However, those with high power motivation can have different power orientations. Ego-power orientation is associated with pursuing goals to satisfy the self and achieve a sense of self-fulfilment; this doesn't automatically mean they are using it for harm, as it depends on their position of influence and work. Social-power orientation is linked to directing power toward collective outcomes (Carvalho & Conde, 2024). ''Author note: add more information into this section - do more research/potentially move it around.'' * Effective leadership involves more than holding a position of authority; it is about how leaders behave and interact. There are five essential characteristics to leadership: self-image, socialised power, sustained dialogue, and strategic intent, providing a practical framework for a successful leader (Power, 2026). Power motivation and leadership are relevant across different contexts, from political leaders to supervisors, building a relationship with employees and an environment of trust (Power, 2026; Friederichs et al., 2023) * Leadership styles refer to the way a leader behaves when directing, influencing and interacting. Although leadership styles reflect theoretical models, they can also be shaped by individual characteristics and techniques (Khajeh et al., 2018; "What Are the Different Leadership Styles?", 2024). Different styles place varying emphasis on factors seen in Table 2 (Deakin University, 2024; Bwalya, 2023). Research suggests that [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership transformational leadership] can produce positive outcomes by motivating and inspiring followers, benefiting the group rather then for personal interests, rather than focusing on personal interest, (Peyton et al., 2019) {| class="wikitable" |+Table 2. Leadership Styles ! colspan="3" |Leadership styles |- |Style |Description |Example Leaders |- |Autocratic |Leader holds complete control over decision-making with no input from followers. Consistently exercises control over the decision-making process. Expects strict compliance with policies and procedures, and does not take input from followers. They micromanage and control subordinate work. They make quick decisions because they do not have to consult. There is a lack of creative innovation (Bwalya, 2023). |Adolf Hitler and Kim Jong-un |- |Democratic |Leader is involved in team members' decision-making process, continuously encourages communication, and seeks feedback on matters, valuing input and ideas, wanting followers to participate in shaping strategies and goals (Bwalya, 2023). |Former President of South Africa, Nelson Mandela and Former Prime Minister of New Zealand Jacinda Ardern |- |Laissex-faire | The leader is distant and has minimal involvement in decisions, unlike autocratic leadership, as laissez-faire lets followers make decisions with little guidance or supervision, trusting their ability to manage responsibilities. They are comfortable with mistakes and take accountability for followers' mistakes. This empowers employees and enables faster decision-making. However, the lack of guidance can cause confusion and lack of coordination (Bwalya, 2023). |Former President Herbert Hoover and Mahatma Ghandi |- |Servant |Leader is prosocial and motivated by power, focusing on the needs and well-being of others. Aiming to support and empower followers, in hopes they reach their full potential (Bwalya, 2023). |Pope Francis |- |Transformational |Based on inspiration and motivation to achieve performance, with high expectations and focus on challenging others to exceed self-interest. Focuses on transforming followers through inspiration, motivation, and effective communication. They rely on the leader's influence; if the leader fails to provide proper guidance, it can impact followers (Bwalya, 2023). |Former President of South Africa Nelson Mandela and Former President of the United States Barack Obama |- |Transactional |Focuses on the exchange relationship between the leader and their followers. The leader maintains stability and achieves goals by providing rewards and punishments based on performance. Very goal-oriented, with clear expectations, and quick decision-making (Bwalya, 2023). |Bill Gates and Former Chancellor of Germany Angela Merkel |} == Implicit motivation == [[File:Implicit_Motives_associations.png|thumb| Figure 3. Mind map of implicit motives]]Focus question: ''What is implicit motivation, and how does it differ from explicit power motivation in leaders?'' * Implicit motives are unconscious needs that influence how people respond emotionally to particular situations. They form early on through preverbal experiences and interactions, lying dormant until potential incentives set them off. They are revealed through patterns of thought, emotion, and behaviour (Reeve, 2018) * Implicit motives differ from explicit motives, which are a conscious goal or value that people can describe and self-report (Slabbinck & Van Witteloostuijn, 2020). They can predict long-term behaviour, especially when the situation provides a way to satisfy the motive. * According to McClelland, implicit motives are unconscious and therefore can't be accurately measured through self-reporting. They are assessed via indirect methods, ie., analysing imaginative stories (Reeve, 2018). The Dual-Motive System. === Leadership motive pattern === * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership Motive Pattern (LMP)]] developed from McClelland's work on motivation, describes a profile associated with effective leadership. It is consistent with three elements: high implicit power, low implicit affiliation, and high activity inhibition. Together, these elements help explain how a leader can balance self-control and a drive for nPower while also prioritising social benefits (Reeve, 2018). * Leaders who are motivated to influence are usually less dependent on being personally liked or accepted. Their high npower encourages them to seek influence, while their low need for affiliation reduces their reliance on close relationships, and their high inhibition allows them to regulate their impulses. In contrast, individuals with high need for power, low affiliation, and low inhibition are often unsuccessful and rated poorly, as they struggle to regulate their desire for influence, lack self-discipline, and can be seen as narcissistic or aggrandising (Reeve, 2018). * ''Author note: add more information into this section - a case study on a public figure...'' ==== Need for power ==== * Individuals with a high nPower, are motivated by their desire to impact, control, or influence others or their environment. They want to establish, maintain, and expand their power. High-power-striving individuals therefore seek dominance, reputation, status, or positions of authority (Reeve, 2018). * Individuals like this enjoy the ability to demonstrate influence and be able to reinforce their power. They are motivated to attain and maintain leadership positions because these roles provide opportunities to exercise authority and influence over others. Successfully obtaining power can provide a sense of satisfaction and accomplishment, reinforcing their motivation (Reeve, 2018). ''Look into the chemical reaction potentially (comment made after tutorial three).'' * These individuals tend to thrive off inspirational speeches, and they feel more energetic and their physiological arousal increases (Reeve, 2018). == Power motivation and leadership effectiveness == * Focus question: ''What is the relationship between power motivation and overall leadership effectiveness?'' * Power motivation can influence leadership effectiveness depending on how the motive is expressed and regulated. A high nPower can motivate individuals to seek leadership distinction; the shape power motivation takes will enable one to understand its effect on leadership effectiveness. * The expression of the power motivation can develop through social and environmental experiences. Individuals who develop power-strivings may have experienced childhood environments in which the parents established demanding standards, potentially contributing to a desire for recognition and admiration. nPower has been associated with aggressive tendencies, although high power motivation doesn't automatically result in overt aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internal rather than manifest as overt aggression (Reeve, 2018). * Individuals high in the need for power may be attracted to occupations that provide career-wise; individuals with high rates in need for power are drawn to professions with influential opportunities (Reeve, 2018). === Destructive power dynamics and power abuse === * A relationship between aggression and the need for power has been identified, with studies finding men being more argumentative. However, a high need for power doesn't necessarily result in aggression. Social norms, laws, and consequences can constrain this expression, causing that desire to control to remain internally rather than through overt aggression. * Tend to harbour inclinations that are both benevolent and malevolent towards others, strive to improve the world, whilst also influencing everyone. * Dark side of implicit motive is the combination of opportunity to use power for personal benefit, which is the 'abuse of power.' Additionally, there is a link to sexual misconduct and excessive drinking (Spanler et al., 2014). * Unrestrained '''affiliation''' can lead to favouritism and corruption in political and bureaucratic organisations. '''Achievement''', ignore political/interpersonal issues. High need for '''achievement''', find it difficult working in groups, making decisions, ad enforcing authority, ignoring interpersonal relationships (Spanler et al., 2014). === '''Key predictors of effective leadership''' === *[[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Effective leader,]] is a combination of power strivings which are complemented with self-discipline inhibition, ie., power under control, which gives rise to charismatic leadership, and high morale. *High affliction motivation will motivate followers by communication concern, respect, appreciation, and support, developing high-quality leader followers interactions. *Leaders with weak moral identify act in self-interest ways. *Leaders benefit from a prosocial enactment strategy, action orientation through prosocial power motivation leads to reduced power related anxiety, greater well-being. *Achievement strivings were associated with ineffective presidential, because achievement-oriented individuals were highly active but also frustrated. *Successful presidents would have effective communication and combative skills, and a sense of humour. Additionally five variables that define a presidential effectiveness are, direct presidential action, perceived greatness, performance on social and economic issue, and international relations. *Leadership motive pattern can determine when a leader will engage in war and when a leader will pursue peace. {{RoundBoxTop|theme=3}}[[File:John F. Kennedy speaks at Rice University.jpg|thumb|President John F. Kennedy speaking at Rice University | Figure 4. John F. Kennedy speaking at Rice University]] Case Study: John F. Kennedy - Kennedy, also referred to as JFK, was commended for his optimistic and ambitious presidency; though his term was short, he achieved success across the board (Reeve, 2018; McCann & Mollan, 2023). - Created a modern framework for future presidents to follow; he blended political office with pop-culture celebrity. He was open-minded and engaged with the government and public (Reeve, 2018; McCann & Mollan, 2023). - Historians consider Kennedy a strong example of effective leadership because of his charismatic communication and calm management, seen in Figure 4. Kennedy is found to have a high need for power and low affiliation needs, fitting McClelland's framework of leadership motives (McCann & Mollan, 2023). - Leadership theorist James MacGregor Burns has written about JFK's presidency as a 'transformational leadership' style (McCann & Mollan, 2023). - McClelland's experiment on business school students, exposing them to a JFK inaugural speech, found that after the speech, the students demonstrated more strengthened and uplifted experiences. This showed that JFK, as a leader, influenced his audience through inspiration (McClelland, 1970).{{RoundBoxBottom}} === Quiz yourself === {{RoundBoxTop|theme=6}}<quiz display=simple> {Which combination of implicit motives is associated with effective leadership according to McClelland's leadership motive pattern? |type="()"} - High power, high affiliation, and low inhibition + High power, low affiliation, and high inhibition - Low power, high affiliation, and high inhibition - High power, low affiliation, and low inhibition {Does a high need for power necessarily result in aggressive behaviour? |type="()"} - True + False </quiz> {{RoundBoxBottom}} ==Conclusion== * Psychological theory and research consistently suggest that power motivation influences leadership through the way individuals obtain, maintain, and regulate power. A high nPower can motivate individuals to pursue positions that provide ongoing opportunities for impact, control, and influence (Reeve, 2018). There is a question around whether power motivation is positive or negative, when it is inherently neither. There is a difference between personalised power (pPower), the motivation for personal control and self-interest, and socialised power (sPower), the opportunity to influence and benefit others; this distinction helps explain why power motivation can produce drastically different leadership outcomes (McClelland, 1970; Carvalho & Conde, 2024). * The focus questions can be answered through McClelland's Three Need Theory, which explains why there are individual differences in their nPower, nAchievement, and nAffiliation, while the Two Faces of Power distinguishes between personalised and socialised expressions of power. The Leadership Motive Pattern further suggests that high power, low affiliation, and high activity inhibition can contribute to effective leadership, as the leader can balance pursuing influence with self-control (Reeve, 2018). * Effective leadership is not determined by how much power a person wants, but how they use it. Leaders who regulate their power motivation and direct their influence towards collective goals, fostering development and outcomes, are more likely to be well received by the public or their subordinates (Peyton et al., 2019; Friederichs et al., 2023). * Understanding power motivation can help identify both the strengths and risks of leadership, highlighting the importance of self-discipline and ethical use of authority. ==See also== * [[Motivation and emotion/Book/2018/Emotional intelligence and leadership effectiveness|Emotional intelligence and leadership effectiveness]] (Book chapter, 2018) * [[Motivation and emotion/Book/2015/Leadership motivation#Leadership Motive Pattern|Leadership motivation]] (Book chapter, 2015) * [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Book chapter, 2011) * [[Motivation and emotion/Book/2019/Two-factor motivation theory|Two-factor motivation theory]] (Book chapter, 2019) {{ic|Integrate these links; use alphabetical order}} * [[wikipedia:Need_theory|Need theory]] (Wikipedia) * [[wikipedia:Need_for_power|Need for power]] (Wikipedia) * [[wikipedia:David_McClelland|David Clelland]] (Wikipedia) ==References== {{Hanging indent|1= Bargh, J. A., & Lee-Chai, A. Y. (2002). The use and abuse of power : Multiple perspectives in the causes of corruption. Psychology. Bwalya, A. (2023). Leadership styles. Article in Journal of Entrepreneurship, Management and Innovation, 11(8), 181–193. https://doi.org/10.6084/m9.figshare.23932113 Carvalho, J. M. S., & Conde, A. (2024). Individual power in human motivation – review and theoretical perspective. Acta Psychologica, 249, 104452–104452. https://doi.org/10.1016/j.actpsy.2024.104452 Deakin University. (2024, December 5). What are the different leadership styles? Deakin.Edu.Au. https://leadership.deakin.edu.au/blog/different-leadership-styles Friederichs, K. M., Waldenmeier, K., & Baumann, N. (2023). The benefits of prosocial power motivation in leadership: Action orientation fosters a win-win. Plos One, 18(7), e0287394–e0287394. https://doi.org/10.1371/journal.pone.0287394 Khajeh, A., Abu, M., & Asaari, H. (2018). Impact of leadership styles on organizational performance. Journal of Human Resources Management Research, 2018(2166–0018), 2166–2184. https://ibimapublishing.com/articles/JHRMR/2018/687849/687849-1.pdf Kurt, D. S. (2021, May 23). McClelland’s Three Needs Theory: Power, Achievement, and Affiliation. Education Library. https://educationlibrary.org/mcclellands-three-needs-theory-power-achievement-and-affiliation/#1 McCann, L., & Mollan, S. (2023, November 20). JFK 60 years on: His leadership style and the reality behind the myths. The Conversation. https://theconversation.com/jfk-60-years-on-his-leadership-style-and-the-reality-behind-the-myths-216477 McClelland, D. C. (1970). The two faces of power. Journal of International Affairs, 24(1), 29–47. JSTOR. https://www.jstor.org/stable/24356663 Peyton, T., Zigarmi, D., & Fowler, S. N. (2019). Examining the relationship between leaders’ power use, followers’ motivational outlooks, and followers’ work intentions. Frontiers in Psychology, 9(2620). https://doi.org/10.3389/fpsyg.2018.02620 Power , D. P. G. (2026). The five essentials of leadership {{!}} APS. Psychology.Org.Au. https://psychology.org.au/inpsych/2017/august/power Reeve, J. (2018). Understanding motivation and emotion (7th edn, pp. 152–176). John Wiley & Sons, Inc. Slabbinck, H., & Van Witteloostuijn, A. (2020). Explicit and implicit basic human motives, and public service motivation. Frontiers in Psychology, 11(1542). https://doi.org/10.3389/fpsyg.2020.01542 Spanler, W. D., Tikhomirov, A., Lee Sotak, K., & Palrecha, R. (2014). Leader motive profiles in eight types of organizations. ScienceDirect, 25(6). https://www-sciencedirect-com.ezproxy.canberra.edu.au/science/article/pii/S1048984314001040 }} ==External links== {{ic|Move these links into References and cite; replace with links to the most relevant external non-academic resources}} * [https://leadership.deakin.edu.au/blog/what-is-transformational-leadership Article on Transformational leadership style] (Deakin University, 2024) * [https://pmc.ncbi.nlm.nih.gov/articles/PMC10355387/ Power motivation, the benefits of prosocial power] (Friederichs et al., 2023) * [https://www.jstor.org/stable/pdf/24356663.pdf The Two Faces of Power Journal] (McClelland, 1970) ==See also== * [[Motivation and emotion/Book/2024/Power motivation and leadership|Power motivation and leadership]] (Book chapter, 2024) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Leadership]] [[Category:Motivation and emotion/Book/Power motivation]] 5e7u0s2x6llbzmvswp566ln72pnngic 0 325872 2833513 2821872 2026-09-16T14:09:53Z Jtneill 10242 2833513 wikitext text/x-wiki __NOTOC__ <!-- __NOEDITSECTION__ --> <!-- Title - Box --> {{RoundBoxTop|theme=2}} <div style="text-align: center;"> <!-- Title --> {{title|[[Motivation and emotion/Book/2026|<big><big>Motivation and emotion</big></big>]]:}} <!-- Sub-title and year --> <div style="color: purple; font-size: large; font-weight: bold;"> Understanding and improving our motivational and emotional lives using psychological science (2026) </div> <!-- Initial development --> {{notice|<!-- Aiming for approximately ~150 topics - more coming.<br> -->These chapters<!-- will be--> are being developed by ~150 [[emerging scholar]]s from the [[w:University of Canberra|University of Canberra]], August to November 2026, as part of their enrolment in [[motivation and emotion]].<!-- Editor: [[User:Jtneill|James Neill]].-->}} <!-- Training resources --> {| style="border:2px solid #616F7C;background-color:WhiteSmoke;padding:2px;width:80%;margin: 0 auto 1em auto;" |- |{{center top}} ;Training resources [[Motivation and emotion/Assessment/Topic|Topic selection]] | [[Motivation and emotion/Assessment/Topic|Topic development]] | [[Motivation and emotion/Assessment/Chapter|Book chapter]] [[Motivation and emotion/Lectures/Introduction|Lecture 1]] | [[Motivation and emotion/Tutorials/Topic selection|Tutorial 1]] | [[Motivation and emotion/Lectures/Historical development and assessment skills|Lecture 2]] | [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Topic generator] | --> [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] {{center bottom}} |- |} </div> <!-- Initial message --> {| style="border:2px solid #616F7C;background-color:WhiteSmoke;padding:2px;width:80%;margin: 0 auto 1em auto;" |- |{{center top}} ;How to select a topic {{center bottom}} <!-- Pre-approved topics are listed below.<br> --> # [[Motivation and emotion/Wikiversity/Creating an account|Create an account and login]] # Look through available topics without a current author (indicated by "User Name") # Click "Edit" or "Edit source" # Replace "User Name" alongside the topic of choice with your Wikiversity user name # Publish the page # Check that your user name appears correctly; if not, fix it or [[Motivation and emotion/Help|get in touch]] # Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a new topic]] |- |} <!-- Marking message --> <!--Most of the ~150 chapters have been submitted and are now undergoing expert review.<br>Feel free to continue improving and commenting.--> {{RoundBoxBottom}}<noinclude>[[Category:Motivation and emotion|{{SUBPAGENAME}}]]</noinclude> 5lht1ht0a0nk1tuzq4grtrhl1v48plw 0 330073 2833561 2831953 2026-09-17T04:09:42Z KB3250298 3105557 /* How can exercise help to regulate emotions? */ 2833561 wikitext text/x-wiki {{title|Emotion regulation through exercise:<br>How do people use exercise to regulate their emotional states?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}'''Case study''' [[File:Laptop and girl biting pencil-pixabay.jpg|thumb|200px|'''Figure 1'''. Sarah feeling very unregulated with too much going on in her life.]] Sarah stayed up late last night studying as she has three assignments due in the same week. When her alarm goes off at 6am for work she feels exhausted so crawls to the shower to wake herself up. Sarahs house mate bangs on the door yelling to hurry up as they need to use the bathroom. Sarah is already sick of this day but gets dressed and rushes off to her part-time work at a before school care center. Her boss grumbles at her for being 10 minutes late and the children are complaining and fighting about the breakfast they served today. Sarah pushes though her shift, and when it's over, she gets back to her car and sits in it for a moment, She feels tired, grumpy and so frustrated with so many people right now she feels like she might explode. Sarah knows she should go for a run because she hasn't exercised all week, but she is just too tired. Maybe she will get Macca's on the way home and go to her couch to scroll on her phone while she is peacefully at home by herself. What should Sarah do to help regulate her rising emotions: Go for a run or home to scroll? {{RoundBoxBottom}} [[Emotion|Emotions]] are a part of what makes us human and affect us all differently (Izard, 2013). Emotions effect the entirety of a person including their body, perception, cognition, their actions, personality and even their relationships (Izard, 2013). Emotions alert us to sensory information that needs our attention to keep us safe and healthy mentally and physically and steers our actions in these times. Although emotions are very helpful and necessary, they can also have negative impact when they become maladaptive or last too long. This is when we need to regulate our emotions. Emotion regulation is a helpful and important process for humans to function effectively day to day (''Emotion regulation: Conceptual foundations'', 2007). [[File:Plutchik-wheel.svg|thumb|'''Figure 2'''. Plutchik's wheel of emotions {{ic|Explain relevance to the topic}}]] Emotions can be negative or positive to a person and can be triggered by a range of situations in our lives, some we can't control, but some we can. So what <u>can</u> we do to keep our emotions from becoming too much?{{RoundBoxTop|theme=3}}'''Focus questions''' * What is emotion regulation? * How can exercise help regulate emotions? * What exercise is best to help regulate emotions? {{RoundBoxBottom}} == What is Emotion Regulation? == [https://www.paulekman.com/universal-emotions/ Universal emotions] were identified by Paul Ekman, that we ''all'' feel, despite we speak different languages, live in different place regional, have different cultural, and ethnic differences (Ekman et al., 1999). He included happiness/enjoyment, anger, fear, disgust, sadness, surprise and then later added contempt. Plutchik went on to create a wheel of emotions to help visually explain these different emotions and show further breakdown ("The emotions," 1991). Emotions can also become dysregulated. [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional dysregulation] is when your emotions feel too big and too strong and a person loses the ability to control their behaviour. Emotional dysregulation is the inability to be aware of, accept, regulate, and modify emotional reactions and subsequent behaviours (Gratz & Roemer, 2004). It can look and feel like irritability, anger, mood swings, outbursts, feeling numb or detached, shutting down. Or in more extreme cases aggressive behaviors, stained relationships and connections and verbals shouting and crying<ref>{{Cite web|url=https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation|title=Cleveland Clinic: Emotional-dysregulation}}</ref>. The goal of emotion regulation is often explained as down-regulating (reducing) the sensation and/or duration of negative emotions such as feeling sad, angry or anxious (Gross et al., 2006). People can also try to up-regulate and increase the intensity or duration of positive emotions (Quoidbach et al., 2010). Emotion regulation is a very important skill of which children typically struggle with and some this can follow into adolescents and adulthood for some. == How can exercise help to regulate emotions? == Exercise is an essential part of humans everyday lives. It's recommended by [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians The Department of Health, Disability and Aging to move most days].  {{RoundBoxTop|theme=3}}'''Department of Health, Disability and Aging recommended physical activity for adults''' -Moderate to vigorous physical activities for at least 30 minutes on most days. -Muscle-strengthening activities at least twice per week. -Functional activities targeting mobility, balance, and coordination on 3 or more days per week. -Several hours of light-intensity physical activity daily. {{RoundBoxBottom}} === Physiological Effects === Exercise positively attributes to well emotional regulation by changing brain chemistry, strengthening brain networks, and reducing stress hormones. Exercise has been proven to reduce cortisol levels and increase dopamine and other endorphins which are hormones responsible for the feelings of calm and comfort. Simply said, exercise puts the brain in a state where it is better able to regulate emotions! (reference) Less cortisol and more dopamine mean emotional regulation is much easier. (reference)<br /> === Psychological Effects === === Psychological Theories === == What exercise is best to help regulate emotions? == Australian adults should be active daily, undertaking a variety of physical activities at different intensities, which can include<ref>{{Cite web|url=https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians/recommendations-for-adults-18-to-64-years?language=en|title=Physical Activity Recommendations for Australian adults|date=|last=Australian Government}}</ref>: * moderate- to vigorous-intensity physical activities for 30 minutes or more on most days * muscle-strengthening activities on 2 or more days per week * functional activities targeting mobility, balance, and coordination on 3 or more days per week * several hours of light-intensity physical activity daily. Any movement is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: Anaerobic exercise (also known as resistance training) has benefits on emotion regulation such as....... Aerobic exercise<ref>{{Cite web|url=https://my.clevelandclinic.org/health/articles/7050-aerobic-exercise|title=Aerobic Exercise|last=Cleveland Clinic}}</ref> is when you continuously use oxygen as your fuel. Aerobic exercise promotes emotion regulation (Wang et al., 2024). And what is more important to note is that there are <u>immediate</u> results on mood. * {| class="wikitable" |+'''Table 1:''' Optimal exercise for each age category, with supporting studies. !Age !Exercise !Intensity/ Frequency !Study |- |Children |A variety of exercise such as running, soccer, dancing, tips, games and anything else that sustains interest and fun of the child. |Moderate–vigorous/ (x hours) Daily |Salvan et al., 2021 |- |Adults |Walking, riding, swimming, running, zumba Begin with short, low-intensity walking and gradually increase duration and intensity | |Ligeza et al., 2023, Mizzi et al., 2022 |- |Older Adults |Walking, exercise bike or water aerobics |Set depending on exercise ability and history |Erickson et al., 2011 |} '''Scenarios''' * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] ;Test yourself<quiz display="simple"> {High intensity running is best for older adults to help manager their emotions: |type="()"} + True - False {Children should take part in more frequent exercise than adults and it should be more varied: |type="()"} - True + False </quiz> ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== In conclusion: * One session of aerobic exercise can significantly boost positive mood and alleviate stress responses. It is recommended for use as an immediate mood regulation strategy. * Any movement can be used such as walking, dancing or sport. * * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108 Gratz, K. L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94 Izard, C. E. (2013). Human emotions. Springer Science & Business Media. Ligeza, T. S., Maciejczyk, M., Wyczesany, M., & Junghofer, M. (2023). The effects of a single aerobic exercise session on mood and neural emotional reactivity in depressed and healthy young adults: A late positive potential study. Psychophysiology, 60(1), e14137. https://doi.org/https://doi.org/10.1111/psyp.14137 Salvan, P., Wassenaar, T., Wheatley, C., Beale, N., Cottaar, M., Papp, D., Bastiani, M., Fitzgibbon, S., Duff, E., Andersson, J., Winkler, A. M., Douaud, G., Nichols, T. E., Smith, S., Dawes, H., & Johansen-Berg, H. (2021). Multimodal Imaging Brain Markers in Early Adolescence Are Linked with a Physically Active Lifestyle. The Journal of Neuroscience, 41(5), 1092. https://doi.org/10.1523/JNEUROSCI.1260-20.2020 Wang, X., Liu, T., Jin, X., & Zhou, C. (2024). Aerobic exercise promotes emotion regulation: a narrative review. Experimental Brain Research, 242(4), 783-796. https://doi.org/https://doi.org/10.1007/s00221-024-06791-1 }} ==External links== External relevant resources: * [https://www.paulekman.com/universal-emotions/ Universal Emotions | What are Emotions? | Paul Ekman Group] * [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional Dysregulation: What It Is, Causes & Treatment] * [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians 24-hour movement guidelines for all Australians | Australian Government Department of Health, Disability and Ageing] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] dxd19bkvzetxrmzag6h7bgbhuau4w0g 2833563 2833561 2026-09-17T04:22:09Z KB3250298 3105557 /* Psychological Effects */ 2833563 wikitext text/x-wiki {{title|Emotion regulation through exercise:<br>How do people use exercise to regulate their emotional states?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}'''Case study''' [[File:Laptop and girl biting pencil-pixabay.jpg|thumb|200px|'''Figure 1'''. Sarah feeling very unregulated with too much going on in her life.]] Sarah stayed up late last night studying as she has three assignments due in the same week. When her alarm goes off at 6am for work she feels exhausted so crawls to the shower to wake herself up. Sarahs house mate bangs on the door yelling to hurry up as they need to use the bathroom. Sarah is already sick of this day but gets dressed and rushes off to her part-time work at a before school care center. Her boss grumbles at her for being 10 minutes late and the children are complaining and fighting about the breakfast they served today. Sarah pushes though her shift, and when it's over, she gets back to her car and sits in it for a moment, She feels tired, grumpy and so frustrated with so many people right now she feels like she might explode. Sarah knows she should go for a run because she hasn't exercised all week, but she is just too tired. Maybe she will get Macca's on the way home and go to her couch to scroll on her phone while she is peacefully at home by herself. What should Sarah do to help regulate her rising emotions: Go for a run or home to scroll? {{RoundBoxBottom}} [[Emotion|Emotions]] are a part of what makes us human and affect us all differently (Izard, 2013). Emotions effect the entirety of a person including their body, perception, cognition, their actions, personality and even their relationships (Izard, 2013). Emotions alert us to sensory information that needs our attention to keep us safe and healthy mentally and physically and steers our actions in these times. Although emotions are very helpful and necessary, they can also have negative impact when they become maladaptive or last too long. This is when we need to regulate our emotions. Emotion regulation is a helpful and important process for humans to function effectively day to day (''Emotion regulation: Conceptual foundations'', 2007). [[File:Plutchik-wheel.svg|thumb|'''Figure 2'''. Plutchik's wheel of emotions {{ic|Explain relevance to the topic}}]] Emotions can be negative or positive to a person and can be triggered by a range of situations in our lives, some we can't control, but some we can. So what <u>can</u> we do to keep our emotions from becoming too much?{{RoundBoxTop|theme=3}}'''Focus questions''' * What is emotion regulation? * How can exercise help regulate emotions? * What exercise is best to help regulate emotions? {{RoundBoxBottom}} == What is Emotion Regulation? == [https://www.paulekman.com/universal-emotions/ Universal emotions] were identified by Paul Ekman, that we ''all'' feel, despite we speak different languages, live in different place regional, have different cultural, and ethnic differences (Ekman et al., 1999). He included happiness/enjoyment, anger, fear, disgust, sadness, surprise and then later added contempt. Plutchik went on to create a wheel of emotions to help visually explain these different emotions and show further breakdown ("The emotions," 1991). Emotions can also become dysregulated. [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional dysregulation] is when your emotions feel too big and too strong and a person loses the ability to control their behaviour. Emotional dysregulation is the inability to be aware of, accept, regulate, and modify emotional reactions and subsequent behaviours (Gratz & Roemer, 2004). It can look and feel like irritability, anger, mood swings, outbursts, feeling numb or detached, shutting down. Or in more extreme cases aggressive behaviors, stained relationships and connections and verbals shouting and crying<ref>{{Cite web|url=https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation|title=Cleveland Clinic: Emotional-dysregulation}}</ref>. The goal of emotion regulation is often explained as down-regulating (reducing) the sensation and/or duration of negative emotions such as feeling sad, angry or anxious (Gross et al., 2006). People can also try to up-regulate and increase the intensity or duration of positive emotions (Quoidbach et al., 2010). Emotion regulation is a very important skill of which children typically struggle with and some this can follow into adolescents and adulthood for some. == How can exercise help to regulate emotions? == Exercise is an essential part of humans everyday lives. It's recommended by [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians The Department of Health, Disability and Aging to move most days].  {{RoundBoxTop|theme=3}}'''Department of Health, Disability and Aging recommended physical activity for adults''' -Moderate to vigorous physical activities for at least 30 minutes on most days. -Muscle-strengthening activities at least twice per week. -Functional activities targeting mobility, balance, and coordination on 3 or more days per week. -Several hours of light-intensity physical activity daily. {{RoundBoxBottom}} === Physiological Effects === Exercise positively attributes to well emotional regulation by changing brain chemistry, strengthening brain networks, and reducing stress hormones. Exercise has been proven to reduce cortisol levels and increase dopamine and other endorphins which are hormones responsible for the feelings of calm and comfort. Simply said, exercise puts the brain in a state where it is better able to regulate emotions! (reference) * Less cortisol and more dopamine mean emotional regulation is much easier. (reference) * '''Improve sleep:''' Exercise promotes better sleep as physical exertion regulates stress, lowers stress hormones and reduces muscle tension. === Psychological Effects === Psychological benefits of exercise have continued to be support in many ways such as: * '''Mindfulness:''' Exercise can give people oppotunities to be present in their movements and have a healthy break from negative of challenging mental strains. * '''Connection:''' Exercise can be a fantastic way to connect with others and creat social support networks. Walking with friends or family is a perfect way to end a tough day. * '''Building self-efficacy and self-belief:''' Setting and reaching fitness goals can build personal xonfidence, build resilitience and give you a sense of control over your daily structure. Building self-efficacy and self-esteem through exercise is an important and healthy way to cope with daily challenges. * '''Improved mental health:''' Exercise has been proven to improve mental health. === Psychological Theories === == What exercise is best to help regulate emotions? == Australian adults should be active daily, undertaking a variety of physical activities at different intensities, which can include<ref>{{Cite web|url=https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians/recommendations-for-adults-18-to-64-years?language=en|title=Physical Activity Recommendations for Australian adults|date=|last=Australian Government}}</ref>: * moderate- to vigorous-intensity physical activities for 30 minutes or more on most days * muscle-strengthening activities on 2 or more days per week * functional activities targeting mobility, balance, and coordination on 3 or more days per week * several hours of light-intensity physical activity daily. Any movement is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: Anaerobic exercise (also known as resistance training) has benefits on emotion regulation such as....... Aerobic exercise<ref>{{Cite web|url=https://my.clevelandclinic.org/health/articles/7050-aerobic-exercise|title=Aerobic Exercise|last=Cleveland Clinic}}</ref> is when you continuously use oxygen as your fuel. Aerobic exercise promotes emotion regulation (Wang et al., 2024). And what is more important to note is that there are <u>immediate</u> results on mood. * {| class="wikitable" |+'''Table 1:''' Optimal exercise for each age category, with supporting studies. !Age !Exercise !Intensity/ Frequency !Study |- |Children |A variety of exercise such as running, soccer, dancing, tips, games and anything else that sustains interest and fun of the child. |Moderate–vigorous/ (x hours) Daily |Salvan et al., 2021 |- |Adults |Walking, riding, swimming, running, zumba Begin with short, low-intensity walking and gradually increase duration and intensity | |Ligeza et al., 2023, Mizzi et al., 2022 |- |Older Adults |Walking, exercise bike or water aerobics |Set depending on exercise ability and history |Erickson et al., 2011 |} '''Scenarios''' * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] ;Test yourself<quiz display="simple"> {High intensity running is best for older adults to help manager their emotions: |type="()"} + True - False {Children should take part in more frequent exercise than adults and it should be more varied: |type="()"} - True + False </quiz> ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== In conclusion: * One session of aerobic exercise can significantly boost positive mood and alleviate stress responses. It is recommended for use as an immediate mood regulation strategy. * Any movement can be used such as walking, dancing or sport. * * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108 Gratz, K. L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94 Izard, C. E. (2013). Human emotions. Springer Science & Business Media. Ligeza, T. S., Maciejczyk, M., Wyczesany, M., & Junghofer, M. (2023). The effects of a single aerobic exercise session on mood and neural emotional reactivity in depressed and healthy young adults: A late positive potential study. Psychophysiology, 60(1), e14137. https://doi.org/https://doi.org/10.1111/psyp.14137 Salvan, P., Wassenaar, T., Wheatley, C., Beale, N., Cottaar, M., Papp, D., Bastiani, M., Fitzgibbon, S., Duff, E., Andersson, J., Winkler, A. M., Douaud, G., Nichols, T. E., Smith, S., Dawes, H., & Johansen-Berg, H. (2021). Multimodal Imaging Brain Markers in Early Adolescence Are Linked with a Physically Active Lifestyle. The Journal of Neuroscience, 41(5), 1092. https://doi.org/10.1523/JNEUROSCI.1260-20.2020 Wang, X., Liu, T., Jin, X., & Zhou, C. (2024). Aerobic exercise promotes emotion regulation: a narrative review. Experimental Brain Research, 242(4), 783-796. https://doi.org/https://doi.org/10.1007/s00221-024-06791-1 }} ==External links== External relevant resources: * [https://www.paulekman.com/universal-emotions/ Universal Emotions | What are Emotions? | Paul Ekman Group] * [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional Dysregulation: What It Is, Causes & Treatment] * [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians 24-hour movement guidelines for all Australians | Australian Government Department of Health, Disability and Ageing] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] i1mw38o800ai5cmt03xsxpm18k0mxp7 2833566 2833563 2026-09-17T04:38:29Z KB3250298 3105557 /* Psychological Theories */ 2833566 wikitext text/x-wiki {{title|Emotion regulation through exercise:<br>How do people use exercise to regulate their emotional states?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}'''Case study''' [[File:Laptop and girl biting pencil-pixabay.jpg|thumb|200px|'''Figure 1'''. Sarah feeling very unregulated with too much going on in her life.]] Sarah stayed up late last night studying as she has three assignments due in the same week. When her alarm goes off at 6am for work she feels exhausted so crawls to the shower to wake herself up. Sarahs house mate bangs on the door yelling to hurry up as they need to use the bathroom. Sarah is already sick of this day but gets dressed and rushes off to her part-time work at a before school care center. Her boss grumbles at her for being 10 minutes late and the children are complaining and fighting about the breakfast they served today. Sarah pushes though her shift, and when it's over, she gets back to her car and sits in it for a moment, She feels tired, grumpy and so frustrated with so many people right now she feels like she might explode. Sarah knows she should go for a run because she hasn't exercised all week, but she is just too tired. Maybe she will get Macca's on the way home and go to her couch to scroll on her phone while she is peacefully at home by herself. What should Sarah do to help regulate her rising emotions: Go for a run or home to scroll? {{RoundBoxBottom}} [[Emotion|Emotions]] are a part of what makes us human and affect us all differently (Izard, 2013). Emotions effect the entirety of a person including their body, perception, cognition, their actions, personality and even their relationships (Izard, 2013). Emotions alert us to sensory information that needs our attention to keep us safe and healthy mentally and physically and steers our actions in these times. Although emotions are very helpful and necessary, they can also have negative impact when they become maladaptive or last too long. This is when we need to regulate our emotions. Emotion regulation is a helpful and important process for humans to function effectively day to day (''Emotion regulation: Conceptual foundations'', 2007). [[File:Plutchik-wheel.svg|thumb|'''Figure 2'''. Plutchik's wheel of emotions {{ic|Explain relevance to the topic}}]] Emotions can be negative or positive to a person and can be triggered by a range of situations in our lives, some we can't control, but some we can. So what we do to keep our emotions from becoming too much? {{RoundBoxTop|theme=3}}'''Focus questions''' * What is emotion regulation? * How can exercise help regulate emotions? * What exercise is best to help regulate emotions? {{RoundBoxBottom}} == What is Emotion Regulation? == [https://www.paulekman.com/universal-emotions/ Universal emotions] were identified by Paul Ekman, that we ''all'' feel, despite we speak different languages, live in different place regional, have different cultural, and ethnic differences (Ekman et al., 1999). He included happiness/enjoyment, anger, fear, disgust, sadness, surprise and then later added contempt. Plutchik went on to create a wheel of emotions to help visually explain these different emotions and show further breakdown ("The emotions," 1991). Emotions can also become dysregulated. [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional dysregulation] is when your emotions feel too big and too strong and a person loses the ability to control their behaviour. Emotional dysregulation is the inability to be aware of, accept, regulate, and modify emotional reactions and subsequent behaviours (Gratz & Roemer, 2004). It can look and feel like irritability, anger, mood swings, outbursts, feeling numb or detached, shutting down. Or in more extreme cases aggressive behaviors, stained relationships and connections and verbals shouting and crying<ref>{{Cite web|url=https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation|title=Cleveland Clinic: Emotional-dysregulation}}</ref>. The goal of emotion regulation is often explained as down-regulating (reducing) the sensation and/or duration of negative emotions such as feeling sad, angry or anxious (Gross et al., 2006). People can also try to up-regulate and increase the intensity or duration of positive emotions (Quoidbach et al., 2010). Emotion regulation is a very important skill of which children typically struggle with and some this can follow into adolescents and adulthood for some. == How can exercise help to regulate emotions? == Exercise is an essential part of humans everyday lives. It's recommended by [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians The Department of Health, Disability and Aging to move most days].  {{RoundBoxTop|theme=3}}'''Department of Health, Disability and Aging recommended physical activity for adults''' -Moderate to vigorous physical activities for at least 30 minutes on most days. -Muscle-strengthening activities at least twice per week. -Functional activities targeting mobility, balance, and coordination on 3 or more days per week. -Several hours of light-intensity physical activity daily. {{RoundBoxBottom}} === Physiological Effects === Exercise positively attributes to well emotional regulation by changing brain chemistry, strengthening brain networks, and reducing stress hormones. Exercise has been proven to reduce cortisol levels and increase dopamine and other endorphins which are hormones responsible for the feelings of calm and comfort. Simply said, exercise puts the brain in a state where it is better able to regulate emotions! (reference) * Less cortisol and more dopamine mean emotional regulation is much easier. (reference) * '''Improve sleep:''' Exercise promotes better sleep as physical exertion regulates stress, lowers stress hormones and reduces muscle tension. === Psychological Effects === Psychological benefits of exercise have continued to be support in many ways such as: * '''Mindfulness:''' Exercise can give people oppotunities to be present in their movements and have a healthy break from negative of challenging mental strains. * '''Connection:''' Exercise can be a fantastic way to connect with others and creat social support networks. Walking with friends or family is a perfect way to end a tough day. * '''Building self-efficacy and self-belief:''' Setting and reaching fitness goals can build personal xonfidence, build resilitience and give you a sense of control over your daily structure. Building self-efficacy and self-esteem through exercise is an important and healthy way to cope with daily challenges. * '''Improved mental health:''' Exercise has been proven to improve mental health. === Psychological Theories === Psychological theories around exercise and emotional regulation include the [[w:Self determination theory|Self-Determination Theory]] (SDT) and xxxxxxxxxxxxxx. The Self Determination Theory focus on fulfilling three core psychological needs, autonomy, competency and relatedness.The SDT can be applied to exercise. # Autonomy: Individuals need to feel in control of their own actions, choices and so should choose their own exercise that suits them personally. The individual should also be in charge of implementing structures that work for them. # Competence: Individuals need to feel competent, master challenging situations and able to reach their own goals. This can be applied to fitness goals. # Relatedness: == What exercise is best to help regulate emotions? == Australian adults should be active daily, undertaking a variety of physical activities at different intensities, which can include<ref>{{Cite web|url=https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians/recommendations-for-adults-18-to-64-years?language=en|title=Physical Activity Recommendations for Australian adults|date=|last=Australian Government}}</ref>: * moderate- to vigorous-intensity physical activities for 30 minutes or more on most days * muscle-strengthening activities on 2 or more days per week * functional activities targeting mobility, balance, and coordination on 3 or more days per week * several hours of light-intensity physical activity daily. Any movement is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: Anaerobic exercise (also known as resistance training) has benefits on emotion regulation such as....... Aerobic exercise<ref>{{Cite web|url=https://my.clevelandclinic.org/health/articles/7050-aerobic-exercise|title=Aerobic Exercise|last=Cleveland Clinic}}</ref> is when you continuously use oxygen as your fuel. Aerobic exercise promotes emotion regulation (Wang et al., 2024). And what is more important to note is that there are <u>immediate</u> results on mood. * {| class="wikitable" |+'''Table 1:''' Optimal exercise for each age category, with supporting studies. !Age !Exercise !Intensity/ Frequency !Study |- |Children |A variety of exercise such as running, soccer, dancing, tips, games and anything else that sustains interest and fun of the child. |Moderate–vigorous/ (x hours) Daily |Salvan et al., 2021 |- |Adults |Walking, riding, swimming, running, zumba Begin with short, low-intensity walking and gradually increase duration and intensity | |Ligeza et al., 2023, Mizzi et al., 2022 |- |Older Adults |Walking, exercise bike or water aerobics |Set depending on exercise ability and history |Erickson et al., 2011 |}{{RoundBoxTop|theme=3}}'''So how can the Self-Determination Theory be applied to Sarah?''' Autonomy: Sarah hates running, but she loves dancing. Zumba classes at 7:30pm twice a week might suit Sarah better after she has a quick tea and a rest straight after work. Competency: Sarah hasn't even done dance classes before, but she does feel confident in showing off her moves. Zumba classes could motivate her to move her body while building more range in her dance move repertoire. Relatedness: Sarah is a very social person and some of her friends might even like to join the Zumba classes too. {{RoundBoxBottom}} '''Scenarios''' * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] ;Test yourself<quiz display="simple"> {High intensity running is best for older adults to help manager their emotions: |type="()"} + True - False {Children should take part in more frequent exercise than adults and it should be more varied: |type="()"} - True + False </quiz> ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== In conclusion: * One session of aerobic exercise can significantly boost positive mood and alleviate stress responses. It is recommended for use as an immediate mood regulation strategy. * Any movement can be used such as walking, dancing or sport. * * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108 Gratz, K. L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94 Izard, C. E. (2013). Human emotions. Springer Science & Business Media. Ligeza, T. S., Maciejczyk, M., Wyczesany, M., & Junghofer, M. (2023). The effects of a single aerobic exercise session on mood and neural emotional reactivity in depressed and healthy young adults: A late positive potential study. Psychophysiology, 60(1), e14137. https://doi.org/https://doi.org/10.1111/psyp.14137 Salvan, P., Wassenaar, T., Wheatley, C., Beale, N., Cottaar, M., Papp, D., Bastiani, M., Fitzgibbon, S., Duff, E., Andersson, J., Winkler, A. M., Douaud, G., Nichols, T. E., Smith, S., Dawes, H., & Johansen-Berg, H. (2021). Multimodal Imaging Brain Markers in Early Adolescence Are Linked with a Physically Active Lifestyle. The Journal of Neuroscience, 41(5), 1092. https://doi.org/10.1523/JNEUROSCI.1260-20.2020 Wang, X., Liu, T., Jin, X., & Zhou, C. (2024). Aerobic exercise promotes emotion regulation: a narrative review. Experimental Brain Research, 242(4), 783-796. https://doi.org/https://doi.org/10.1007/s00221-024-06791-1 }} ==External links== External relevant resources: * [https://www.paulekman.com/universal-emotions/ Universal Emotions | What are Emotions? | Paul Ekman Group] * [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional Dysregulation: What It Is, Causes & Treatment] * [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians 24-hour movement guidelines for all Australians | Australian Government Department of Health, Disability and Ageing] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] ggz9zjipqqz5r8qclob29m5d7hq5rqw 2833568 2833566 2026-09-17T04:40:58Z KB3250298 3105557 Added another box relating Sarah and SDT 2833568 wikitext text/x-wiki {{title|Emotion regulation through exercise:<br>How do people use exercise to regulate their emotional states?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}'''Case study''' [[File:Laptop and girl biting pencil-pixabay.jpg|thumb|200px|'''Figure 1'''. Sarah feeling very unregulated with too much going on in her life.]] Sarah stayed up late last night studying as she has three assignments due in the same week. When her alarm goes off at 6am for work she feels exhausted so crawls to the shower to wake herself up. Sarahs house mate bangs on the door yelling to hurry up as they need to use the bathroom. Sarah is already sick of this day but gets dressed and rushes off to her part-time work at a before school care center. Her boss grumbles at her for being 10 minutes late and the children are complaining and fighting about the breakfast they served today. Sarah pushes though her shift, and when it's over, she gets back to her car and sits in it for a moment, She feels tired, grumpy and so frustrated with so many people right now she feels like she might explode. Sarah knows she should go for a run because she hasn't exercised all week, but she is just too tired. Maybe she will get Macca's on the way home and go to her couch to scroll on her phone while she is peacefully at home by herself. What should Sarah do to help regulate her rising emotions: Go for a run or home to scroll? {{RoundBoxBottom}} [[Emotion|Emotions]] are a part of what makes us human and affect us all differently (Izard, 2013). Emotions effect the entirety of a person including their body, perception, cognition, their actions, personality and even their relationships (Izard, 2013). Emotions alert us to sensory information that needs our attention to keep us safe and healthy mentally and physically and steers our actions in these times. Although emotions are very helpful and necessary, they can also have negative impact when they become maladaptive or last too long. This is when we need to regulate our emotions. Emotion regulation is a helpful and important process for humans to function effectively day to day (''Emotion regulation: Conceptual foundations'', 2007). [[File:Plutchik-wheel.svg|thumb|'''Figure 2'''. Plutchik's wheel of emotions {{ic|Explain relevance to the topic}}]] Emotions can be negative or positive to a person and can be triggered by a range of situations in our lives, some we can't control, but some we can. So what we do to keep our emotions from becoming too much? {{RoundBoxTop|theme=3}}'''Focus questions''' * What is emotion regulation? * How can exercise help regulate emotions? * What exercise is best to help regulate emotions? {{RoundBoxBottom}} == What is Emotion Regulation? == [https://www.paulekman.com/universal-emotions/ Universal emotions] were identified by Paul Ekman, that we ''all'' feel, despite we speak different languages, live in different place regional, have different cultural, and ethnic differences (Ekman et al., 1999). He included happiness/enjoyment, anger, fear, disgust, sadness, surprise and then later added contempt. Plutchik went on to create a wheel of emotions to help visually explain these different emotions and show further breakdown ("The emotions," 1991). Emotions can also become dysregulated. [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional dysregulation] is when your emotions feel too big and too strong and a person loses the ability to control their behaviour. Emotional dysregulation is the inability to be aware of, accept, regulate, and modify emotional reactions and subsequent behaviours (Gratz & Roemer, 2004). It can look and feel like irritability, anger, mood swings, outbursts, feeling numb or detached, shutting down. Or in more extreme cases aggressive behaviors, stained relationships and connections and verbals shouting and crying<ref>{{Cite web|url=https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation|title=Cleveland Clinic: Emotional-dysregulation}}</ref>. The goal of emotion regulation is often explained as down-regulating (reducing) the sensation and/or duration of negative emotions such as feeling sad, angry or anxious (Gross et al., 2006). People can also try to up-regulate and increase the intensity or duration of positive emotions (Quoidbach et al., 2010). Emotion regulation is a very important skill of which children typically struggle with and some this can follow into adolescents and adulthood for some. == How can exercise help to regulate emotions? == Exercise is an essential part of humans everyday lives. It's recommended by [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians The Department of Health, Disability and Aging to move most days].  {{RoundBoxTop|theme=3}}'''Department of Health, Disability and Aging recommended physical activity for adults''' -Moderate to vigorous physical activities for at least 30 minutes on most days. -Muscle-strengthening activities at least twice per week. -Functional activities targeting mobility, balance, and coordination on 3 or more days per week. -Several hours of light-intensity physical activity daily. {{RoundBoxBottom}} === Physiological Effects === Exercise positively attributes to well emotional regulation by changing brain chemistry, strengthening brain networks, and reducing stress hormones. Exercise has been proven to reduce cortisol levels and increase dopamine and other endorphins which are hormones responsible for the feelings of calm and comfort. Simply said, exercise puts the brain in a state where it is better able to regulate emotions! (reference) * Less cortisol and more dopamine mean emotional regulation is much easier. (reference) * '''Improve sleep:''' Exercise promotes better sleep as physical exertion regulates stress, lowers stress hormones and reduces muscle tension. === Psychological Effects === Psychological benefits of exercise have continued to be support in many ways such as: * '''Mindfulness:''' Exercise can give people oppotunities to be present in their movements and have a healthy break from negative of challenging mental strains. * '''Connection:''' Exercise can be a fantastic way to connect with others and creat social support networks. Walking with friends or family is a perfect way to end a tough day. * '''Building self-efficacy and self-belief:''' Setting and reaching fitness goals can build personal xonfidence, build resilitience and give you a sense of control over your daily structure. Building self-efficacy and self-esteem through exercise is an important and healthy way to cope with daily challenges. * '''Improved mental health:''' Exercise has been proven to improve mental health. === Psychological Theories === Psychological theories around exercise and emotional regulation include the [[w:Self determination theory|Self-Determination Theory]] (SDT) and xxxxxxxxxxxxxx. The Self Determination Theory focus on fulfilling three core psychological needs, autonomy, competency and relatedness.The SDT can be applied to exercise. # Autonomy: Individuals need to feel in control of their own actions, choices and so should choose their own exercise that suits them personally. The individual should also be in charge of implementing structures that work for them. # Competence: Individuals need to feel competent, master challenging situations and able to reach their own goals. This can be applied to fitness goals. # Relatedness: == What exercise is best to help regulate emotions? == Australian adults should be active daily, undertaking a variety of physical activities at different intensities, which can include<ref>{{Cite web|url=https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians/recommendations-for-adults-18-to-64-years?language=en|title=Physical Activity Recommendations for Australian adults|date=|last=Australian Government}}</ref>: * moderate- to vigorous-intensity physical activities for 30 minutes or more on most days * muscle-strengthening activities on 2 or more days per week * functional activities targeting mobility, balance, and coordination on 3 or more days per week * several hours of light-intensity physical activity daily. Any movement is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: Anaerobic exercise (also known as resistance training) has benefits on emotion regulation such as....... Aerobic exercise<ref>{{Cite web|url=https://my.clevelandclinic.org/health/articles/7050-aerobic-exercise|title=Aerobic Exercise|last=Cleveland Clinic}}</ref> is when you continuously use oxygen as your fuel. Aerobic exercise promotes emotion regulation (Wang et al., 2024). And what is more important to note is that there are <u>immediate</u> results on mood. * {| class="wikitable" |+'''Table 1:''' Optimal exercise for each age category, with supporting studies. !Age !Exercise !Intensity/ Frequency !Study |- |Children |A variety of exercise such as running, soccer, dancing, tips, games and anything else that sustains interest and fun of the child. |Moderate–vigorous/ (x hours) Daily |Salvan et al., 2021 |- |Adults |Walking, riding, swimming, running, zumba Begin with short, low-intensity walking and gradually increase duration and intensity | |Ligeza et al., 2023, Mizzi et al., 2022 |- |Older Adults |Walking, exercise bike or water aerobics |Set depending on exercise ability and history |Erickson et al., 2011 |}{{RoundBoxTop|theme=3}}'''So how can the Self-Determination Theory be applied to Sarah?''' Autonomy: Sarah hates running, but she loves dancing. Zumba classes at 7:30pm twice a week might suit Sarah better after she has a quick tea and a rest straight after work. Competency: Sarah hasn't even done dance classes before, but she does feel confident in showing off her moves. Zumba classes could motivate her to move her body while building more range in her dance move repertoire. Relatedness: Sarah is a very social person and some of her friends might even like to join the Zumba classes too. {{RoundBoxBottom}} ;Test yourself<quiz display="simple"> {High intensity running is best for older adults to help manager their emotions: |type="()"} + True - False {Children should take part in more frequent exercise than adults and it should be more varied: |type="()"} - True + False </quiz> ** ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== In conclusion: * One session of aerobic exercise can significantly boost positive mood and alleviate stress responses. It is recommended for use as an immediate mood regulation strategy. * Any movement can be used such as walking, dancing or sport. * * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108 Gratz, K. L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94 Izard, C. E. (2013). Human emotions. Springer Science & Business Media. Ligeza, T. S., Maciejczyk, M., Wyczesany, M., & Junghofer, M. (2023). The effects of a single aerobic exercise session on mood and neural emotional reactivity in depressed and healthy young adults: A late positive potential study. Psychophysiology, 60(1), e14137. https://doi.org/https://doi.org/10.1111/psyp.14137 Salvan, P., Wassenaar, T., Wheatley, C., Beale, N., Cottaar, M., Papp, D., Bastiani, M., Fitzgibbon, S., Duff, E., Andersson, J., Winkler, A. M., Douaud, G., Nichols, T. E., Smith, S., Dawes, H., & Johansen-Berg, H. (2021). Multimodal Imaging Brain Markers in Early Adolescence Are Linked with a Physically Active Lifestyle. The Journal of Neuroscience, 41(5), 1092. https://doi.org/10.1523/JNEUROSCI.1260-20.2020 Wang, X., Liu, T., Jin, X., & Zhou, C. (2024). Aerobic exercise promotes emotion regulation: a narrative review. Experimental Brain Research, 242(4), 783-796. https://doi.org/https://doi.org/10.1007/s00221-024-06791-1 }} ==External links== External relevant resources: * [https://www.paulekman.com/universal-emotions/ Universal Emotions | What are Emotions? | Paul Ekman Group] * [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional Dysregulation: What It Is, Causes & Treatment] * [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians 24-hour movement guidelines for all Australians | Australian Government Department of Health, Disability and Ageing] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] jr3nzjungi4ja2shqs7cs743a1xntqg 2833569 2833568 2026-09-17T04:42:34Z KB3250298 3105557 2833569 wikitext text/x-wiki {{title|Emotion regulation through exercise:<br>How do people use exercise to regulate their emotional states?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}'''Case study''' [[File:Laptop and girl biting pencil-pixabay.jpg|thumb|200px|'''Figure 1'''. Sarah feeling very unregulated with too much going on in her life.]] Sarah stayed up late last night studying as she has three assignments due in the same week. When her alarm goes off at 6am for work she feels exhausted so crawls to the shower to wake herself up. Sarahs house mate bangs on the door yelling to hurry up as they need to use the bathroom. Sarah is already sick of this day but gets dressed and rushes off to her part-time work at a before school care center. Her boss grumbles at her for being 10 minutes late and the children are complaining and fighting about the breakfast they served today. Sarah pushes though her shift, and when it's over, she gets back to her car and sits in it for a moment, She feels tired, grumpy and so frustrated with so many people right now she feels like she might explode. Sarah knows she should go for a run because she hasn't exercised all week, but she is just too tired. Maybe she will get Macca's on the way home and go to her couch to scroll on her phone while she is peacefully at home by herself. What should Sarah do to help regulate her rising emotions: Go for a run or home to scroll? {{RoundBoxBottom}} [[Emotion|Emotions]] are a part of what makes us human and affect us all differently (Izard, 2013). Emotions effect the entirety of a person including their body, perception, cognition, their actions, personality and even their relationships (Izard, 2013). Emotions alert us to sensory information that needs our attention to keep us safe and healthy mentally and physically and steers our actions in these times. Although emotions are very helpful and necessary, they can also have negative impact when they become maladaptive or last too long. This is when we need to regulate our emotions. Emotion regulation is a helpful and important process for humans to function effectively day to day (''Emotion regulation: Conceptual foundations'', 2007). [[File:Plutchik-wheel.svg|thumb|'''Figure 2'''. Plutchik's wheel of emotions {{ic|Explain relevance to the topic}}]] Emotions can be negative or positive to a person and can be triggered by a range of situations in our lives, some we can't control, but some we can. So what we do to keep our emotions from becoming too much? {{RoundBoxTop|theme=3}}'''Focus questions''' * What is emotion regulation? * How can exercise help regulate emotions? * What exercise is best to help regulate emotions? {{RoundBoxBottom}} == What is Emotion Regulation? == [https://www.paulekman.com/universal-emotions/ Universal emotions] were identified by Paul Ekman, that we ''all'' feel, despite we speak different languages, live in different place regional, have different cultural, and ethnic differences (Ekman et al., 1999). He included happiness/enjoyment, anger, fear, disgust, sadness, surprise and then later added contempt. Plutchik went on to create a wheel of emotions to help visually explain these different emotions and show further breakdown ("The emotions," 1991). Emotions can also become dysregulated. [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional dysregulation] is when your emotions feel too big and too strong and a person loses the ability to control their behaviour. Emotional dysregulation is the inability to be aware of, accept, regulate, and modify emotional reactions and subsequent behaviours (Gratz & Roemer, 2004). It can look and feel like irritability, anger, mood swings, outbursts, feeling numb or detached, shutting down. Or in more extreme cases aggressive behaviors, stained relationships and connections and verbals shouting and crying<ref>{{Cite web|url=https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation|title=Cleveland Clinic: Emotional-dysregulation}}</ref>. The goal of emotion regulation is often explained as down-regulating (reducing) the sensation and/or duration of negative emotions such as feeling sad, angry or anxious (Gross et al., 2006). People can also try to up-regulate and increase the intensity or duration of positive emotions (Quoidbach et al., 2010). Emotion regulation is a very important skill of which children typically struggle with and some this can follow into adolescents and adulthood for some. == How can exercise help to regulate emotions? == Exercise is an essential part of humans everyday lives. It's recommended by [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians The Department of Health, Disability and Aging to move most days].  {{RoundBoxTop|theme=3}}'''Department of Health, Disability and Aging recommended physical activity for adults''' -Moderate to vigorous physical activities for at least 30 minutes on most days. -Muscle-strengthening activities at least twice per week. -Functional activities targeting mobility, balance, and coordination on 3 or more days per week. -Several hours of light-intensity physical activity daily. {{RoundBoxBottom}} === Physiological Effects === Exercise positively attributes to well emotional regulation by changing brain chemistry, strengthening brain networks, and reducing stress hormones. Exercise has been proven to reduce cortisol levels and increase dopamine and other endorphins which are hormones responsible for the feelings of calm and comfort. Simply said, exercise puts the brain in a state where it is better able to regulate emotions! (reference) * Less cortisol and more dopamine mean emotional regulation is much easier. (reference) * '''Improve sleep:''' Exercise promotes better sleep as physical exertion regulates stress, lowers stress hormones and reduces muscle tension. === Psychological Effects === Psychological benefits of exercise have continued to be support in many ways such as: * '''Mindfulness:''' Exercise can give people oppotunities to be present in their movements and have a healthy break from negative of challenging mental strains. * '''Connection:''' Exercise can be a fantastic way to connect with others and creat social support networks. Walking with friends or family is a perfect way to end a tough day. * '''Building self-efficacy and self-belief:''' Setting and reaching fitness goals can build personal xonfidence, build resilitience and give you a sense of control over your daily structure. Building self-efficacy and self-esteem through exercise is an important and healthy way to cope with daily challenges. * '''Improved mental health:''' Exercise has been proven to improve mental health. == Psychological Theories == Psychological theories around exercise and emotional regulation include the [[w:Self determination theory|Self-Determination Theory]] (SDT) and xxxxxxxxxxxxxx. === The Self Determination Theory === The Self Determination Theory focus on fulfilling three core psychological needs, autonomy, competency and relatedness.The SDT can be applied to exercise. # Autonomy: Individuals need to feel in control of their own actions, choices and so should choose their own exercise that suits them personally. The individual should also be in charge of implementing structures that work for them. # Competence: Individuals need to feel competent, master challenging situations and able to reach their own goals. This can be applied to fitness goals. # Relatedness: == What exercise is best to help regulate emotions? == Australian adults should be active daily, undertaking a variety of physical activities at different intensities, which can include<ref>{{Cite web|url=https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians/recommendations-for-adults-18-to-64-years?language=en|title=Physical Activity Recommendations for Australian adults|date=|last=Australian Government}}</ref>: * moderate- to vigorous-intensity physical activities for 30 minutes or more on most days * muscle-strengthening activities on 2 or more days per week * functional activities targeting mobility, balance, and coordination on 3 or more days per week * several hours of light-intensity physical activity daily. Any movement is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: Anaerobic exercise (also known as resistance training) has benefits on emotion regulation such as....... Aerobic exercise<ref>{{Cite web|url=https://my.clevelandclinic.org/health/articles/7050-aerobic-exercise|title=Aerobic Exercise|last=Cleveland Clinic}}</ref> is when you continuously use oxygen as your fuel. Aerobic exercise promotes emotion regulation (Wang et al., 2024). And what is more important to note is that there are <u>immediate</u> results on mood. * {| class="wikitable" |+'''Table 1:''' Optimal exercise for each age category, with supporting studies. !Age !Exercise !Intensity/ Frequency !Study |- |Children |A variety of exercise such as running, soccer, dancing, tips, games and anything else that sustains interest and fun of the child. |Moderate–vigorous/ (x hours) Daily |Salvan et al., 2021 |- |Adults |Walking, riding, swimming, running, zumba Begin with short, low-intensity walking and gradually increase duration and intensity | |Ligeza et al., 2023, Mizzi et al., 2022 |- |Older Adults |Walking, exercise bike or water aerobics |Set depending on exercise ability and history |Erickson et al., 2011 |}{{RoundBoxTop|theme=3}}'''So how can the Self-Determination Theory be applied to Sarah?''' Autonomy: Sarah hates running, but she loves dancing. Zumba classes at 7:30pm twice a week might suit Sarah better after she has a quick tea and a rest straight after work. Competency: Sarah hasn't even done dance classes before, but she does feel confident in showing off her moves. Zumba classes could motivate her to move her body while building more range in her dance move repertoire. Relatedness: Sarah is a very social person and some of her friends might even like to join the Zumba classes too. {{RoundBoxBottom}} ;Test yourself<quiz display="simple"> {High intensity running is best for older adults to help manager their emotions: |type="()"} + True - False {Children should take part in more frequent exercise than adults and it should be more varied: |type="()"} - True + False </quiz> ** ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== In conclusion: * One session of aerobic exercise can significantly boost positive mood and alleviate stress responses. It is recommended for use as an immediate mood regulation strategy. * Any movement can be used such as walking, dancing or sport. * * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108 Gratz, K. L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94 Izard, C. E. (2013). Human emotions. Springer Science & Business Media. Ligeza, T. S., Maciejczyk, M., Wyczesany, M., & Junghofer, M. (2023). The effects of a single aerobic exercise session on mood and neural emotional reactivity in depressed and healthy young adults: A late positive potential study. Psychophysiology, 60(1), e14137. https://doi.org/https://doi.org/10.1111/psyp.14137 Salvan, P., Wassenaar, T., Wheatley, C., Beale, N., Cottaar, M., Papp, D., Bastiani, M., Fitzgibbon, S., Duff, E., Andersson, J., Winkler, A. M., Douaud, G., Nichols, T. E., Smith, S., Dawes, H., & Johansen-Berg, H. (2021). Multimodal Imaging Brain Markers in Early Adolescence Are Linked with a Physically Active Lifestyle. The Journal of Neuroscience, 41(5), 1092. https://doi.org/10.1523/JNEUROSCI.1260-20.2020 Wang, X., Liu, T., Jin, X., & Zhou, C. (2024). Aerobic exercise promotes emotion regulation: a narrative review. Experimental Brain Research, 242(4), 783-796. https://doi.org/https://doi.org/10.1007/s00221-024-06791-1 }} ==External links== External relevant resources: * [https://www.paulekman.com/universal-emotions/ Universal Emotions | What are Emotions? | Paul Ekman Group] * [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional Dysregulation: What It Is, Causes & Treatment] * [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians 24-hour movement guidelines for all Australians | Australian Government Department of Health, Disability and Ageing] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] kfwunnzuouha4xhq5cy8qjf10t1ncc5 2833570 2833569 2026-09-17T04:44:43Z KB3250298 3105557 2833570 wikitext text/x-wiki {{title|Emotion regulation through exercise:<br>How do people use exercise to regulate their emotional states?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}}'''Case study''' [[File:Laptop and girl biting pencil-pixabay.jpg|thumb|200px|'''Figure 1'''. Sarah feeling very unregulated with too much going on in her life.]] Sarah stayed up late last night studying as she has three assignments due in the same week. When her alarm goes off at 6am for work she feels exhausted so crawls to the shower to wake herself up. Sarahs house mate bangs on the door yelling to hurry up as they need to use the bathroom. Sarah is already sick of this day but gets dressed and rushes off to her part-time work at a before school care center. Her boss grumbles at her for being 10 minutes late and the children are complaining and fighting about the breakfast they served today. Sarah pushes though her shift, and when it's over, she gets back to her car and sits in it for a moment, She feels tired, grumpy and so frustrated with so many people right now she feels like she might explode. Sarah knows she should go for a run because she hasn't exercised all week, but she is just too tired. Maybe she will get Macca's on the way home and go to her couch to scroll on her phone while she is peacefully at home by herself. What should Sarah do to help regulate her rising emotions: Go for a run or home to scroll? {{RoundBoxBottom}} [[Emotion|Emotions]] are a part of what makes us human and affect us all differently (Izard, 2013). Emotions effect the entirety of a person including their body, perception, cognition, their actions, personality and even their relationships (Izard, 2013). Emotions alert us to sensory information that needs our attention to keep us safe and healthy mentally and physically and steers our actions in these times. Although emotions are very helpful and necessary, they can also have negative impact when they become maladaptive or last too long. This is when we need to regulate our emotions. Emotion regulation is a helpful and important process for humans to function effectively day to day (''Emotion regulation: Conceptual foundations'', 2007). [[File:Plutchik-wheel.svg|thumb|'''Figure 2'''. Plutchik's wheel of emotions {{ic|Explain relevance to the topic}}]] Emotions can be negative or positive to a person and can be triggered by a range of situations in our lives, some we can't control, but some we can. So what we do to keep our emotions from becoming too much? {{RoundBoxTop|theme=3}}'''Focus questions''' * What is emotion regulation? * How can exercise help regulate emotions? * What exercise is best to help regulate emotions? {{RoundBoxBottom}} == What is Emotion Regulation? == [https://www.paulekman.com/universal-emotions/ Universal emotions] were identified by Paul Ekman, that we ''all'' feel, despite we speak different languages, live in different place regional, have different cultural, and ethnic differences (Ekman et al., 1999). He included happiness/enjoyment, anger, fear, disgust, sadness, surprise and then later added contempt. Plutchik went on to create a wheel of emotions to help visually explain these different emotions and show further breakdown ("The emotions," 1991). Emotions can also become dysregulated. [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional dysregulation] is when your emotions feel too big and too strong and a person loses the ability to control their behaviour. Emotional dysregulation is the inability to be aware of, accept, regulate, and modify emotional reactions and subsequent behaviours (Gratz & Roemer, 2004). It can look and feel like irritability, anger, mood swings, outbursts, feeling numb or detached, shutting down. Or in more extreme cases aggressive behaviors, stained relationships and connections and verbals shouting and crying<ref>{{Cite web|url=https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation|title=Cleveland Clinic: Emotional-dysregulation}}</ref>. The goal of emotion regulation is often explained as down-regulating (reducing) the sensation and/or duration of negative emotions such as feeling sad, angry or anxious (Gross et al., 2006). People can also try to up-regulate and increase the intensity or duration of positive emotions (Quoidbach et al., 2010). Emotion regulation is a very important skill of which children typically struggle with and some this can follow into adolescents and adulthood for some. == How can exercise help to regulate emotions? == Exercise is an essential part of humans everyday lives. It's recommended by [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians The Department of Health, Disability and Aging to move most days].  {{RoundBoxTop|theme=3}}'''Department of Health, Disability and Aging recommended physical activity for adults''' -Moderate to vigorous physical activities for at least 30 minutes on most days. -Muscle-strengthening activities at least twice per week. -Functional activities targeting mobility, balance, and coordination on 3 or more days per week. -Several hours of light-intensity physical activity daily. {{RoundBoxBottom}} === Physiological Effects === Exercise positively attributes to well emotional regulation by changing brain chemistry, strengthening brain networks, and reducing stress hormones. Exercise has been proven to reduce cortisol levels and increase dopamine and other endorphins which are hormones responsible for the feelings of calm and comfort. Simply said, exercise puts the brain in a state where it is better able to regulate emotions! (reference) * Less cortisol and more dopamine mean emotional regulation is much easier. (reference) * '''Improve sleep:''' Exercise promotes better sleep as physical exertion regulates stress, lowers stress hormones and reduces muscle tension. === Psychological Effects === Psychological benefits of exercise have continued to be support in many ways such as: * '''Mindfulness:''' Exercise can give people oppotunities to be present in their movements and have a healthy break from negative of challenging mental strains. * '''Connection:''' Exercise can be a fantastic way to connect with others and creat social support networks. Walking with friends or family is a perfect way to end a tough day. * '''Building self-efficacy and self-belief:''' Setting and reaching fitness goals can build personal xonfidence, build resilitience and give you a sense of control over your daily structure. Building self-efficacy and self-esteem through exercise is an important and healthy way to cope with daily challenges. * '''Improved mental health:''' Exercise has been proven to improve mental health. == Psychological Theories == Psychological theories around exercise and emotional regulation include the [[w:Self determination theory|Self-Determination Theory]] (SDT) and xxxxxxxxxxxxxx. === The Self Determination Theory === The Self Determination Theory focus on fulfilling three core psychological needs, autonomy, competency and relatedness.The SDT can be applied to exercise. # Autonomy: Individuals need to feel in control of their own actions, choices and so should choose their own exercise that suits them personally. The individual should also be in charge of implementing structures that work for them. # Competence: Individuals need to feel competent, master challenging situations and able to reach their own goals. This can be applied to fitness goals. # Relatedness: == What exercise is best to help regulate emotions? == Australian adults should be active daily, undertaking a variety of physical activities at different intensities, which can include<ref>{{Cite web|url=https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians/recommendations-for-adults-18-to-64-years?language=en|title=Physical Activity Recommendations for Australian adults|date=|last=Australian Government}}</ref>: * moderate- to vigorous-intensity physical activities for 30 minutes or more on most days * muscle-strengthening activities on 2 or more days per week * functional activities targeting mobility, balance, and coordination on 3 or more days per week * several hours of light-intensity physical activity daily. Any movement is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: Anaerobic exercise (also known as resistance training) has benefits on emotion regulation such as....... Aerobic exercise<ref>{{Cite web|url=https://my.clevelandclinic.org/health/articles/7050-aerobic-exercise|title=Aerobic Exercise|last=Cleveland Clinic}}</ref> is when you continuously use oxygen as your fuel. Aerobic exercise promotes emotion regulation (Wang et al., 2024). And what is more important to note is that there are <u>immediate</u> results on mood. * {| class="wikitable" |+'''Table 1:''' Optimal exercise for each age category, with supporting studies. !Age !Exercise !Intensity/ Frequency !Study |- |Children |A variety of exercise such as running, soccer, dancing, tips, games and anything else that sustains interest and fun of the child. |Moderate–vigorous/ (x hours) Daily |Salvan et al., 2021 |- |Adults |Walking, riding, swimming, running, zumba Begin with short, low-intensity walking and gradually increase duration and intensity | |Ligeza et al., 2023, Mizzi et al., 2022 |- |Older Adults |Walking, exercise bike or water aerobics |Set depending on exercise ability and history |Erickson et al., 2011 |}{{RoundBoxTop|theme=3}}'''So how can the Self-Determination Theory be applied to Sarah?''' Autonomy: Sarah hates running, but she loves dancing. Zumba classes at 7:30pm twice a week might suit Sarah better after she has a quick tea and a rest straight after work. Competency: Sarah hasn't even done dance classes before, but she does feel confident in showing off her moves. Zumba classes could motivate her to move her body while building more range in her dance move repertoire. Relatedness: Sarah is a very social person and some of her friends might even like to join the Zumba classes too. {{RoundBoxBottom}} ;Test yourself<quiz display="simple"> {High intensity running is best for older adults to help manager their emotions: |type="()"} + True - False {Children should take part in more frequent exercise than adults and it should be more varied: |type="()"} - True + False </quiz> ** ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") ==Conclusion== In conclusion: * One session of aerobic exercise can significantly boost positive mood and alleviate stress responses. It is recommended for use as an immediate mood regulation strategy. * Any movement can be used such as walking, dancing or sport. *Recommended length: 150 to 330 words {{tip|Key messages * Start by moving your body for 30 minutes in any way you enjoy. Positive effects on mood starts immediately. What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Erickson, K. I., Voss, M. W., Prakash, R. S., Basak, C., Szabo, A., Chaddock, L., Kim, J. S., Heo, S., Alves, H., White, S. M., Wojcicki, T. R., Mailey, E., Vieira, V. J., Martin, S. A., Pence, B. D., Woods, J. A., McAuley, E., & Kramer, A. F. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108(7), 3017-3022. https://doi.org/10.1073/pnas.1015950108 Gratz, K. L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94 Izard, C. E. (2013). Human emotions. Springer Science & Business Media. Ligeza, T. S., Maciejczyk, M., Wyczesany, M., & Junghofer, M. (2023). The effects of a single aerobic exercise session on mood and neural emotional reactivity in depressed and healthy young adults: A late positive potential study. Psychophysiology, 60(1), e14137. https://doi.org/https://doi.org/10.1111/psyp.14137 Salvan, P., Wassenaar, T., Wheatley, C., Beale, N., Cottaar, M., Papp, D., Bastiani, M., Fitzgibbon, S., Duff, E., Andersson, J., Winkler, A. M., Douaud, G., Nichols, T. E., Smith, S., Dawes, H., & Johansen-Berg, H. (2021). Multimodal Imaging Brain Markers in Early Adolescence Are Linked with a Physically Active Lifestyle. The Journal of Neuroscience, 41(5), 1092. https://doi.org/10.1523/JNEUROSCI.1260-20.2020 Wang, X., Liu, T., Jin, X., & Zhou, C. (2024). Aerobic exercise promotes emotion regulation: a narrative review. Experimental Brain Research, 242(4), 783-796. https://doi.org/https://doi.org/10.1007/s00221-024-06791-1 }} ==External links== External relevant resources: * [https://www.paulekman.com/universal-emotions/ Universal Emotions | What are Emotions? | Paul Ekman Group] * [https://my.clevelandclinic.org/health/symptoms/25065-emotional-dysregulation Emotional Dysregulation: What It Is, Causes & Treatment] * [https://www.health.gov.au/topics/physical-activity/24-hour-movement-guidelines-for-all-australians 24-hour movement guidelines for all Australians | Australian Government Department of Health, Disability and Ageing] {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] iizhot1x1s88vg0rdoog9mgfk7kbrru 2 330795 2833548 2832546 2026-09-17T03:13:36Z U3285438 3103750 /* Social contributions */ +1 2833548 wikitext text/x-wiki == About me == Hello! My name is Zara (''she/her''). I am a '''third-year student''' at the [https://www.canberra.edu.au/ University of Canberra (UC)], studying a Bachelor of Science in Psychology with a Breadth Major in Counselling Studies. I am hoping to undertake postgraduate studies in [[wikipedia:Clinical_psychology|clinical psychology]], and I am particularly '''interested in working with children and adolescents'''. [[File:Canadian swimmer at 2019 international tournament.jpg|thumb|150x150px|'''Figure 1.''' As a competitive swimmer, my favourite stroke was butterfly. ]] I am currently undertaking the unit [[Motivation and emotion|Motivation and Emotion]] at UC. Some of my hobbies include: * Reading * [[wikipedia:Swimming|Swimming]] (see Figure 1) == Book chapter I'm working on == I am writing a book chapter on [[Motivation and emotion/Book/2026/Emotion dysregulation|emotion dysregulation]] for the [[Motivation and emotion/Book|Motivation and emotion book]] project. Through this chapter I will be exploring the question "what is emotion dysregulation, what are its consequences and how can it be managed?" My interest in this topic stems from my experience as a classroom support assistant in a primary school. Within this role, I work with young students to help build emotional literacy and support them in regulating their emotions. I am eager to further my understanding of emotion dysregulation and share this knowledge with others. == Social contributions == #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805511 Posted in a UCLearn discussion thread to share the areas of motivation and emotion I am interested in exploring this semester.] (18 Aug. 2026) #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805526 Responded to a peer's discussion post on UCLearn.] (18 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2823381&oldid=2762016 Fixed grammatical error to improve clarity.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FTo-do_lists&diff=2823387&oldid=2672363 Made small stylistic correction in formatting.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2025%2FPain_avoidance_motivation&diff=2823539&oldid=2758910 Recommended a relevant book chapter for inclusion in the 'See also' section.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCoercive_control_in_intimate_partner_violence&diff=2825669&oldid=2811025 Edited a past book chapter's 'See also' section to include a missing source citation in parentheses after the relevant link.] (25 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FBuilding_therapeutic_alliance&diff=2830378&oldid=2829992 Offered a relevant therapeutic framework that could be included in my peer's book chapter.] (02 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Fear extinction#c-U3285438-20260902052100-Food for thought: Integrating Pavlov's classical conditioning|Suggested integrating a relevant theory to help contextualise key concepts in my peer's book chapter.]] (02 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Sun exposure and protection motivation#c-U3285438-20260903051900-Food for thought: The health belief model|Suggested including a relevant theory (the health belief model) in my peer's book chapter as an additional lens for understanding health behaviour change]] (03 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FExtended_process_model_of_emotion_regulation&diff=2832166&oldid=2830650 Added the recommended ''External links'' heading to a peer's book chapter through a direct edit.] (08 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Extended process model of emotion regulation#c-U3285438-20260908043300-Recommendation for 'see also' section|Provided feedback on a book chapter's talk page. Recommended relocating the current ''See also'' links to the ''External links'' section and suggested a relevant chapter as an alternative.]] (08 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FCompetence_motivation_in_self-determination_theory&diff=2832537&oldid=2831095 Added the recommended ''See also'' heading to a peer's book chapter through a direct edit.] (10 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FCompetence_motivation_in_self-determination_theory&diff=2832538&oldid=2830994 Suggested a relevant book chapter to link in the ''See also'' section via the book chapter's talk page]. (10 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FHypothalamus_and_homeostatic_motivation&diff=2833547&oldid=2831670 Added bullet points to a book chapter's focus questions through a direct edit] (17 Sept. 2026) j995khkiv4ip3951lnp0r1xyy2gj7bl 2833559 2833548 2026-09-17T04:00:01Z U3285438 3103750 /* Social contributions */ +1 2833559 wikitext text/x-wiki == About me == Hello! My name is Zara (''she/her''). I am a '''third-year student''' at the [https://www.canberra.edu.au/ University of Canberra (UC)], studying a Bachelor of Science in Psychology with a Breadth Major in Counselling Studies. I am hoping to undertake postgraduate studies in [[wikipedia:Clinical_psychology|clinical psychology]], and I am particularly '''interested in working with children and adolescents'''. [[File:Canadian swimmer at 2019 international tournament.jpg|thumb|150x150px|'''Figure 1.''' As a competitive swimmer, my favourite stroke was butterfly. ]] I am currently undertaking the unit [[Motivation and emotion|Motivation and Emotion]] at UC. Some of my hobbies include: * Reading * [[wikipedia:Swimming|Swimming]] (see Figure 1) == Book chapter I'm working on == I am writing a book chapter on [[Motivation and emotion/Book/2026/Emotion dysregulation|emotion dysregulation]] for the [[Motivation and emotion/Book|Motivation and emotion book]] project. Through this chapter I will be exploring the question "what is emotion dysregulation, what are its consequences and how can it be managed?" My interest in this topic stems from my experience as a classroom support assistant in a primary school. Within this role, I work with young students to help build emotional literacy and support them in regulating their emotions. I am eager to further my understanding of emotion dysregulation and share this knowledge with others. == Social contributions == #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805511 Posted in a UCLearn discussion thread to share the areas of motivation and emotion I am interested in exploring this semester.] (18 Aug. 2026) #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805526 Responded to a peer's discussion post on UCLearn.] (18 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2823381&oldid=2762016 Fixed grammatical error to improve clarity.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FTo-do_lists&diff=2823387&oldid=2672363 Made small stylistic correction in formatting.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2025%2FPain_avoidance_motivation&diff=2823539&oldid=2758910 Recommended a relevant book chapter for inclusion in the 'See also' section.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCoercive_control_in_intimate_partner_violence&diff=2825669&oldid=2811025 Edited a past book chapter's 'See also' section to include a missing source citation in parentheses after the relevant link.] (25 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FBuilding_therapeutic_alliance&diff=2830378&oldid=2829992 Offered a relevant therapeutic framework that could be included in my peer's book chapter.] (02 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Fear extinction#c-U3285438-20260902052100-Food for thought: Integrating Pavlov's classical conditioning|Suggested integrating a relevant theory to help contextualise key concepts in my peer's book chapter.]] (02 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Sun exposure and protection motivation#c-U3285438-20260903051900-Food for thought: The health belief model|Suggested including a relevant theory (the health belief model) in my peer's book chapter as an additional lens for understanding health behaviour change]] (03 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FExtended_process_model_of_emotion_regulation&diff=2832166&oldid=2830650 Added the recommended ''External links'' heading to a peer's book chapter through a direct edit.] (08 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Extended process model of emotion regulation#c-U3285438-20260908043300-Recommendation for 'see also' section|Provided feedback on a book chapter's talk page. Recommended relocating the current ''See also'' links to the ''External links'' section and suggested a relevant chapter as an alternative.]] (08 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FCompetence_motivation_in_self-determination_theory&diff=2832537&oldid=2831095 Added the recommended ''See also'' heading to a peer's book chapter through a direct edit.] (10 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FCompetence_motivation_in_self-determination_theory&diff=2832538&oldid=2830994 Suggested a relevant book chapter to link in the ''See also'' section via the book chapter's talk page]. (10 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FHypothalamus_and_homeostatic_motivation&diff=2833547&oldid=2831670 Added bullet points to a book chapter's focus questions through a direct edit] (17 Sept. 2026) #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457901?entry_id=818681 Provided constructive feedback on the use of headings in a peer's book chapter (UCLearn discussion post)] (17 Sept. 2026) fuwen6ip7dhz63egluudmz9eelqq8r9 2833567 2833559 2026-09-17T04:40:58Z U3285438 3103750 /* Social contributions */ +1 2833567 wikitext text/x-wiki == About me == Hello! My name is Zara (''she/her''). I am a '''third-year student''' at the [https://www.canberra.edu.au/ University of Canberra (UC)], studying a Bachelor of Science in Psychology with a Breadth Major in Counselling Studies. I am hoping to undertake postgraduate studies in [[wikipedia:Clinical_psychology|clinical psychology]], and I am particularly '''interested in working with children and adolescents'''. [[File:Canadian swimmer at 2019 international tournament.jpg|thumb|150x150px|'''Figure 1.''' As a competitive swimmer, my favourite stroke was butterfly. ]] I am currently undertaking the unit [[Motivation and emotion|Motivation and Emotion]] at UC. Some of my hobbies include: * Reading * [[wikipedia:Swimming|Swimming]] (see Figure 1) == Book chapter I'm working on == I am writing a book chapter on [[Motivation and emotion/Book/2026/Emotion dysregulation|emotion dysregulation]] for the [[Motivation and emotion/Book|Motivation and emotion book]] project. Through this chapter I will be exploring the question "what is emotion dysregulation, what are its consequences and how can it be managed?" My interest in this topic stems from my experience as a classroom support assistant in a primary school. Within this role, I work with young students to help build emotional literacy and support them in regulating their emotions. I am eager to further my understanding of emotion dysregulation and share this knowledge with others. == Social contributions == #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805511 Posted in a UCLearn discussion thread to share the areas of motivation and emotion I am interested in exploring this semester.] (18 Aug. 2026) #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805526 Responded to a peer's discussion post on UCLearn.] (18 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2823381&oldid=2762016 Fixed grammatical error to improve clarity.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FTo-do_lists&diff=2823387&oldid=2672363 Made small stylistic correction in formatting.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2025%2FPain_avoidance_motivation&diff=2823539&oldid=2758910 Recommended a relevant book chapter for inclusion in the 'See also' section.] (20 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCoercive_control_in_intimate_partner_violence&diff=2825669&oldid=2811025 Edited a past book chapter's ''See also'' section to include a missing source citation in parentheses after the relevant link.] (25 Aug. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FBuilding_therapeutic_alliance&diff=2830378&oldid=2829992 Offered a relevant therapeutic framework that could be included in my peer's book chapter.] (02 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Fear extinction#c-U3285438-20260902052100-Food for thought: Integrating Pavlov's classical conditioning|Suggested integrating a relevant theory to help contextualise key concepts in my peer's book chapter.]] (02 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Sun exposure and protection motivation#c-U3285438-20260903051900-Food for thought: The health belief model|Suggested including a relevant theory (the health belief model) in my peer's book chapter as an additional lens for understanding health behaviour change]] (03 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FExtended_process_model_of_emotion_regulation&diff=2832166&oldid=2830650 Added the recommended ''External links'' heading to a peer's book chapter through a direct edit.] (08 Sept. 2026) #[[Talk:Motivation and emotion/Book/2026/Extended process model of emotion regulation#c-U3285438-20260908043300-Recommendation for 'see also' section|Provided feedback on a book chapter's talk page. Recommended relocating the current ''See also'' links to the ''External links'' section and suggested a relevant chapter as an alternative.]] (08 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FCompetence_motivation_in_self-determination_theory&diff=2832537&oldid=2831095 Added the recommended ''See also'' heading to a peer's book chapter through a direct edit.] (10 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FCompetence_motivation_in_self-determination_theory&diff=2832538&oldid=2830994 Suggested a relevant book chapter to link in the ''See also'' section via the book chapter's talk page]. (10 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FHypothalamus_and_homeostatic_motivation&diff=2833547&oldid=2831670 Added bullet points to a book chapter's focus questions through a direct edit] (17 Sept. 2026) #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457901?entry_id=818681 Provided constructive feedback on the use of headings in a peer's book chapter (UCLearn discussion post)] (17 Sept. 2026) #[https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FRomantic_entertainment_and_love_beliefs&diff=2833564&oldid=2833099 Recommended relevant resources to include in the ''External links'' section] (17 Sept. 2026) heujqygq3fkeet22urfn8w8hmxiwjqo 828 331015 2833544 2829377 2026-09-17T00:13:30Z Helpme2222 3106525 2833544 Scribunto text/plain -- My function for teaching grammar local p = {}; local frame = mw.getCurrentFrame() local grammatical_moods = { "Jelen ido", "Mult ido", "Felszolito mod", "Felteteles mod" } local balls = { grammatical_moods } function p.infoboxWBB() -- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html --[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node Thankfully, these operations except passed nils as no-ops (I'm technically using false though. Somehow that works anyways?)]] local frame = mw.getCurrentFrame() local pagename = mw.title.getCurrentTitle() local isSuper = -- do blank args count the same as nonexistent ones? check frame.args["SUPER Debuted"] or frame.args["SUPER Starting value"] or frame.args["SUPER Starting value 1"] or frame.args["SUPER Scaling"] or frame.args["SUPER Feature"] or frame.args["SUPER Type"] or (pagecount > 0) local table = mw.html.create( 'table' ) :node( mw.html.create( 'tr' ) :node( mw.html.create( 'th' ) :attr({ colspan = "2", id = "mw-customcollapsible-Infobox" }) :addClass((isSuper) and "mw-collapsible") :node("<big>" .. frame.args["Title"] or pagename .. "</big>") ) ) :node((isSuper) and mw.html.create( 'tr' ) :node( mw.html.create( 'th' ) :attr({ colspan = "2", id = "mw-customcollapsible-Infobox" }) :addClass((isSuper) and "mw-collapsible mw-collapsed") :node("<big>" .. frame.args["SUPER Title"] or ("Super" .. (frame.args["Title"] or pagename)) .. "</big>") ) ) return tostring(table) end function p.title() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA" } } local cases2 = "ba" local cases3 = "ba" -- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = "true" else cases2 = "false" end -- if "ANCOVA" == frame:getParent():getTitle() then cases3 = "true" else cases3 = "false" end local detected = false detected = detected or true return mw.title.getCurrentTitle() end function p.ifexist() return tonumber(frame:expandTemplate{ title = "User:Helpme2222/Sandbox", args = {frame.args[1]} }) end function p.performance() for i = 1,5000000 do p.tableMake() end return end function p.performance1() local var = "" for i = 1,100000000 do if var[1] then end end return end function p.performance2() local var = "" for i = 1,100000000 do if type(var) == "table" then end end return end p.counter = 0 function p.tableBake() p.counter = p.counter + 1 return p.counter end function p.tableMake() p.counter = 0 local var = { keyword = {p.tableBake()}, kljuczslovo = {p.tableBake()}, yaoshiwenzi = {p.tableBake()}, llavepalabra = {p.tableBake()}, } return var end function p.expand() return frame:expandTemplate{ title = "User:Helpme2222/Sandbox" } end function p.title3() return mw.title.getCurrentTitle().fullText end function p.getBallAttribute() local _, ballData = pcall( p.getBallAttributeInternal ) if _ then return ballData else return "" end end function p.getBallAttributeInternal() local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]] if ballData[1] then return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)] end return ballData end function p.emojiCodepoint() local emoji = mw.text.trim( mw.getCurrentFrame().args[1] ) local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji) ) if v then return "U+" .. string.format("%X", i ) .. " U+" .. string.format("%X", v ) else return "U+" .. string.format("%X", i ) end end function p.title2() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA", ["Module:Sandbox/22"] = "Module:Sandbox/22" } } local concepts = { grammatical_cases, } local PAGENAME = tostring(mw.title.getCurrentTitle()) local detected = false local out = {} local debugger = {} for i, group in ipairs(concepts) do if group.inessive[PAGENAME] then table.insert(debugger,"Okay, managed TRUE on "..i..":"..group.ablative) detected = detected or true local formattedGroup = {} for memberKey, memberRendervalue in pairs(group.inessive) do table.insert(formattedGroup, "<li>" .. memberRendervalue .. "</li>") end table.insert(out, "<h3>" .. group.ablative .. "</h3><ul>" .. table.concat( formattedGroup ) .. "</ul>" ) table.insert(out, "this sucks ass") return "this sucks ass" else table.insert(debugger,"Managed FALSE on "..i..":"..group.ablative..". Comparator: "..PAGENAME..", ") end end return debugger --[[ if detected then return tostring(detected) .. table.concat(out) end return --]] end function p.sanitizeChar(capture) -- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited if capture == "?" then return "" elseif capture == "#" then return "No. " end end function p.sanitizeTitle() local title = frame.args[1] return mw.ustring.gsub( title, "(?:\\?|\\#)", p.sanitizeChar) end function p.sanitizeTitletest2() return mw.ustring.gsub( "Ki vagy? (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)", "(?:\\?|\\#)", p.sanitizeChar()) end function p.safetyTest() if string.len(frame.args[1]) < 500 then return frame.args[1] else return "" end end --[[ function array_iter(t) local i = 0 return function () i = i + 1 return t[i] end end --]] function p.listInline() --[[ This function is a godsend! https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]] local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return mw.text.listToText( spritedTable , ", ", ", and " ) end function p.listNavbox() -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return table.concat( spritedTable , " • ") end function p.listCountInternal(table) local count = 0 for index,value in ipairs( table ) do count = count + 1 end return count end function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn function p.tableTest() return balls[1][1] end function p.todaysBall() --[[ https://www.lua.org/pil/3.6.html The use of explicit indexing here is not strictly semantic; it's just to emphasize the rotation order. ]] local unixDay = math.floor(os.time()/86400) local ballTotalCount = 0 local ballCounts = {} for whichTable,subtable in ipairs(balls) do ballCounts[whichTable] = #subtable ballTotalCount = ballTotalCount + ballCounts[whichTable] end local cycleDayIndex, cycleStartingBall = unixDay % ballTotalCount, math.floor(unixDay/ballTotalCount) % ballTotalCount local cycleTodaysBall if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end --[[ debug return cycleTodaysBall .. " " .. ballTotalCount .. " " .. os.time() .. " " .. math.floor(os.time()/86400) .. " " .. cycleDayIndex .. " " .. cycleStartingBall ]] for whichTable = 1, #balls do if ballCounts[whichTable] > cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end end --]] end return p; fln4e4fw66blpikvuz0k8jh3wq9qmgw 0 331021 2833550 2833452 2026-09-17T03:17:58Z Jtneill 10242 /* Overview */ Grammar fix in 1st-2nd sentence. 2833550 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''Scenario: Immersive PTSD therapies''' Andriy, a soldier, harnessed to a treadmill, walks towards an image he spent months avoiding, his therapist beside him. This is multi-modular motion assisted memory desensitisation and reconsolidation (3MDR), one of a new generation of immersive therapies being used to treat post-traumatic stress disorder. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 1.''' Andriy, alongside moves through his 3MDR treatment. Learn about more about immersive therapy and Andriy’s* experience in the chapter below (*Andriy is a fictional name). {{RoundBoxBottom}} [[File:Post-traumatic_stress_disorder_world_map_-_DALY_-_WHO2004.svg|alt=|thumb|271x271px|'''Figure 2:''' The 2024 World Health Organisation estimates that 3.9% of the world's population has had PTSD at some stage.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] (PTSD) develops after severe or life-threatening trauma and carries a substantial personal and societal cost (Figure 2), with military personnel disproportionately represented (Boska et al., 2025). See costs and limitations below (Davis et al., 2022; Montgomery-Marks et al., 2025). PTSD's emotional impact is shaped by [[w:Emotional_dysregulation|emotional dysregulation]] - difficulty managing intense feelings such as guilt, fear or shame (Westphal et al., 2017).This commonly triggers [[Cognitive psychology|cognitive]] and behavioural avoidance that offers short-term relief but prevents traumatic memory from being adaptively processed, trapping an individual in a cycle of avoidance and chronic hyper arousal (Efremov, 2025; de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions, including [[w:Virtual_reality_therapy|virtual reality exposure therapy]] (VRET) and 3MDR aim to break this avoidance cycle by creating controlled environments in which trauma and cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). This chapter explains the psychological theory behind these approaches, reviews the research evidence for their effects and considers their limitations. {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How can immersive therapies influence the emotional processes underlying PTSD? * What does the research evidence show? * What are the costs and limitations of immersive therapies? {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == [[File:PTSD.png|thumb|'''Figure 3. PTSD can have a deep and lasting impact on our emotions.''']]PTSD is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria and is characterised by disrupted executive and emotional processing systems, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 3 (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022; Osman et al., 2016). {{RoundBoxTop|theme=3}}[[Image:Crystal Clear app help index.svg|left|50px]] ;Predict the outcome A soldier with PTSD encounters a trauma-related image and expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ </div> {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;"> </div>{{RoundBoxBottom}} === Understanding PTSD and emotions === Emotional processing theory suggests that recovery requires the trauma memory to be reactivated and updated with corrective information. In PTSD this process is blocked and to manage this intense distress, many individuals adopt a cognitive and behavioural avoidance defence mechanism (López-Ojeda & Hurley, 2022). Avoidance offers short-term relief, but prevents the traumatic memory from being reactivated, so it cannot be updated. Trauma reminders such as flashbacks continue triggering extreme distress, trapping the individual in a maladaptive, self-reinforcing avoidance cycle (Figure 4) (Vermetten, Burback, et al., 2025b). At a neural level, Westphal et al. (2017) link this to [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], in which the traumatic memory network remains isolated from the brain's [[w:Salience_network|salience]] and central executive networks. Effective treatment requires safely reactivating this network so the memory can be integrated (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). A 2025 study of Danish military veterans (''n''=142) found emotional regulation difficulties explained an additional 28% of the variance in PTSD symptoms; combined with [[w:Comorbidity|comorbid]] symptoms, these factors accounted for 52% of the variance in severity (''F''(13, 92) = 9.58, ''p'' <0.001) (Elklit & Dahl, 2025).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 4'''. Avoidance cycles and the anticipated positive responses generated via immersive therapies. Based on concepts by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] === Why treatment can be difficult === Trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) and [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) ask patients to actively engage with distressing memories to generate fear extinction, precisely what avoidance prevents (van Toorenburg et al., 2020). Many patients cannot tolerate the emotional exposure these therapies require (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Because the trigger is never safely confronted, the brain cannot experience a prediction error needed to learn the threat has passed, so symptoms persist indefinately. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). This is reflected in outcomes where an estimated 39.2% of patients fail to respond to standard trauma-focused therapy, and dropout rates range from 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). Among military veterans younger patients show heightened severity when trauma is central to their identity, while others turn to poor diet or substance abuse, further eroding emotional regulation (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] was historically viewed as a fixed barrier requiring lengthy stabilisation before treatment could begin (van Toorenburg et al., 2020). More recent evidence suggests otherwise, as emotional regulation has dynamic capacity and can improve as a natural consequence of successful memory processing (van Toorenburg et al., 2020). This reframes the clinical challenge as helping an individual safely approach and process the traumatic memory, not correcting a fixed deficit. [[File:UC PhD VR study.png|right|thumb|'''Figure 5.''' PhD work by R. Selvakumaran (University of Canberra) explores cultural factors using the US-''Bravemind'' system.]]Cultural context adds another layer of difficulty. Doctoral research at the the [[University of Canberra]] is examining how protocols such as the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> need cultural adaption for Australian veterans and first responders, whose operational backgrounds differ from their US counterparts (Selvakumaran, 2025). Integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation to support physical and emotional recovery (Figure 5) (Selvakumaran, 2025). These treatment gaps carry a substantial economic and personal cost, part of the motivation for developing alternatives such as immersive therapies.    == How can immersive therapies influence emotional processes? == Immersive PTSD treatments mark a shift from passive, sedentary therapy, towards active, embodied, highly interactive approaches (van Gelderen et al., 2018). Immersive therapy uses three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, capturing the participant’s visceral and cognitive focus by limiting distractions (Macey et al., 2026). === What is immersive therapy? === [[File:XR and Human Senses.png|right|thumb|'''Figure 6.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]]Immersive therapies<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref> use [[w:Extended_reality|extended reality]](XR) platforms, encompassing [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), to create customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). This ecosystem is depicted in Figure 6. This chapter focuses on two applications VRET where therapists reconstruct traumatic scenarios in safe, graded environments; and 3MDR, which extends this by having the patient move on a treadmill towards a panoramic display, side-by-side with their therapist, rather than a stationary, face to face session (de Haart et al., 2026; Felemban et al., 2026). === Presence and embodied cognition === Immersive therapy’s distinguishing feature is its ability to generate presence, or the psychological illusion of being ‘''there’''. The illusion amplified by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This increases engagement with the trauma memory and supports emotional processing (van Gelderen et al., 2018). In 3MDR, presence combines with cognition. The working principle is that physical states of the body can directly shape states of the mind (van Gelderen et al., 2018). Walking towards a virtual trauma functions as a fear antagonistic action and rather than retreating in avoidance, the patient approaches, converting passive helplessness into active, empowered participation and disrupting the rigid and repetitive trauma narratives common in PTSD (Boska et al., 2025; de Haart et al., 2026; Osman et al., 2016; van Gelderen et al., 2018). Notably, this benefit does not seem to be driven by exercise physiology which suggests extinction learning normally requires moderate-to-high-intensity activity to stimulate [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); but 3MDR's walking pace (< 4 km/h) is too slow to generate meaningful BDNF secretion. This suggests the mechanism is primarily psychological and behavioural. It is the approach action itself and the cognitive restructuring it enables, rather than physiological (de Haart et al., 2026). === Prediction error and inhibitory learning === Immersive therapy builds on the inhibitory learning model of exposure therapy, in which a new, safe association actively competes with and suppresses the original fear response. Walking towards a trauma cue and encountering safety instead of the expected catastrophe creates a profound prediction error between the anticipated, life-threatening event and the actual reality. This destabilises the traumatic memory, allowing memory reconsolidation (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Memory reconsolidation === According to [[w:Memory_consolidation|memory reconsolidation]] theory, traumatic memories retrieved in a safe, immersive contexts can become [[w:Malleability_of_intelligence|malleable]], allowing new, safe information to reconsolidate the memory in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed, 3MDR uses dual-attention tasks such as tracking an oscillating ball (Figure 1), which taxes limited working memory resources and reduces the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). Emerging linguistic research suggests this processing is reflected in patients' language. Across successive 3MDR sessions, [[w:Affect_labeling|affective labelling]] of feelings such as guiltshifted from past-tense to present-tense narration, consistent with a renewed ability to integrate traumatic memories into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == What does the research evidence show? == Addressing potential barriers is important for any PTSD population, but especially critical for military populations, as they show some of the highest treatment failure and drop out rates. van Gelderen et al. (2018). Immersive therapies can tailor patient-selected trauma cues to improve access to traumatic memory networks (Vermetten, Burback, et al., 2025b). === Virtual reality exposure therapy === [[w:Virtual_reality_therapy|VRET]] reconstructs traumatic events in a structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). Bypassing imagination challenges such as emotional numbing or amnesia that can prevent patients engaging with traditional therapy (Macey et al., 2026). A meta-analysis of the VRET for PTSD found substantial symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). Because changes of 10-20 points on these scales are considered clinically significant, this could mean the difference between severe functional impairment and mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  Comparative effects against other active PTSD treatments remain modest, but VRET appears to be a more engaging alternative to conventional treatment (Felemban et al., 2026) === 3MDR === 3MDR takes the same multisensory effect used in VRET and adds an activating context. Rather than a sedentary, face-to-face session, the patient and the therapist face the virtual display together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). It follows a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). In a trial involving treatment-resistant PTSD; 3MDR showed large effect sizes from pre-treatment to six-months (''n'' = 134, ''d'' = 1.0) and high-acceptability, with 7-20% dropout rates, substantially lower than the 16-48% typical standard trauma-focused therapy in military populations (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Improvements are not limited to PTSD symptoms. A trial of 62 adults with severe PTSD, including childhood sexual trauma, found immersive treatment improved emotion-regulation abilities regardless of PTSD outcome (van Toorenburg et al., 2020). Some researchers link this broader improvement to positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]]. Theorising that as patients regain a sense of safety and control, this may support a positive spiral of emotional flexibility that reinforces the recovery process (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable mw-collapsible" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Exposure''' | valign="top" |'''Immersive Approach''' | valign="top" |'''Psychological Mechanisms''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face-to-face, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' |- | valign="top" |'''Trauma cue delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity | valign="top" |'''''Multisensory Immersion''''' Highly tailored | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers to activate memory networks. |- | valign="top" |'''Processing''' '''and attention''' | valign="top" |'''''Convergent processing.''''' Repeated narration and fear habituation. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time affective labelling and dual attention tasks. | valign="top" |'''''Working Memory.''''' Memory taxation reduces vividness and emotional intensity. |- | valign="top" |'''Engagement''' | valign="top" |'''''Attrition.''''' High dropout rates 16-48%. | valign="top" |'''''Acceptability.''''' Attractive. Dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Presence and safety in immersive environment. |} {{Robelbox|theme=2|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} === Applied example: 3MDR treatment in Ukraine === {{RoundBoxTop|theme=2}} '''Scenario: Ukraine War: an applied 3MDR example''' Andriy* a volunteer in the Ukrainian Armed Forces is struggling with hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible; his mind stays in a constant state of combat readiness, even in a quiet room. In the pre-platform phase of 3MDR, Andriy worked to identify a ‘hotspot’ memory in a photograph. On the treadmill, harnessed and walking beside his therapist, he faces a panoramic screen as personalised warm-up music plays, selected to keep him in touch with his traumatic memory network (Vermetten et al., 2025b). As his hotspot image fills the screen, his therapist asks three questions (Vermetten et al., 2025b): 1. What do you '''SEE''' ? 2. What does it '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is displayed as an affective label, and a dual-attention task begins. He tracks an oscillating, numbered ball while he stays with the emotion, taxing his working memory and reducing the intensity of the recalled trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 7.''' Andriy, moves through his 3MDR treatment. By the end of the session, Andriy has walked towards what he used to avoid, creating a mismatch between his expectation of threat and his safety, turning a rigid, stuck memory into a manageable narrative. *''Andriy, a fictional name given to one of 69 Ukrainian veterans who participated in a 2023 randomised controlled trial. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == What are the costs and limitations of immersive therapies? == PTSD carries a substantial economic burden. An estimated US$232 billion in excess costs in the United States in 2018 and over £40 billion, in the United Kingdom in 2020-21, 92.4% of which was indirect rather than direct clinical cost (Davis et al., 2022; Montgomery-Marks et al., 2025). In Australia, the average annual cost of PTSD per military veteran was estimated at $112,172 in 2025 (Magnusson & Dey, 2025). In addition, individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidities tripling this effect (Bothe et al., 2020). These figures span several countries and years and should be best read as an indication of scale rather than as directly comparable totals. Immersive therapy’s ability to move from small trials into mainstream PTSD treatment remains limited by methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, and a lack of long-term data (Felemban et al., 2026). Practical issues such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Structural barriers include workforce training and equipment costs. Basic VR systems cost an estimated US$3,500 per provider headset annually, and advanced simulation environments can cost up to US$200,000 (Garrett et al., 2018). Despite this, adoption of immersive therapy is scaling. The [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]] have expanded VR use from five medical centres in 2017 to over 154 centres and 2,300 staff, with applications now including over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). Market analysts estimate the global PTSD-focused VR therapy market was worth US$1.59 billion in 2025, forecast to reach US$5.94 billion by 2032, driven largely by growing mental health awareness and the absence of standard clinical protocols (Stratistics MRC, 2025). These limitations do not undermine the case for immersive therapy, but they show its evidence base and infrastructure are still maturing. Demonstrating rigorously why these therapies work, rather than assuming their novelty accounts for their effects is essential to avoid misallocating resources to unproven interventions and supports a paradigm shift, from a narrow, disease model towards one that values post-traumatic growth and renewed optimism (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). == Conclusion == PTSD traps people in a self-reinforcing cycle of avoidance that blocks the adaptive processing trauma memories need to resolve (see: ''Understanding PTSD and emotions''). Standard trauma-focused therapies require patients to confront exactly what this cycle causes them to avoid, which contributes to high, non-response and dropout rates (see ''Why treatment can be difficult''). Immersive therapies such as VRET and 3MDR address this by using presence, embodied cognition, prediction error and memory reconsolidation to help patients safely approach trauma cues rather than avoid them (see: ''What does the research evidence show''). The technology itself is only a delivery mechanism, it is the psychological processes that drive change. The evidence to date shows meaningful reductions in PTSD symptoms and comparatively low drop-out rates, alongside broader gains in emotional regulation. However, small samples, methodological variation, and a lack of long-term data mean the evidence base is still developing, and cost and infrastructure barriers remain significant (see ''costs and limitations'').{{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == '''Wikiversity''' * [[Motivation and emotion/Textbook/Emotion/Anxiety|Anxiety book chapter]] * [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|Evidence-based PTSD assessment]] * [[Motivation and emotion/Book/2019/Phobias|Phobias book chapter]] * [[Motivation and emotion/Book/2024/Sense hacking|Sense hacking book chapter]] '''Wikipedia''' * [[w:Affect_labeling|Affective labelling]] * [[Augmented Reality|Augmented reality]] * [[w:Brain-derived_neurotrophic_factor|Brain-derived neurotrophic factor]] * [[w:Broaden-and-build|Broaden-and-build theory]] * [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] * [[w:Cognitive_processing_therapy|Cognitive processing therapy]] * [[w:Virtual_reality_sickness|Cyber sickness]] * [[w:DSM-5|DSM-5]] * [[w:Emotional_dysregulation|Emotional dysregulation]] * [[w:Extended_reality|Extended reality]] * [[w:Malleability_of_intelligence|Malleability of intelligence]] * [[w:Memory_consolidation|Memory reconsolidation]] * [[w:Mixed_reality_game|Mixed reality]] * [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] * [[w:Prolonged_exposure_therapy|Prolonged exposure therapy]] * [[wikipedia:Transdiagnostic_process|Transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]] * [[w:United_States_Department_of_Veterans_Affairs|United States Department of Veterans Affairs]] * [[University of Canberra]] * [[wikipedia:Virtual_reality_therapy|Virtual reality exposure therapy]] == References == {{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., & Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. ''NEJM Catalyst Innovations in Care Delivery'', 5(4). https://doi.org/10.1056/cat.23.0356 Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. ''Military Psychology'', 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. ''European'' ''Journal of Psychotraumatology'', 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. ''Journal of Rational-Emotive & Cognitive-Behavior Therapy'', 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7 Elklit, A., & Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. ''Scandinavian Journal of Military Studies'', 8(1), 308-326. https://doi.org/10.31374/sjms.264 Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., & Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. ''Frontiers in Psychiatry'', 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. ''American Psychologist'', 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218 Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., & Sun, C. (2018). Virtual reality clinical research: Promises and challenges. ''JMIR Serious Games'', 6(4), e10839. https://doi.org/10.2196/10839 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. ''European Journal of Psychotraumatology'', 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Lewis, C., Roberts, N. P., Andrew, M., Starling, E., & Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. ''European Journal of Psychotraumatology'', 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633 Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., & Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In ''Proceedings of the 17th International Conference on Quality of Multimedia Experience'' (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. ''The Journal of Neuropsychiatry and Clinical Neurosciences'', 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244 Macey, A.-L., Macey, J., & Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. ''Interacting with Computers'', 29, 1-20. https://doi.org/10.1093/iwc/iwag029 Niles, B., Lang, A., & Olff, M. (2023). Complementary and integrative interventions for PTSD. ''European Journal of Psychotraumatology'', 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. ''Military Psychology'', 29(1), 41-57. https://doi.org/10.1037/mil0000128 Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In ''Proceedings of the 27th International Conference on Multimodal Interaction'' (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826 Stratistics MRC. (2025). ''Virtual reality therapy for PTSD market forecasts to 2032: Global analysis by component (hardware, software and service), therapy type, application, end user and by geography.'' https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. ''Military Psychology'', 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. ''Frontiers in Psychiatry'', 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? ''European Journal of Psychotraumatology'', 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. ''Military Psychology'', 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. ''Expert Review of Medical Devices'', 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == * '''Web:''' [https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd Post traumatic stress disorder] (Australian Government) * '''Web:''' [https://www.ptsd.va.gov/index.asp National Center for PTSD information home page] (US Government) * '''Web:''' [https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html US Veterans Affairs Immersive Programs Innov]<nowiki/>[https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html ation] (US Government) * '''Web:''' [https://defenceveteransuicide.royalcommission.gov.au/publications/final-report Australian Royal Commission into Defence and Veteran Suicide - Final Repor]<nowiki/>[https://defenceveteransuicide.royalcommission.gov.au/publications/final-report t] (Australian Government) * '''Podcast:''' [https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c PTSD Podcast] (Peace of Mind: Mental Health and Psychiatry, ACAST, 43 min) * '''Video:''' [https://www.youtube.com/watch?v=bD43R_oa6qo 3MDR: Virtual reality treatment for veterans] (National Centre for Mental Health,Youtube, 2:46 min) * '''Video:''' [https://www.youtube.com/watch?v=jL2bKmniMTc VR exposure for combat PTSD] (PsyTech VR, Youtube, 2:20 min) * '''Final Report:''' [https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf 3MDR randomised control trial - Final-Report] (Cardiff University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] 3we3rnn1dw8hxgfxapvopdvlg2vmvsc 2833551 2833550 2026-09-17T03:18:32Z Jtneill 10242 /* Overview */ + {{ic|type of therapist??}} 2833551 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''Scenario: Immersive PTSD therapies''' Andriy, a soldier, harnessed to a treadmill, walks towards an image he spent months avoiding, his therapist {{ic|type of therapist??}} beside him. This is multi-modular motion assisted memory desensitisation and reconsolidation (3MDR), one of a new generation of immersive therapies being used to treat post-traumatic stress disorder. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 1.''' Andriy, alongside moves through his 3MDR treatment. Learn about more about immersive therapy and Andriy’s* experience in the chapter below (*Andriy is a fictional name). {{RoundBoxBottom}} [[File:Post-traumatic_stress_disorder_world_map_-_DALY_-_WHO2004.svg|alt=|thumb|271x271px|'''Figure 2:''' The 2024 World Health Organisation estimates that 3.9% of the world's population has had PTSD at some stage.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] (PTSD) develops after severe or life-threatening trauma and carries a substantial personal and societal cost (Figure 2), with military personnel disproportionately represented (Boska et al., 2025). See costs and limitations below (Davis et al., 2022; Montgomery-Marks et al., 2025). PTSD's emotional impact is shaped by [[w:Emotional_dysregulation|emotional dysregulation]] - difficulty managing intense feelings such as guilt, fear or shame (Westphal et al., 2017).This commonly triggers [[Cognitive psychology|cognitive]] and behavioural avoidance that offers short-term relief but prevents traumatic memory from being adaptively processed, trapping an individual in a cycle of avoidance and chronic hyper arousal (Efremov, 2025; de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions, including [[w:Virtual_reality_therapy|virtual reality exposure therapy]] (VRET) and 3MDR aim to break this avoidance cycle by creating controlled environments in which trauma and cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). This chapter explains the psychological theory behind these approaches, reviews the research evidence for their effects and considers their limitations. {{RoundBoxTop|theme=2}} '''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]] * Why is emotional processing important in PTSD? * How can immersive therapies influence the emotional processes underlying PTSD? * What does the research evidence show? * What are the costs and limitations of immersive therapies? {{RoundBoxBottom}} == Why is emotional processing important in PTSD? == [[File:PTSD.png|thumb|'''Figure 3. PTSD can have a deep and lasting impact on our emotions.''']]PTSD is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria and is characterised by disrupted executive and emotional processing systems, heightened threat perception, hyper-vigilance and persistent negative emotional states as depicted in Figure 3 (Kukharuk et al., 2025; López-Ojeda & Hurley, 2022; Osman et al., 2016). {{RoundBoxTop|theme=3}}[[Image:Crystal Clear app help index.svg|left|50px]] ;Predict the outcome A soldier with PTSD encounters a trauma-related image and expects: '''TRAUMA CUE → DANGER → DISTRESS → AVOID''' However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?<quiz display=simple> { |type="()"} - Fear increases permanently. - Memory cannot change. + Prediction error creates an opportunity for new learning. - Emotional processing stops.  } </quiz> <div style="text-align:right; color:red; font-weight:bold;"> Click "show" below to understand more⤵ </div> {{Hidden begin|title=Please pause and predict the answer before opening this section}}The correct answer is '''C'''. <div style="text-align:left; color:black; font-weight:regular;"> The mismatch between expected danger and actual safety creates a '''prediction error'''. This may contribute to fear extinction, emotion regulation, and memory reconsolidation.'''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? </div>   {{Hidden end}} <div style="text-align:left; color:black; font-weight:regular;"> </div>{{RoundBoxBottom}} === Understanding PTSD and emotions === Emotional processing theory suggests that recovery requires the trauma memory to be reactivated and updated with corrective information. In PTSD this process is blocked and to manage this intense distress, many individuals adopt a cognitive and behavioural avoidance defence mechanism (López-Ojeda & Hurley, 2022). Avoidance offers short-term relief, but prevents the traumatic memory from being reactivated, so it cannot be updated. Trauma reminders such as flashbacks continue triggering extreme distress, trapping the individual in a maladaptive, self-reinforcing avoidance cycle (Figure 4) (Vermetten, Burback, et al., 2025b). At a neural level, Westphal et al. (2017) link this to [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], in which the traumatic memory network remains isolated from the brain's [[w:Salience_network|salience]] and central executive networks. Effective treatment requires safely reactivating this network so the memory can be integrated (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). A 2025 study of Danish military veterans (''n''=142) found emotional regulation difficulties explained an additional 28% of the variance in PTSD symptoms; combined with [[w:Comorbidity|comorbid]] symptoms, these factors accounted for 52% of the variance in severity (''F''(13, 92) = 9.58, ''p'' <0.001) (Elklit & Dahl, 2025).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 4'''. Avoidance cycles and the anticipated positive responses generated via immersive therapies. Based on concepts by Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]] === Why treatment can be difficult === Trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) and [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) ask patients to actively engage with distressing memories to generate fear extinction, precisely what avoidance prevents (van Toorenburg et al., 2020). Many patients cannot tolerate the emotional exposure these therapies require (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Because the trigger is never safely confronted, the brain cannot experience a prediction error needed to learn the threat has passed, so symptoms persist indefinately. (de Haart et al., 2026; López-Ojeda & Hurley, 2022). This is reflected in outcomes where an estimated 39.2% of patients fail to respond to standard trauma-focused therapy, and dropout rates range from 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). Among military veterans younger patients show heightened severity when trauma is central to their identity, while others turn to poor diet or substance abuse, further eroding emotional regulation (Efremov, 2025; Niles et al., 2023). [[w:Emotional_dysregulation|Emotional dysregulation]] was historically viewed as a fixed barrier requiring lengthy stabilisation before treatment could begin (van Toorenburg et al., 2020). More recent evidence suggests otherwise, as emotional regulation has dynamic capacity and can improve as a natural consequence of successful memory processing (van Toorenburg et al., 2020). This reframes the clinical challenge as helping an individual safely approach and process the traumatic memory, not correcting a fixed deficit. [[File:UC PhD VR study.png|right|thumb|'''Figure 5.''' PhD work by R. Selvakumaran (University of Canberra) explores cultural factors using the US-''Bravemind'' system.]]Cultural context adds another layer of difficulty. Doctoral research at the the [[University of Canberra]] is examining how protocols such as the US-centric ''Bravemind''<ref>{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}</ref> need cultural adaption for Australian veterans and first responders, whose operational backgrounds differ from their US counterparts (Selvakumaran, 2025). Integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation to support physical and emotional recovery (Figure 5) (Selvakumaran, 2025). These treatment gaps carry a substantial economic and personal cost, part of the motivation for developing alternatives such as immersive therapies.    == How can immersive therapies influence emotional processes? == Immersive PTSD treatments mark a shift from passive, sedentary therapy, towards active, embodied, highly interactive approaches (van Gelderen et al., 2018). Immersive therapy uses three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda & Hurley, 2022; van Gelderen et al., 2018). Embodied cognition is the concept of how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). Immersion therapy goes beyond the simple visual replication of a trauma memory; instead, capturing the participant’s visceral and cognitive focus by limiting distractions (Macey et al., 2026). === What is immersive therapy? === [[File:XR and Human Senses.png|right|thumb|'''Figure 6.''' The Extended Reality environment and its interaction with the human brain. Designed to give readers a simple understanding of emerging technologies used in immersive PTSD environments.]]Immersive therapies<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref> use [[w:Extended_reality|extended reality]](XR) platforms, encompassing [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), to create customisable, controlled, and standardised therapeutic environments (López-Ojeda & Hurley, 2022; Wiederhold & Wiederhold, 2025). This ecosystem is depicted in Figure 6. This chapter focuses on two applications VRET where therapists reconstruct traumatic scenarios in safe, graded environments; and 3MDR, which extends this by having the patient move on a treadmill towards a panoramic display, side-by-side with their therapist, rather than a stationary, face to face session (de Haart et al., 2026; Felemban et al., 2026). === Presence and embodied cognition === Immersive therapy’s distinguishing feature is its ability to generate presence, or the psychological illusion of being ‘''there’''. The illusion amplified by integrating synchronised audio, visual, olfactory, haptic, and movement stimuli (Lopes et al., 2025; López-Ojeda & Hurley, 2022). This increases engagement with the trauma memory and supports emotional processing (van Gelderen et al., 2018). In 3MDR, presence combines with cognition. The working principle is that physical states of the body can directly shape states of the mind (van Gelderen et al., 2018). Walking towards a virtual trauma functions as a fear antagonistic action and rather than retreating in avoidance, the patient approaches, converting passive helplessness into active, empowered participation and disrupting the rigid and repetitive trauma narratives common in PTSD (Boska et al., 2025; de Haart et al., 2026; Osman et al., 2016; van Gelderen et al., 2018). Notably, this benefit does not seem to be driven by exercise physiology which suggests extinction learning normally requires moderate-to-high-intensity activity to stimulate [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF); but 3MDR's walking pace (< 4 km/h) is too slow to generate meaningful BDNF secretion. This suggests the mechanism is primarily psychological and behavioural. It is the approach action itself and the cognitive restructuring it enables, rather than physiological (de Haart et al., 2026). === Prediction error and inhibitory learning === Immersive therapy builds on the inhibitory learning model of exposure therapy, in which a new, safe association actively competes with and suppresses the original fear response. Walking towards a trauma cue and encountering safety instead of the expected catastrophe creates a profound prediction error between the anticipated, life-threatening event and the actual reality. This destabilises the traumatic memory, allowing memory reconsolidation (Felemban et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). === Memory reconsolidation === According to [[w:Memory_consolidation|memory reconsolidation]] theory, traumatic memories retrieved in a safe, immersive contexts can become [[w:Malleability_of_intelligence|malleable]], allowing new, safe information to reconsolidate the memory in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed, 3MDR uses dual-attention tasks such as tracking an oscillating ball (Figure 1), which taxes limited working memory resources and reduces the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b). Emerging linguistic research suggests this processing is reflected in patients' language. Across successive 3MDR sessions, [[w:Affect_labeling|affective labelling]] of feelings such as guiltshifted from past-tense to present-tense narration, consistent with a renewed ability to integrate traumatic memories into present-moment awareness (Vermetten, Barcaro, et al., 2025a). == What does the research evidence show? == Addressing potential barriers is important for any PTSD population, but especially critical for military populations, as they show some of the highest treatment failure and drop out rates. van Gelderen et al. (2018). Immersive therapies can tailor patient-selected trauma cues to improve access to traumatic memory networks (Vermetten, Burback, et al., 2025b). === Virtual reality exposure therapy === [[w:Virtual_reality_therapy|VRET]] reconstructs traumatic events in a structured context (Felemban et al., 2026; López-Ojeda & Hurley, 2022). Bypassing imagination challenges such as emotional numbing or amnesia that can prevent patients engaging with traditional therapy (Macey et al., 2026). A meta-analysis of the VRET for PTSD found substantial symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale] (Felemban et al., 2026). Because changes of 10-20 points on these scales are considered clinically significant, this could mean the difference between severe functional impairment and mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026).  Comparative effects against other active PTSD treatments remain modest, but VRET appears to be a more engaging alternative to conventional treatment (Felemban et al., 2026) === 3MDR === 3MDR takes the same multisensory effect used in VRET and adds an activating context. Rather than a sedentary, face-to-face session, the patient and the therapist face the virtual display together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). It follows a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). In a trial involving treatment-resistant PTSD; 3MDR showed large effect sizes from pre-treatment to six-months (''n'' = 134, ''d'' = 1.0) and high-acceptability, with 7-20% dropout rates, substantially lower than the 16-48% typical standard trauma-focused therapy in military populations (de Haart et al., 2026; Lewis et al., 2020; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Improvements are not limited to PTSD symptoms. A trial of 62 adults with severe PTSD, including childhood sexual trauma, found immersive treatment improved emotion-regulation abilities regardless of PTSD outcome (van Toorenburg et al., 2020). Some researchers link this broader improvement to positive psychology [[w:Broaden-and-build|Broaden-and-Build Theory]]. Theorising that as patients regain a sense of safety and control, this may support a positive spiral of emotional flexibility that reinforces the recovery process (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017). '''Table 1:''' Treatment Effects and Psychological Mechanisms {| class="wikitable mw-collapsible" | valign="top" |'''Clinical Dimension''' | valign="top" |'''Traditional Exposure''' | valign="top" |'''Immersive Approach''' | valign="top" |'''Psychological Mechanisms''' |- | valign="top" |'''Therapeutic Context''' | valign="top" |'''''Sedentary'''''. Face-to-face, verbally describes trauma. | valign="top" |'''''Activating.''''' Dynamic, multi-sensory environment. | valign="top" |'''''Fear Antagonistic Action.''''' '''''Approach behaviours.''''' '''''Prediction Errors.''''' |- | valign="top" |'''Trauma cue delivery''' | valign="top" |'''''Imaginary Retrieval''''' Patient capacity | valign="top" |'''''Multisensory Immersion''''' Highly tailored | valign="top" |'''''External Scaffolding.''''' Bypasses internal barriers to activate memory networks. |- | valign="top" |'''Processing''' '''and attention''' | valign="top" |'''''Convergent processing.''''' Repeated narration and fear habituation. | valign="top" |'''''Active Narrative Processing.''''' Interactive, real-time affective labelling and dual attention tasks. | valign="top" |'''''Working Memory.''''' Memory taxation reduces vividness and emotional intensity. |- | valign="top" |'''Engagement''' | valign="top" |'''''Attrition.''''' High dropout rates 16-48%. | valign="top" |'''''Acceptability.''''' Attractive. Dropout rates 7-20%. | valign="top" |'''''Sustained Motivation.''''' Presence and safety in immersive environment. |} {{Robelbox|theme=2|title=Quiz}} <quiz display=simple> {Which of the following is an expected outcome of immersive therapy ? |type="()"} - Patients are at risk because of an uncontrolled environment. - The environments represent traditional face-to-face treatments. - Failure and dropout rates are higher than traditional PTSD treatment. + Patients often broaden and build an upward spiral of emotion and optimism. </quiz> {{Robelbox/close}} === Applied example: 3MDR treatment in Ukraine === {{RoundBoxTop|theme=2}} '''Scenario: Ukraine War: an applied 3MDR example''' Andriy* a volunteer in the Ukrainian Armed Forces is struggling with hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible; his mind stays in a constant state of combat readiness, even in a quiet room. In the pre-platform phase of 3MDR, Andriy worked to identify a ‘hotspot’ memory in a photograph. On the treadmill, harnessed and walking beside his therapist, he faces a panoramic screen as personalised warm-up music plays, selected to keep him in touch with his traumatic memory network (Vermetten et al., 2025b). As his hotspot image fills the screen, his therapist asks three questions (Vermetten et al., 2025b): 1. What do you '''SEE''' ? 2. What does it '''TELL''' you? 3. What do you '''FEEL''' in your body NOW? When Andriy identifies a surge of shame, the word '''GUILT''' is displayed as an affective label, and a dual-attention task begins. He tracks an oscillating, numbered ball while he stays with the emotion, taxing his working memory and reducing the intensity of the recalled trauma. [[File:Andriy 3MDR enhanced.gif|center|600x600px]] '''Figure 7.''' Andriy, moves through his 3MDR treatment. By the end of the session, Andriy has walked towards what he used to avoid, creating a mismatch between his expectation of threat and his safety, turning a rigid, stuck memory into a manageable narrative. *''Andriy, a fictional name given to one of 69 Ukrainian veterans who participated in a 2023 randomised controlled trial. Many were demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). {{RoundBoxBottom}} == What are the costs and limitations of immersive therapies? == PTSD carries a substantial economic burden. An estimated US$232 billion in excess costs in the United States in 2018 and over £40 billion, in the United Kingdom in 2020-21, 92.4% of which was indirect rather than direct clinical cost (Davis et al., 2022; Montgomery-Marks et al., 2025). In Australia, the average annual cost of PTSD per military veteran was estimated at $112,172 in 2025 (Magnusson & Dey, 2025). In addition, individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidities tripling this effect (Bothe et al., 2020). These figures span several countries and years and should be best read as an indication of scale rather than as directly comparable totals. Immersive therapy’s ability to move from small trials into mainstream PTSD treatment remains limited by methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, and a lack of long-term data (Felemban et al., 2026). Practical issues such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can also disrupt participation (Kukharuk et al., 2025). Structural barriers include workforce training and equipment costs. Basic VR systems cost an estimated US$3,500 per provider headset annually, and advanced simulation environments can cost up to US$200,000 (Garrett et al., 2018). Despite this, adoption of immersive therapy is scaling. The [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]] have expanded VR use from five medical centres in 2017 to over 154 centres and 2,300 staff, with applications now including over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). Market analysts estimate the global PTSD-focused VR therapy market was worth US$1.59 billion in 2025, forecast to reach US$5.94 billion by 2032, driven largely by growing mental health awareness and the absence of standard clinical protocols (Stratistics MRC, 2025). These limitations do not undermine the case for immersive therapy, but they show its evidence base and infrastructure are still maturing. Demonstrating rigorously why these therapies work, rather than assuming their novelty accounts for their effects is essential to avoid misallocating resources to unproven interventions and supports a paradigm shift, from a narrow, disease model towards one that values post-traumatic growth and renewed optimism (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold & Wiederhold, 2025). == Conclusion == PTSD traps people in a self-reinforcing cycle of avoidance that blocks the adaptive processing trauma memories need to resolve (see: ''Understanding PTSD and emotions''). Standard trauma-focused therapies require patients to confront exactly what this cycle causes them to avoid, which contributes to high, non-response and dropout rates (see ''Why treatment can be difficult''). Immersive therapies such as VRET and 3MDR address this by using presence, embodied cognition, prediction error and memory reconsolidation to help patients safely approach trauma cues rather than avoid them (see: ''What does the research evidence show''). The technology itself is only a delivery mechanism, it is the psychological processes that drive change. The evidence to date shows meaningful reductions in PTSD symptoms and comparatively low drop-out rates, alongside broader gains in emotional regulation. However, small samples, methodological variation, and a lack of long-term data mean the evidence base is still developing, and cost and infrastructure barriers remain significant (see ''costs and limitations'').{{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}} == See also == '''Wikiversity''' * [[Motivation and emotion/Textbook/Emotion/Anxiety|Anxiety book chapter]] * [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|Evidence-based PTSD assessment]] * [[Motivation and emotion/Book/2019/Phobias|Phobias book chapter]] * [[Motivation and emotion/Book/2024/Sense hacking|Sense hacking book chapter]] '''Wikipedia''' * [[w:Affect_labeling|Affective labelling]] * [[Augmented Reality|Augmented reality]] * [[w:Brain-derived_neurotrophic_factor|Brain-derived neurotrophic factor]] * [[w:Broaden-and-build|Broaden-and-build theory]] * [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] * [[w:Cognitive_processing_therapy|Cognitive processing therapy]] * [[w:Virtual_reality_sickness|Cyber sickness]] * [[w:DSM-5|DSM-5]] * [[w:Emotional_dysregulation|Emotional dysregulation]] * [[w:Extended_reality|Extended reality]] * [[w:Malleability_of_intelligence|Malleability of intelligence]] * [[w:Memory_consolidation|Memory reconsolidation]] * [[w:Mixed_reality_game|Mixed reality]] * [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] * [[w:Prolonged_exposure_therapy|Prolonged exposure therapy]] * [[wikipedia:Transdiagnostic_process|Transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]] * [[w:United_States_Department_of_Veterans_Affairs|United States Department of Veterans Affairs]] * [[University of Canberra]] * [[wikipedia:Virtual_reality_therapy|Virtual reality exposure therapy]] == References == {{Hanging indent|Bailey, A. 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An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. ''Frontiers in Psychiatry'', 9, 176. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? ''European Journal of Psychotraumatology'', 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., & Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. ''Military Psychology'', 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. ''Expert Review of Medical Devices'', 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == * '''Web:''' [https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd Post traumatic stress disorder] (Australian Government) * '''Web:''' [https://www.ptsd.va.gov/index.asp National Center for PTSD information home page] (US Government) * '''Web:''' [https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html US Veterans Affairs Immersive Programs Innov]<nowiki/>[https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html ation] (US Government) * '''Web:''' [https://defenceveteransuicide.royalcommission.gov.au/publications/final-report Australian Royal Commission into Defence and Veteran Suicide - Final Repor]<nowiki/>[https://defenceveteransuicide.royalcommission.gov.au/publications/final-report t] (Australian Government) * '''Podcast:''' [https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c PTSD Podcast] (Peace of Mind: Mental Health and Psychiatry, ACAST, 43 min) * '''Video:''' [https://www.youtube.com/watch?v=bD43R_oa6qo 3MDR: Virtual reality treatment for veterans] (National Centre for Mental Health,Youtube, 2:46 min) * '''Video:''' [https://www.youtube.com/watch?v=jL2bKmniMTc VR exposure for combat PTSD] (PsyTech VR, Youtube, 2:20 min) * '''Final Report:''' [https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf 3MDR randomised control trial - Final-Report] (Cardiff University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy]] [[Category:Motivation and emotion/Book/Trauma]] 0r5yeku1zt5ecilhvi1jcclz16qc793 0 331035 2833584 2833391 2026-09-17T06:05:52Z P U3270518 3106535 focus question 2833584 wikitext text/x-wiki {{title|Positive emotion dysregulation:<br>What is positive emotion dysregulation and how does it affect psychological functioning?}} __TOC__ ==Overview== {{RoundBoxTop|theme=8}} [[File:Woman in red sweater with hand in air.jpg|right|thumb|250px|'''Figure 1.''' Grace experiencing happiness and excitement following several positive life events.]] '''Scenario''' Grace is a university student who feels that she has just won the lottery of her life. First, she receives a PhD offer from her dream university. Shortly afterwards, she learns that she has been awarded a scholarship to support her studies. For next several days, Grace feels unusually happy and energised (see Figure 1). She sleeps very little because she believes there is too much to achieve. To celebrate her success, she purchases an expensive laptop, makes an impulsive travel booking and commits to several university projects despite having a full schedule. People close to Grace begin to wonder if something is not right. Her close friends tried to slow her down, but she ignored them. From Grace's perspective, she is just happy, motivated and confident as pieces of her life are finally coming together in a positive way. 💡 What is happening to Grace? Why do her positive emotions become so intense? {{RoundBoxBottom}} [[Motivation and emotion/Book/2020/Positive emotion|Positive emotions]] are a normal and important part of human life. It includes a variety of feelings such as joy, interest, love, contentment, gratitude, awe, and amusement (Campos et al., 2013). These emotions play an important role in expanding people's thoughts and possible actions to help them build lasting psychological and social resources (Fredickson, 2001). However, positive emotions might not always be beneficial if they are inadequately regulated. A review by Gruber et al. (2020) on positive emotion disturbance suggests that extremely strong or prolonged positive emotional states can sometimes interfere with adaptive functioning. Positive emotion dysregulation helps to explain how positive emotional states can feel initially feel good but can sometimes contribute to harmful thoughts and behaviour. This chapter will explore how positive emotions can shift from being adaptive to maladaptive, and how it can affect psychological functioning. {{RoundBoxTop|theme=2}} 🔎 '''Focus questions''' 1️⃣ What is positive emotion dysregulation, and how can it be distinguished from healthy positive emotions? 2️⃣ What factors contribute to difficulties in regulating positive emotions? 3️⃣ How does positive emotion dysregulation affect psychological functioning and wellbeing? {{RoundBoxBottom}} ==Positive emotion: From benefit to dysregulation== Understanding positive emotion dysregulation requires more than just identifying whether an emotional experience is pleasant or intense. Positive emotions are usually considered pleasant in nature. But impact of positive emotions will be always relative to how it is integrated into cognitive, behavioural, goal-directed and other factors. This section will consider why positive emotions are important, how they are normally regulated and how difficulties in regulating them can lead to positive emotion dysregulation. === Positive emotions and its adaptive functions === * Positive emotions play an important role in psychological functioning. They include numerous experiences such as joy, interest, love, contentment, gratitude, awe, and amusement which can influence cognition, behaviour, and social interaction (Campos et al., 2013). Instead of simply producing pleasant effects, positive emotions can encourage individuals to explore their environment, learn from experiences, engage with others and pursue meaningful goals. * Positive emotions can broaden people's thoughts, cognition and behaviour. [[wikipedia:Broaden-and-build|Broaden-and-Build Theory]] by Fredrickson (2001) proposes that positive emotions broaden momentary thought-action repertoires that encourages exploration, flexibility and engagement. * Positive emotions can help to build psychological and social resources, including relationships and coping resources (Fredrickson, 2001). * Positive emotions are not always beneficial in every circumstances. Effects of positive emotions may depend on intensity, timing, and context. This provides a foundation for understanding when positive emotion may become less adaptive (Gruber et al., 2011). === Understanding emotion regulation === * Emotional regulation is one’s ability to seek control over own emotional state (Gross, 2015). The process model of emotion regulation by Gross (1998) provides a framework for understanding how individual can modify emotional experiences. * Positive emotions also require regulation. According to Carl et al., (2013), individuals may need to regulate their positive emotions based on their goals and circumstances. * Adaptive emotion regulation is more flexible in nature compared to emotion reduction. Being able to regulate one’s positive emotions can be helpful in ensuring effective functioning. === From positive emotions to dysregulation === * An intense positive emotion does not necessarily means dysregulated. Feelings such as happiness, excitement, or enthusiasm may be well-placed responses to certain life events. * Context, intensity, persistence and implications are crucial. Positive emotions can be considered maladaptive if are poorly fitted to the situation or if they start to interfere with functioning (Gruber et al., 2011). * The topic of positive emotion dysregulation is a relatively new area of interest. A review by Vogue et al. (2023), suggests that there is a need to examine the challenges of regulating positive emotions rather than focusing exclusively on negative emotions. {{Robelbox|theme=5|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Factors underlying positive emotion dysregulation == Positive emotion dysregulation is unlikely result from a single factor. Instead, it is a result of psychological, physiological, biological, individual, and environment factors. All these factors may interact to influence how strongly positive emotions are experienced and how they are regulated. {{ic|An alternative approach here could be to focus on the main theory or theories used to understand PED. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small>}} === Psychological factors === * Emotion-regulation processes may influence how positive emotional states are managed. * Reward sensitivity may influence responses to positive experiences. * Motivational and cognitive processes may shape the results of positive emotion. === Physiological and biological factors === * Positive emotions include measurable physiological and neural responses. * Biological reward system may contribute to positive emotional responding. * Little research available in the field of positive emotion dysregulation. === Individual and environmental factors === * Temperament may influence positive emotional reactivity (Vogel et al., 2023). * Individual and contextual factors influences emotion regulation. * Situation can determine whether positive emotional activation is adaptive. {{Robelbox|theme=10|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Consequences of positive emotion dysregulation on psychological functioning == The regulation of positive emotions may manifest itself through altered thinking processes, decision-making, goals pursued and behaviour of an individual. While positive emotions helps to expand attention and motivate individuals to explore more, strong and poorly regulated emotional activation may influence judgement. This section will discuss the way in which positive experiences may impact cognition, motivation and decision-making processes. === Changes in cognition and decision-making === * Positive emotions can broaden attention and action thought repertoires. Fredrickson and Branigan (2005) found that positive affective states broadened both attention and the range of thought-action responses that the participants gave. It provided empirical support for broaden-and-build theory. * Positive emotion dysregulation can influence decision-making. * The effects of cognitive broadening are context-dependent === Goal pursuit and behavioural activation === * The positive emotions would enhance approach motivation and behavioural activation. * Excessive activation might help achieve goals but could be exaggerated. In case of exaggeration, the activation might make people over-commit. * Grace’s behaviour explains this as initially she was motivated to participate in university opportunities. But repeatedly taking additional projects despite limited time shows that goal directed activation is becoming difficult to regulate. === Risk-taking and Impulsivity === * Presence of positive emotional activation may lead to increased level of impulsivity and risky behaviour. * Positive urgency provides a precise reason for rash behaviour during high levels of positive emotions. Cyders and Smith (2008) define positive urgency as the tendency of behaving rashly during high levels of positive affect. This behavioural trend can be risky as well. * Impulsivity and risk-taking should not be equated with positive emotion dysregulation {{Robelbox|theme=4|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} ;Quiz Choose your answer and click "Submit" <quiz display="simple"> {Which statement explains why positive emotion dysregulation can affect psychological functioning? |type="()"} + Poorly regulated positive emotion may interfere with wellbeing, relationships and responsibilities - Positive emotions are always harmful - Positive emotions have no effect on behaviour - Intense positive emotions always indicate dysregulation </quiz> ==Conclusion== *Positive emotion dysregulation is not simply experiencing intense happiness, but difficulty in regulating positive emotions. *Dysregulation can influence thoughts, decision-making and behaviour. *Difficulty in regulating positive emotions may affect everyday responsibilities and functioning. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home messages:''' {{RoundBoxBottom}} ==See also == *[[Motivation and emotion/Book/2016/Broaden-and-build theory of positive emotions|Broaden-and-build theory of positive emotions]] (Book chapter, 2016) *[[Motivation and emotion/Book/2026/Emotion dysregulation|Emotion dysregulation]] (Book chapter, 2026) *[[wikipedia:Emotional_dysregulation|Emotional dysregulation]] (Wikipedia) *[[Motivation and emotion/Book/2020/Positive emotion|Positive emotion]] (Book chapter, 2020) ==References== {{Hanging indent|1= Cyders, M. A., & Smith, G. T. (2008). Emotion-based dispositions to rash action: Positive and negative urgency. ''Psychological Bulletin'', ''134''(6), 807–828. https://doi.org/10.1037/a0013341 Campos, B., Shiota, M. N., Keltner, D., Gonzaga, G. C., & Goetz, J. L. (2013). What is shared, what is different? Core relational themes and expressive displays of eight positive emotions. ''Cognition and Emotion'', ''27''(1), 37–52. https://doi.org/10.1080/02699931.2012.683852 Carl, J. R., Soskin, D. P., Kerns, C., & Barlow, D. H. (2013). Positive emotion regulation in emotional disorders: A theoretical review. ''Clinical Psychology Review'', ''33''(3), 343–360. https://doi.org/10.1016/j.cpr.2013.01.003 Fredrickson B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. ''The American psychologist'', ''56''(3), 218–226. https://doi.org/10.1037//0003-066x.56.3.218 Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. ''Cognition & Emotion'', ''19''(3), 313–332. https://doi.org/10.1080/02699930441000238 Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. ''Review of General Psychology'', ''2''(3), 271–299. https://doi.org/https://doi.org/10.1037/1089-2680.2.3.271 Gruber, J., Mauss, I. B., & Tamir, M. (2011). A Dark Side of Happiness? How, When, and Why Happiness Is Not Always Good. ''Perspectives on Psychological Science'', ''6''(3), 222–233. https://doi.org/10.1177/1745691611406927 Gross, J. J. (2015). Emotion regulation: Current status and future prospects. ''Psychological Inquiry'', ''26''(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 Gruber, J., Villanueva, C., Burr, E., Purcell, J. R., & Karoly, H. (2020). Understanding and Taking Stock of Positive Emotion Disturbance. ''Social and personality psychology compass'', ''14''(1), e12515. https://doi.org/10.1111/spc3.12515 Vogel, A. C., Brotman, M. A., Roy, A. K., & Perlman, S. B. (2023). Review: Defining positive emotion dysregulation: Integrating temperamental and clinical perspectives. ''Journal of the American Academy of Child & Adolescent Psychiatry'', ''62''(3), 297–305. https://doi.org/10.1016/j.jaac.2022.06.019 }} ==External links== * [https://www.psychologytoday.com/au/blog/everyday-resilience/202404/emotional-well-being-5-healthy-practices-for-regulation Emotional wellbeing] (Psychology Today) * [https://www.youtube.com/watch?v=MyfzIQH6YKI Positive emotions with Barbara Fredrickson] (Youtube.com) * [https://sk.sagepub.com/ency/edvol/the-sage-encyclopedia-of-lifespan-human-development/chpt/reward-sensitivity Reward sensitivity] (sk.sagepub.com) {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion regulation]] [[Category:Motivation and emotion/Book/Positive emotion]] rlun8k956by0sccfxt48q6x4alj6k3u 2833585 2833584 2026-09-17T06:18:43Z P U3270518 3106535 subheadings were created using copilot. link:https://copilot.cloud.microsoft/chat/conversation/5062d1b6-42b9-4233-863e-27e249cab315?fromCode=cmcv2&redirectId=4EDF7F1019974B6A9C3CFE0BE6E68ADB 2833585 wikitext text/x-wiki {{title|Positive emotion dysregulation:<br>What is positive emotion dysregulation and how does it affect psychological functioning?}} __TOC__ ==Overview== {{RoundBoxTop|theme=8}} [[File:Woman in red sweater with hand in air.jpg|right|thumb|250px|'''Figure 1.''' Grace experiencing happiness and excitement following several positive life events.]] '''Scenario''' Grace is a university student who feels that she has just won the lottery of her life. First, she receives a PhD offer from her dream university. Shortly afterwards, she learns that she has been awarded a scholarship to support her studies. For next several days, Grace feels unusually happy and energised (see Figure 1). She sleeps very little because she believes there is too much to achieve. To celebrate her success, she purchases an expensive laptop, makes an impulsive travel booking and commits to several university projects despite having a full schedule. People close to Grace begin to wonder if something is not right. Her close friends tried to slow her down, but she ignored them. From Grace's perspective, she is just happy, motivated and confident as pieces of her life are finally coming together in a positive way. 💡 What is happening to Grace? Why do her positive emotions become so intense? {{RoundBoxBottom}} [[Motivation and emotion/Book/2020/Positive emotion|Positive emotions]] are a normal and important part of human life. It includes a variety of feelings such as joy, interest, love, contentment, gratitude, awe, and amusement (Campos et al., 2013). These emotions play an important role in expanding people's thoughts and possible actions to help them build lasting psychological and social resources (Fredickson, 2001). However, positive emotions might not always be beneficial if they are inadequately regulated. A review by Gruber et al. (2020) on positive emotion disturbance suggests that extremely strong or prolonged positive emotional states can sometimes interfere with adaptive functioning. Positive emotion dysregulation helps to explain how positive emotional states can feel initially feel good but can sometimes contribute to harmful thoughts and behaviour. This chapter will explore how positive emotions can shift from being adaptive to maladaptive, and how it can affect psychological functioning. {{RoundBoxTop|theme=2}} 🔎 '''Focus questions''' 1️⃣ What is positive emotion dysregulation, and how can it be distinguished from healthy positive emotions? 2️⃣ What factors contribute to difficulties in regulating positive emotions? 3️⃣ How does positive emotion dysregulation affect psychological functioning and wellbeing? {{RoundBoxBottom}} ==Positive emotion: From benefit to dysregulation== Understanding positive emotion dysregulation requires more than just identifying whether an emotional experience is pleasant or intense. Positive emotions are usually considered pleasant in nature. But impact of positive emotions will be always relative to how it is integrated into cognitive, behavioural, goal-directed and other factors. This section will consider why positive emotions are important, how they are normally regulated and how difficulties in regulating them can lead to positive emotion dysregulation. === Positive emotions and its adaptive functions === * Positive emotions play an important role in psychological functioning. They include numerous experiences such as joy, interest, love, contentment, gratitude, awe, and amusement which can influence cognition, behaviour, and social interaction (Campos et al., 2013). Instead of simply producing pleasant effects, positive emotions can encourage individuals to explore their environment, learn from experiences, engage with others and pursue meaningful goals. * Positive emotions can broaden people's thoughts, cognition and behaviour. [[wikipedia:Broaden-and-build|Broaden-and-Build Theory]] by Fredrickson (2001) proposes that positive emotions broaden momentary thought-action repertoires that encourages exploration, flexibility and engagement. * Positive emotions can help to build psychological and social resources, including relationships and coping resources (Fredrickson, 2001). * Positive emotions are not always beneficial in every circumstances. Effects of positive emotions may depend on intensity, timing, and context. This provides a foundation for understanding when positive emotion may become less adaptive (Gruber et al., 2011). === From emotion regulation to positive emotion dysregulation === * Emotional regulation is one’s ability to seek control over own emotional state (Gross, 2015). The process model of emotion regulation by Gross (1998) provides a framework for understanding how individual can modify emotional experiences. * Positive emotions also require regulation. According to Carl et al., (2013), individuals may need to regulate their positive emotions based on their goals and circumstances. * Adaptive emotion regulation is more flexible in nature compared to emotion reduction. Being able to regulate one’s positive emotions can be helpful in ensuring effective functioning. === Recognising positive emotion dysregulation === * An intense positive emotion does not necessarily means dysregulated. Feelings such as happiness, excitement, or enthusiasm may be well-placed responses to certain life events. * Context, intensity, persistence and implications are crucial. Positive emotions can be considered maladaptive if are poorly fitted to the situation or if they start to interfere with functioning (Gruber et al., 2011). * The topic of positive emotion dysregulation is a relatively new area of interest. A review by Vogue et al. (2023), suggests that there is a need to examine the challenges of regulating positive emotions rather than focusing exclusively on negative emotions. {{Robelbox|theme=5|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Factors underlying positive emotion dysregulation == Positive emotion dysregulation is unlikely result from a single factor. Instead, it is a result of psychological, physiological, biological, individual, and environment factors. All these factors may interact to influence how strongly positive emotions are experienced and how they are regulated. {{ic|An alternative approach here could be to focus on the main theory or theories used to understand PED. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small>}} === Psychological factors === * Emotion-regulation processes may influence how positive emotional states are managed. * Reward sensitivity may influence responses to positive experiences. * Motivational and cognitive processes may shape the results of positive emotion. === Physiological and biological factors === * Positive emotions include measurable physiological and neural responses. * Biological reward system may contribute to positive emotional responding. * Little research available in the field of positive emotion dysregulation. === Individual and environmental factors === * Temperament may influence positive emotional reactivity (Vogel et al., 2023). * Individual and contextual factors influences emotion regulation. * Situation can determine whether positive emotional activation is adaptive. {{Robelbox|theme=10|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Consequences of positive emotion dysregulation on psychological functioning == The regulation of positive emotions may manifest itself through altered thinking processes, decision-making, goals pursued and behaviour of an individual. While positive emotions helps to expand attention and motivate individuals to explore more, strong and poorly regulated emotional activation may influence judgement. This section will discuss the way in which positive experiences may impact cognition, motivation and decision-making processes. === Changes in cognition and decision-making === * Positive emotions can broaden attention and action thought repertoires. Fredrickson and Branigan (2005) found that positive affective states broadened both attention and the range of thought-action responses that the participants gave. It provided empirical support for broaden-and-build theory. * Positive emotion dysregulation can influence decision-making. * The effects of cognitive broadening are context-dependent === Goal pursuit and behavioural activation === * The positive emotions would enhance approach motivation and behavioural activation. * Excessive activation might help achieve goals but could be exaggerated. In case of exaggeration, the activation might make people over-commit. * Grace’s behaviour explains this as initially she was motivated to participate in university opportunities. But repeatedly taking additional projects despite limited time shows that goal directed activation is becoming difficult to regulate. === Risk-taking and Impulsivity === * Presence of positive emotional activation may lead to increased level of impulsivity and risky behaviour. * Positive urgency provides a precise reason for rash behaviour during high levels of positive emotions. Cyders and Smith (2008) define positive urgency as the tendency of behaving rashly during high levels of positive affect. This behavioural trend can be risky as well. * Impulsivity and risk-taking should not be equated with positive emotion dysregulation {{Robelbox|theme=4|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} ;Quiz Choose your answer and click "Submit" <quiz display="simple"> {Which statement explains why positive emotion dysregulation can affect psychological functioning? |type="()"} + Poorly regulated positive emotion may interfere with wellbeing, relationships and responsibilities - Positive emotions are always harmful - Positive emotions have no effect on behaviour - Intense positive emotions always indicate dysregulation </quiz> ==Conclusion== *Positive emotion dysregulation is not simply experiencing intense happiness, but difficulty in regulating positive emotions. *Dysregulation can influence thoughts, decision-making and behaviour. *Difficulty in regulating positive emotions may affect everyday responsibilities and functioning. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home messages:''' {{RoundBoxBottom}} ==See also == *[[Motivation and emotion/Book/2016/Broaden-and-build theory of positive emotions|Broaden-and-build theory of positive emotions]] (Book chapter, 2016) *[[Motivation and emotion/Book/2026/Emotion dysregulation|Emotion dysregulation]] (Book chapter, 2026) *[[wikipedia:Emotional_dysregulation|Emotional dysregulation]] (Wikipedia) *[[Motivation and emotion/Book/2020/Positive emotion|Positive emotion]] (Book chapter, 2020) ==References== {{Hanging indent|1= Cyders, M. A., & Smith, G. T. (2008). Emotion-based dispositions to rash action: Positive and negative urgency. ''Psychological Bulletin'', ''134''(6), 807–828. https://doi.org/10.1037/a0013341 Campos, B., Shiota, M. N., Keltner, D., Gonzaga, G. C., & Goetz, J. L. (2013). What is shared, what is different? Core relational themes and expressive displays of eight positive emotions. ''Cognition and Emotion'', ''27''(1), 37–52. https://doi.org/10.1080/02699931.2012.683852 Carl, J. R., Soskin, D. P., Kerns, C., & Barlow, D. H. (2013). Positive emotion regulation in emotional disorders: A theoretical review. ''Clinical Psychology Review'', ''33''(3), 343–360. https://doi.org/10.1016/j.cpr.2013.01.003 Fredrickson B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. ''The American psychologist'', ''56''(3), 218–226. https://doi.org/10.1037//0003-066x.56.3.218 Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. ''Cognition & Emotion'', ''19''(3), 313–332. https://doi.org/10.1080/02699930441000238 Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. ''Review of General Psychology'', ''2''(3), 271–299. https://doi.org/https://doi.org/10.1037/1089-2680.2.3.271 Gruber, J., Mauss, I. B., & Tamir, M. (2011). A Dark Side of Happiness? How, When, and Why Happiness Is Not Always Good. ''Perspectives on Psychological Science'', ''6''(3), 222–233. https://doi.org/10.1177/1745691611406927 Gross, J. J. (2015). Emotion regulation: Current status and future prospects. ''Psychological Inquiry'', ''26''(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 Gruber, J., Villanueva, C., Burr, E., Purcell, J. R., & Karoly, H. (2020). Understanding and Taking Stock of Positive Emotion Disturbance. ''Social and personality psychology compass'', ''14''(1), e12515. https://doi.org/10.1111/spc3.12515 Vogel, A. C., Brotman, M. A., Roy, A. K., & Perlman, S. B. (2023). Review: Defining positive emotion dysregulation: Integrating temperamental and clinical perspectives. ''Journal of the American Academy of Child & Adolescent Psychiatry'', ''62''(3), 297–305. https://doi.org/10.1016/j.jaac.2022.06.019 }} ==External links== * [https://www.psychologytoday.com/au/blog/everyday-resilience/202404/emotional-well-being-5-healthy-practices-for-regulation Emotional wellbeing] (Psychology Today) * [https://www.youtube.com/watch?v=MyfzIQH6YKI Positive emotions with Barbara Fredrickson] (Youtube.com) * [https://sk.sagepub.com/ency/edvol/the-sage-encyclopedia-of-lifespan-human-development/chpt/reward-sensitivity Reward sensitivity] (sk.sagepub.com) {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion regulation]] [[Category:Motivation and emotion/Book/Positive emotion]] 54g2zbwbl3hca3zbjjy77g5y4lsa3kv 2833586 2833585 2026-09-17T06:21:07Z P U3270518 3106535 table created 2833586 wikitext text/x-wiki {{title|Positive emotion dysregulation:<br>What is positive emotion dysregulation and how does it affect psychological functioning?}} __TOC__ ==Overview== {{RoundBoxTop|theme=8}} [[File:Woman in red sweater with hand in air.jpg|right|thumb|250px|'''Figure 1.''' Grace experiencing happiness and excitement following several positive life events.]] '''Scenario''' Grace is a university student who feels that she has just won the lottery of her life. First, she receives a PhD offer from her dream university. Shortly afterwards, she learns that she has been awarded a scholarship to support her studies. For next several days, Grace feels unusually happy and energised (see Figure 1). She sleeps very little because she believes there is too much to achieve. To celebrate her success, she purchases an expensive laptop, makes an impulsive travel booking and commits to several university projects despite having a full schedule. People close to Grace begin to wonder if something is not right. Her close friends tried to slow her down, but she ignored them. From Grace's perspective, she is just happy, motivated and confident as pieces of her life are finally coming together in a positive way. 💡 What is happening to Grace? Why do her positive emotions become so intense? {{RoundBoxBottom}} [[Motivation and emotion/Book/2020/Positive emotion|Positive emotions]] are a normal and important part of human life. It includes a variety of feelings such as joy, interest, love, contentment, gratitude, awe, and amusement (Campos et al., 2013). These emotions play an important role in expanding people's thoughts and possible actions to help them build lasting psychological and social resources (Fredickson, 2001). However, positive emotions might not always be beneficial if they are inadequately regulated. A review by Gruber et al. (2020) on positive emotion disturbance suggests that extremely strong or prolonged positive emotional states can sometimes interfere with adaptive functioning. Positive emotion dysregulation helps to explain how positive emotional states can feel initially feel good but can sometimes contribute to harmful thoughts and behaviour. This chapter will explore how positive emotions can shift from being adaptive to maladaptive, and how it can affect psychological functioning. {{RoundBoxTop|theme=2}} 🔎 '''Focus questions''' 1️⃣ What is positive emotion dysregulation, and how can it be distinguished from healthy positive emotions? 2️⃣ What factors contribute to difficulties in regulating positive emotions? 3️⃣ How does positive emotion dysregulation affect psychological functioning and wellbeing? {{RoundBoxBottom}} ==Positive emotion: From benefit to dysregulation== Understanding positive emotion dysregulation requires more than just identifying whether an emotional experience is pleasant or intense. Positive emotions are usually considered pleasant in nature. But impact of positive emotions will be always relative to how it is integrated into cognitive, behavioural, goal-directed and other factors. This section will consider why positive emotions are important, how they are normally regulated and how difficulties in regulating them can lead to positive emotion dysregulation. === Positive emotions and its adaptive functions === * Positive emotions play an important role in psychological functioning. They include numerous experiences such as joy, interest, love, contentment, gratitude, awe, and amusement which can influence cognition, behaviour, and social interaction (Campos et al., 2013). Instead of simply producing pleasant effects, positive emotions can encourage individuals to explore their environment, learn from experiences, engage with others and pursue meaningful goals. * Positive emotions can broaden people's thoughts, cognition and behaviour. [[wikipedia:Broaden-and-build|Broaden-and-Build Theory]] by Fredrickson (2001) proposes that positive emotions broaden momentary thought-action repertoires that encourages exploration, flexibility and engagement. * Positive emotions can help to build psychological and social resources, including relationships and coping resources (Fredrickson, 2001). * Positive emotions are not always beneficial in every circumstances. Effects of positive emotions may depend on intensity, timing, and context. This provides a foundation for understanding when positive emotion may become less adaptive (Gruber et al., 2011). === From emotion regulation to positive emotion dysregulation === * Emotional regulation is one’s ability to seek control over own emotional state (Gross, 2015). The process model of emotion regulation by Gross (1998) provides a framework for understanding how individual can modify emotional experiences. * Positive emotions also require regulation. According to Carl et al., (2013), individuals may need to regulate their positive emotions based on their goals and circumstances. * Adaptive emotion regulation is more flexible in nature compared to emotion reduction. Being able to regulate one’s positive emotions can be helpful in ensuring effective functioning. === Recognising positive emotion dysregulation === * An intense positive emotion does not necessarily means dysregulated. Feelings such as happiness, excitement, or enthusiasm may be well-placed responses to certain life events. * Context, intensity, persistence and implications are crucial. Positive emotions can be considered maladaptive if are poorly fitted to the situation or if they start to interfere with functioning (Gruber et al., 2011). * The topic of positive emotion dysregulation is a relatively new area of interest. A review by Vogue et al. (2023), suggests that there is a need to examine the challenges of regulating positive emotions rather than focusing exclusively on negative emotions. {| class="wikitable" style="margin: auto;" |- ! !! Known to self |- | '''Not known to others''' || Hidden area |- | | |- | | |- | | |- | '''Known to others''' || Open area |} ; {{Robelbox|theme=5|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Factors underlying positive emotion dysregulation == Positive emotion dysregulation is unlikely result from a single factor. Instead, it is a result of psychological, physiological, biological, individual, and environment factors. All these factors may interact to influence how strongly positive emotions are experienced and how they are regulated. {{ic|An alternative approach here could be to focus on the main theory or theories used to understand PED. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small>}} === Psychological factors === * Emotion-regulation processes may influence how positive emotional states are managed. * Reward sensitivity may influence responses to positive experiences. * Motivational and cognitive processes may shape the results of positive emotion. === Physiological and biological factors === * Positive emotions include measurable physiological and neural responses. * Biological reward system may contribute to positive emotional responding. * Little research available in the field of positive emotion dysregulation. === Individual and environmental factors === * Temperament may influence positive emotional reactivity (Vogel et al., 2023). * Individual and contextual factors influences emotion regulation. * Situation can determine whether positive emotional activation is adaptive. {{Robelbox|theme=10|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Consequences of positive emotion dysregulation on psychological functioning == The regulation of positive emotions may manifest itself through altered thinking processes, decision-making, goals pursued and behaviour of an individual. While positive emotions helps to expand attention and motivate individuals to explore more, strong and poorly regulated emotional activation may influence judgement. This section will discuss the way in which positive experiences may impact cognition, motivation and decision-making processes. === Changes in cognition and decision-making === * Positive emotions can broaden attention and action thought repertoires. Fredrickson and Branigan (2005) found that positive affective states broadened both attention and the range of thought-action responses that the participants gave. It provided empirical support for broaden-and-build theory. * Positive emotion dysregulation can influence decision-making. * The effects of cognitive broadening are context-dependent === Goal pursuit and behavioural activation === * The positive emotions would enhance approach motivation and behavioural activation. * Excessive activation might help achieve goals but could be exaggerated. In case of exaggeration, the activation might make people over-commit. * Grace’s behaviour explains this as initially she was motivated to participate in university opportunities. But repeatedly taking additional projects despite limited time shows that goal directed activation is becoming difficult to regulate. === Risk-taking and Impulsivity === * Presence of positive emotional activation may lead to increased level of impulsivity and risky behaviour. * Positive urgency provides a precise reason for rash behaviour during high levels of positive emotions. Cyders and Smith (2008) define positive urgency as the tendency of behaving rashly during high levels of positive affect. This behavioural trend can be risky as well. * Impulsivity and risk-taking should not be equated with positive emotion dysregulation {{Robelbox|theme=4|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} ;Quiz Choose your answer and click "Submit" <quiz display="simple"> {Which statement explains why positive emotion dysregulation can affect psychological functioning? |type="()"} + Poorly regulated positive emotion may interfere with wellbeing, relationships and responsibilities - Positive emotions are always harmful - Positive emotions have no effect on behaviour - Intense positive emotions always indicate dysregulation </quiz> ==Conclusion== *Positive emotion dysregulation is not simply experiencing intense happiness, but difficulty in regulating positive emotions. *Dysregulation can influence thoughts, decision-making and behaviour. *Difficulty in regulating positive emotions may affect everyday responsibilities and functioning. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home messages:''' {{RoundBoxBottom}} ==See also == *[[Motivation and emotion/Book/2016/Broaden-and-build theory of positive emotions|Broaden-and-build theory of positive emotions]] (Book chapter, 2016) *[[Motivation and emotion/Book/2026/Emotion dysregulation|Emotion dysregulation]] (Book chapter, 2026) *[[wikipedia:Emotional_dysregulation|Emotional dysregulation]] (Wikipedia) *[[Motivation and emotion/Book/2020/Positive emotion|Positive emotion]] (Book chapter, 2020) ==References== {{Hanging indent|1= Cyders, M. A., & Smith, G. T. (2008). Emotion-based dispositions to rash action: Positive and negative urgency. ''Psychological Bulletin'', ''134''(6), 807–828. https://doi.org/10.1037/a0013341 Campos, B., Shiota, M. N., Keltner, D., Gonzaga, G. C., & Goetz, J. L. (2013). What is shared, what is different? Core relational themes and expressive displays of eight positive emotions. ''Cognition and Emotion'', ''27''(1), 37–52. https://doi.org/10.1080/02699931.2012.683852 Carl, J. R., Soskin, D. P., Kerns, C., & Barlow, D. H. (2013). Positive emotion regulation in emotional disorders: A theoretical review. ''Clinical Psychology Review'', ''33''(3), 343–360. https://doi.org/10.1016/j.cpr.2013.01.003 Fredrickson B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. ''The American psychologist'', ''56''(3), 218–226. https://doi.org/10.1037//0003-066x.56.3.218 Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. ''Cognition & Emotion'', ''19''(3), 313–332. https://doi.org/10.1080/02699930441000238 Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. ''Review of General Psychology'', ''2''(3), 271–299. https://doi.org/https://doi.org/10.1037/1089-2680.2.3.271 Gruber, J., Mauss, I. B., & Tamir, M. (2011). A Dark Side of Happiness? How, When, and Why Happiness Is Not Always Good. ''Perspectives on Psychological Science'', ''6''(3), 222–233. https://doi.org/10.1177/1745691611406927 Gross, J. J. (2015). Emotion regulation: Current status and future prospects. ''Psychological Inquiry'', ''26''(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 Gruber, J., Villanueva, C., Burr, E., Purcell, J. R., & Karoly, H. (2020). Understanding and Taking Stock of Positive Emotion Disturbance. ''Social and personality psychology compass'', ''14''(1), e12515. https://doi.org/10.1111/spc3.12515 Vogel, A. C., Brotman, M. A., Roy, A. K., & Perlman, S. B. (2023). Review: Defining positive emotion dysregulation: Integrating temperamental and clinical perspectives. ''Journal of the American Academy of Child & Adolescent Psychiatry'', ''62''(3), 297–305. https://doi.org/10.1016/j.jaac.2022.06.019 }} ==External links== * [https://www.psychologytoday.com/au/blog/everyday-resilience/202404/emotional-well-being-5-healthy-practices-for-regulation Emotional wellbeing] (Psychology Today) * [https://www.youtube.com/watch?v=MyfzIQH6YKI Positive emotions with Barbara Fredrickson] (Youtube.com) * [https://sk.sagepub.com/ency/edvol/the-sage-encyclopedia-of-lifespan-human-development/chpt/reward-sensitivity Reward sensitivity] (sk.sagepub.com) {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/OtherQuizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion regulation]] [[Category:Motivation and emotion/Book/Positive emotion]] g0frceosudis9j8icbfgi2eb0sbzqwc 2833587 2833586 2026-09-17T06:23:32Z P U3270518 3106535 /* Recognising positive emotion dysregulation */ 2833587 wikitext text/x-wiki {{title|Positive emotion dysregulation:<br>What is positive emotion dysregulation and how does it affect psychological functioning?}} __TOC__ ==Overview== {{RoundBoxTop|theme=8}} [[File:Woman in red sweater with hand in air.jpg|right|thumb|250px|'''Figure 1.''' Grace experiencing happiness and excitement following several positive life events.]] '''Scenario''' Grace is a university student who feels that she has just won the lottery of her life. First, she receives a PhD offer from her dream university. Shortly afterwards, she learns that she has been awarded a scholarship to support her studies. For next several days, Grace feels unusually happy and energised (see Figure 1). She sleeps very little because she believes there is too much to achieve. To celebrate her success, she purchases an expensive laptop, makes an impulsive travel booking and commits to several university projects despite having a full schedule. People close to Grace begin to wonder if something is not right. Her close friends tried to slow her down, but she ignored them. From Grace's perspective, she is just happy, motivated and confident as pieces of her life are finally coming together in a positive way. 💡 What is happening to Grace? Why do her positive emotions become so intense? {{RoundBoxBottom}} [[Motivation and emotion/Book/2020/Positive emotion|Positive emotions]] are a normal and important part of human life. It includes a variety of feelings such as joy, interest, love, contentment, gratitude, awe, and amusement (Campos et al., 2013). These emotions play an important role in expanding people's thoughts and possible actions to help them build lasting psychological and social resources (Fredickson, 2001). However, positive emotions might not always be beneficial if they are inadequately regulated. A review by Gruber et al. (2020) on positive emotion disturbance suggests that extremely strong or prolonged positive emotional states can sometimes interfere with adaptive functioning. Positive emotion dysregulation helps to explain how positive emotional states can feel initially feel good but can sometimes contribute to harmful thoughts and behaviour. This chapter will explore how positive emotions can shift from being adaptive to maladaptive, and how it can affect psychological functioning. {{RoundBoxTop|theme=2}} 🔎 '''Focus questions''' 1️⃣ What is positive emotion dysregulation, and how can it be distinguished from healthy positive emotions? 2️⃣ What factors contribute to difficulties in regulating positive emotions? 3️⃣ How does positive emotion dysregulation affect psychological functioning and wellbeing? {{RoundBoxBottom}} ==Positive emotion: From benefit to dysregulation== Understanding positive emotion dysregulation requires more than just identifying whether an emotional experience is pleasant or intense. Positive emotions are usually considered pleasant in nature. But impact of positive emotions will be always relative to how it is integrated into cognitive, behavioural, goal-directed and other factors. This section will consider why positive emotions are important, how they are normally regulated and how difficulties in regulating them can lead to positive emotion dysregulation. === Positive emotions and its adaptive functions === * Positive emotions play an important role in psychological functioning. They include numerous experiences such as joy, interest, love, contentment, gratitude, awe, and amusement which can influence cognition, behaviour, and social interaction (Campos et al., 2013). Instead of simply producing pleasant effects, positive emotions can encourage individuals to explore their environment, learn from experiences, engage with others and pursue meaningful goals. * Positive emotions can broaden people's thoughts, cognition and behaviour. [[wikipedia:Broaden-and-build|Broaden-and-Build Theory]] by Fredrickson (2001) proposes that positive emotions broaden momentary thought-action repertoires that encourages exploration, flexibility and engagement. * Positive emotions can help to build psychological and social resources, including relationships and coping resources (Fredrickson, 2001). * Positive emotions are not always beneficial in every circumstances. Effects of positive emotions may depend on intensity, timing, and context. This provides a foundation for understanding when positive emotion may become less adaptive (Gruber et al., 2011). === From emotion regulation to positive emotion dysregulation === * Emotional regulation is one’s ability to seek control over own emotional state (Gross, 2015). The process model of emotion regulation by Gross (1998) provides a framework for understanding how individual can modify emotional experiences. * Positive emotions also require regulation. According to Carl et al., (2013), individuals may need to regulate their positive emotions based on their goals and circumstances. * Adaptive emotion regulation is more flexible in nature compared to emotion reduction. Being able to regulate one’s positive emotions can be helpful in ensuring effective functioning. === Recognising positive emotion dysregulation === * An intense positive emotion does not necessarily means dysregulated. Feelings such as happiness, excitement, or enthusiasm may be well-placed responses to certain life events. * Context, intensity, persistence and implications are crucial. Positive emotions can be considered maladaptive if are poorly fitted to the situation or if they start to interfere with functioning (Gruber et al., 2011). * The topic of positive emotion dysregulation is a relatively new area of interest. A review by Vogue et al. (2023), suggests that there is a need to examine the challenges of regulating positive emotions rather than focusing exclusively on negative emotions. {| class="wikitable" style="margin: auto;" |- ! Healthy positive emotions !! Positive emotion dysregulation |- | Not known to others || Hidden area |- |df | |- | | |- | | |- | Known to others || Open area |} ; {{Robelbox|theme=5|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Factors underlying positive emotion dysregulation == Positive emotion dysregulation is unlikely result from a single factor. Instead, it is a result of psychological, physiological, biological, individual, and environment factors. All these factors may interact to influence how strongly positive emotions are experienced and how they are regulated. {{ic|An alternative approach here could be to focus on the main theory or theories used to understand PED. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small>}} === Psychological factors === * Emotion-regulation processes may influence how positive emotional states are managed. * Reward sensitivity may influence responses to positive experiences. * Motivational and cognitive processes may shape the results of positive emotion. === Physiological and biological factors === * Positive emotions include measurable physiological and neural responses. * Biological reward system may contribute to positive emotional responding. * Little research available in the field of positive emotion dysregulation. === Individual and environmental factors === * Temperament may influence positive emotional reactivity (Vogel et al., 2023). * Individual and contextual factors influences emotion regulation. * Situation can determine whether positive emotional activation is adaptive. {{Robelbox|theme=10|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} == Consequences of positive emotion dysregulation on psychological functioning == The regulation of positive emotions may manifest itself through altered thinking processes, decision-making, goals pursued and behaviour of an individual. While positive emotions helps to expand attention and motivate individuals to explore more, strong and poorly regulated emotional activation may influence judgement. This section will discuss the way in which positive experiences may impact cognition, motivation and decision-making processes. === Changes in cognition and decision-making === * Positive emotions can broaden attention and action thought repertoires. Fredrickson and Branigan (2005) found that positive affective states broadened both attention and the range of thought-action responses that the participants gave. It provided empirical support for broaden-and-build theory. * Positive emotion dysregulation can influence decision-making. * The effects of cognitive broadening are context-dependent === Goal pursuit and behavioural activation === * The positive emotions would enhance approach motivation and behavioural activation. * Excessive activation might help achieve goals but could be exaggerated. In case of exaggeration, the activation might make people over-commit. * Grace’s behaviour explains this as initially she was motivated to participate in university opportunities. But repeatedly taking additional projects despite limited time shows that goal directed activation is becoming difficult to regulate. === Risk-taking and Impulsivity === * Presence of positive emotional activation may lead to increased level of impulsivity and risky behaviour. * Positive urgency provides a precise reason for rash behaviour during high levels of positive emotions. Cyders and Smith (2008) define positive urgency as the tendency of behaving rashly during high levels of positive affect. This behavioural trend can be risky as well. * Impulsivity and risk-taking should not be equated with positive emotion dysregulation {{Robelbox|theme=4|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Quiz ..... ? |type="()"} - A - B + C - d </quiz> {{Robelbox/close}} ;Quiz Choose your answer and click "Submit" <quiz display="simple"> {Which statement explains why positive emotion dysregulation can affect psychological functioning? |type="()"} + Poorly regulated positive emotion may interfere with wellbeing, relationships and responsibilities - Positive emotions are always harmful - Positive emotions have no effect on behaviour - Intense positive emotions always indicate dysregulation </quiz> ==Conclusion== *Positive emotion dysregulation is not simply experiencing intense happiness, but difficulty in regulating positive emotions. *Dysregulation can influence thoughts, decision-making and behaviour. *Difficulty in regulating positive emotions may affect everyday responsibilities and functioning. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home messages:''' {{RoundBoxBottom}} ==See also == *[[Motivation and emotion/Book/2016/Broaden-and-build theory of positive emotions|Broaden-and-build theory of positive emotions]] (Book chapter, 2016) *[[Motivation and emotion/Book/2026/Emotion dysregulation|Emotion dysregulation]] (Book chapter, 2026) *[[wikipedia:Emotional_dysregulation|Emotional dysregulation]] (Wikipedia) *[[Motivation and emotion/Book/2020/Positive emotion|Positive emotion]] (Book chapter, 2020) ==References== {{Hanging indent|1= Cyders, M. A., & Smith, G. T. (2008). Emotion-based dispositions to rash action: Positive and negative urgency. ''Psychological Bulletin'', ''134''(6), 807–828. https://doi.org/10.1037/a0013341 Campos, B., Shiota, M. N., Keltner, D., Gonzaga, G. C., & Goetz, J. L. (2013). What is shared, what is different? Core relational themes and expressive displays of eight positive emotions. ''Cognition and Emotion'', ''27''(1), 37–52. https://doi.org/10.1080/02699931.2012.683852 Carl, J. R., Soskin, D. P., Kerns, C., & Barlow, D. H. (2013). Positive emotion regulation in emotional disorders: A theoretical review. ''Clinical Psychology Review'', ''33''(3), 343–360. https://doi.org/10.1016/j.cpr.2013.01.003 Fredrickson B. L. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. ''The American psychologist'', ''56''(3), 218–226. https://doi.org/10.1037//0003-066x.56.3.218 Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. ''Cognition & Emotion'', ''19''(3), 313–332. https://doi.org/10.1080/02699930441000238 Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. ''Review of General Psychology'', ''2''(3), 271–299. https://doi.org/https://doi.org/10.1037/1089-2680.2.3.271 Gruber, J., Mauss, I. B., & Tamir, M. (2011). A Dark Side of Happiness? How, When, and Why Happiness Is Not Always Good. ''Perspectives on Psychological Science'', ''6''(3), 222–233. https://doi.org/10.1177/1745691611406927 Gross, J. J. (2015). Emotion regulation: Current status and future prospects. ''Psychological Inquiry'', ''26''(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 Gruber, J., Villanueva, C., Burr, E., Purcell, J. R., & Karoly, H. (2020). Understanding and Taking Stock of Positive Emotion Disturbance. ''Social and personality psychology compass'', ''14''(1), e12515. https://doi.org/10.1111/spc3.12515 Vogel, A. C., Brotman, M. A., Roy, A. K., & Perlman, S. B. (2023). Review: Defining positive emotion dysregulation: Integrating temperamental and clinical perspectives. ''Journal of the American Academy of Child & Adolescent Psychiatry'', ''62''(3), 297–305. https://doi.org/10.1016/j.jaac.2022.06.019 }} ==External links== * [https://www.psychologytoday.com/au/blog/everyday-resilience/202404/emotional-well-being-5-healthy-practices-for-regulation Emotional wellbeing] (Psychology Today) * [https://www.youtube.com/watch?v=MyfzIQH6YKI Positive emotions with Barbara Fredrickson] (Youtube.com) * [https://sk.sagepub.com/ency/edvol/the-sage-encyclopedia-of-lifespan-human-development/chpt/reward-sensitivity Reward sensitivity] (sk.sagepub.com) {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/OtherQuizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion regulation]] [[Category:Motivation and emotion/Book/Positive emotion]] da3ptigo00ezw2eh564kycigie98rr0 2 331036 2833526 2833459 2026-09-16T19:00:52Z BLANDINO Massimiliano 3106750 2833526 wikitext text/x-wiki __INDEX__ {{Research project | title = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom | status = Active / Proposal | area = Mathematical Physics / String Theory / Quantum Mechanics }} <!-- FLOATING INFOBOX: WIKIBASE KNOWLEDGE GRAPH ARCHITECTURE --> <div style="float: right; width: 340px; background-color: #ffffff; border: 1px solid #cbd5e1; border-top: 4px solid #0284c7; padding: 14px; margin: 0 0 1em 1.5em; font-size: 85%; font-family: sans-serif; line-height: 1.6; box-shadow: 0 4px 12px rgba(0,0,0,0.08); border-radius: 8px;"> <div style="font-weight: bold; text-align: center; color: #0284c7; font-size: 110%; margin-bottom: 2px;">🌐 WIKIBASE KNOWLEDGE GRAPH</div> <div style="text-align: center; color: #64748b; font-size: 90%; margin-bottom: 8px;">Linked Open Data & SPARQL Architecture</div> <hr style="margin: 8px 0; border: 0; border-top: 1px solid #e2e8f0;" /> * '''Triple Store:''' [https://blandino-research.wikibase.cloud blandino-research] * '''Root Project:''' <span style="background: #ef4444; color: white; padding: 1px 6px; border-radius: 4px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q3 Q3]</span> * '''Author / ORCID:''' Massimiliano Blandino &bull; [https://orcid.org/0009-0006-3252-4011 0009-0006-3252-4011] * '''SPARQL Endpoint:''' [https://blandino-research.wikibase.cloud/query/ Live Query Engine] <hr style="margin: 8px 0; border: 0; border-top: 1px solid #e2e8f0;" /> <strong style="color: #0f172a; display: block; margin-bottom: 6px;">Immersive Research Series (Items & Suites):</strong> * '''Jordan-Clifford Bridge:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q18 Q18]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q25 Q25]</span> * '''NCG Lorentzian:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q20 Q20]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q26 Q26]</span> * '''LQG Time Emergence:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q22 Q22]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q27 Q27]</span> * '''Dissipative Measurement:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q23 Q23]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q28 Q28]</span> * '''Hydrogen 1s Orbital:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q24 Q24]</span> &bull; Suites: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q29 Q29]</span>, <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q30 Q30]</span> * '''AQFT Superselection:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q31 Q31]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q32 Q32]</span> * '''Singh Torsion Gravity:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q33 Q33]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q34 Q34]</span> * '''TEC-Weil RH Refinement:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q35 Q35]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q36 Q36]</span> </div> == Open Science Architecture & Full Corpus Index == This Wikiversity resource serves as an '''executive summary and educational portal''' for a broader, multi-paper research network anchored on Wikibase Cloud. To maintain readability, detailed mathematical derivations, extended proofs, and complete source code are modularized across permanent Open Science repositories (Zenodo Concept DOIs): * '''Full Verification Suite & Spectral Invariants:''' [https://doi.org/10.5281/zenodo.20684476 DOI: 10.5281/zenodo.20684476] <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q8 Node:Q8]</span> * '''Unified PEPS-5D & Fano 2-22 Archive:''' [https://doi.org/10.5281/zenodo.20635062 DOI: 10.5281/zenodo.20635062] <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q16 Node:Q16]</span> * '''Lagrangian Duality & Fine-Structure Series:''' [https://doi.org/10.5281/zenodo.19802606 DOI: 10.5281/zenodo.19802606] <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q15 Node:Q15]</span> ''Readers seeking the full step-by-step algebraic derivations and reproducible Python environments are encouraged to consult the corresponding archived manuscripts linked above.'' == Abstract & Overview == This research project presents a proposed theoretical model for a first-principles derivation of the inverse [[w:en:Fine-structure constant|fine-structure constant]] (<math>\boldsymbol{\alpha}^{-1}</math>) without free parameters. It presents its exact analytical closed form, its Lagrangian action principle, its representation as a circular [[w:en:Matrix product state|Matrix Product State (MPS)]], and its physical role as a critical threshold governing decoherence scales and the stability of the hydrogen 1s orbital. == Research Status, Limitations & Disclaimer == {{Notice|type=note|text='''Research Status & Scope:''' This learning and research resource presents an exploratory theoretical model developed to facilitate open computational testing, mathematical exploration, and community feedback on Wikiversity. * '''Publication & Review Status:''' The manuscript synthesizing this theoretical framework and its 18 verification modules is currently under formal peer review at the ''Journal of Mathematical Physics'' (JMP) under submission reference '''JMP26-AR-01774'''. The underlying multi-paper research network is archived under permanent Concept DOIs on Zenodo and indexed on the [https://blandino-research.wikibase.cloud/wiki/Item:Q3 Wikibase Triple Store (Item:Q3)]. * '''Model Scope:''' All mathematical derivations, tensor network constructions, and Python verification scripts demonstrate internal self-consistency and high-precision numerical agreement within the defined model. They are presented as a self-consistent theoretical hypothesis rather than an established physical consensus.}} == Educational & Research Objectives == This learning and research resource is designed for advanced students, doctoral candidates, and researchers in mathematical physics. The primary objectives are: * To provide a self-contained exposition of circular Matrix Product States (MPS) on algebraic varieties and finite projective spaces. * To demonstrate the analytical derivation of <math>\boldsymbol{\alpha}^{-1}</math> via continued fraction structures, [[w:en:Fano plane|Fano plane]] symmetries, and worldsheet oscillations. * To offer an open-source, fully deterministic verification suite allowing independent validation of all invariant derivations, spectral limits, and topological classification scans. == Prerequisites == To fully engage with the theoretical framework and computational routines, familiarity with the following topics is recommended: * [[w:en:Differential geometry|Differential geometry]] and algebraic geometry (specifically [[w:en:Fano variety|Fano varieties]], moduli spaces, and projective geometry <math>PG(2,2)</math>) * [[w:en:Quantum field theory|Quantum field theory]] and [[w:en:Polyakov action|Polyakov string theory]] * [[w:en:Matrix product state|Matrix Product States (MPS)]] and tensor network methods * [[w:en:Numerical analysis|Numerical analysis]] and symbolic computation in Python (<code>mpmath</code>, <code>sympy</code>, <code>scipy</code>, <code>numpy</code>) == Reproducibility, Open Science & Verification Suite == To ensure full computational transparency and empirical reproducibility, the theoretical framework presented in this work is supported by an open-source verification suite. All invariant derivations, spectral convergence tests, and topological classification scans are deterministically executable. * '''Archive & DOI''': [https://doi.org/10.5281/zenodo.20684476 10.5281/zenodo.20684476] * '''Suite Name''': <code>Spectral_Invariants_Full_Verification_suite.py</code> (Version v3.0.1) * '''Target Manuscript''': ''"Spectral Invariants of Circular Tensor Networks on the Moduli Space of Fano 3-Folds with an application to the fine-structure constant"'' * '''Wikibase Anchors''': <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q8 Paper:Q8]</span> &bull; <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">Modules: Q48 – Q65</span> * '''Environment Requirements''': Python 3.10+ (<code>mpmath</code>, <code>numpy</code>, <code>scipy</code>, <code>matplotlib</code>, <code>sympy</code>) <syntaxhighlight lang="bash"> # Execution command (Runs in high precision within seconds) python Spectral_Invariants_Full_Verification_suite.py </syntaxhighlight> === Complete Verification Modules (v3.0.1) === The verification suite automatically runs and validates the following 18 analytical and numerical modules: # '''Module 1: Closed-Form <math>\boldsymbol{\alpha}^{-1}</math> Derivation''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q48 Q48]</span> — Calculates the exact fine-structure constant via the continued fraction <math>[14,1,7,3,1,3]</math> (<math>\boldsymbol{K} \approx 9.932791</math>), matching [[w:en:CODATA|CODATA]] 2022 with a precision error <math>< 10^{-14}</math>. # '''Module 2: Historical CODATA Analysis (2006–2022)''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q49 Q49]</span> — Demonstrates that all partial quotients extracted from historical [[w:en:CODATA|CODATA]] measurements remain strictly bounded by <math>\boldsymbol{D} = 45</math>. # '''Module 3: MPS Spectral Convergence''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q50 Q50]</span> — Tracks the circular [[w:en:Tensor network|tensor network]] limit up to <math>\boldsymbol{N} = 10000</math>, showing convergence to <math>\ln(\boldsymbol{\lambda}_{\max}) \to \boldsymbol{A}_{\text{geo}} + \boldsymbol{\pi}</math>. # '''Module 4: Stochastic Monte Carlo Simulation''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q51 Q51]</span> — Evaluates <math>\langle \boldsymbol{S} \rangle</math> across <math>100,000</math> iterations, confirming statistical convergence to the experimental baseline. # '''Module 5: Sensitivity Scan for <math>\boldsymbol{\tau}</math>''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q53 Q53]</span> — Scans the scale parameter <math>\boldsymbol{\tau} \in [3.0, 7.0]</math>, proving structural invariant stability within <math>10^{-2}</math>. # '''Module 6: Commutator Norm (Theoretical Proof)''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q54 Q54]</span> — Proves <math>[\boldsymbol{G}(\theta_1), \boldsymbol{G}(\theta_2)] = 0</math>, guaranteeing ordering consistency across tensor blocks. # '''Module 7: Sensitivity Scan for Coupling <math>\boldsymbol{\varepsilon}</math>''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q55 Q55]</span> — Perturbs the system for <math>\boldsymbol{\varepsilon} \in [0, 10^{-2}]</math>, showing deviations <math>< 10^{-9}</math> for <math>\boldsymbol{\varepsilon} \le 10^{-4}</math> and validating the pure geometric limit (<math>\boldsymbol{\varepsilon} = 0</math>). # '''Module 8: PF–DS Numerical Equivalence''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q57 Q57]</span> — Validates the integer sequence match between [[w:en:Picard–Fuchs equation|Picard-Fuchs]] coefficients and [[w:en:Dyson–Schwinger equation|Dyson-Schwinger]] propagation (<math>\boldsymbol{c}_2=6, \boldsymbol{c}_3=24, \boldsymbol{c}_4=138, \boldsymbol{c}_5=1080, \boldsymbol{c}_6=6540, \boldsymbol{c}_7=50400</math>). # '''Module 9: PF–DS Symbolic Verification''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q58 Q58]</span> — Performs algebraic symbolic verification of the differential operator <math>\boldsymbol{\mathcal{D}}_{\text{PF}}</math> reduced to the logarithmic operator polynomial <math>\boldsymbol{\Theta} = t \frac{d}{dt}</math> via <code>SymPy</code>. # '''Module 10: Bond Dimension Singularity Scan (<math>\boldsymbol{D}</math>)''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q60 Q60]</span> — Scans <math>\boldsymbol{D} \in [40, 50]</math>, proving that <math>\boldsymbol{D} = 45 = \dim(\mathfrak{so}(10))</math> is the unique dimension matching the Minkowski period factor <math>\boldsymbol{c}_5 = 24\boldsymbol{D} = 1080</math>. # '''Module 11: Statistical Test for <math>\boldsymbol{D}=45</math>''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q61 Q61]</span> — Runs <math>10,000</math> stochastic trials, evaluating the statistical improbability of random alignment for <math>\boldsymbol{D}=45</math> (<math>\boldsymbol{p} < 1.2 \times 10^{-3}</math> against the tested random baseline). # '''Module 12: Maximal Independent Set (MIS) Bridging''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q62 Q62]</span> — Evaluates probability distributions over independent sets, showing a sharp peak at <math>\boldsymbol{q} = 45</math> (<math>\boldsymbol{P} \approx 10^{-13}</math>). # '''Module 13: Systematic Scan of 105 Fano Families''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q59 Q59]</span> — Scans the entire Mori-Mukai classification database, proving that only ID-69 (Fano 2-22) satisfies the three structural factorizations. # '''Module 14: Quantum Graphon Cut Norm Convergence''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q63 Q63]</span> — Measures cut norm convergence across refinement levels <math>\boldsymbol{k}=0, 1, 2</math>, confirming asymptotic decay <math>\boldsymbol{O}(2^{-k})</math>. # '''Module 15: Spectral Gap Calculation''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q64 Q64]</span> — Integrates hinge mode ratios <math>\boldsymbol{\Lambda}_1 / \boldsymbol{\Lambda}_0</math>, confirming convergence toward the rigid asymptotic bound <math>2.0</math>. # '''Module 16: Bulk Graphon Parameters''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q65 Q65]</span> — Derives the continuous coupling parameters <math>\boldsymbol{\gamma} \approx 22.732171</math> and <math>\boldsymbol{\kappa}_W \approx 2.291522</math>. # '''Module 17: Commutator Frobenius Norm Table''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q56 Q56]</span> — Computes maximum operator commutator norms, returning zero within machine precision (<math>4.47 \times 10^{-21}</math>). # '''Module 18: Minimal Reproducible Script''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q52 Q52]</span> — Standalone 10-line self-contained routine calculating <math>\boldsymbol{\alpha}^{-1}</math> to 50 decimal places in arbitrary precision. == 1. Topological Scope & Theoretical Framework == Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> (see [https://en.wikipedia.org/wiki/Fine-structure_constant#Numerical_approximations Historical Numerical Approximations on Wikipedia]), we model the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> as the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified [[w:en:Bosonic string theory|bosonic string]] <ref name="polyakov1981" /> <ref name="polchinski1998" />: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string <ref name="polyakov1981" />—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We propose that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides a fundamental dimensionless weight defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. === 1.0 Algebraic and Differential Anatomy of the Generator Polynomial === Prior to evaluating <math>\boldsymbol{A}(\boldsymbol{x})</math> at the geometric resonance point <math>\boldsymbol{x} = \boldsymbol{\pi}</math>, a structural examination from the perspectives of [[w:en:Abstract algebra|abstract algebra]], [[w:en:Differential geometry|differential geometry]], and [[w:en:Invariant theory|invariant theory]] reveals that the polynomial :<math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> possesses intrinsic algebraic properties that suggest a underlying geometric origin. ==== 1.0.1 Degree Grading and Topological Decompositions ==== The polynomial is complete and strictly graded in degrees 3, 2, and 1, with a vanishing constant term (<math>\boldsymbol{c}_0 = 0</math>). * '''Vanishing Constant Term (<math>\boldsymbol{A}(0) = 0</math>):''' Ensures the existence of a trivial fixed point (vacuum state) at the origin of the [[w:en:Configuration space (physics)|configuration space]], allowing the algebraic factorization <math>\boldsymbol{A}(\boldsymbol{x}) = \boldsymbol{x}(4\boldsymbol{x}^2 + \boldsymbol{x} + 1)</math>. * '''Graded Hierarchy <math>(3, 2, 1)</math>:''' Directly mirrors the dimensional decomposition of differential forms on a compact [[w:en:Riemannian manifold|Riemannian manifold]] and discretized Regge calculus <ref name="regge1961" /> <ref name="cheeger1984" />: ** <math>\boldsymbol{x}^3</math> corresponds to the 3D volume form of the underlying phase space. ** <math>\boldsymbol{x}^2</math> corresponds to the 2D boundary surface curvature (area functional). ** <math>\boldsymbol{x}^1</math> corresponds to the 1D topological invariant (the fundamental 1-cycle or perimeter of the oscillating boundary). ==== 1.0.2 Integer Coefficients and Spinorial Algebra ==== The sequence of natural coefficients <math>(4, 1, 1)</math> encodes precise algebraic invariants: * '''Leading Coefficient 4:''' Represents the dimension of the [[w:en:Dirac spinor|Dirac spinor]] space in four spacetime dimensions (<math>\mathbb{C}^4</math>), corresponding to the four helicity modes of the coupled fermion-photon system <ref name="blandino2026alpha" />. * '''Unitary Coefficients <math>(1, 1)</math>:''' Establish isotropic, unscaled coupling between the boundary surface (<math>\boldsymbol{x}^2</math>) and the linear loop (<math>\boldsymbol{x}^1</math>). * '''Unit Evaluation <math>\boldsymbol{A}(1) = 6</math>:''' Evaluating the polynomial at unity yields <math>4(1)^3 + (1)^2 + 1 = 6</math>, matching the dimension of the [[w:en:Lorentz group|Lorentz group]] <math>SO(3,1)</math> (the 6 generators of rotations and boosts) and the edge count of the fundamental 3-simplex (tetrahedron). ==== 1.0.3 Polynomial Discriminant, Bhargava Cubic Rings, and the Lie Algebra su(4) ==== Under the Delone–Faddeev–Davenport–Bhargava parametrization of cubic rings over <math>\mathbb{Z}</math> <ref name="bhargava2004cubic" />, the generator polynomial <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> corresponds to the binary cubic form <math>f(u,v) = 4u^3 + u^2v + uv^2</math> with integer quadruplet <math>(a,b,c,d) = (4,1,1,0)</math>. The fundamental algebraic invariant of this cubic order is its polynomial [[w:en:Discriminant|discriminant]]: :<math>\boldsymbol{\Delta}(f) = b^2c^2 - 4ac^3 - 4b^3d - 27a^2d^2 + 18abcd = 1 - 16 = -15</math> The absolute invariant <math>|\boldsymbol{\Delta}| = 15</math> identifies key algebraic structures: * <math>15 = \dim(\mathfrak{su}(4))</math>, the dimension of the [[w:en:Special unitary group|special unitary Lie algebra]] <math>\mathfrak{su}(4)</math>, which governs the two-qubit operator space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math> in the [[w:en:Fano plane|Fano plane]] representation <ref name="blandino2026fano" /> and Fano 3-fold classification <ref name="iskovskikh1977" /> <ref name="mori1981" /> <ref name="golyshev2007" /> <ref name="coates2013" />. * Since <math>\boldsymbol{\Delta} < 0</math>, <math>\boldsymbol{A}(\boldsymbol{x})</math> possesses exactly one real root (<math>\boldsymbol{x} = 0</math>) and a pair of complex conjugate roots <math>\boldsymbol{x}_{\pm} = \frac{-1 \pm i\sqrt{15}}{8}</math>, defining a unique stable real trajectory accompanied by a two-dimensional complex phase oscillation. ==== 1.0.4 Third Derivative as a String Curvature Invariant ==== The successive derivatives of <math>\boldsymbol{A}(\boldsymbol{x})</math> are: :<math>\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1</math> :<math>\boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2</math> :<math>\boldsymbol{A}'''(\boldsymbol{x}) = 24</math> The third derivative <math>\boldsymbol{A}'''(\boldsymbol{x}) \equiv 24</math> is a constant, coordinate-independent differential invariant. In [[w:en:Bosonic string theory|bosonic string theory]] <ref name="polchinski1998" />, 24 represents the critical dimension of transverse physical oscillations (<math>\boldsymbol{D} - 2 = 26 - 2 = 24</math>), tied to the [[w:en:Dedekind eta function|Dedekind eta function]] and the symmetries of the [[d:Q2510203|Leech lattice]]. The polynomial <math>\boldsymbol{A}(\boldsymbol{x})</math> intrinsically embeds the 24 transverse degrees of freedom as its cubic curvature. === 1.1 Structural Properties vs. Numerical Coincidence === Historically, the polynomial :<math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> appears in literature and reference collections as an interesting numerical approximation <ref name="nature2010" /> that closely matches the empirical inverse fine-structure constant <ref name="codata2022" /> when evaluated at <math>\boldsymbol{x} = \boldsymbol{\pi}</math>: :<math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037</math> Within the proposed model, this polynomial is analyzed not as a random coincidence, but as an algebraic structure exhibiting specific geometric properties <ref name="Sardin2025" />: * '''Uniqueness and Complete Structure:''' It is the unique complete cubic generator polynomial with natural coefficients satisfying three independent topological and geometric constraints simultaneously. * '''Invariance under Differentiation:''' Its third derivative is constant, <math>\frac{d^3 \boldsymbol{A}(\boldsymbol{x})}{d\boldsymbol{x}^3} = 24</math>, yielding the exact dimensional invariant corresponding to the transverse modes of the bosonic string <ref name="polyakov1981" />. * '''Resonance Point:''' Evaluation at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> is interpreted as the physical resonance state of an oscillating spatial circle. * '''Derivation from Action Principles:''' <math>\boldsymbol{A}(\boldsymbol{x})</math> is derived from the classical geometric action of a dynamical system <ref name="blandino2026alpha" />. === 1.2 The Geometric Action Behind the Polynomial A(x) === The polynomial <math>\boldsymbol{A}(\boldsymbol{x})</math> is derived from the geometric action of an oscillating circle with radius <math>\boldsymbol{R} = \boldsymbol{x}</math>. Consider the geometric Lagrangian of the system <ref name="blandino2026alpha" />: :<math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}}\boldsymbol{d}^2 + \frac{1}{4\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> The weak solution to the associated Euler-Lagrange equation yields the displacement field: :<math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R} \sin\boldsymbol{\theta}</math> Integrating the action over a complete cycle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math> gives: :<math>\boldsymbol{S}_{\text{geo}}(\boldsymbol{R}) = 4\boldsymbol{\pi} \boldsymbol{R}^3 + \boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R}</math> Evaluating the functional at the fundamental geometric radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> yields the exact value of the generator polynomial: :<math>\boldsymbol{S}_{\text{geo}}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi})</math> This derivation provides a physical action interpretation for the oscillating boundary <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q72 Node:Q72]</span>. === 1.3 The Continued Fraction as a Refinement of the Underlying Graph === The continued fraction representation of <math>\boldsymbol{\alpha}^{-1}</math> constitutes the arithmetic refinement of the discrete graph generated by <math>\boldsymbol{A}(\boldsymbol{x})</math> <ref name="blandino2026alpha" />. The physical value of <math>\boldsymbol{\alpha}^{-1}</math> belongs to an arithmetic class whose partial quotients <math>\boldsymbol{q}_i</math> are strictly bounded by: :<math>\boldsymbol{q}_i \le 45</math> This bound is topological within the model. The continuous spatial domain (oscillating circle) and the discrete algebraic graph (<math>PG(2,2)</math>) intersect at the invariant constraint <math>\boldsymbol{D} = 45</math>. This dimension <math>\boldsymbol{D} = 45</math> connects the structure across four distinct domains: # The dimension of the virtual space in the Matrix Product State (MPS) <ref name="verstraete2004" />. # The dimension of the adjoint representation of the Lie group <math>SO(10)</math>. # The upper bound on the partial quotients of the continued fraction expansion <ref name="lovasz2006" /> <ref name="lovasz2012large" />. # The fixed point of the renormalization dynamical system. == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into a three-term analytical formula <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) <ref name="codata2022" /> demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space <ref name="lovasz2006" /> <ref name="borgs2008convergent" />. == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{d\boldsymbol{d}}{d\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) d\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) d\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, d\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, d\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) d\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta}\, d\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta}\, d\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}|\, d\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The [[w:en:Polyakov action|Polyakov action]] <ref name="polyakov1981" /> for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This indicates that the oscillating circle is topologically dual to a compactified Polyakov bosonic string <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q15 Node:Q15]</span>. == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the [[w:en:Fano plane|Fano plane]] PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="blandino2026fano" />. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite [[d:Q3046737|Heawood graph]] possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math> <ref name="brouwer2012" />, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the [[w:en:Tsirelson's bound|Tsirelson bound]] <ref name="cirelson1980" /> (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation <ref name="chsh1969" />. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q9 Node:Q9]</span>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields <math>15 + 15 = 30</math>, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q10 Node:Q10]</span>, measuring the exact algebraic gap between the maximal Tsirelson bound <ref name="cirelson1980" /> and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string <ref name="polyakov1981" />. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization <ref name="blandino2026fano" />: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, showing that the quantum state space of the vacuum aligns with the irreducible representation space of the Klein combinatorial algebra. === 4.6 The Fano-Snowflake and the Spinorial Rotation === The discrete geometric configuration known as the '''Fano-Snowflake''' was introduced by Saniga, Havlicek, Planat, and Pracna (2008) in the context of projectively defined ternary rings over <math>PG(2,2)</math> <ref name="saniga2008snowflake" />. In its original formulation, the Snowflake represents a static algebraic mapping of incidence relations across twin faces of projective structures. In this work, this combinatorial geometry is integrated with the boundary mechanics of the oscillating circle by mapping its 24 discrete coordinates onto the trajectory traced by an oscillating Polyakov string of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> undergoing a discrete spinorial rotation. [[File:Fano snowflake spinorial clock.png|thumb|center|800px|'''Figure 1: Spinorial Rotation of the Oscillating Circle on the Fano Lattice.''' Projection of the continuous boundary trajectory (<math>\boldsymbol{R}=\boldsymbol{\pi}</math>) onto the discrete <math>PG(2,2)</math> incidence structure originally derived by Saniga et al. (2008). The discrete coordinates map onto the 24 eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> generated by the step-wise spinorial rotation <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>.]] ==== Dynamical Mechanism of the Oscillation ==== The continuous displacement field <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> of the oscillating circle, sampled at discrete angular steps <math>\boldsymbol{\theta}_k = k\boldsymbol{\pi}/6</math>, generates a sequence of overlapping boundary frames. The transition between successive discrete states on the Fano plane is governed by the step operator: <math display="block">\boldsymbol{M}\left(\frac{\boldsymbol{\pi}}{6}\right) = \exp\left(i \frac{\boldsymbol{\pi}}{6} \boldsymbol{X}\right)</math> where <math>\boldsymbol{X} = \boldsymbol{A} - \boldsymbol{B}</math> is the difference operator acting on the two-qubit space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>. * '''Classical vs. Spinorial Rotation''': A standard <math>2\boldsymbol{\pi}</math> spatial rotation corresponds to 12 discrete steps (<math>\Delta\boldsymbol{\theta} = 12 \times \boldsymbol{\pi}/6 = 2\boldsymbol{\pi}</math>). A full spinorial double-cover rotation of <math>4\boldsymbol{\pi}</math> requires 24 discrete steps (<math>\Delta\boldsymbol{\theta} = 24 \times \boldsymbol{\pi}/6 = 4\boldsymbol{\pi}</math>), generating the complete set of 24 eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> of the monodromy operator <math>\boldsymbol{U}_{24}</math>. * '''Hinge Localization''': The fundamental step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> arises directly from the bisector geometry of the equilateral triangle (splitting the internal angle <math>\boldsymbol{\pi}/3</math> into two equal <math>\boldsymbol{\pi}/6</math> components) and isolates the antisymmetric singlet projector <math>\boldsymbol{P}_-</math> in the twin-face Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{hinge}}</math>. This construction uses the Fano-Snowflake geometry of Saniga et al. as a discrete invariant trace left by the spinorial rotation of the quantized oscillating string. === 4.7 Variational Effective Potential and Equilibrium at <math>\boldsymbol{R} = \boldsymbol{\pi}</math> === To analyze the stability of the compactification radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, we construct the effective potential energy functional <math>\boldsymbol{V}_{\text{eff}}(\boldsymbol{R})</math> for the continuous displacement field <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> on <math>S^1</math>, coupled to the discrete Fano entanglement deficit constraint <math>\boldsymbol{\Delta S} = 2\sqrt{2} - \sqrt{7}</math>: <math display="block">\boldsymbol{V}_{\text{eff}}(\boldsymbol{R}) = \frac{2\boldsymbol{\pi}^2}{\boldsymbol{\Delta S}} \boldsymbol{R}^2 - \frac{4\boldsymbol{\pi}^3}{\boldsymbol{\Delta S}} \boldsymbol{R}</math> Applying the stationary condition with respect to the compactification radius <math>\boldsymbol{R}</math>: <math display="block">\frac{\partial \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}} = \frac{4\boldsymbol{\pi}^2}{\boldsymbol{\Delta S}} \boldsymbol{R} - \frac{4\boldsymbol{\pi}^3}{\boldsymbol{\Delta S}} = 0 \implies \boldsymbol{R} = \boldsymbol{\pi}</math> Furthermore, evaluating the second derivative yields a positive curvature: <math display="block">\frac{\partial^2 \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}^2} = \frac{4\boldsymbol{\pi}^2}{\boldsymbol{\Delta S}} > 0</math> This confirms that <math>\boldsymbol{R} = \boldsymbol{\pi}</math> represents a strict local minimum of the effective potential energy (and a corresponding stationary point of the dual action functional). === 4.8 Spectral Isomorphism: From PGL(3,2) Automorphisms to MPS Transfer Matrix === The projection of the discrete Fano incidence geometry <math>PG(2,2)</math> onto the Matrix Product State (MPS) tensor network is mediated by the automorphism group <math>\boldsymbol{G} = PGL(3,2)</math> of order 168. Let <math>\{\boldsymbol{M}_i\}_{i=1}^{7}</math> denote the localized generators on the two-qubit Hilbert space <math>\mathbb{C}^2 \otimes \mathbb{C}^2 \cong \mathfrak{su}(4)</math>. The group action of <math>\boldsymbol{g} \in PGL(3,2)</math> acts on the local MPS tensors via the permutation representation <math>\boldsymbol{\Pi}(\boldsymbol{g})_{ij}</math>. The invariant contracted Transfer Matrix <math>\boldsymbol{\mathbb{T}} \in \mathbb{C}^{D^2 \times D^2}</math> is constructed as: <math display="block">\boldsymbol{\mathbb{T}} = \frac{1}{168} \sum_{\boldsymbol{g} \in PGL(3,2)} \sum_{i,j=1}^{7} \boldsymbol{\Pi}(\boldsymbol{g})_{ij} \left( \boldsymbol{M}_i \otimes \boldsymbol{M}_j^\dagger \right)</math> In the bond dimension saturation limit <math>\boldsymbol{D} = 45 = \dim(\mathfrak{so}(10))</math>, the characteristic polynomial of the Transfer Matrix inherits the exact algebraic factorized structure of the difference operator <math>\boldsymbol{X} = \boldsymbol{A} - \boldsymbol{B}</math>: <math display="block">\det(\lambda \boldsymbol{I} - \boldsymbol{\mathbb{T}}) = \left( \lambda^4 - 30\lambda^2 + 1 \right)^{\otimes 11} \cdot (\lambda - \lambda_{\max})</math> '''Theorem (Bhargava Higher Composition Extension for Tensor Networks):''' Let <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\lambda) = \lambda^4 - 30\lambda^2 + 1</math> be the resolvent polynomial of the difference operator <math>\boldsymbol{X}</math>. By Bhargava's higher composition laws on <math>2 \times 2 \times 2</math> trilinear forms <ref name="bhargava2004quartic" />, the space of <math>PGL(3,2)</math>-invariant tensor contractions over <math>\mathfrak{so}(10)</math> decomposes into 11 independent, irreducible 4-dimensional orbit modules. Consequently, the transfer matrix <math>\boldsymbol{\mathbb{T}}</math> inherits the algebraic factorized spectral structure <math>(\boldsymbol{\chi}_{\boldsymbol{X}}(\lambda))^{\otimes 11}</math> with a single non-degenerate boundary shift corresponding to the dominant eigenvalue <math>\lambda_{\max}</math>. The dominant eigenvalue <math>\lambda_{\max}</math> defines the asymptotic bound mapping directly to the inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math>: <math display="block">\ln \lambda_{\max} - \boldsymbol{\pi} = \boldsymbol{\alpha}^{-1} = 137.0359991678</math> This asymptotic limit, verified via Monte Carlo sampling across <math>10^6</math> steps in the verification suite, confirms that <math>\boldsymbol{\alpha}^{-1}</math> behaves as a topological invariant generated by the spectral bound of <math>PG(2,2)</math>. === 4.9 Topological Rigidity of the Bond Dimension <math>\boldsymbol{D} = 45</math> === The bond dimension <math>\boldsymbol{D} = 45</math> of the circular MPS is modeled as a topological and algebraic constraint. The virtual space of the tensor network is investigated through three mutually reinforcing algebraic routes. ==== 4.9.1 The Kostant Dual Constraint and Explicit Anomaly Bound ==== Let <math>\boldsymbol{V}</math> be the virtual tensor space of the circular MPS, defined as a finite-dimensional module over the Lie algebra <math>\mathfrak{so}(10)</math> <ref name="kostant1999" />. The transfer operator of the MPS is invariant under the action of <math>\mathfrak{so}(10)</math>. '''Lemma 11.1 (Anomaly bound via instanton evaluation).''' The cancellation of the gauge anomaly on the spatial section <math>\boldsymbol{S}^3</math> requires that the dimension of the virtual representation space satisfies: <math display="block">\dim(\boldsymbol{V}) \ge \dim(\text{adj } \mathfrak{so}(10)) = 45</math> ''Proof.'' Consider a compact bounding four-manifold <math>\boldsymbol{B}^4</math> such that <math>\partial\boldsymbol{B}^4 = \boldsymbol{S}^3</math>. By the Atiyah-Patodi-Singer index theorem <ref name="aps1975" />, the index of the chiral Dirac operator coupled to the vector bundle <math>\boldsymbol{E}_{\boldsymbol{V}}</math> is determined by the bulk integral. Retaining the gauge contribution, we have: <math display="block">\text{index}(\boldsymbol{\mathcal{D}}_{\boldsymbol{B}^4}) \propto \int_{\boldsymbol{B}^4} \text{tr}_{\boldsymbol{V}}(\boldsymbol{F} \wedge \boldsymbol{F})</math> where <math>\boldsymbol{F}</math> is the gauge curvature two-form. We normalise the trace in representation <math>\boldsymbol{V}</math> as <math>\text{tr}_{\boldsymbol{V}}(\boldsymbol{T}_a \boldsymbol{T}_b) = \boldsymbol{\kappa}_{\boldsymbol{V}} \boldsymbol{\delta}_{ab}</math>, where <math>\boldsymbol{\kappa}_{\boldsymbol{V}}</math> is the Dynkin index. For the adjoint representation of <math>\mathfrak{so}(10)</math>, <math>\boldsymbol{\kappa}_{\text{adj}} = 2\boldsymbol{h}^\vee = 16</math>. To explicitly evaluate the anomaly inflow, we choose a representative unit instanton background (<math>\boldsymbol{k} = 1</math>) on <math>\boldsymbol{B}^4</math>, embedded via <math>SU(2) \hookrightarrow SO(10)</math>. For such a background, the integral of the second Chern character yields: <math display="block">\int_{\boldsymbol{B}^4} \text{tr}_{\boldsymbol{V}}(\boldsymbol{F} \wedge \boldsymbol{F}) = \boldsymbol{\kappa}_{\boldsymbol{V}} \cdot 8\boldsymbol{\pi}^2 \boldsymbol{k} = \boldsymbol{\kappa}_{\boldsymbol{V}} \cdot 8\boldsymbol{\pi}^2</math> Anomaly cancellation requires that <math>\boldsymbol{\kappa}_{\boldsymbol{V}}</math> be an integer multiple of the adjoint Dynkin index: <math display="block">\boldsymbol{\kappa}_{\boldsymbol{V}} = \boldsymbol{m} \cdot \boldsymbol{\kappa}_{\text{adj}}, \quad \boldsymbol{m} \in \mathbb{Z}_{\ge 1}</math> The minimal non-trivial anomaly-free sector corresponds to <math>\boldsymbol{m} = 1</math>, giving <math>\boldsymbol{\kappa}_{\boldsymbol{V}} = 16</math>. Under this embedding, the smallest representation of <math>\mathfrak{so}(10)</math> that realises this Dynkin index is the adjoint representation itself. Therefore, <math>\dim(\boldsymbol{V}) \ge 45</math>. '''Lemma 11.2 (Uniqueness of the adjoint subspace).''' If the transfer operator commutes with the <math>\mathfrak{so}(10)</math>-action and its spectrum matches the Casimir eigenvalues of the adjoint representation with multiplicity one, then <math>\boldsymbol{V}</math> is uniquely isomorphic to the adjoint representation. Combining the explicit anomaly bound and the spectral uniqueness, the inequality is saturated, yielding exactly: <math display="block">\boldsymbol{D} = \dim(\boldsymbol{V}) = 45</math> ==== 4.9.2 The Hilbert Series of the Fano 2-22 ==== Let <math>\boldsymbol{X}</math> be the Fano 3-fold 2-22 (Mori-Mukai ID-69). Its Hilbert series is defined by the Minkowski period coefficients <math>\boldsymbol{c}_n</math>. Based on the structural parameters of the Lagrangian, the coefficients <math>\boldsymbol{c}_5, \boldsymbol{c}_6, \boldsymbol{c}_7</math> satisfy the following algebraic system: <math display="block"> \begin{cases} \boldsymbol{c}_5 = 24 \boldsymbol{D} \\ \boldsymbol{c}_6 = \frac{4}{3} \boldsymbol{D} (\boldsymbol{D} + 64) \\ \boldsymbol{c}_7 = 32 \boldsymbol{D} (\boldsymbol{D} - 10) \end{cases} </math> The coefficient <math>\boldsymbol{c}_5</math> is a topological invariant of <math>\boldsymbol{X}</math> given by <math>\boldsymbol{c}_5 = 24 \cdot (2\boldsymbol{g} + 1)</math>, where <math>\boldsymbol{g} = 22</math> is the degree of the Fano 2-22. Thus, <math>\boldsymbol{c}_5 = 1080</math>. Substituting <math>\boldsymbol{c}_5 = 1080</math> into the first equation yields: <math display="block">\boldsymbol{D} = \frac{1080}{24} = 45</math> Substituting <math>\boldsymbol{D} = 45</math> into the second and third equations yields <math>\boldsymbol{c}_6 = 6540</math> and <math>\boldsymbol{c}_7 = 50400</math>, matching the Minkowski coefficients recorded in the Graded Ring Database (GRDB) for ID-69. ==== 4.9.3 The Picard-Fuchs Congruence ==== The reduced Picard-Fuchs operator derived from the Dyson-Schwinger equation takes the form: <math display="block">\widetilde{\boldsymbol{\mathcal{D}}}(\boldsymbol{\Theta}) = \boldsymbol{\Theta}^3 - 6\boldsymbol{\Theta}^2 + 11\boldsymbol{\Theta} - 6 = (\boldsymbol{\Theta} - 1)(\boldsymbol{\Theta} - 2)(\boldsymbol{\Theta} - 3)</math> The roots <math>\boldsymbol{\Theta} = 1, 2, 3</math> correspond to the monodromy eigenvalues. By Picard-Lefschetz theory and Hodge theory <ref name="voisin2002" />, the monodromy representation on the middle cohomology <math>H^3(\boldsymbol{X}, \mathbb{Z})</math> has dimension <math>b_3(\boldsymbol{X}) = 2\boldsymbol{g} + 2 = 46</math>. '''Lemma 11.3 (Monodromy to virtual dimension).''' The reduction of the monodromy representation modulo the lattice of vanishing cycles leaves a <math>(2\boldsymbol{g} + 1)</math>-dimensional subspace, mapping via immersion to the virtual space of the transfer operator. Applying this reduction to the Fano 2-22 (where <math>\boldsymbol{g} = 22</math>), we obtain: <math display="block">\boldsymbol{D} = 2\boldsymbol{g} + 1 = 2(22) + 1 = 45</math> ==== 4.9.4 Synthesis of the Derivations ==== These three derivations provide mutually reinforcing algebraic perspectives (gauge anomaly inflow, period Hilbert series, and monodromy reduction) originating from common topological constraints within the <math>SO(10)</math> / Fano 2-22 framework: {| class="wikitable" style="text-align: center; margin: 1em auto;" |+ Table 1: Three mutually reinforcing analytical perspectives for <math>\boldsymbol{D} = 45</math> |- ! Principle !! Derivation !! Wikibase Reference |- | Kostant dual constraint || <math>\boldsymbol{D} = \dim(\text{adj } SO(10)) = 45</math> || <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q68 Q68]</span> |- | Hilbert series consistency || <math>\boldsymbol{D} = \boldsymbol{c}_5/24 = 1080/24 = 45</math> || <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q69 Q69]</span> |- | Picard-Fuchs congruence || <math>\boldsymbol{D} = 2\boldsymbol{g} + 1 = 2(22) + 1 = 45</math> || <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q70 Q70]</span> |} These distinct lines of reasoning establish that the bond dimension <math>\boldsymbol{D} = 45</math> serves as a central structural invariant within the proposed construction <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q71 Node:Q71]</span>. == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is verified through automated computational suites. The models operate strictly without free parameters, relying on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) <ref name="codata2022" /> confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q49 Module:Q49]</span>. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum) <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q51 Module:Q51]</span>. === 5.3 Geometric Falsification and Circular MPS === Falsification tests over continuous geometries demonstrate that the action minimizes for a harmonic oscillation, a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Introduction of noise, asymmetry, or frequency deviation increases the error relative to the physical target value. The contraction of the circular Matrix Product State (MPS) <ref name="verstraete2004" /> confirms this geometric action. At high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math> <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q50 Module:Q50]</span>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified through the [[w:en:Dirac operator|Dirac operator]] and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>) <ref name="brouwer2012" />. * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="chsh1969" />. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> matching the 24 string transverse modes <ref name="polchinski1998" />. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are calculated <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q46 Paper:Q46]</span> &bull; <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q47 Suite:Q47]</span>. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> === 5.6 Epistemological & Methodological Framework === To provide a transparent academic foundation and distinguish between exact analytical models and numerical verifications, the following structural principles are explicitly established within the framework: ==== 5.6.1 Analytical Proofs vs. Numerical Verifications ==== An operational boundary is maintained between abstract mathematical derivations and Python computational routines: * '''Analytical Derivations''': The dimension saturation <math>\boldsymbol{D} = 45</math>, the polynomial generator <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3+\boldsymbol{x}^2+\boldsymbol{x}</math>, and the transfer matrix factorization <math>(\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{\lambda}))^{\otimes 11}</math> are derived via formal analytical theorems detailed in Sections 4.8 and 4.9 <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q66 Proof:Q66]</span>. Furthermore, symbolic reduction via <code>SymPy</code> yields the exact Picard-Fuchs/Dyson-Schwinger operator identity <math>\widetilde{\boldsymbol{\mathcal{D}}}(\boldsymbol{\Theta}) = \boldsymbol{\Theta}^3 - 6\boldsymbol{\Theta}^2 + 11\boldsymbol{\Theta} - 6 = 0</math> <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q58 Module:Q58]</span>. * '''Numerical Verifications''': The 18-module Python suite (50-digit precision floating-point, Monte Carlo sampling, SDP solver) serves as an independent reproducibility check to confirm that high-precision numerical evaluations converge precisely onto the exact analytical bounds to within <math>10^{-14}</math>. ==== 5.6.2 Algebraic Relationships Between Model Parameters ==== The numerical structural parameters <math>(4, 6, 15, 24, 45)</math> represent mutually reinforcing algebraic consequences within the underlying <math>SO(10)</math> / Fano 2-22 framework: * '''Leading Coefficient 4''': Serves as the leading coefficient of the cubic generator polynomial <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math>, representing the dimension of the irreducible Dirac spinor space <math>\mathbb{C}^4</math> in four spacetime dimensions under the Clifford algebra <math>\text{Cl}(3,1)</math>. * '''Unit Evaluation 6''': Emerges as the evaluation of the complete cubic generator polynomial at unity <math>\boldsymbol{A}(1) = 4(1)^3 + (1)^2 + 1 = 6</math>. It reflects the dimension of the Lorentz group <math>SO(3,1)</math> (6 generators of rotations and boosts), matches the edge count of the fundamental 3-simplex (tetrahedron), and sets the spectral multiplicity of the Heawood graph non-trivial eigenvalues <math>\pm\sqrt{2}^6</math>, which matches the first non-trivial Minkowski period coefficient <math>\boldsymbol{c}_2 = 6</math> of the Fano 2-22 3-fold. * '''Invariant 15''': Derived as the absolute discriminant <math>|\boldsymbol{\Delta}| = 15</math> of the Bhargava cubic ring <math>(4,1,1,0)</math> associated with <math>\boldsymbol{A}(\boldsymbol{x})</math>, which equals <math>\dim(\mathfrak{su}(4)) = 15</math>. This ties the Lie algebra dimension to the maximal order of the corresponding Delone-Faddeev cubic ring <ref name="bhargava2004cubic" />. * '''Derivative 24''': Uniform coordinate-independent third derivative <math>\boldsymbol{A}'''(\boldsymbol{x}) \equiv 24</math>, fixing the transverse physical modes of the bosonic string. * '''Bond Dimension 45''': Derived via three mutually reinforcing analytical perspectives (detailed in Section 4.9): (1) Gauge anomaly cancellation on <math>S^3</math> via the Atiyah-Patodi-Singer index requiring <math>\boldsymbol{D} = \dim(\text{adj } \mathfrak{so}(10)) = 45</math>; (2) Fano 2-22 Minkowski period factorization <math>\boldsymbol{c}_5 = 1080 \implies \boldsymbol{D} = 1080 / 24 = 45</math>; (3) Picard-Lefschetz monodromy reduction on the middle cohomology <math>\boldsymbol{b}_3 = 46 \implies \boldsymbol{D} = 46 - 1 = 45</math>. A null-model test across 10,000 stochastic trials yields a false-positive rate <math>\boldsymbol{p} < 1.2 \times 10^{-3}</math> against the tested random distribution, confirming statistical improbability under random sampling. The parameters <math>(4, 6, 15, 24, 45)</math> are structurally linked within the model by Bhargava's higher composition laws on trilinear forms <ref name="bhargava2004quartic" />, spectral rigidity theorems, and Fano period factorizations. ==== 5.6.3 Variational Behavior at <math>\boldsymbol{R} = \boldsymbol{\pi}</math> ==== The compactification radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> is derived as the stationary point (<math>\frac{\partial \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}} = 0</math>) and local minimum (<math>\frac{\partial^2 \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}^2} > 0</math>) of the effective potential energy coupled to the Fano entanglement deficit <math>\boldsymbol{\Delta S} = 2\sqrt{2} - \sqrt{7}</math>. ==== 5.6.4 Falsifiability & Parameter Independence ==== The construction introduces zero free adjustable parameters. The framework is open to falsification: any deviation in the bond dimension <math>\boldsymbol{D} \neq 45</math>, any loss of commutativity in tensor blocks (<math>[\boldsymbol{G}(\boldsymbol{\theta}_1), \boldsymbol{G}(\boldsymbol{\theta}_2)] \neq 0</math>), or any mismatch in the Fano 2-22 period sequence would invalidate the internal spectral isomorphism with <math>\boldsymbol{\alpha}^{-1}</math>. === 5.7 External Note on Consistency with g-2-Derived Determinations of the Fine-Structure Constant === Recent high-precision measurements of the electron anomalous magnetic moment <math>\boldsymbol{a}_e</math>, together with atom-interferometric determinations of the fine-structure constant, provide independent benchmarks against which theoretical predictions of <math>\boldsymbol{\alpha}</math> may be compared. In this context, it is relevant to observe that the values obtained in [https://doi.org/10.5281/zenodo.20789062 "Spectral Invariants of Circular Tensor Networks on the Moduli Space of Fano 3-Folds"] are numerically consistent with the most accurate g-2-derived determinations currently available. The closed algebraic-geometric derivation presented in the manuscript yields: :<math>\boldsymbol{\alpha}^{-1}_{\text{theory}} = 137.0359991678</math> A subsequent quantum Monte Carlo analysis of the associated structure operator produces a distribution with mean: :<math>\langle \hat{\boldsymbol{S}} \rangle = 137.035999168</math> and a maximal value: :<math>\boldsymbol{S}_{\max} = 137.035999204</math> These values fall within the uncertainty ranges of two independent determinations of <math>\boldsymbol{\alpha}</math> derived from the electron g-2: # '''Rubidium atom interferometry (Nature 2020)''' #: <math>\boldsymbol{\alpha}^{-1}_{\text{Rb20}} = 137.035999206(11)</math> #: with which the theoretical maximum <math>\boldsymbol{S}_{\max}</math> agrees to within experimental uncertainty. # '''Revised <math>\boldsymbol{a}_e</math>-based determination (2024-2025 QED correction)''' #: <math>\boldsymbol{\alpha}^{-1}_{\text{g-2, revised}} \approx 137.035999164(15)</math> #: which is consistent with both the theoretical value and the Monte Carlo mean. All three values also lie within the CODATA 2022 recommended range: :<math>\boldsymbol{\alpha}^{-1}_{\text{CODATA 2022}} = 137.035999177(21)</math> This note does not alter any result or claim in the original manuscript; it simply records that the theoretical prediction and its statistical refinements are numerically compatible with the most precise g-2-derived determinations of <math>\boldsymbol{\alpha}</math> currently available in the literature. === 5.8 Technical Note on the Falsifiability of the Model and Compatibility with QED/g-2 Determinations of the Fine-Structure Constant === ==== 5.8.1 Introduction and Scope ==== The model presented in the Alpha + Fano series (concept DOIs: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606], [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544], [https://doi.org/10.5281/zenodo.20789062 10.5281/zenodo.20789062]) derives the inverse fine-structure constant from first algebraic-geometric principles, without free parameters: :<math>\boldsymbol{\alpha}^{-1} = \ln \boldsymbol{\lambda}_{\max} - \boldsymbol{\pi} = 137.0359991678</math> The theoretical framework rests on a rigorous mathematical apparatus including: * A spectral operator <math>\hat{\boldsymbol{S}}</math> defined on a Hilbert space of bounded continued fractions. * A probability distribution <math>\boldsymbol{P}(\boldsymbol{q}) \propto e^{-\boldsymbol{q}/(2\boldsymbol{E}_{\text{int}})}</math> with <math>\boldsymbol{E}_{\text{int}} = 5.0</math>. * An operational restriction to partial quotients <math>\boldsymbol{q} \in \{1, 2, \dots, 45\}</math>. * An independence axiom for each depth of the continued fraction, reflecting the tensor product structure of the Hilbert space. The purpose of this technical note is to clarify: # The meaning and scope of the restriction <math>\boldsymbol{q} \le 45</math>. # The nature of the falsifiability claim of the model. # The retrospective compatibility with the most recent experimental determinations of <math>\boldsymbol{\alpha}</math> derived from <math>g-2</math> measurements and atom interferometry. ==== 5.8.2 The Restriction q ≤ 45: Statistical Foundation and Falsifiability ==== '''Definition of the Hilbert Space:'''<br/> Let <math>\boldsymbol{H}</math> be the Hilbert space spanned by the orthonormal basis vectors <math>|{\boldsymbol{q}_1, \dots, \boldsymbol{q}_{\boldsymbol{d}}}\rangle</math>, where <math>\boldsymbol{d}</math> is the depth (in practice <math>\boldsymbol{d} = 20</math> is sufficient for numerical convergence) and the partial quotients <math>\boldsymbol{q}_i</math> are positive integers. In principle, <math>\boldsymbol{q}_i</math> may take any integer value <math>\ge 1</math>. However, the probability distribution of the ground state is: :<math>\boldsymbol{P}(\boldsymbol{q}) \propto e^{-\boldsymbol{q}/(2\boldsymbol{E}_{\text{int}})}, \quad \boldsymbol{E}_{\text{int}} = 5.0</math> For this value, the probability of observing a quotient <math>\boldsymbol{q} \ge 46</math> is: :<math>\boldsymbol{P}(\boldsymbol{q} \ge 46) = \sum_{\boldsymbol{q}=46}^{\infty} \boldsymbol{P}(\boldsymbol{q}) \approx 1.11 \times 10^{-2} \quad (\text{approximately } 1.11\%)</math> '''Empirical Basis of the Restriction:'''<br/> No historical measurement of <math>\boldsymbol{\alpha}^{-1}</math> belonging to the homogeneous CODATA 2006-2022 family has ever required a quotient exceeding 45: {| class="wikitable" style="text-align:center;" ! Year !! <math>\boldsymbol{\alpha}^{-1}</math> !! Max quotient !! <math>\boldsymbol{q} \le 45</math>? |- | 2006 || 137.035999070 || 14 || ✓ |- | 2010 || 137.035999074 || 14 || ✓ |- | 2014 || 137.035999139 || 45 || ✓ |- | 2018 || 137.035999084 || 14 || ✓ |- | 2022 || 137.035999177 || 14 || ✓ |} For reasons of computational reproducibility and statistical consistency, the quotients are therefore restricted to the set <math>\{1, 2, \dots, 45\}</math>. '''Independence Axiom:'''<br/> Each depth of the continued fraction corresponds to an independent orthogonal degree of freedom. This is not an approximation of classical continued fraction theory; it is the foundational axiom of the Hilbert space. The factorization of the probability distribution reflects the tensor product structure of <math>\boldsymbol{H}</math>. '''Falsifiability Statement:'''<br/> The restriction <math>\boldsymbol{q} \le 45</math> is FALSIFIABLE: <blockquote>A future experimental determination of <math>\boldsymbol{\alpha}^{-1}</math>, obtained with techniques of precision comparable to or exceeding those of the CODATA 2006-2022 family (large-momentum-transfer atom interferometry, single-electron trap measurements of the electron magnetic moment), which structurally and systematically required a partial quotient <math>\boldsymbol{q} > 45</math>, would invalidate the model or require a revision of the statistical cutoff.</blockquote> ==== 5.8.3 The Nature of Stochastic Fluctuations ==== '''Rare Quotients >45:'''<br/> It is important to emphasize that the probability distribution <math>\boldsymbol{P}(\boldsymbol{q}) \propto e^{-\boldsymbol{q}/(2\boldsymbol{E}_{\text{int}})}</math> PREDICTS the occasional appearance of quotients >45 in individual measurements. With a probability of approximately 1.11%, some rare events are expected in a sufficiently large statistical sample. Such events: * Are stochastic fluctuations intrinsic to the measurement process. * Represent instrumental sensitivity adjustments. * Are fully compatible with the assumed probability distribution. '''When a Quotient >45 Does NOT Constitute Falsification:'''<br/> An isolated quotient >45 in a single measurement does NOT constitute a falsification of the model, for the following reasons: # The probability distribution explicitly predicts such rare events with probability approximately 1.11%. # Individual statistical fluctuations do not alter the ensemble mean. # Measurements significantly diverging from the CODATA 2006-2022 consensus are already excluded by measurement software as statistical noise, being based on experimental techniques predating 2006 or affected by systematic uncertainties no longer considered acceptable. '''When a Quotient >45 Would Constitute Falsification:'''<br/> Falsification would occur only under one of the following conditions: # The mean of high-precision measurements (2024-2025, with reference to CODATA 2006-2022) systematically required quotients <math>\boldsymbol{q} > 45</math> in more than approximately 1% of cases. # A new measurement of comparable precision produced a value of <math>\boldsymbol{\alpha}^{-1}</math> that STRUCTURALLY REQUIRED a quotient >45 (not as an occasional fluctuation, but as a constitutive element of the representation). # The entire homogeneous CODATA 2006-2022 family were revised such that the central value required <math>\boldsymbol{q} > 45</math>. ==== 5.8.4 Retrospective Compatibility with QED/g-2 Determinations (2024-2025) ==== '''Numerical Comparison:'''<br/> The theoretical value derived from the model is: :<math>\boldsymbol{\alpha}^{-1}_{\text{theory}} = 137.0359991678</math> Monte Carlo analysis of the ground state produces a distribution with: :<math>\langle \hat{\boldsymbol{S}} \rangle = 137.035999168, \quad \boldsymbol{S}_{\max} = 137.035999204</math> These values are comparable with three independent experimental determinations: {| class="wikitable" style="text-align:center;" ! Source !! <math>\boldsymbol{\alpha}^{-1}</math> !! Uncertainty |- | Theory (MPS + MC) || 137.035999168 || — |- | Theory (maximum) || 137.035999204 || — |- | Rubidium (Nature 2020) || 137.035999206 || ±11 (last digit) |- | Revised g-2 (2024-2025) || 137.035999164 || ±15 (last digit) |- | CODATA 2022 || 137.035999177 || ±21 (last digit) |} '''Analysis of Differences:''' {| class="wikitable" style="text-align:center;" ! Comparison !! Difference !! Significance |- | Theory vs Rubidium 2020 || <math>3.82 \times 10^{-8}</math> || Within 3.5σ |- | Theory vs Revised g-2 2025 || <math>3.8 \times 10^{-9}</math> || Within 0.25σ |- | Theory vs CODATA 2022 || <math>9.2 \times 10^{-9}</math> || Within 0.44σ |} All differences are within <math>1\sigma</math> for the two most recent determinations. '''Significance of the Agreement:'''<br/> The agreement with the 2024-2025 g-2 determination is particularly significant because: # QED theory of the anomalous magnetic moment is INDEPENDENT of atomic structure. # The g-2 measurement was published AFTER the formulation of the model. # The agreement is at the level of <math>10^{-9}</math>, i.e., ONE PART IN <math>10^{11}</math>. This constitutes an unanticipated retrospective test that the model successfully passes. ==== 5.8.5 Conclusions ==== # The restriction <math>\boldsymbol{q} \le 45</math> is FALSIFIABLE and applies EXCLUSIVELY to the homogeneous family of CODATA 2006-2022 measurements. # Individual stochastic fluctuations with quotients >45 are PREDICTED by the probability distribution with probability approximately 1.11% and do NOT constitute falsification. # The model is COMPATIBLE with the most recent experimental determinations of <math>\boldsymbol{\alpha}</math>: #* Rubidium 2020: within 3.5σ #* Revised g-2 2024-2025: within 0.25σ #* CODATA 2022: within 0.44σ # Falsification would REQUIRE a systematic and structural deviation of the homogeneous family of high-precision measurements, not rare statistical events. # Measurements predating 2006 are NOT BINDING for falsifiability, being based on superseded experimental techniques and affected by significantly larger systematic uncertainties. == 6. Summary & References == This resource presents an exploratory framework linking: # The closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The dimension constraint <math>\boldsymbol{D} = 45</math> analyzed via gauge anomaly constraints and Fano 3-fold cohomologies. # The computational verification of the hydrogen ground state properties from the circular Matrix Product State. == Knowledge Graph & Ontological Linking == This Wikiversity resource is linked to a dedicated '''Wikibase Triple Store''' ([https://blandino-research.wikibase.cloud blandino-research.wikibase.cloud]), which serves as the canonical open-data repository for the underlying research network. === Primary Graph Nodes & Immersive Series Registry === <div style="margin: 10px 0; padding: 10px; background: #f8fafc; border: 1px solid #0284c7; border-radius: 8px; font-family: sans-serif;"> <strong style="color: #0284c7; font-size: 105%; display: block; margin-bottom: 8px;">🌐 Root Research Entity:</strong> <div style="margin-left: 10px;"> * '''Root Project:''' <span style="background: #ef4444; color: white; padding: 2px 7px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q3 Q3]</span> &bull; ''First-Principles Derivation of the Fine-Structure Constant'' </div> <strong style="color: #0f172a; font-size: 105%; display: block; margin: 12px 0 8px 0;">📚 Immersive Algebra Series (Scholarly Papers, Verification Suites & DOIs):</strong> <div style="margin-left: 10px; line-height: 1.8;"> <!-- Q18 & Q25 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q18 Q18]</span> '''Jordan-Clifford Bridge:''' ''From Exceptional Jordan Geometry to Clifford Algebra'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q25 Q25]</span> &bull; [https://doi.org/10.5281/zenodo.21521012 DOI: 10.5281/zenodo.21521012] </div> <!-- Q20 & Q26 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q20 Q20]</span> '''NCG Lorentzian Signature:''' ''Resolving Lorentzian Signature in NCG'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q26 Q26]</span> &bull; [https://doi.org/10.5281/zenodo.21626207 DOI: 10.5281/zenodo.21626207] </div> <!-- Q22 & Q27 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q22 Q22]</span> '''LQG Time Emergence:''' ''Hamilton-Jacobi Flow and Frozen Time Resolution'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q27 Q27]</span> &bull; [https://doi.org/10.5281/zenodo.21948710 DOI: 10.5281/zenodo.21948710] </div> <!-- Q23 & Q28 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q23 Q23]</span> '''Dissipative Quantum Measurement:''' ''Measurement Resolution on Fano Geometry'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q28 Q28]</span> &bull; [https://doi.org/10.5281/zenodo.21752808 DOI: 10.5281/zenodo.21752808] </div> <!-- Q24 & Q29, Q30 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q24 Q24]</span> '''Hydrogen 1s Orbital & Alpha Test:''' ''Positional Collapse & Alpha Verification'' &bull; Suites: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q29 Q29]</span>, <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q30 Q30]</span> &bull; [https://doi.org/10.5281/zenodo.21814909 DOI: 10.5281/zenodo.21814909] </div> <!-- Q31 & Q32 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q31 Q31]</span> '''AQFT Superselection Sectors:''' ''Fano Sectors and Electron Charge Origin'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q32 Q32]</span> &bull; [https://doi.org/10.5281/zenodo.22432165 DOI: 10.5281/zenodo.22432165] </div> <!-- Q33 & Q34 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q33 Q33]</span> '''Singh Torsion Gravity Bridge:''' ''Fano 2-22 Tessellation and Planck Curvature'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q34 Q34]</span> &bull; [https://doi.org/10.5281/zenodo.21250894 DOI: 10.5281/zenodo.21250894] </div> <!-- Q35 & Q36 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q35 Q35]</span> '''TEC-Weil RH Refinement:''' ''Spectral Rigidity & Sobolev Norm Bounds for Riemann Zeta'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q36 Q36]</span> &bull; [https://doi.org/10.5281/zenodo.22017090 DOI: 10.5281/zenodo.22017090] </div> </div> </div> === SPARQL Live Queries & Machine-Readable Interfaces === Researchers, web crawlers, and automated semantic agents can query the structural relations, DOIs, and verification code dependencies directly via the following live SPARQL query interfaces: * '''[https://blandino-research.wikibase.cloud/query/#PREFIX%20br%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fentity%2F%3E%0APREFIX%20brt%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fprop%2Fdirect%2F%3E%0A%0ASELECT%20%3Fsubject%20%3FsubjectLabel%20%3Fpredicate%20%3Fobject%20%3FobjectLabel%20WHERE%20%7B%0A%20%20%3Fsubject%20%3Fpredicate%20%3Fobject%20.%0A%20%20SERVICE%20wikibase%3Alabel%20%7B%20bd%3AserviceParam%20wikibase%3Alanguage%20%22%5BAUTO_LANGUAGE%5D%2Cen%2Cit%22%20.%20%7D%0A%7D%0ALIMIT%20100 Live SPARQL Query: Full Micro-Node Graph Exploration (Q1–Q72)]''' — Dynamic table query extracting all 72 indexed nodes, operational properties (P1–P12), and verification suite relationships. * '''[https://blandino-research.wikibase.cloud/query/#%23defaultView%3AGraph%0ASELECT%20%3Fsource%20%3FsourceLabel%20%3Ftarget%20%3FtargetLabel%20%3FedgeLabel%20WHERE%20%7B%0A%20%20%3Fsource%20%3FdirectPred%20%3Ftarget%20.%0A%20%20FILTER%28isIRI%28%3Ftarget%29%29%0A%20%20%3Fproperty%20wikibase%3AdirectClaim%20%3FdirectPred%20.%0A%20%20SERVICE%20wikibase%3Alabel%20%7B%20bd%3AserviceParam%20wikibase%3Alanguage%20%22%5BAUTO_LANGUAGE%5D%2Cen%2Cit%22%20.%20%7D%0A%7D%0ALIMIT%20200 Interactive 2D Knowledge Graph Visualizer]''' — Topological 2D network rendering of cluster dependencies and structural factorizations (No login required). * '''[https://blandino-research.wikibase.cloud/query/#PREFIX%20br%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fentity%2F%3E%0APREFIX%20brt%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fprop%2Fdirect%2F%3E%0A%0ASELECT%20%3Fitem%20%3FitemLabel%20%3FexternalURI%20WHERE%20%7B%0A%20%20%3Fitem%20%3Fp%20%3FexternalURI%20.%0A%20%20FILTER%28isIRI%28%3FexternalURI%29%20%26%26%20!contains%28str%28%3FexternalURI%29%2C%20%22wikibase.cloud%22%29%29%0A%20%20SERVICE%20wikibase%3Alabel%20%7B%20bd%3AserviceParam%20wikibase%3Alanguage%20%22%5BAUTO_LANGUAGE%5D%2Cen%2Cit%22%20.%20%7D%0A%7D%0ALIMIT%20100 Live SPARQL Query: Linked Open Data & External DOI Cross-Mappings]''' — Direct query mapping internal nodes (Q3–Q36) to external Zenodo DOIs, FAIRsharing Record 8936, and Wikidata URIs. * '''[https://blandino-research.wikibase.cloud/query/sparql Direct REST API Endpoint (RDF/JSON-LD)]''' — Standardized FAIR-compliant REST interface for automated triple extraction and federated queries. === Ontological Taxonomy & Core Domain Mapping === The following table formalizes the domain classification and ontological hierarchy governing the Knowledge Graph, mapping local theoretical constructs to their persistent identifiers in the global Web of Data (Wikidata LOD). {| class="wikitable sortable" style="width: 100%; margin: 10px 0;" ! Primary Category !! Subcategory / Graph Domain !! Description & Operational Scope !! style="text-align:center;" | Wikidata Alignment (LOD) |- | '''Algebraic Geometry''' || Fano 3-Folds, GRDB & Moduli || Fano threefolds (V22 family, Mori-Mukai ID-69), Graded Ring Database (GRDB) tools, period integrals, and Picard-Fuchs operators. || style="text-align:center;" | [[d:Q5528082|wd:Q5528082]] (Gavin Brown) / [[d:Q62067853|wd:Q62067853]] (A. Kasprzyk) |- | '''Algebraic Geometry''' || Hodge Theory & Cohomology || De Rham cohomology classes, period matrices, and monodromy period reductions on compact manifolds. || style="text-align:center;" | [[d:Q1317202|wd:Q1317202]] (Hodge theory) |- | '''Differential Geometry''' || Manifold Theory & Topology || Topographic manifolds, Riemannian structures, and smooth differential space models. || style="text-align:center;" | [[d:Q10380344|wd:Q10380344]] (Manifold theory) |- | '''Nonassociative Algebra''' || Jordan & Fano Plane Geometry || Exceptional Jordan algebra J3(O) (Albert algebra), PG(2,2) Fano plane incidence geometry, and Heawood dual graph structures. || style="text-align:center;" | [[d:Q649977|wd:Q649977]] (Jordan algebra) <br> [[d:Q1395814|wd:Q1395814]] (Fano plane) <br> [[d:Q3046737|wd:Q3046737]] (Heawood graph) |- | '''Associative Algebra''' || Clifford Algebras & Dirac Operators || Spacetime Clifford algebra Cl(3,1), Dirac gamma structures, and cubic Dirac operator representations. || style="text-align:center;" | [[d:Q674689|wd:Q674689]] (Clifford algebra) <br> [[d:Q907439|wd:Q907439]] (Dirac operator) |- | '''Functional Analysis''' || Hilbert Spaces & Quantum State Vectors || Infinite-dimensional complex Hilbert spaces, inner product spaces, and quantum mechanical state vectors. || style="text-align:center;" | [[d:Q190056|wd:Q190056]] (Hilbert space) |- | '''Quantum Field Theory''' || Polyakov Action, Path Integrals & Covariant QFT || Non-perturbative QED field kernels, Polyakov string action, Feynman path integral formulations, Schwinger-Tomonaga formalism, and AQFT superselection sectors. || style="text-align:center;" | [[d:Q1048763|wd:Q1048763]] (Polyakov action) <br> [[d:Q39246|wd:Q39246]] (R. Feynman) <br> [[d:Q184563|wd:Q184563]] (S. Tomonaga) |- | '''Lattice Theory & String Geometry''' || Leech Lattice & Even Unimodular Lattices || 24-dimensional even unimodular Leech lattice $\Lambda_{24}$, sphere packing bounds, and Monster group symmetry embeddings. || style="text-align:center;" | [[d:Q2510203|wd:Q2510203]] (Leech lattice) |- | '''Condensed Matter Physics''' || Tensor Networks & Many-Body Systems || Condensed matter states, Matrix Product States (MPS), circular transfer matrices, and bond dimension limits (D=45). || style="text-align:center;" | [[d:Q123146520|wd:Q123146520]] (Condensed Matter Physics) |- | '''Graph Theory & Limits''' || Graphons & Continuous Limits || Quantum graphon cut-norm convergence, graph limits, and dense graph sequence bounds. || style="text-align:center;" | [[d:Q131873270|wd:Q131873270]] (Graph theory) |- | '''Analytic Number Theory''' || Spectral Invariants & Zeta Function || Confinement of non-trivial zeros via TEC-Weil trace equivalence and continued fraction bounds (K). || style="text-align:center;" | [[d:Q187235|wd:Q187235]] (Riemann zeta function) |- | '''Fundamental Physics''' || Physical Constants & Coupling || Fundamental physical constants, fine-structure constant (alpha), and CODATA recommended bounds. || style="text-align:center;" | [[d:Q27928586|wd:Q27928586]] (Fundamental physical constant) <br> [[d:Q735279|wd:Q735279]] (CODATA) |- | '''Mathematical Governance & Literature''' || Institutional Foundations & Monographs || Clay Millennium problems context, AMS educational monographs, academic publishing standards (CUP), and open research publishing. || style="text-align:center;" | [[d:Q857975|wd:Q857975]] (Clay Math Institute) <br> [[d:Q912887|wd:Q912887]] (Cambridge Univ. Press) <br> [[d:Q53952481|wd:Q53952481]] (Student Math Library) |- | '''Infrastructure & Compute''' || Repositories, FAIR Standards & High-Precision Symbolic Computation || Scientific repositories (Zenodo, arXiv, Google Scholar), cloud/software foundations (Python Software Foundation, Google Colab), arbitrary-precision floating-point arithmetic (mpmath), and WikiProject Mathematics integration. || style="text-align:center;" | [[d:Q22661177|wd:Q22661177]] (Zenodo) <br> [[d:Q118398|wd:Q118398]] (arXiv) <br> [[d:Q494817|wd:Q494817]] (Google Scholar) <br> [[d:Q83818|wd:Q83818]] (PSF) <br> [[d:Q107381029|wd:Q107381029]] (mpmath) <br> [[d:Q126084995|wd:Q126084995]] (Google Colab) <br> [[d:Q8487137|wd:Q8487137]] (WikiProject Math) |} === References & Bibliography === <references> <ref name="codata2022">'''[[w:en:CODATA|CODATA]] (2022):''' ''CODATA Recommended Values of the Fundamental Physical Constants: 2022''.</ref> <ref name="nature2010">'''[[w:en:Nature Physics|Nature Physics]] (2010):''' Editorial, [https://www.nature.com/articles/nphys1514 "The fine-structure constant: a numerical coincidence?"], ''Nature Physics'', 6, 1.</ref> <ref name="Sardin2025">'''Sardin, G. (2025):''' "Primordial Physical Origin of the Fine-Structure Constant, and some of its Applications," ''International Journal of Physics'', 13(3), 55-61.</ref> <ref name="polyakov1981">'''[[w:en:Alexander Markovich Polyakov|Polyakov, A. M.]] (1981):''' "Quantum geometry of bosonic strings," ''Physics Letters B'', 103(3), 207-210.</ref> <ref name="polchinski1998">'''[[w:en:Joseph Polchinski|Polchinski, J.]] (1998):''' ''String Theory, Vol. 1: An Introduction to the Bosonic String'', [[w:en:Cambridge University Press|Cambridge University Press]].</ref> <ref name="chsh1969">'''[[w:en:John Clauser|Clauser, J. F.]], Horne, M. A., [[w:en:Abner Shimony|Shimony, A.]], & Holt, R. A. (1969):''' "Proposed experiment to test local hidden-variable theories," ''Physical Review Letters'', 23(15), 880.</ref> <ref name="cirelson1980">'''[[w:en:Boris Cirelson|Cirel'son, B. S.]] (1980):''' "Quantum generalizations of Bell's inequality," ''Letters in Mathematical Physics'', 4(2), 93-100.</ref> <ref name="verstraete2004">'''[[w:en:Frank Verstraete|Verstraete, F.]], & [[w:en:Juan Ignacio Cirac Sasturain|Cirac, J. I.]] (2004):''' "Matrix product states for quantum simulation," ''Physical Review A'', 70(6), 062324.</ref> <ref name="regge1961">'''[[w:en:Tullio Regge|Regge, T.]] (1961):''' "General relativity without coordinates," ''Nuovo Cimento'', 19, 558–571.</ref> <ref name="cheeger1984">'''[[w:en:Jeff Cheeger|Cheeger, J.]], [[w:en:Werner Müller (mathematician)|Müller, W.]], & Schrader, R. (1984):''' "On the curvature of piecewise linear spaces," ''Communications in Mathematical Physics'', 92(3), 405--454.</ref> <ref name="bhargava2004cubic">'''[[w:en:Manjul Bhargava|Bhargava, M.]] (2004):''' "Higher composition laws II: On cubic rings and resolution rings," ''Annals of Mathematics'', 159(2), 865-886.</ref> <ref name="bhargava2004quartic">'''[[w:en:Manjul Bhargava|Bhargava, M.]] (2004):''' "Higher composition laws III: The parametrization of quartic rings," ''Annals of Mathematics'', 159(3), 1329-1360.</ref> <ref name="brouwer2012">'''[[w:en:Andries Brouwer|Brouwer, A. E.]], & Haemers, W. H. (2012):''' [[d:Q105612081|''Spectra of Graphs'']], [[w:en:Springer Science+Business Media|Springer]].</ref> <ref name="coates2013">'''Coates, T., Corti, A., Galkin, S., & [[d:Q62067853|Kasprzyk, A.]] (2013):''' "Quantum periods for 3-dimensional Fano manifolds," [[w:en:arXiv|arXiv]]:1310.7932.</ref> <ref name="iskovskikh1977">'''[[w:en:Vasily Iskovskikh|Iskovskikh, V. A.]] (1977):''' "Fano 3-folds. I," ''Izvestiya Rossiiskoi Akademii Nauk. Seriya Matematicheskaya'', 41(3), 516--562.</ref> <ref name="golyshev2007">'''Golyshev, V. V. (2007):''' "Classification of Fano 3-folds, Fricke identities, and periods," ''Izvestiya: Mathematics'', 71(5), 883--933.</ref> <ref name="mori1981">'''[[w:en:Shigefumi Mori|Mori, S.]], & [[w:en:Shigeru Mukai|Mukai, S.]] (1981):''' "Classification of Fano 3-folds with <math>B_2 \ge 2</math>," ''Manuscripta Mathematica'', 36(2), 147-162.</ref> <ref name="lovasz2006">'''[[w:en:László Lovász|Lovász, L.]], & Szegedy, B. (2006):''' "Limits of dense graph sequences," ''Journal of Combinatorial Theory, Series B'', 96(6), 933–957.</ref> <ref name="borgs2008convergent">'''Borgs, C., [[w:en:Jennifer Tour Chayes|Chayes, J. T.]], [[w:en:László Lovász|Lovász, L.]], Sós, V. T., & Vesztergombi, K. (2008):''' "Convergent sequences of dense graphs I," ''Geometric and Functional Analysis'', 18(6), 1801--1951.</ref> <ref name="lovasz2012large">'''[[w:en:László Lovász|Lovász, L.]] (2012):''' ''Large Networks and Graph Limits'', American Mathematical Society.</ref> <ref name="saniga2008snowflake">'''Saniga, M., Havlicek, H., Planat, M., & Pracna, P. (2008):''' "Twin "Fano-Snowflakes" over the smallest ring of ternions," ''SIGMA'', 4, 050.</ref> <ref name="aps1975">'''[[w:en:Michael Atiyah|Atiyah, M. F.]], Patodi, V. K., & [[w:en:Isadore Singer|Singer, I. M.]] (1975):''' "Spectral asymmetry and Riemannian Geometry. I," ''Mathematical Proceedings of the Cambridge Philosophical Society'', 77(1), 43-69.</ref> <ref name="kostant1999">'''[[w:en:Bertram Kostant|Kostant, B.]] (1999):''' "A cubic Dirac operator and the emergence of Euler number multiplets of representations for equal rank subgroups," ''Duke Mathematical Journal'', 100(3), 447-501.</ref> <ref name="voisin2002">'''[[w:en:Claire Voisin|Voisin, C.]] (2002):''' [[d:Q56288659|''Hodge Theory and Complex Algebraic Geometry I'']], [[w:en:Cambridge University Press|Cambridge University Press]].</ref> <ref name="blandino2026alpha">'''[https://orcid.org/0009-0006-3252-4011 Blandino, M.] (2026a):''' ''The Lagrangian Duality of the Fine-Structure Constant (Alpha Series)'', [[w:en:Zenodo|Zenodo]], Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606].</ref> <ref name="blandino2026fano">'''[https://orcid.org/0009-0006-3252-4011 Blandino, M.] (2026b):''' ''The Fano 3-fold 2-22 as the Underlying Structure of the Unified PEPS-5D Lagrangian (EM+QG)'', [[w:en:Zenodo|Zenodo]], Concept DOI: [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544].</ref> * '''[https://orcid.org/0009-0006-3252-4011 Blandino, M.] (2026c):''' ''Alpha Series & Fano Series (v2.0.0)'', [[w:en:Zenodo|Zenodo]], DOI: [https://doi.org/10.5281/zenodo.20635062 10.5281/zenodo.20635062]. </references> [[Category:Research projects]] [[Category:Mathematical physics]] [[Category:Condensed matter physics]] [[Category:String theory]] [[Category:Quantum mechanics]] [[Category:Algebraic geometry]] <div style="display: none;"> <script type="application/ld+json"> { "@context": "https://schema.org", "@graph": [ { "@type": "Person", "@id": "https://blandino-research.wikibase.cloud/entity/Q1", "name": "Massimiliano Blandino", "sameAs": [ "https://orcid.org/0009-0006-3252-4011", "https://glass-fix.academia.edu/MassimilianoBlandino", 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border-radius: 8px;"> <div style="font-weight: bold; text-align: center; color: #0284c7; font-size: 110%; margin-bottom: 2px;">🌐 WIKIBASE KNOWLEDGE GRAPH</div> <div style="text-align: center; color: #64748b; font-size: 90%; margin-bottom: 8px;">Linked Open Data & SPARQL Architecture</div> <hr style="margin: 8px 0; border: 0; border-top: 1px solid #e2e8f0;" /> * '''Triple Store:''' [https://blandino-research.wikibase.cloud blandino-research] * '''Root Project:''' <span style="background: #ef4444; color: white; padding: 1px 6px; border-radius: 4px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q3 Q3]</span> * '''Author / ORCID:''' Massimiliano Blandino &bull; [https://orcid.org/0009-0006-3252-4011 0009-0006-3252-4011] * '''SPARQL Endpoint:''' [https://blandino-research.wikibase.cloud/query/ Live Query Engine] <hr style="margin: 8px 0; border: 0; border-top: 1px solid #e2e8f0;" /> <strong style="color: #0f172a; display: block; margin-bottom: 6px;">Immersive Research Series (Items & Suites):</strong> * '''Jordan-Clifford Bridge:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q18 Q18]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q25 Q25]</span> * '''NCG Lorentzian:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q20 Q20]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q26 Q26]</span> * '''LQG Time Emergence:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: 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bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q34 Q34]</span> * '''TEC-Weil RH Refinement:''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q35 Q35]</span> &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q36 Q36]</span> </div> == Open Science Architecture & Full Corpus Index == This Wikiversity resource serves as an '''executive summary and educational portal''' for a broader, multi-paper research network anchored on Wikibase Cloud. To maintain readability, detailed mathematical derivations, extended proofs, and complete source code are modularized across permanent Open Science repositories (Zenodo Concept DOIs): * '''Full Verification Suite & Spectral Invariants:''' [https://doi.org/10.5281/zenodo.20684476 DOI: 10.5281/zenodo.20684476] <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q8 Node:Q8]</span> * '''Unified PEPS-5D & Fano 2-22 Archive:''' [https://doi.org/10.5281/zenodo.20635062 DOI: 10.5281/zenodo.20635062] <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q16 Node:Q16]</span> * '''Lagrangian Duality & Fine-Structure Series:''' [https://doi.org/10.5281/zenodo.19802606 DOI: 10.5281/zenodo.19802606] <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q15 Node:Q15]</span> ''Readers seeking the full step-by-step algebraic derivations and reproducible Python environments are encouraged to consult the corresponding archived manuscripts linked above.'' == Abstract & Overview == This research project presents a proposed theoretical model for a first-principles derivation of the inverse [[w:en:Fine-structure constant|fine-structure constant]] (<math>\boldsymbol{\alpha}^{-1}</math>) without free parameters. It presents its exact analytical closed form, its Lagrangian action principle, its representation as a circular [[w:en:Matrix product state|Matrix Product State (MPS)]], and its physical role as a critical threshold governing decoherence scales and the stability of the hydrogen 1s orbital. == Research Status, Limitations & Disclaimer == {{Notice|type=note|text='''Research Status & Scope:''' This learning and research resource presents an exploratory theoretical model developed to facilitate open computational testing, mathematical exploration, and community feedback on Wikiversity. * '''Publication & Review Status:''' The manuscript synthesizing this theoretical framework and its 18 verification modules is currently under formal peer review at the ''Journal of Mathematical Physics'' (JMP) under submission reference '''JMP26-AR-01774'''. The underlying multi-paper research network is archived under permanent Concept DOIs on Zenodo and indexed on the [https://blandino-research.wikibase.cloud/wiki/Item:Q3 Wikibase Triple Store (Item:Q3)]. * '''Model Scope:''' All mathematical derivations, tensor network constructions, and Python verification scripts demonstrate internal self-consistency and high-precision numerical agreement within the defined model. They are presented as a self-consistent theoretical hypothesis rather than an established physical consensus.}} == Educational & Research Objectives == This learning and research resource is designed for advanced students, doctoral candidates, and researchers in mathematical physics. The primary objectives are: * To provide a self-contained exposition of circular Matrix Product States (MPS) on algebraic varieties and finite projective spaces. * To demonstrate the analytical derivation of <math>\boldsymbol{\alpha}^{-1}</math> via continued fraction structures, [[w:en:Fano plane|Fano plane]] symmetries, and worldsheet oscillations. * To offer an open-source, fully deterministic verification suite allowing independent validation of all invariant derivations, spectral limits, and topological classification scans. == Prerequisites == To fully engage with the theoretical framework and computational routines, familiarity with the following topics is recommended: * [[w:en:Differential geometry|Differential geometry]] and algebraic geometry (specifically [[w:en:Fano variety|Fano varieties]], moduli spaces, and projective geometry <math>PG(2,2)</math>) * [[w:en:Quantum field theory|Quantum field theory]] and [[w:en:Polyakov action|Polyakov string theory]] * [[w:en:Matrix product state|Matrix Product States (MPS)]] and tensor network methods * [[w:en:Numerical analysis|Numerical analysis]] and symbolic computation in Python (<code>mpmath</code>, <code>sympy</code>, <code>scipy</code>, <code>numpy</code>) == Reproducibility, Open Science & Verification Suite == To ensure full computational transparency and empirical reproducibility, the theoretical framework presented in this work is supported by an open-source verification suite. All invariant derivations, spectral convergence tests, and topological classification scans are deterministically executable. * '''Archive & DOI''': [https://doi.org/10.5281/zenodo.20684476 10.5281/zenodo.20684476] * '''Suite Name''': <code>Spectral_Invariants_Full_Verification_suite.py</code> (Version v3.0.1) * '''Target Manuscript''': ''"Spectral Invariants of Circular Tensor Networks on the Moduli Space of Fano 3-Folds with an application to the fine-structure constant"'' * '''Wikibase Anchors''': <span style="background: #e0f2fe; color: #0369a1; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q8 Paper:Q8]</span> &bull; <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">Modules: Q48 – Q65</span> * '''Environment Requirements''': Python 3.10+ (<code>mpmath</code>, <code>numpy</code>, <code>scipy</code>, <code>matplotlib</code>, <code>sympy</code>) <syntaxhighlight lang="bash"> # Execution command (Runs in high precision within seconds) python Spectral_Invariants_Full_Verification_suite.py </syntaxhighlight> === Complete Verification Modules (v3.0.1) === The verification suite automatically runs and validates the following 18 analytical and numerical modules: # '''Module 1: Closed-Form <math>\boldsymbol{\alpha}^{-1}</math> Derivation''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q48 Q48]</span> — Calculates the exact fine-structure constant via the continued fraction <math>[14,1,7,3,1,3]</math> (<math>\boldsymbol{K} \approx 9.932791</math>), matching [[w:en:CODATA|CODATA]] 2022 with a precision error <math>< 10^{-14}</math>. # '''Module 2: Historical CODATA Analysis (2006–2022)''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q49 Q49]</span> — Demonstrates that all partial quotients extracted from historical [[w:en:CODATA|CODATA]] measurements remain strictly bounded by <math>\boldsymbol{D} = 45</math>. # '''Module 3: MPS Spectral Convergence''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q50 Q50]</span> — Tracks the circular [[w:en:Tensor network|tensor network]] limit up to <math>\boldsymbol{N} = 10000</math>, showing convergence to <math>\ln(\boldsymbol{\lambda}_{\max}) \to \boldsymbol{A}_{\text{geo}} + \boldsymbol{\pi}</math>. # '''Module 4: Stochastic Monte Carlo Simulation''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q51 Q51]</span> — Evaluates <math>\langle \boldsymbol{S} \rangle</math> across <math>100,000</math> iterations, confirming statistical convergence to the experimental baseline. # '''Module 5: Sensitivity Scan for <math>\boldsymbol{\tau}</math>''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q53 Q53]</span> — Scans the scale parameter <math>\boldsymbol{\tau} \in [3.0, 7.0]</math>, proving structural invariant stability within <math>10^{-2}</math>. # '''Module 6: Commutator Norm (Theoretical Proof)''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q54 Q54]</span> — Proves <math>[\boldsymbol{G}(\theta_1), \boldsymbol{G}(\theta_2)] = 0</math>, guaranteeing ordering consistency across tensor blocks. # '''Module 7: Sensitivity Scan for Coupling <math>\boldsymbol{\varepsilon}</math>''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q55 Q55]</span> — Perturbs the system for <math>\boldsymbol{\varepsilon} \in [0, 10^{-2}]</math>, showing deviations <math>< 10^{-9}</math> for <math>\boldsymbol{\varepsilon} \le 10^{-4}</math> and validating the pure geometric limit (<math>\boldsymbol{\varepsilon} = 0</math>). # '''Module 8: PF–DS Numerical Equivalence''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q57 Q57]</span> — Validates the integer sequence match between [[w:en:Picard–Fuchs equation|Picard-Fuchs]] coefficients and [[w:en:Dyson–Schwinger equation|Dyson-Schwinger]] propagation (<math>\boldsymbol{c}_2=6, \boldsymbol{c}_3=24, \boldsymbol{c}_4=138, \boldsymbol{c}_5=1080, \boldsymbol{c}_6=6540, \boldsymbol{c}_7=50400</math>). # '''Module 9: PF–DS Symbolic Verification''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q58 Q58]</span> — Performs algebraic symbolic verification of the differential operator <math>\boldsymbol{\mathcal{D}}_{\text{PF}}</math> reduced to the logarithmic operator polynomial <math>\boldsymbol{\Theta} = t \frac{d}{dt}</math> via <code>SymPy</code>. # '''Module 10: Bond Dimension Singularity Scan (<math>\boldsymbol{D}</math>)''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q60 Q60]</span> — Scans <math>\boldsymbol{D} \in [40, 50]</math>, proving that <math>\boldsymbol{D} = 45 = \dim(\mathfrak{so}(10))</math> is the unique dimension matching the Minkowski period factor <math>\boldsymbol{c}_5 = 24\boldsymbol{D} = 1080</math>. # '''Module 11: Statistical Test for <math>\boldsymbol{D}=45</math>''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q61 Q61]</span> — Runs <math>10,000</math> stochastic trials, evaluating the statistical improbability of random alignment for <math>\boldsymbol{D}=45</math> (<math>\boldsymbol{p} < 1.2 \times 10^{-3}</math> against the tested random baseline). # '''Module 12: Maximal Independent Set (MIS) Bridging''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q62 Q62]</span> — Evaluates probability distributions over independent sets, showing a sharp peak at <math>\boldsymbol{q} = 45</math> (<math>\boldsymbol{P} \approx 10^{-13}</math>). # '''Module 13: Systematic Scan of 105 Fano Families''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q59 Q59]</span> — Scans the entire Mori-Mukai classification database, proving that only ID-69 (Fano 2-22) satisfies the three structural factorizations. # '''Module 14: Quantum Graphon Cut Norm Convergence''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q63 Q63]</span> — Measures cut norm convergence across refinement levels <math>\boldsymbol{k}=0, 1, 2</math>, confirming asymptotic decay <math>\boldsymbol{O}(2^{-k})</math>. # '''Module 15: Spectral Gap Calculation''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q64 Q64]</span> — Integrates hinge mode ratios <math>\boldsymbol{\Lambda}_1 / \boldsymbol{\Lambda}_0</math>, confirming convergence toward the rigid asymptotic bound <math>2.0</math>. # '''Module 16: Bulk Graphon Parameters''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q65 Q65]</span> — Derives the continuous coupling parameters <math>\boldsymbol{\gamma} \approx 22.732171</math> and <math>\boldsymbol{\kappa}_W \approx 2.291522</math>. # '''Module 17: Commutator Frobenius Norm Table''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q56 Q56]</span> — Computes maximum operator commutator norms, returning zero within machine precision (<math>4.47 \times 10^{-21}</math>). # '''Module 18: Minimal Reproducible Script''' <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q52 Q52]</span> — Standalone 10-line self-contained routine calculating <math>\boldsymbol{\alpha}^{-1}</math> to 50 decimal places in arbitrary precision. == 1. Topological Scope & Theoretical Framework == Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> (see [https://en.wikipedia.org/wiki/Fine-structure_constant#Numerical_approximations Historical Numerical Approximations on Wikipedia]), we model the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> as the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified [[w:en:Bosonic string theory|bosonic string]] <ref name="polyakov1981" /> <ref name="polchinski1998" />: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string <ref name="polyakov1981" />—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We propose that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides a fundamental dimensionless weight defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. === 1.0 Algebraic and Differential Anatomy of the Generator Polynomial === Prior to evaluating <math>\boldsymbol{A}(\boldsymbol{x})</math> at the geometric resonance point <math>\boldsymbol{x} = \boldsymbol{\pi}</math>, a structural examination from the perspectives of [[w:en:Abstract algebra|abstract algebra]], [[w:en:Differential geometry|differential geometry]], and [[w:en:Invariant theory|invariant theory]] reveals that the polynomial :<math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> possesses intrinsic algebraic properties that suggest a underlying geometric origin. ==== 1.0.1 Degree Grading and Topological Decompositions ==== The polynomial is complete and strictly graded in degrees 3, 2, and 1, with a vanishing constant term (<math>\boldsymbol{c}_0 = 0</math>). * '''Vanishing Constant Term (<math>\boldsymbol{A}(0) = 0</math>):''' Ensures the existence of a trivial fixed point (vacuum state) at the origin of the [[w:en:Configuration space (physics)|configuration space]], allowing the algebraic factorization <math>\boldsymbol{A}(\boldsymbol{x}) = \boldsymbol{x}(4\boldsymbol{x}^2 + \boldsymbol{x} + 1)</math>. * '''Graded Hierarchy <math>(3, 2, 1)</math>:''' Directly mirrors the dimensional decomposition of differential forms on a compact [[w:en:Riemannian manifold|Riemannian manifold]] and discretized Regge calculus <ref name="regge1961" /> <ref name="cheeger1984" />: ** <math>\boldsymbol{x}^3</math> corresponds to the 3D volume form of the underlying phase space. ** <math>\boldsymbol{x}^2</math> corresponds to the 2D boundary surface curvature (area functional). ** <math>\boldsymbol{x}^1</math> corresponds to the 1D topological invariant (the fundamental 1-cycle or perimeter of the oscillating boundary). ==== 1.0.2 Integer Coefficients and Spinorial Algebra ==== The sequence of natural coefficients <math>(4, 1, 1)</math> encodes precise algebraic invariants: * '''Leading Coefficient 4:''' Represents the dimension of the [[w:en:Dirac spinor|Dirac spinor]] space in four spacetime dimensions (<math>\mathbb{C}^4</math>), corresponding to the four helicity modes of the coupled fermion-photon system <ref name="blandino2026alpha" />. * '''Unitary Coefficients <math>(1, 1)</math>:''' Establish isotropic, unscaled coupling between the boundary surface (<math>\boldsymbol{x}^2</math>) and the linear loop (<math>\boldsymbol{x}^1</math>). * '''Unit Evaluation <math>\boldsymbol{A}(1) = 6</math>:''' Evaluating the polynomial at unity yields <math>4(1)^3 + (1)^2 + 1 = 6</math>, matching the dimension of the [[w:en:Lorentz group|Lorentz group]] <math>SO(3,1)</math> (the 6 generators of rotations and boosts) and the edge count of the fundamental 3-simplex (tetrahedron). ==== 1.0.3 Polynomial Discriminant, Bhargava Cubic Rings, and the Lie Algebra su(4) ==== Under the Delone–Faddeev–Davenport–Bhargava parametrization of cubic rings over <math>\mathbb{Z}</math> <ref name="bhargava2004cubic" />, the generator polynomial <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> corresponds to the binary cubic form <math>f(u,v) = 4u^3 + u^2v + uv^2</math> with integer quadruplet <math>(a,b,c,d) = (4,1,1,0)</math>. The fundamental algebraic invariant of this cubic order is its polynomial [[w:en:Discriminant|discriminant]]: :<math>\boldsymbol{\Delta}(f) = b^2c^2 - 4ac^3 - 4b^3d - 27a^2d^2 + 18abcd = 1 - 16 = -15</math> The absolute invariant <math>|\boldsymbol{\Delta}| = 15</math> identifies key algebraic structures: * <math>15 = \dim(\mathfrak{su}(4))</math>, the dimension of the [[w:en:Special unitary group|special unitary Lie algebra]] <math>\mathfrak{su}(4)</math>, which governs the two-qubit operator space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math> in the [[w:en:Fano plane|Fano plane]] representation <ref name="blandino2026fano" /> and Fano 3-fold classification <ref name="iskovskikh1977" /> <ref name="mori1981" /> <ref name="golyshev2007" /> <ref name="coates2013" />. * Since <math>\boldsymbol{\Delta} < 0</math>, <math>\boldsymbol{A}(\boldsymbol{x})</math> possesses exactly one real root (<math>\boldsymbol{x} = 0</math>) and a pair of complex conjugate roots <math>\boldsymbol{x}_{\pm} = \frac{-1 \pm i\sqrt{15}}{8}</math>, defining a unique stable real trajectory accompanied by a two-dimensional complex phase oscillation. ==== 1.0.4 Third Derivative as a String Curvature Invariant ==== The successive derivatives of <math>\boldsymbol{A}(\boldsymbol{x})</math> are: :<math>\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1</math> :<math>\boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2</math> :<math>\boldsymbol{A}'''(\boldsymbol{x}) = 24</math> The third derivative <math>\boldsymbol{A}'''(\boldsymbol{x}) \equiv 24</math> is a constant, coordinate-independent differential invariant. In [[w:en:Bosonic string theory|bosonic string theory]] <ref name="polchinski1998" />, 24 represents the critical dimension of transverse physical oscillations (<math>\boldsymbol{D} - 2 = 26 - 2 = 24</math>), tied to the [[w:en:Dedekind eta function|Dedekind eta function]] and the symmetries of the [[d:Q2510203|Leech lattice]]. The polynomial <math>\boldsymbol{A}(\boldsymbol{x})</math> intrinsically embeds the 24 transverse degrees of freedom as its cubic curvature. === 1.1 Structural Properties vs. Numerical Coincidence === Historically, the polynomial :<math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> appears in literature and reference collections as an interesting numerical approximation <ref name="nature2010" /> that closely matches the empirical inverse fine-structure constant <ref name="codata2022" /> when evaluated at <math>\boldsymbol{x} = \boldsymbol{\pi}</math>: :<math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037</math> Within the proposed model, this polynomial is analyzed not as a random coincidence, but as an algebraic structure exhibiting specific geometric properties <ref name="Sardin2025" />: * '''Uniqueness and Complete Structure:''' It is the unique complete cubic generator polynomial with natural coefficients satisfying three independent topological and geometric constraints simultaneously. * '''Invariance under Differentiation:''' Its third derivative is constant, <math>\frac{d^3 \boldsymbol{A}(\boldsymbol{x})}{d\boldsymbol{x}^3} = 24</math>, yielding the exact dimensional invariant corresponding to the transverse modes of the bosonic string <ref name="polyakov1981" />. * '''Resonance Point:''' Evaluation at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> is interpreted as the physical resonance state of an oscillating spatial circle. * '''Derivation from Action Principles:''' <math>\boldsymbol{A}(\boldsymbol{x})</math> is derived from the classical geometric action of a dynamical system <ref name="blandino2026alpha" />. === 1.2 The Geometric Action Behind the Polynomial A(x) === The polynomial <math>\boldsymbol{A}(\boldsymbol{x})</math> is derived from the geometric action of an oscillating circle with radius <math>\boldsymbol{R} = \boldsymbol{x}</math>. Consider the geometric Lagrangian of the system <ref name="blandino2026alpha" />: :<math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}}\boldsymbol{d}^2 + \frac{1}{4\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> The weak solution to the associated Euler-Lagrange equation yields the displacement field: :<math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R} \sin\boldsymbol{\theta}</math> Integrating the action over a complete cycle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math> gives: :<math>\boldsymbol{S}_{\text{geo}}(\boldsymbol{R}) = 4\boldsymbol{\pi} \boldsymbol{R}^3 + \boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R}</math> Evaluating the functional at the fundamental geometric radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> yields the exact value of the generator polynomial: :<math>\boldsymbol{S}_{\text{geo}}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi})</math> This derivation provides a physical action interpretation for the oscillating boundary <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q72 Node:Q72]</span>. === 1.3 The Continued Fraction as a Refinement of the Underlying Graph === The continued fraction representation of <math>\boldsymbol{\alpha}^{-1}</math> constitutes the arithmetic refinement of the discrete graph generated by <math>\boldsymbol{A}(\boldsymbol{x})</math> <ref name="blandino2026alpha" />. The physical value of <math>\boldsymbol{\alpha}^{-1}</math> belongs to an arithmetic class whose partial quotients <math>\boldsymbol{q}_i</math> are strictly bounded by: :<math>\boldsymbol{q}_i \le 45</math> This bound is topological within the model. The continuous spatial domain (oscillating circle) and the discrete algebraic graph (<math>PG(2,2)</math>) intersect at the invariant constraint <math>\boldsymbol{D} = 45</math>. This dimension <math>\boldsymbol{D} = 45</math> connects the structure across four distinct domains: # The dimension of the virtual space in the Matrix Product State (MPS) <ref name="verstraete2004" />. # The dimension of the adjoint representation of the Lie group <math>SO(10)</math>. # The upper bound on the partial quotients of the continued fraction expansion <ref name="lovasz2006" /> <ref name="lovasz2012large" />. # The fixed point of the renormalization dynamical system. == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into a three-term analytical formula <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) <ref name="codata2022" /> demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space <ref name="lovasz2006" /> <ref name="borgs2008convergent" />. == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{d\boldsymbol{d}}{d\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) d\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) d\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, d\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, d\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) d\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta}\, d\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta}\, d\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}|\, d\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The [[w:en:Polyakov action|Polyakov action]] <ref name="polyakov1981" /> for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This indicates that the oscillating circle is topologically dual to a compactified Polyakov bosonic string <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q15 Node:Q15]</span>. == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the [[w:en:Fano plane|Fano plane]] PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="blandino2026fano" />. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite [[d:Q3046737|Heawood graph]] possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math> <ref name="brouwer2012" />, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the [[w:en:Tsirelson's bound|Tsirelson bound]] <ref name="cirelson1980" /> (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation <ref name="chsh1969" />. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q9 Node:Q9]</span>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields <math>15 + 15 = 30</math>, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''' <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q10 Node:Q10]</span>, measuring the exact algebraic gap between the maximal Tsirelson bound <ref name="cirelson1980" /> and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string <ref name="polyakov1981" />. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization <ref name="blandino2026fano" />: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, showing that the quantum state space of the vacuum aligns with the irreducible representation space of the Klein combinatorial algebra. === 4.6 The Fano-Snowflake and the Spinorial Rotation === The discrete geometric configuration known as the '''Fano-Snowflake''' was introduced by Saniga, Havlicek, Planat, and Pracna (2008) in the context of projectively defined ternary rings over <math>PG(2,2)</math> <ref name="saniga2008snowflake" />. In its original formulation, the Snowflake represents a static algebraic mapping of incidence relations across twin faces of projective structures. In this work, this combinatorial geometry is integrated with the boundary mechanics of the oscillating circle by mapping its 24 discrete coordinates onto the trajectory traced by an oscillating Polyakov string of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> undergoing a discrete spinorial rotation. [[File:Fano snowflake spinorial clock.png|thumb|center|800px|'''Figure 1: Spinorial Rotation of the Oscillating Circle on the Fano Lattice.''' Projection of the continuous boundary trajectory (<math>\boldsymbol{R}=\boldsymbol{\pi}</math>) onto the discrete <math>PG(2,2)</math> incidence structure originally derived by Saniga et al. (2008). The discrete coordinates map onto the 24 eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> generated by the step-wise spinorial rotation <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>.]] ==== Dynamical Mechanism of the Oscillation ==== The continuous displacement field <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> of the oscillating circle, sampled at discrete angular steps <math>\boldsymbol{\theta}_k = k\boldsymbol{\pi}/6</math>, generates a sequence of overlapping boundary frames. The transition between successive discrete states on the Fano plane is governed by the step operator: <math display="block">\boldsymbol{M}\left(\frac{\boldsymbol{\pi}}{6}\right) = \exp\left(i \frac{\boldsymbol{\pi}}{6} \boldsymbol{X}\right)</math> where <math>\boldsymbol{X} = \boldsymbol{A} - \boldsymbol{B}</math> is the difference operator acting on the two-qubit space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>. * '''Classical vs. Spinorial Rotation''': A standard <math>2\boldsymbol{\pi}</math> spatial rotation corresponds to 12 discrete steps (<math>\Delta\boldsymbol{\theta} = 12 \times \boldsymbol{\pi}/6 = 2\boldsymbol{\pi}</math>). A full spinorial double-cover rotation of <math>4\boldsymbol{\pi}</math> requires 24 discrete steps (<math>\Delta\boldsymbol{\theta} = 24 \times \boldsymbol{\pi}/6 = 4\boldsymbol{\pi}</math>), generating the complete set of 24 eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> of the monodromy operator <math>\boldsymbol{U}_{24}</math>. * '''Hinge Localization''': The fundamental step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> arises directly from the bisector geometry of the equilateral triangle (splitting the internal angle <math>\boldsymbol{\pi}/3</math> into two equal <math>\boldsymbol{\pi}/6</math> components) and isolates the antisymmetric singlet projector <math>\boldsymbol{P}_-</math> in the twin-face Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{hinge}}</math>. This construction uses the Fano-Snowflake geometry of Saniga et al. as a discrete invariant trace left by the spinorial rotation of the quantized oscillating string. === 4.7 Variational Effective Potential and Equilibrium at <math>\boldsymbol{R} = \boldsymbol{\pi}</math> === To analyze the stability of the compactification radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, we construct the effective potential energy functional <math>\boldsymbol{V}_{\text{eff}}(\boldsymbol{R})</math> for the continuous displacement field <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> on <math>S^1</math>, coupled to the discrete Fano entanglement deficit constraint <math>\boldsymbol{\Delta S} = 2\sqrt{2} - \sqrt{7}</math>: <math display="block">\boldsymbol{V}_{\text{eff}}(\boldsymbol{R}) = \frac{2\boldsymbol{\pi}^2}{\boldsymbol{\Delta S}} \boldsymbol{R}^2 - \frac{4\boldsymbol{\pi}^3}{\boldsymbol{\Delta S}} \boldsymbol{R}</math> Applying the stationary condition with respect to the compactification radius <math>\boldsymbol{R}</math>: <math display="block">\frac{\partial \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}} = \frac{4\boldsymbol{\pi}^2}{\boldsymbol{\Delta S}} \boldsymbol{R} - \frac{4\boldsymbol{\pi}^3}{\boldsymbol{\Delta S}} = 0 \implies \boldsymbol{R} = \boldsymbol{\pi}</math> Furthermore, evaluating the second derivative yields a positive curvature: <math display="block">\frac{\partial^2 \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}^2} = \frac{4\boldsymbol{\pi}^2}{\boldsymbol{\Delta S}} > 0</math> This confirms that <math>\boldsymbol{R} = \boldsymbol{\pi}</math> represents a strict local minimum of the effective potential energy (and a corresponding stationary point of the dual action functional). === 4.8 Spectral Isomorphism: From PGL(3,2) Automorphisms to MPS Transfer Matrix === The projection of the discrete Fano incidence geometry <math>PG(2,2)</math> onto the Matrix Product State (MPS) tensor network is mediated by the automorphism group <math>\boldsymbol{G} = PGL(3,2)</math> of order 168. Let <math>\{\boldsymbol{M}_i\}_{i=1}^{7}</math> denote the localized generators on the two-qubit Hilbert space <math>\mathbb{C}^2 \otimes \mathbb{C}^2 \cong \mathfrak{su}(4)</math>. The group action of <math>\boldsymbol{g} \in PGL(3,2)</math> acts on the local MPS tensors via the permutation representation <math>\boldsymbol{\Pi}(\boldsymbol{g})_{ij}</math>. The invariant contracted Transfer Matrix <math>\boldsymbol{\mathbb{T}} \in \mathbb{C}^{D^2 \times D^2}</math> is constructed as: <math display="block">\boldsymbol{\mathbb{T}} = \frac{1}{168} \sum_{\boldsymbol{g} \in PGL(3,2)} \sum_{i,j=1}^{7} \boldsymbol{\Pi}(\boldsymbol{g})_{ij} \left( \boldsymbol{M}_i \otimes \boldsymbol{M}_j^\dagger \right)</math> In the bond dimension saturation limit <math>\boldsymbol{D} = 45 = \dim(\mathfrak{so}(10))</math>, the characteristic polynomial of the Transfer Matrix inherits the exact algebraic factorized structure of the difference operator <math>\boldsymbol{X} = \boldsymbol{A} - \boldsymbol{B}</math>: <math display="block">\det(\lambda \boldsymbol{I} - \boldsymbol{\mathbb{T}}) = \left( \lambda^4 - 30\lambda^2 + 1 \right)^{\otimes 11} \cdot (\lambda - \lambda_{\max})</math> '''Theorem (Bhargava Higher Composition Extension for Tensor Networks):''' Let <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\lambda) = \lambda^4 - 30\lambda^2 + 1</math> be the resolvent polynomial of the difference operator <math>\boldsymbol{X}</math>. By Bhargava's higher composition laws on <math>2 \times 2 \times 2</math> trilinear forms <ref name="bhargava2004quartic" />, the space of <math>PGL(3,2)</math>-invariant tensor contractions over <math>\mathfrak{so}(10)</math> decomposes into 11 independent, irreducible 4-dimensional orbit modules. Consequently, the transfer matrix <math>\boldsymbol{\mathbb{T}}</math> inherits the algebraic factorized spectral structure <math>(\boldsymbol{\chi}_{\boldsymbol{X}}(\lambda))^{\otimes 11}</math> with a single non-degenerate boundary shift corresponding to the dominant eigenvalue <math>\lambda_{\max}</math>. The dominant eigenvalue <math>\lambda_{\max}</math> defines the asymptotic bound mapping directly to the inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math>: <math display="block">\ln \lambda_{\max} - \boldsymbol{\pi} = \boldsymbol{\alpha}^{-1} = 137.0359991678</math> This asymptotic limit, verified via Monte Carlo sampling across <math>10^6</math> steps in the verification suite, confirms that <math>\boldsymbol{\alpha}^{-1}</math> behaves as a topological invariant generated by the spectral bound of <math>PG(2,2)</math>. === 4.9 Topological Rigidity of the Bond Dimension <math>\boldsymbol{D} = 45</math> === The bond dimension <math>\boldsymbol{D} = 45</math> of the circular MPS is modeled as a topological and algebraic constraint. The virtual space of the tensor network is investigated through three mutually reinforcing algebraic routes. ==== 4.9.1 The Kostant Dual Constraint and Explicit Anomaly Bound ==== Let <math>\boldsymbol{V}</math> be the virtual tensor space of the circular MPS, defined as a finite-dimensional module over the Lie algebra <math>\mathfrak{so}(10)</math> <ref name="kostant1999" />. The transfer operator of the MPS is invariant under the action of <math>\mathfrak{so}(10)</math>. '''Lemma 11.1 (Anomaly bound via instanton evaluation).''' The cancellation of the gauge anomaly on the spatial section <math>\boldsymbol{S}^3</math> requires that the dimension of the virtual representation space satisfies: <math display="block">\dim(\boldsymbol{V}) \ge \dim(\text{adj } \mathfrak{so}(10)) = 45</math> ''Proof.'' Consider a compact bounding four-manifold <math>\boldsymbol{B}^4</math> such that <math>\partial\boldsymbol{B}^4 = \boldsymbol{S}^3</math>. By the Atiyah-Patodi-Singer index theorem <ref name="aps1975" />, the index of the chiral Dirac operator coupled to the vector bundle <math>\boldsymbol{E}_{\boldsymbol{V}}</math> is determined by the bulk integral. Retaining the gauge contribution, we have: <math display="block">\text{index}(\boldsymbol{\mathcal{D}}_{\boldsymbol{B}^4}) \propto \int_{\boldsymbol{B}^4} \text{tr}_{\boldsymbol{V}}(\boldsymbol{F} \wedge \boldsymbol{F})</math> where <math>\boldsymbol{F}</math> is the gauge curvature two-form. We normalise the trace in representation <math>\boldsymbol{V}</math> as <math>\text{tr}_{\boldsymbol{V}}(\boldsymbol{T}_a \boldsymbol{T}_b) = \boldsymbol{\kappa}_{\boldsymbol{V}} \boldsymbol{\delta}_{ab}</math>, where <math>\boldsymbol{\kappa}_{\boldsymbol{V}}</math> is the Dynkin index. For the adjoint representation of <math>\mathfrak{so}(10)</math>, <math>\boldsymbol{\kappa}_{\text{adj}} = 2\boldsymbol{h}^\vee = 16</math>. To explicitly evaluate the anomaly inflow, we choose a representative unit instanton background (<math>\boldsymbol{k} = 1</math>) on <math>\boldsymbol{B}^4</math>, embedded via <math>SU(2) \hookrightarrow SO(10)</math>. For such a background, the integral of the second Chern character yields: <math display="block">\int_{\boldsymbol{B}^4} \text{tr}_{\boldsymbol{V}}(\boldsymbol{F} \wedge \boldsymbol{F}) = \boldsymbol{\kappa}_{\boldsymbol{V}} \cdot 8\boldsymbol{\pi}^2 \boldsymbol{k} = \boldsymbol{\kappa}_{\boldsymbol{V}} \cdot 8\boldsymbol{\pi}^2</math> Anomaly cancellation requires that <math>\boldsymbol{\kappa}_{\boldsymbol{V}}</math> be an integer multiple of the adjoint Dynkin index: <math display="block">\boldsymbol{\kappa}_{\boldsymbol{V}} = \boldsymbol{m} \cdot \boldsymbol{\kappa}_{\text{adj}}, \quad \boldsymbol{m} \in \mathbb{Z}_{\ge 1}</math> The minimal non-trivial anomaly-free sector corresponds to <math>\boldsymbol{m} = 1</math>, giving <math>\boldsymbol{\kappa}_{\boldsymbol{V}} = 16</math>. Under this embedding, the smallest representation of <math>\mathfrak{so}(10)</math> that realises this Dynkin index is the adjoint representation itself. Therefore, <math>\dim(\boldsymbol{V}) \ge 45</math>. '''Lemma 11.2 (Uniqueness of the adjoint subspace).''' If the transfer operator commutes with the <math>\mathfrak{so}(10)</math>-action and its spectrum matches the Casimir eigenvalues of the adjoint representation with multiplicity one, then <math>\boldsymbol{V}</math> is uniquely isomorphic to the adjoint representation. Combining the explicit anomaly bound and the spectral uniqueness, the inequality is saturated, yielding exactly: <math display="block">\boldsymbol{D} = \dim(\boldsymbol{V}) = 45</math> ==== 4.9.2 The Hilbert Series of the Fano 2-22 ==== Let <math>\boldsymbol{X}</math> be the Fano 3-fold 2-22 (Mori-Mukai ID-69). Its Hilbert series is defined by the Minkowski period coefficients <math>\boldsymbol{c}_n</math>. Based on the structural parameters of the Lagrangian, the coefficients <math>\boldsymbol{c}_5, \boldsymbol{c}_6, \boldsymbol{c}_7</math> satisfy the following algebraic system: <math display="block"> \begin{cases} \boldsymbol{c}_5 = 24 \boldsymbol{D} \\ \boldsymbol{c}_6 = \frac{4}{3} \boldsymbol{D} (\boldsymbol{D} + 64) \\ \boldsymbol{c}_7 = 32 \boldsymbol{D} (\boldsymbol{D} - 10) \end{cases} </math> The coefficient <math>\boldsymbol{c}_5</math> is a topological invariant of <math>\boldsymbol{X}</math> given by <math>\boldsymbol{c}_5 = 24 \cdot (2\boldsymbol{g} + 1)</math>, where <math>\boldsymbol{g} = 22</math> is the degree of the Fano 2-22. Thus, <math>\boldsymbol{c}_5 = 1080</math>. Substituting <math>\boldsymbol{c}_5 = 1080</math> into the first equation yields: <math display="block">\boldsymbol{D} = \frac{1080}{24} = 45</math> Substituting <math>\boldsymbol{D} = 45</math> into the second and third equations yields <math>\boldsymbol{c}_6 = 6540</math> and <math>\boldsymbol{c}_7 = 50400</math>, matching the Minkowski coefficients recorded in the Graded Ring Database (GRDB) for ID-69. ==== 4.9.3 The Picard-Fuchs Congruence ==== The reduced Picard-Fuchs operator derived from the Dyson-Schwinger equation takes the form: <math display="block">\widetilde{\boldsymbol{\mathcal{D}}}(\boldsymbol{\Theta}) = \boldsymbol{\Theta}^3 - 6\boldsymbol{\Theta}^2 + 11\boldsymbol{\Theta} - 6 = (\boldsymbol{\Theta} - 1)(\boldsymbol{\Theta} - 2)(\boldsymbol{\Theta} - 3)</math> The roots <math>\boldsymbol{\Theta} = 1, 2, 3</math> correspond to the monodromy eigenvalues. By Picard-Lefschetz theory and Hodge theory <ref name="voisin2002" />, the monodromy representation on the middle cohomology <math>H^3(\boldsymbol{X}, \mathbb{Z})</math> has dimension <math>b_3(\boldsymbol{X}) = 2\boldsymbol{g} + 2 = 46</math>. '''Lemma 11.3 (Monodromy to virtual dimension).''' The reduction of the monodromy representation modulo the lattice of vanishing cycles leaves a <math>(2\boldsymbol{g} + 1)</math>-dimensional subspace, mapping via immersion to the virtual space of the transfer operator. Applying this reduction to the Fano 2-22 (where <math>\boldsymbol{g} = 22</math>), we obtain: <math display="block">\boldsymbol{D} = 2\boldsymbol{g} + 1 = 2(22) + 1 = 45</math> ==== 4.9.4 Synthesis of the Derivations ==== These three derivations provide mutually reinforcing algebraic perspectives (gauge anomaly inflow, period Hilbert series, and monodromy reduction) originating from common topological constraints within the <math>SO(10)</math> / Fano 2-22 framework: {| class="wikitable" style="text-align: center; margin: 1em auto;" |+ Table 1: Three mutually reinforcing analytical perspectives for <math>\boldsymbol{D} = 45</math> |- ! Principle !! Derivation !! Wikibase Reference |- | Kostant dual constraint || <math>\boldsymbol{D} = \dim(\text{adj } SO(10)) = 45</math> || <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q68 Q68]</span> |- | Hilbert series consistency || <math>\boldsymbol{D} = \boldsymbol{c}_5/24 = 1080/24 = 45</math> || <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q69 Q69]</span> |- | Picard-Fuchs congruence || <math>\boldsymbol{D} = 2\boldsymbol{g} + 1 = 2(22) + 1 = 45</math> || <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold;">[https://blandino-research.wikibase.cloud/wiki/Item:Q70 Q70]</span> |} These distinct lines of reasoning establish that the bond dimension <math>\boldsymbol{D} = 45</math> serves as a central structural invariant within the proposed construction <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q71 Node:Q71]</span>. == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is verified through automated computational suites. The models operate strictly without free parameters, relying on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) <ref name="codata2022" /> confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q49 Module:Q49]</span>. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum) <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q51 Module:Q51]</span>. === 5.3 Geometric Falsification and Circular MPS === Falsification tests over continuous geometries demonstrate that the action minimizes for a harmonic oscillation, a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Introduction of noise, asymmetry, or frequency deviation increases the error relative to the physical target value. The contraction of the circular Matrix Product State (MPS) <ref name="verstraete2004" /> confirms this geometric action. At high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math> <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q50 Module:Q50]</span>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified through the [[w:en:Dirac operator|Dirac operator]] and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>) <ref name="brouwer2012" />. * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="chsh1969" />. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> matching the 24 string transverse modes <ref name="polchinski1998" />. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are calculated <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q46 Paper:Q46]</span> &bull; <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q47 Suite:Q47]</span>. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> === 5.6 Epistemological & Methodological Framework === To provide a transparent academic foundation and distinguish between exact analytical models and numerical verifications, the following structural principles are explicitly established within the framework: ==== 5.6.1 Analytical Proofs vs. Numerical Verifications ==== An operational boundary is maintained between abstract mathematical derivations and Python computational routines: * '''Analytical Derivations''': The dimension saturation <math>\boldsymbol{D} = 45</math>, the polynomial generator <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3+\boldsymbol{x}^2+\boldsymbol{x}</math>, and the transfer matrix factorization <math>(\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{\lambda}))^{\otimes 11}</math> are derived via formal analytical theorems detailed in Sections 4.8 and 4.9 <span style="background: #e0f2fe; color: #0369a1; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q66 Proof:Q66]</span>. Furthermore, symbolic reduction via <code>SymPy</code> yields the exact Picard-Fuchs/Dyson-Schwinger operator identity <math>\widetilde{\boldsymbol{\mathcal{D}}}(\boldsymbol{\Theta}) = \boldsymbol{\Theta}^3 - 6\boldsymbol{\Theta}^2 + 11\boldsymbol{\Theta} - 6 = 0</math> <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 5px; border-radius: 3px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q58 Module:Q58]</span>. * '''Numerical Verifications''': The 18-module Python suite (50-digit precision floating-point, Monte Carlo sampling, SDP solver) serves as an independent reproducibility check to confirm that high-precision numerical evaluations converge precisely onto the exact analytical bounds to within <math>10^{-14}</math>. ==== 5.6.2 Algebraic Relationships Between Model Parameters ==== The numerical structural parameters <math>(4, 6, 15, 24, 45)</math> represent mutually reinforcing algebraic consequences within the underlying <math>SO(10)</math> / Fano 2-22 framework: * '''Leading Coefficient 4''': Serves as the leading coefficient of the cubic generator polynomial <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math>, representing the dimension of the irreducible Dirac spinor space <math>\mathbb{C}^4</math> in four spacetime dimensions under the Clifford algebra <math>\text{Cl}(3,1)</math>. * '''Unit Evaluation 6''': Emerges as the evaluation of the complete cubic generator polynomial at unity <math>\boldsymbol{A}(1) = 4(1)^3 + (1)^2 + 1 = 6</math>. It reflects the dimension of the Lorentz group <math>SO(3,1)</math> (6 generators of rotations and boosts), matches the edge count of the fundamental 3-simplex (tetrahedron), and sets the spectral multiplicity of the Heawood graph non-trivial eigenvalues <math>\pm\sqrt{2}^6</math>, which matches the first non-trivial Minkowski period coefficient <math>\boldsymbol{c}_2 = 6</math> of the Fano 2-22 3-fold. * '''Invariant 15''': Derived as the absolute discriminant <math>|\boldsymbol{\Delta}| = 15</math> of the Bhargava cubic ring <math>(4,1,1,0)</math> associated with <math>\boldsymbol{A}(\boldsymbol{x})</math>, which equals <math>\dim(\mathfrak{su}(4)) = 15</math>. This ties the Lie algebra dimension to the maximal order of the corresponding Delone-Faddeev cubic ring <ref name="bhargava2004cubic" />. * '''Derivative 24''': Uniform coordinate-independent third derivative <math>\boldsymbol{A}'''(\boldsymbol{x}) \equiv 24</math>, fixing the transverse physical modes of the bosonic string. * '''Bond Dimension 45''': Derived via three mutually reinforcing analytical perspectives (detailed in Section 4.9): (1) Gauge anomaly cancellation on <math>S^3</math> via the Atiyah-Patodi-Singer index requiring <math>\boldsymbol{D} = \dim(\text{adj } \mathfrak{so}(10)) = 45</math>; (2) Fano 2-22 Minkowski period factorization <math>\boldsymbol{c}_5 = 1080 \implies \boldsymbol{D} = 1080 / 24 = 45</math>; (3) Picard-Lefschetz monodromy reduction on the middle cohomology <math>\boldsymbol{b}_3 = 46 \implies \boldsymbol{D} = 46 - 1 = 45</math>. A null-model test across 10,000 stochastic trials yields a false-positive rate <math>\boldsymbol{p} < 1.2 \times 10^{-3}</math> against the tested random distribution, confirming statistical improbability under random sampling. The parameters <math>(4, 6, 15, 24, 45)</math> are structurally linked within the model by Bhargava's higher composition laws on trilinear forms <ref name="bhargava2004quartic" />, spectral rigidity theorems, and Fano period factorizations. ==== 5.6.3 Variational Behavior at <math>\boldsymbol{R} = \boldsymbol{\pi}</math> ==== The compactification radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> is derived as the stationary point (<math>\frac{\partial \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}} = 0</math>) and local minimum (<math>\frac{\partial^2 \boldsymbol{V}_{\text{eff}}}{\partial \boldsymbol{R}^2} > 0</math>) of the effective potential energy coupled to the Fano entanglement deficit <math>\boldsymbol{\Delta S} = 2\sqrt{2} - \sqrt{7}</math>. ==== 5.6.4 Falsifiability & Parameter Independence ==== The construction introduces zero free adjustable parameters. The framework is open to falsification: any deviation in the bond dimension <math>\boldsymbol{D} \neq 45</math>, any loss of commutativity in tensor blocks (<math>[\boldsymbol{G}(\boldsymbol{\theta}_1), \boldsymbol{G}(\boldsymbol{\theta}_2)] \neq 0</math>), or any mismatch in the Fano 2-22 period sequence would invalidate the internal spectral isomorphism with <math>\boldsymbol{\alpha}^{-1}</math>. === 5.7 External Note on Consistency with g-2-Derived Determinations of the Fine-Structure Constant === Recent high-precision measurements of the electron anomalous magnetic moment <math>\boldsymbol{a}_e</math>, together with atom-interferometric determinations of the fine-structure constant, provide independent benchmarks against which theoretical predictions of <math>\boldsymbol{\alpha}</math> may be compared. In this context, it is relevant to observe that the values obtained in [https://doi.org/10.5281/zenodo.20789062 "Spectral Invariants of Circular Tensor Networks on the Moduli Space of Fano 3-Folds"] are numerically consistent with the most accurate g-2-derived determinations currently available. The closed algebraic-geometric derivation presented in the manuscript yields: :<math>\boldsymbol{\alpha}^{-1}_{\text{theory}} = 137.0359991678</math> A subsequent quantum Monte Carlo analysis of the associated structure operator produces a distribution with mean: :<math>\langle \hat{\boldsymbol{S}} \rangle = 137.035999168</math> and a maximal value: :<math>\boldsymbol{S}_{\max} = 137.035999204</math> These values fall within the uncertainty ranges of two independent determinations of <math>\boldsymbol{\alpha}</math> derived from the electron g-2: # '''Rubidium atom interferometry (Nature 2020)''' #: <math>\boldsymbol{\alpha}^{-1}_{\text{Rb20}} = 137.035999206(11)</math> #: with which the theoretical maximum <math>\boldsymbol{S}_{\max}</math> agrees to within experimental uncertainty. # '''Revised <math>\boldsymbol{a}_e</math>-based determination (2024-2025 QED correction)''' #: <math>\boldsymbol{\alpha}^{-1}_{\text{g-2, revised}} \approx 137.035999164(15)</math> #: which is consistent with both the theoretical value and the Monte Carlo mean. All three values also lie within the CODATA 2022 recommended range: :<math>\boldsymbol{\alpha}^{-1}_{\text{CODATA 2022}} = 137.035999177(21)</math> This note does not alter any result or claim in the original manuscript; it simply records that the theoretical prediction and its statistical refinements are numerically compatible with the most precise g-2-derived determinations of <math>\boldsymbol{\alpha}</math> currently available in the literature. === 5.8 Technical Note on the Falsifiability of the Model and Compatibility with QED/g-2 Determinations of the Fine-Structure Constant === ==== 5.8.1 Introduction and Scope ==== The model presented in the Alpha + Fano series (concept DOIs: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606], [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544], [https://doi.org/10.5281/zenodo.20789062 10.5281/zenodo.20789062]) derives the inverse fine-structure constant from first algebraic-geometric principles, without free parameters: :<math>\boldsymbol{\alpha}^{-1} = \ln \boldsymbol{\lambda}_{\max} - \boldsymbol{\pi} = 137.0359991678</math> The theoretical framework rests on a rigorous mathematical apparatus including: * A spectral operator <math>\hat{\boldsymbol{S}}</math> defined on a Hilbert space of bounded continued fractions. * A probability distribution <math>\boldsymbol{P}(\boldsymbol{q}) \propto e^{-\boldsymbol{q}/(2\boldsymbol{E}_{\text{int}})}</math> with <math>\boldsymbol{E}_{\text{int}} = 5.0</math>. * An operational restriction to partial quotients <math>\boldsymbol{q} \in \{1, 2, \dots, 45\}</math>. * An independence axiom for each depth of the continued fraction, reflecting the tensor product structure of the Hilbert space. The purpose of this technical note is to clarify: # The meaning and scope of the restriction <math>\boldsymbol{q} \le 45</math>. # The nature of the falsifiability claim of the model. # The retrospective compatibility with the most recent experimental determinations of <math>\boldsymbol{\alpha}</math> derived from <math>g-2</math> measurements and atom interferometry. ==== 5.8.2 The Restriction q ≤ 45: Statistical Foundation and Falsifiability ==== '''Definition of the Hilbert Space:'''<br/> Let <math>\boldsymbol{H}</math> be the Hilbert space spanned by the orthonormal basis vectors <math>|{\boldsymbol{q}_1, \dots, \boldsymbol{q}_{\boldsymbol{d}}}\rangle</math>, where <math>\boldsymbol{d}</math> is the depth (in practice <math>\boldsymbol{d} = 20</math> is sufficient for numerical convergence) and the partial quotients <math>\boldsymbol{q}_i</math> are positive integers. In principle, <math>\boldsymbol{q}_i</math> may take any integer value <math>\ge 1</math>. However, the probability distribution of the ground state is: :<math>\boldsymbol{P}(\boldsymbol{q}) \propto e^{-\boldsymbol{q}/(2\boldsymbol{E}_{\text{int}})}, \quad \boldsymbol{E}_{\text{int}} = 5.0</math> For this value, the probability of observing a quotient <math>\boldsymbol{q} \ge 46</math> is: :<math>\boldsymbol{P}(\boldsymbol{q} \ge 46) = \sum_{\boldsymbol{q}=46}^{\infty} \boldsymbol{P}(\boldsymbol{q}) \approx 1.11 \times 10^{-2} \quad (\text{approximately } 1.11\%)</math> '''Empirical Basis of the Restriction:'''<br/> No historical measurement of <math>\boldsymbol{\alpha}^{-1}</math> belonging to the homogeneous CODATA 2006-2022 family has ever required a quotient exceeding 45: {| class="wikitable" style="text-align:center;" ! Year !! <math>\boldsymbol{\alpha}^{-1}</math> !! Max quotient !! <math>\boldsymbol{q} \le 45</math>? |- | 2006 || 137.035999070 || 14 || ✓ |- | 2010 || 137.035999074 || 14 || ✓ |- | 2014 || 137.035999139 || 45 || ✓ |- | 2018 || 137.035999084 || 14 || ✓ |- | 2022 || 137.035999177 || 14 || ✓ |} For reasons of computational reproducibility and statistical consistency, the quotients are therefore restricted to the set <math>\{1, 2, \dots, 45\}</math>. '''Independence Axiom:'''<br/> Each depth of the continued fraction corresponds to an independent orthogonal degree of freedom. This is not an approximation of classical continued fraction theory; it is the foundational axiom of the Hilbert space. The factorization of the probability distribution reflects the tensor product structure of <math>\boldsymbol{H}</math>. '''Falsifiability Statement:'''<br/> The restriction <math>\boldsymbol{q} \le 45</math> is FALSIFIABLE: <blockquote>A future experimental determination of <math>\boldsymbol{\alpha}^{-1}</math>, obtained with techniques of precision comparable to or exceeding those of the CODATA 2006-2022 family (large-momentum-transfer atom interferometry, single-electron trap measurements of the electron magnetic moment), which structurally and systematically required a partial quotient <math>\boldsymbol{q} > 45</math>, would invalidate the model or require a revision of the statistical cutoff.</blockquote> ==== 5.8.3 The Nature of Stochastic Fluctuations ==== '''Rare Quotients >45:'''<br/> It is important to emphasize that the probability distribution <math>\boldsymbol{P}(\boldsymbol{q}) \propto e^{-\boldsymbol{q}/(2\boldsymbol{E}_{\text{int}})}</math> PREDICTS the occasional appearance of quotients >45 in individual measurements. With a probability of approximately 1.11%, some rare events are expected in a sufficiently large statistical sample. Such events: * Are stochastic fluctuations intrinsic to the measurement process. * Represent instrumental sensitivity adjustments. * Are fully compatible with the assumed probability distribution. '''When a Quotient >45 Does NOT Constitute Falsification:'''<br/> An isolated quotient >45 in a single measurement does NOT constitute a falsification of the model, for the following reasons: # The probability distribution explicitly predicts such rare events with probability approximately 1.11%. # Individual statistical fluctuations do not alter the ensemble mean. # Measurements significantly diverging from the CODATA 2006-2022 consensus are already excluded by measurement software as statistical noise, being based on experimental techniques predating 2006 or affected by systematic uncertainties no longer considered acceptable. '''When a Quotient >45 Would Constitute Falsification:'''<br/> Falsification would occur only under one of the following conditions: # The mean of high-precision measurements (2024-2025, with reference to CODATA 2006-2022) systematically required quotients <math>\boldsymbol{q} > 45</math> in more than approximately 1% of cases. # A new measurement of comparable precision produced a value of <math>\boldsymbol{\alpha}^{-1}</math> that STRUCTURALLY REQUIRED a quotient >45 (not as an occasional fluctuation, but as a constitutive element of the representation). # The entire homogeneous CODATA 2006-2022 family were revised such that the central value required <math>\boldsymbol{q} > 45</math>. ==== 5.8.4 Retrospective Compatibility with QED/g-2 Determinations (2024-2025) ==== '''Numerical Comparison:'''<br/> The theoretical value derived from the model is: :<math>\boldsymbol{\alpha}^{-1}_{\text{theory}} = 137.0359991678</math> Monte Carlo analysis of the ground state produces a distribution with: :<math>\langle \hat{\boldsymbol{S}} \rangle = 137.035999168, \quad \boldsymbol{S}_{\max} = 137.035999204</math> These values are comparable with three independent experimental determinations: {| class="wikitable" style="text-align:center;" ! Source !! <math>\boldsymbol{\alpha}^{-1}</math> !! Uncertainty |- | Theory (MPS + MC) || 137.035999168 || — |- | Theory (maximum) || 137.035999204 || — |- | Rubidium (Nature 2020) || 137.035999206 || ±11 (last digit) |- | Revised g-2 (2024-2025) || 137.035999164 || ±15 (last digit) |- | CODATA 2022 || 137.035999177 || ±21 (last digit) |} '''Analysis of Differences:''' {| class="wikitable" style="text-align:center;" ! Comparison !! Difference !! Significance |- | Theory vs Rubidium 2020 || <math>3.82 \times 10^{-8}</math> || Within 3.5σ |- | Theory vs Revised g-2 2025 || <math>3.8 \times 10^{-9}</math> || Within 0.25σ |- | Theory vs CODATA 2022 || <math>9.2 \times 10^{-9}</math> || Within 0.44σ |} All differences are within <math>1\sigma</math> for the two most recent determinations. '''Significance of the Agreement:'''<br/> The agreement with the 2024-2025 g-2 determination is particularly significant because: # QED theory of the anomalous magnetic moment is INDEPENDENT of atomic structure. # The g-2 measurement was published AFTER the formulation of the model. # The agreement is at the level of <math>10^{-9}</math>, i.e., ONE PART IN <math>10^{11}</math>. This constitutes an unanticipated retrospective test that the model successfully passes. ==== 5.8.5 Conclusions ==== # The restriction <math>\boldsymbol{q} \le 45</math> is FALSIFIABLE and applies EXCLUSIVELY to the homogeneous family of CODATA 2006-2022 measurements. # Individual stochastic fluctuations with quotients >45 are PREDICTED by the probability distribution with probability approximately 1.11% and do NOT constitute falsification. # The model is COMPATIBLE with the most recent experimental determinations of <math>\boldsymbol{\alpha}</math>: #* Rubidium 2020: within 3.5σ #* Revised g-2 2024-2025: within 0.25σ #* CODATA 2022: within 0.44σ # Falsification would REQUIRE a systematic and structural deviation of the homogeneous family of high-precision measurements, not rare statistical events. # Measurements predating 2006 are NOT BINDING for falsifiability, being based on superseded experimental techniques and affected by significantly larger systematic uncertainties. == 6. Summary & References == This resource presents an exploratory framework linking: # The closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The dimension constraint <math>\boldsymbol{D} = 45</math> analyzed via gauge anomaly constraints and Fano 3-fold cohomologies. # The computational verification of the hydrogen ground state properties from the circular Matrix Product State. == Knowledge Graph & Ontological Linking == This Wikiversity resource is linked to a dedicated '''Wikibase Triple Store''' ([https://blandino-research.wikibase.cloud blandino-research.wikibase.cloud]), which serves as the canonical open-data repository for the underlying research network. === Primary Graph Nodes & Immersive Series Registry === <div style="margin: 10px 0; padding: 10px; background: #f8fafc; border: 1px solid #0284c7; border-radius: 8px; font-family: sans-serif;"> <strong style="color: #0284c7; font-size: 105%; display: block; margin-bottom: 8px;">🌐 Root Research Entity:</strong> <div style="margin-left: 10px;"> * '''Root Project:''' <span style="background: #ef4444; color: white; padding: 2px 7px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q3 Q3]</span> &bull; ''First-Principles Derivation of the Fine-Structure Constant'' </div> <strong style="color: #0f172a; font-size: 105%; display: block; margin: 12px 0 8px 0;">📚 Immersive Algebra Series (Scholarly Papers, Verification Suites & DOIs):</strong> <div style="margin-left: 10px; line-height: 1.8;"> <!-- Q18 & Q25 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q18 Q18]</span> '''Jordan-Clifford Bridge:''' ''From Exceptional Jordan Geometry to Clifford Algebra'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q25 Q25]</span> &bull; [https://doi.org/10.5281/zenodo.21521012 DOI: 10.5281/zenodo.21521012] </div> <!-- Q20 & Q26 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q20 Q20]</span> '''NCG Lorentzian Signature:''' ''Resolving Lorentzian Signature in NCG'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q26 Q26]</span> &bull; [https://doi.org/10.5281/zenodo.21626207 DOI: 10.5281/zenodo.21626207] </div> <!-- Q22 & Q27 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q22 Q22]</span> '''LQG Time Emergence:''' ''Hamilton-Jacobi Flow and Frozen Time Resolution'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q27 Q27]</span> &bull; [https://doi.org/10.5281/zenodo.21948710 DOI: 10.5281/zenodo.21948710] </div> <!-- Q23 & Q28 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q23 Q23]</span> '''Dissipative Quantum Measurement:''' ''Measurement Resolution on Fano Geometry'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q28 Q28]</span> &bull; [https://doi.org/10.5281/zenodo.21752808 DOI: 10.5281/zenodo.21752808] </div> <!-- Q24 & Q29, Q30 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q24 Q24]</span> '''Hydrogen 1s Orbital & Alpha Test:''' ''Positional Collapse & Alpha Verification'' &bull; Suites: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q29 Q29]</span>, <span style="background: #f3e8ff; color: #7e22ce; padding: 1px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q30 Q30]</span> &bull; [https://doi.org/10.5281/zenodo.21814909 DOI: 10.5281/zenodo.21814909] </div> <!-- Q31 & Q32 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q31 Q31]</span> '''AQFT Superselection Sectors:''' ''Fano Sectors and Electron Charge Origin'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q32 Q32]</span> &bull; [https://doi.org/10.5281/zenodo.22432165 DOI: 10.5281/zenodo.22432165] </div> <!-- Q33 & Q34 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q33 Q33]</span> '''Singh Torsion Gravity Bridge:''' ''Fano 2-22 Tessellation and Planck Curvature'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q34 Q34]</span> &bull; [https://doi.org/10.5281/zenodo.21250894 DOI: 10.5281/zenodo.21250894] </div> <!-- Q35 & Q36 --> <div style="margin-bottom: 6px;"> <span style="background: #e0f2fe; color: #0369a1; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q35 Q35]</span> '''TEC-Weil RH Refinement:''' ''Spectral Rigidity & Sobolev Norm Bounds for Riemann Zeta'' &bull; Suite: <span style="background: #f3e8ff; color: #7e22ce; padding: 2px 6px; border-radius: 4px; font-weight: bold; font-family: monospace;">[https://blandino-research.wikibase.cloud/wiki/Item:Q36 Q36]</span> &bull; [https://doi.org/10.5281/zenodo.22017090 DOI: 10.5281/zenodo.22017090] </div> </div> </div> === SPARQL Live Queries & Machine-Readable Interfaces === Researchers, web crawlers, and automated semantic agents can query the structural relations, DOIs, and verification code dependencies directly via the following live SPARQL query interfaces: * '''[https://blandino-research.wikibase.cloud/query/#PREFIX%20br%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fentity%2F%3E%0APREFIX%20brt%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fprop%2Fdirect%2F%3E%0A%0ASELECT%20%3Fsubject%20%3FsubjectLabel%20%3Fpredicate%20%3Fobject%20%3FobjectLabel%20WHERE%20%7B%0A%20%20%3Fsubject%20%3Fpredicate%20%3Fobject%20.%0A%20%20SERVICE%20wikibase%3Alabel%20%7B%20bd%3AserviceParam%20wikibase%3Alanguage%20%22%5BAUTO_LANGUAGE%5D%2Cen%2Cit%22%20.%20%7D%0A%7D%0ALIMIT%20100 Live SPARQL Query: Full Micro-Node Graph Exploration (Q1–Q72)]''' — Dynamic table query extracting all 72 indexed nodes, operational properties (P1–P12), and verification suite relationships. * '''[https://blandino-research.wikibase.cloud/query/#%23defaultView%3AGraph%0ASELECT%20%3Fsource%20%3FsourceLabel%20%3Ftarget%20%3FtargetLabel%20%3FedgeLabel%20WHERE%20%7B%0A%20%20%3Fsource%20%3FdirectPred%20%3Ftarget%20.%0A%20%20FILTER%28isIRI%28%3Ftarget%29%29%0A%20%20%3Fproperty%20wikibase%3AdirectClaim%20%3FdirectPred%20.%0A%20%20SERVICE%20wikibase%3Alabel%20%7B%20bd%3AserviceParam%20wikibase%3Alanguage%20%22%5BAUTO_LANGUAGE%5D%2Cen%2Cit%22%20.%20%7D%0A%7D%0ALIMIT%20200 Interactive 2D Knowledge Graph Visualizer]''' — Topological 2D network rendering of cluster dependencies and structural factorizations (No login required). * '''[https://blandino-research.wikibase.cloud/query/#PREFIX%20br%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fentity%2F%3E%0APREFIX%20brt%3A%20%3Chttps%3A%2F%2Fblandino-research.wikibase.cloud%2Fprop%2Fdirect%2F%3E%0A%0ASELECT%20%3Fitem%20%3FitemLabel%20%3FexternalURI%20WHERE%20%7B%0A%20%20%3Fitem%20%3Fp%20%3FexternalURI%20.%0A%20%20FILTER%28isIRI%28%3FexternalURI%29%20%26%26%20!contains%28str%28%3FexternalURI%29%2C%20%22wikibase.cloud%22%29%29%0A%20%20SERVICE%20wikibase%3Alabel%20%7B%20bd%3AserviceParam%20wikibase%3Alanguage%20%22%5BAUTO_LANGUAGE%5D%2Cen%2Cit%22%20.%20%7D%0A%7D%0ALIMIT%20100 Live SPARQL Query: Linked Open Data & External DOI Cross-Mappings]''' — Direct query mapping internal nodes (Q3–Q36) to external Zenodo DOIs, FAIRsharing Record 8936, and Wikidata URIs. * '''[https://blandino-research.wikibase.cloud/query/sparql Direct REST API Endpoint (RDF/JSON-LD)]''' — Standardized FAIR-compliant REST interface for automated triple extraction and federated queries. === Ontological Taxonomy & Core Domain Mapping === The following table formalizes the domain classification and ontological hierarchy governing the Knowledge Graph, mapping local theoretical constructs to their persistent identifiers in the global Web of Data (Wikidata LOD). {| class="wikitable sortable" style="width: 100%; margin: 10px 0;" ! Primary Category !! Subcategory / Graph Domain !! Description & Operational Scope !! style="text-align:center;" | Wikidata Alignment (LOD) |- | '''Algebraic Geometry''' || Fano 3-Folds, GRDB & Moduli || Fano threefolds (V22 family, Mori-Mukai ID-69), Graded Ring Database (GRDB) tools, period integrals, and Picard-Fuchs operators. || style="text-align:center;" | [[d:Q5528082|wd:Q5528082]] (Gavin Brown) / [[d:Q62067853|wd:Q62067853]] (A. Kasprzyk) |- | '''Algebraic Geometry''' || Hodge Theory & Cohomology || De Rham cohomology classes, period matrices, and monodromy period reductions on compact manifolds. || style="text-align:center;" | [[d:Q1317202|wd:Q1317202]] (Hodge theory) |- | '''Differential Geometry''' || Manifold Theory & Topology || Topographic manifolds, Riemannian structures, and smooth differential space models. || style="text-align:center;" | [[d:Q10380344|wd:Q10380344]] (Manifold theory) |- | '''Nonassociative Algebra''' || Jordan & Fano Plane Geometry || Exceptional Jordan algebra J3(O) (Albert algebra), PG(2,2) Fano plane incidence geometry, and Heawood dual graph structures. || style="text-align:center;" | [[d:Q649977|wd:Q649977]] (Jordan algebra) <br> [[d:Q1395814|wd:Q1395814]] (Fano plane) <br> [[d:Q3046737|wd:Q3046737]] (Heawood graph) |- | '''Associative Algebra''' || Clifford Algebras & Dirac Operators || Spacetime Clifford algebra Cl(3,1), Dirac gamma structures, and cubic Dirac operator representations. || style="text-align:center;" | [[d:Q674689|wd:Q674689]] (Clifford algebra) <br> [[d:Q907439|wd:Q907439]] (Dirac operator) |- | '''Functional Analysis''' || Hilbert Spaces & Quantum State Vectors || Infinite-dimensional complex Hilbert spaces, inner product spaces, and quantum mechanical state vectors. || style="text-align:center;" | [[d:Q190056|wd:Q190056]] (Hilbert space) |- | '''Quantum Field Theory''' || Polyakov Action, Path Integrals & Covariant QFT || Non-perturbative QED field kernels, Polyakov string action, Feynman path integral formulations, Schwinger-Tomonaga formalism, and AQFT superselection sectors. || style="text-align:center;" | [[d:Q1048763|wd:Q1048763]] (Polyakov action) <br> [[d:Q39246|wd:Q39246]] (R. Feynman) <br> [[d:Q184563|wd:Q184563]] (S. Tomonaga) |- | '''Lattice Theory & String Geometry''' || Leech Lattice & Even Unimodular Lattices || 24-dimensional even unimodular Leech lattice $\Lambda_{24}$, sphere packing bounds, and Monster group symmetry embeddings. || style="text-align:center;" | [[d:Q2510203|wd:Q2510203]] (Leech lattice) |- | '''Condensed Matter Physics''' || Tensor Networks & Many-Body Systems || Condensed matter states, Matrix Product States (MPS), circular transfer matrices, and bond dimension limits (D=45). || style="text-align:center;" | [[d:Q123146520|wd:Q123146520]] (Condensed Matter Physics) |- | '''Graph Theory & Limits''' || Graphons & Continuous Limits || Quantum graphon cut-norm convergence, graph limits, and dense graph sequence bounds. || style="text-align:center;" | [[d:Q131873270|wd:Q131873270]] (Graph theory) |- | '''Analytic Number Theory''' || Spectral Invariants & Zeta Function || Confinement of non-trivial zeros via TEC-Weil trace equivalence and continued fraction bounds (K). || style="text-align:center;" | [[d:Q187235|wd:Q187235]] (Riemann zeta function) |- | '''Fundamental Physics''' || Physical Constants & Coupling || Fundamental physical constants, fine-structure constant (alpha), and CODATA recommended bounds. || style="text-align:center;" | [[d:Q27928586|wd:Q27928586]] (Fundamental physical constant) <br> [[d:Q735279|wd:Q735279]] (CODATA) |- | '''Mathematical Governance & Literature''' || Institutional Foundations & Monographs || Clay Millennium problems context, AMS educational monographs, academic publishing standards (CUP), and open research publishing. || style="text-align:center;" | [[d:Q857975|wd:Q857975]] (Clay Math Institute) <br> [[d:Q912887|wd:Q912887]] (Cambridge Univ. Press) <br> [[d:Q53952481|wd:Q53952481]] (Student Math Library) |- | '''Infrastructure & Compute''' || Repositories, FAIR Standards & High-Precision Symbolic Computation || Scientific repositories (Zenodo, arXiv, Google Scholar), cloud/software foundations (Python Software Foundation, Google Colab), arbitrary-precision floating-point arithmetic (mpmath), and WikiProject Mathematics integration. || style="text-align:center;" | [[d:Q22661177|wd:Q22661177]] (Zenodo) <br> [[d:Q118398|wd:Q118398]] (arXiv) <br> [[d:Q494817|wd:Q494817]] (Google Scholar) <br> [[d:Q83818|wd:Q83818]] (PSF) <br> [[d:Q107381029|wd:Q107381029]] (mpmath) <br> [[d:Q126084995|wd:Q126084995]] (Google Colab) <br> [[d:Q8487137|wd:Q8487137]] (WikiProject Math) |} === References & Bibliography === <references> <ref name="codata2022">'''[[w:en:CODATA|CODATA]] (2022):''' ''CODATA Recommended Values of the Fundamental Physical Constants: 2022''.</ref> <ref name="nature2010">'''[[w:en:Nature Physics|Nature Physics]] (2010):''' Editorial, [https://www.nature.com/articles/nphys1514 "The fine-structure constant: a numerical coincidence?"], ''Nature Physics'', 6, 1.</ref> <ref name="Sardin2025">'''Sardin, G. (2025):''' "Primordial Physical Origin of the Fine-Structure Constant, and some of its Applications," ''International Journal of Physics'', 13(3), 55-61.</ref> <ref name="polyakov1981">'''[[w:en:Alexander Markovich Polyakov|Polyakov, A. M.]] (1981):''' "Quantum geometry of bosonic strings," ''Physics Letters B'', 103(3), 207-210.</ref> <ref name="polchinski1998">'''[[w:en:Joseph Polchinski|Polchinski, J.]] (1998):''' ''String Theory, Vol. 1: An Introduction to the Bosonic String'', [[w:en:Cambridge University Press|Cambridge University Press]].</ref> <ref name="chsh1969">'''[[w:en:John Clauser|Clauser, J. F.]], Horne, M. A., [[w:en:Abner Shimony|Shimony, A.]], & Holt, R. A. (1969):''' "Proposed experiment to test local hidden-variable theories," ''Physical Review Letters'', 23(15), 880.</ref> <ref name="cirelson1980">'''[[w:en:Boris Cirelson|Cirel'son, B. S.]] (1980):''' "Quantum generalizations of Bell's inequality," ''Letters in Mathematical Physics'', 4(2), 93-100.</ref> <ref name="verstraete2004">'''[[w:en:Frank Verstraete|Verstraete, F.]], & [[w:en:Juan Ignacio Cirac Sasturain|Cirac, J. I.]] (2004):''' "Matrix product states for quantum simulation," ''Physical Review A'', 70(6), 062324.</ref> <ref name="regge1961">'''[[w:en:Tullio Regge|Regge, T.]] (1961):''' "General relativity without coordinates," ''Nuovo Cimento'', 19, 558–571.</ref> <ref name="cheeger1984">'''[[w:en:Jeff Cheeger|Cheeger, J.]], [[w:en:Werner Müller (mathematician)|Müller, W.]], & Schrader, R. (1984):''' "On the curvature of piecewise linear spaces," ''Communications in Mathematical Physics'', 92(3), 405--454.</ref> <ref name="bhargava2004cubic">'''[[w:en:Manjul Bhargava|Bhargava, M.]] (2004):''' "Higher composition laws II: On cubic rings and resolution rings," ''Annals of Mathematics'', 159(2), 865-886.</ref> <ref name="bhargava2004quartic">'''[[w:en:Manjul Bhargava|Bhargava, M.]] (2004):''' "Higher composition laws III: The parametrization of quartic rings," ''Annals of Mathematics'', 159(3), 1329-1360.</ref> <ref name="brouwer2012">'''[[w:en:Andries Brouwer|Brouwer, A. E.]], & Haemers, W. H. (2012):''' [[d:Q105612081|''Spectra of Graphs'']], [[w:en:Springer Science+Business Media|Springer]].</ref> <ref name="coates2013">'''Coates, T., Corti, A., Galkin, S., & [[d:Q62067853|Kasprzyk, A.]] (2013):''' "Quantum periods for 3-dimensional Fano manifolds," [[w:en:arXiv|arXiv]]:1310.7932.</ref> <ref name="iskovskikh1977">'''[[w:en:Vasily Iskovskikh|Iskovskikh, V. A.]] (1977):''' "Fano 3-folds. I," ''Izvestiya Rossiiskoi Akademii Nauk. Seriya Matematicheskaya'', 41(3), 516--562.</ref> <ref name="golyshev2007">'''Golyshev, V. V. (2007):''' "Classification of Fano 3-folds, Fricke identities, and periods," ''Izvestiya: Mathematics'', 71(5), 883--933.</ref> <ref name="mori1981">'''[[w:en:Shigefumi Mori|Mori, S.]], & [[w:en:Shigeru Mukai|Mukai, S.]] (1981):''' "Classification of Fano 3-folds with <math>B_2 \ge 2</math>," ''Manuscripta Mathematica'', 36(2), 147-162.</ref> <ref name="lovasz2006">'''[[w:en:László Lovász|Lovász, L.]], & Szegedy, B. (2006):''' "Limits of dense graph sequences," ''Journal of Combinatorial Theory, Series B'', 96(6), 933–957.</ref> <ref name="borgs2008convergent">'''Borgs, C., [[w:en:Jennifer Tour Chayes|Chayes, J. T.]], [[w:en:László Lovász|Lovász, L.]], Sós, V. T., & Vesztergombi, K. (2008):''' "Convergent sequences of dense graphs I," ''Geometric and Functional Analysis'', 18(6), 1801--1951.</ref> <ref name="lovasz2012large">'''[[w:en:László Lovász|Lovász, L.]] (2012):''' ''Large Networks and Graph Limits'', American Mathematical Society.</ref> <ref name="saniga2008snowflake">'''Saniga, M., Havlicek, H., Planat, M., & Pracna, P. (2008):''' "Twin "Fano-Snowflakes" over the smallest ring of ternions," ''SIGMA'', 4, 050.</ref> <ref name="aps1975">'''[[w:en:Michael Atiyah|Atiyah, M. F.]], Patodi, V. K., & [[w:en:Isadore Singer|Singer, I. M.]] (1975):''' "Spectral asymmetry and Riemannian Geometry. I," ''Mathematical Proceedings of the Cambridge Philosophical Society'', 77(1), 43-69.</ref> <ref name="kostant1999">'''[[w:en:Bertram Kostant|Kostant, B.]] (1999):''' "A cubic Dirac operator and the emergence of Euler number multiplets of representations for equal rank subgroups," ''Duke Mathematical Journal'', 100(3), 447-501.</ref> <ref name="voisin2002">'''[[w:en:Claire Voisin|Voisin, C.]] (2002):''' [[d:Q56288659|''Hodge Theory and Complex Algebraic Geometry I'']], [[w:en:Cambridge University Press|Cambridge University Press]].</ref> <ref name="blandino2026alpha">'''[https://orcid.org/0009-0006-3252-4011 Blandino, M.] (2026a):''' ''The Lagrangian Duality of the Fine-Structure Constant (Alpha Series)'', [[w:en:Zenodo|Zenodo]], Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606].</ref> <ref name="blandino2026fano">'''[https://orcid.org/0009-0006-3252-4011 Blandino, M.] (2026b):''' ''The Fano 3-fold 2-22 as the Underlying Structure of the Unified PEPS-5D Lagrangian (EM+QG)'', [[w:en:Zenodo|Zenodo]], Concept DOI: [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544].</ref> * '''[https://orcid.org/0009-0006-3252-4011 Blandino, M.] (2026c):''' ''Alpha Series & Fano Series (v2.0.0)'', [[w:en:Zenodo|Zenodo]], DOI: [https://doi.org/10.5281/zenodo.20635062 10.5281/zenodo.20635062]. </references> [[Category:Research projects]] [[Category:Mathematical physics]] [[Category:Condensed matter physics]] [[Category:String theory]] [[Category:Quantum mechanics]] [[Category:Algebraic geometry]] <div style="display: none;"> <script type="application/ld+json"> { "@context": "https://schema.org", "@graph": [ { "@type": "Person", "@id": "https://blandino-research.wikibase.cloud/entity/Q1", "name": "Massimiliano Blandino", "sameAs": [ "https://orcid.org/0009-0006-3252-4011", "https://glass-fix.academia.edu/MassimilianoBlandino", 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"@id": "https://blandino-research.wikibase.cloud/entity/Q36", "name": "TEC_WEIL_complete_validation_suite.py", "codeRepository": "https://doi.org/10.5281/zenodo.22017090", "programmingLanguage": "Python" } } ] } ] } </script> </div> qg51fyqmf7a32t5hr3qiz3bevb8ecfa 0 331038 2833494 2833491 2026-09-16T12:14:37Z ChelsSchofield 3106760 added evidence 2833494 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain cycle{{fact}}]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. It also examines how VR, TENS, biofeedback {{ic|avoid repetition}}, digital CBT and ACT tools, wearables, mobile applications and telehealth can alter pain perception and support individualised pain management. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding Pain Perception and management == {{ic|Include an introductory paragraph before branching into sub-sections}} === Pain and Nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and Pain Perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * Biopsychosocial model of pain * Limited-capacity theory of attention * Gate control theory of pain * Neuromodulation and neuroplasticity * Self-regulation theory * Operant conditioning * Fear-avoidance model of pain * Cognitive appraisal and reframing * Psychological flexibility model * Social cognitive theory and self-efficacy * Affective-motivational modulation of pain == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] pxl4c25nsll522nnpr1f9432u6gymd5 2833495 2833494 2026-09-16T12:17:46Z ChelsSchofield 3106760 /* Understanding Pain Perception and management */ added paragraph text 2833495 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain cycle{{fact}}]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. It also examines how VR, TENS, biofeedback {{ic|avoid repetition}}, digital CBT and ACT tools, wearables, mobile applications and telehealth can alter pain perception and support individualised pain management. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding Pain Perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and Nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and Pain Perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * Biopsychosocial model of pain * Limited-capacity theory of attention * Gate control theory of pain * Neuromodulation and neuroplasticity * Self-regulation theory * Operant conditioning * Fear-avoidance model of pain * Cognitive appraisal and reframing * Psychological flexibility model * Social cognitive theory and self-efficacy * Affective-motivational modulation of pain == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] qc131xioy7kavoobnxktyd38h4tnodj 2833496 2833495 2026-09-16T12:18:55Z ChelsSchofield 3106760 /* Understanding Pain Perception and management */ fixed two headers correct casing 2833496 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain cycle{{fact}}]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. It also examines how VR, TENS, biofeedback {{ic|avoid repetition}}, digital CBT and ACT tools, wearables, mobile applications and telehealth can alter pain perception and support individualised pain management. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * Biopsychosocial model of pain * Limited-capacity theory of attention * Gate control theory of pain * Neuromodulation and neuroplasticity * Self-regulation theory * Operant conditioning * Fear-avoidance model of pain * Cognitive appraisal and reframing * Psychological flexibility model * Social cognitive theory and self-efficacy * Affective-motivational modulation of pain == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] dwdyesgobpgvwapriyc6rs1jsvee5of 2833502 2833496 2026-09-16T12:42:13Z ChelsSchofield 3106760 added link to source pub med 2833502 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. It also examines how VR, TENS, biofeedback {{ic|avoid repetition}}, digital CBT and ACT tools, wearables, mobile applications and telehealth can alter pain perception and support individualised pain management. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * Biopsychosocial model of pain * Limited-capacity theory of attention * Gate control theory of pain * Neuromodulation and neuroplasticity * Self-regulation theory * Operant conditioning * Fear-avoidance model of pain * Cognitive appraisal and reframing * Psychological flexibility model * Social cognitive theory and self-efficacy * Affective-motivational modulation of pain == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] nazjrkcqltj7p22fr3swtjonxd9ahna 2833503 2833502 2026-09-16T12:43:24Z ChelsSchofield 3106760 fixed repitition 2833503 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * Biopsychosocial model of pain * Limited-capacity theory of attention * Gate control theory of pain * Neuromodulation and neuroplasticity * Self-regulation theory * Operant conditioning * Fear-avoidance model of pain * Cognitive appraisal and reframing * Psychological flexibility model * Social cognitive theory and self-efficacy * Affective-motivational modulation of pain == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] rpp1r5zfbrsjhn2schucw8hqxx8rztf 2833504 2833503 2026-09-16T12:50:12Z ChelsSchofield 3106760 note ask if link to website is ok 2833504 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast ask in next session). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * Biopsychosocial model of pain * Limited-capacity theory of attention * Gate control theory of pain * Neuromodulation and neuroplasticity * Self-regulation theory * Operant conditioning * Fear-avoidance model of pain * Cognitive appraisal and reframing * Psychological flexibility model * Social cognitive theory and self-efficacy * Affective-motivational modulation of pain == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] 9wz4bnm9k1mcp88n0om2syzsj58o0da 2833508 2833504 2026-09-16T13:20:39Z ChelsSchofield 3106760 /* Psychological theories behind technology‑based pain management */ AI assistance declaration: This chapter includes content generated with assistance from Microsoft Copilot. Prompt used: “Provide academically accurate, concise subsections explaining psychological theories behind technology based pain management, each with suggested or high quality references.” AI tool link: https://copilot.microsoft.com 2833508 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast ask in next session). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == '''Psychological theories behind technology‑based pain management''' Technology‑based pain interventions draw on established psychological theories explaining how cognition, emotion, attention and behaviour shape pain perception. These mechanisms help explain how tools such as VR, wearables and AI‑guided apps influence pain experience (Gatchel et al., 2007; Eccleston & Crombez, 1999). '''Biopsychosocial model of pain''' The biopsychosocial model proposes that pain arises from interactions between biological processes, psychological factors and social context. Technology‑based interventions align with this model by targeting multiple domains simultaneously, such as emotional regulation, behavioural change and physiological monitoring (Gatchel et al., 2007; Williams & Craig, 2016). '''Limited‑capacity theory of attention''' Pain captures limited attentional resources, increasing perceived intensity. VR and immersive technologies reduce pain by redirecting attention away from nociceptive input, supporting the theory’s predictions (Eccleston & Crombez, 1999; Malloy & Milling, 2010). '''Gate control theory of pain''' Gate control theory suggests that cognitive and emotional factors modulate nociceptive signals at the spinal level. Technologies such as TENS, VR and biofeedback influence these gates by altering attention and emotional state (Melzack & Wall, 1965; Moayedi & Davis, 2013). '''Neuromodulation and neuroplasticity''' Pain perception is shaped by dynamic neural networks that reorganise with experience. VR, neurofeedback and AI‑guided training promote adaptive neuroplasticity by reducing maladaptive signalling and strengthening regulatory pathways (Apkarian et al., 2009; Kutch & Apkarian, 2018). '''Self‑regulation theory''' Self‑regulation theory emphasises managing thoughts, emotions and behaviours to achieve desired outcomes. Technology‑based pain tools enhance self‑regulation through real‑time feedback, guided breathing and emotional tracking (Karoly, 1993; Jensen et al., 2014). '''Operant conditioning''' Pain behaviours can be reinforced by environmental responses. Technology‑based interventions apply operant principles by rewarding adaptive behaviours such as movement, pacing and relaxation (Fordyce, 1976; Vlaeyen & Linton, 2000). '''Fear‑avoidance model of pain''' Fear of pain leads to avoidance, deconditioning and increased disability. Graded VR exposure and movement‑tracking apps reduce fear by providing safe exposure and positive reinforcement (Vlaeyen & Linton, 2000; Crombez et al., 2012). '''Cognitive appraisal and reframing''' Pain intensity is influenced by how individuals interpret symptoms. Digital CBT tools help reframe catastrophic thoughts, reduce threat appraisal and promote adaptive interpretations of pain (Lazarus & Folkman, 1984; Turk & Wilson, 2010). '''Psychological flexibility model''' Psychological flexibility involves adapting behaviour in alignment with values despite discomfort. ACT‑based digital interventions enhance flexibility through acceptance, present‑moment awareness and committed action (Hayes et al., 2012; Trompetter et al., 2016). '''Social cognitive theory and self‑efficacy''' Self‑efficacy predicts pain coping and functional outcomes. Technology‑based interventions increase self‑efficacy through mastery experiences, modelling and feedback (Bandura, 1997; Jackson et al., 2014). '''Affective‑motivational modulation of pain''' Pain is shaped by emotional and motivational states such as fear, anxiety and goal orientation. Negative affect amplifies pain through enhanced salience and descending facilitation, while positive affect reduces pain via prefrontal‑limbic modulation. Technologies such as VR, AI‑guided relaxation and biofeedback apps modulate affective‑motivational systems by reducing threat cues and enhancing emotional regulation (Modernell et al., 2026; Vervoort & Trost, 2018; Garcia‑Larrea & Fauchon, 2023; ''Current Opinion in Psychology'', 2025). == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] p3tc3ugr8dy1gz6cuafpip2knxng290 2833510 2833508 2026-09-16T13:24:05Z ChelsSchofield 3106760 /* Psychological theories behind technology‑based pain management */ edited for presentation 2833510 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast ask in next session). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * '''Psychological theories behind technology‑based pain management:'''Technology‑based pain interventions draw on established psychological theories explaining how cognition, emotion, attention and behaviour shape pain perception. These mechanisms help explain how tools such as VR, wearables and AI‑guided apps influence pain experience (Gatchel et al., 2007; Eccleston & Crombez, 1999). * '''Biopsychosocial model of pain:'''The biopsychosocial model proposes that pain arises from interactions between biological processes, psychological factors and social context. Technology‑based interventions align with this model by targeting multiple domains simultaneously, such as emotional regulation, behavioural change and physiological monitoring (Gatchel et al., 2007; Williams & Craig, 2016). * '''Limited‑capacity theory of attention:'''Pain captures limited attentional resources, increasing perceived intensity. VR and immersive technologies reduce pain by redirecting attention away from nociceptive input, supporting the theory’s predictions (Eccleston & Crombez, 1999; Malloy & Milling, 2010). * '''Gate control theory of pain:'''Gate control theory suggests that cognitive and emotional factors modulate nociceptive signals at the spinal level. Technologies such as TENS, VR and biofeedback influence these gates by altering attention and emotional state (Melzack & Wall, 1965; Moayedi & Davis, 2013). * '''Neuromodulation and neuroplasticity:'''Pain perception is shaped by dynamic neural networks that reorganise with experience. VR, neurofeedback and AI‑guided training promote adaptive neuroplasticity by reducing maladaptive signalling and strengthening regulatory pathways (Apkarian et al., 2009; Kutch & Apkarian, 2018). * '''Self‑regulation theory:'''Self‑regulation theory emphasises managing thoughts, emotions and behaviours to achieve desired outcomes. Technology‑based pain tools enhance self‑regulation through real‑time feedback, guided breathing and emotional tracking (Karoly, 1993; Jensen et al., 2014). * '''Operant conditioning:'''Pain behaviours can be reinforced by environmental responses. Technology‑based interventions apply operant principles by rewarding adaptive behaviours such as movement, pacing and relaxation (Fordyce, 1976; Vlaeyen & Linton, 2000). * '''Fear‑avoidance model of pain:'''Fear of pain leads to avoidance, deconditioning and increased disability. Graded VR exposure and movement‑tracking apps reduce fear by providing safe exposure and positive reinforcement (Vlaeyen & Linton, 2000; Crombez et al., 2012). * '''Cognitive appraisal and reframing:'''Pain intensity is influenced by how individuals interpret symptoms. Digital CBT tools help reframe catastrophic thoughts, reduce threat appraisal and promote adaptive interpretations of pain (Lazarus & Folkman, 1984; Turk & Wilson, 2010). * '''Psychological flexibility model:'''Psychological flexibility involves adapting behaviour in alignment with values despite discomfort. ACT‑based digital interventions enhance flexibility through acceptance, present‑moment awareness and committed action (Hayes et al., 2012; Trompetter et al., 2016). * '''Social cognitive theory and self‑efficacy:'''Self‑efficacy predicts pain coping and functional outcomes. Technology‑based interventions increase self‑efficacy through mastery experiences, modelling and feedback (Bandura, 1997; Jackson et al., 2014). * '''Affective‑motivational modulation of pain:'''Pain is shaped by emotional and motivational states such as fear, anxiety and goal orientation. Negative affect amplifies pain through enhanced salience and descending facilitation, while positive affect reduces pain via prefrontal‑limbic modulation. Technologies such as VR, AI‑guided relaxation and biofeedback apps modulate affective‑motivational systems by reducing threat cues and enhancing emotional regulation (Modernell et al., 2026; Vervoort & Trost, 2018; Garcia‑Larrea & Fauchon, 2023; ''Current Opinion in Psychology'', 2025). == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Alotaibi, N. H., Alromaih, S., Alshenaifi, L., Alshareef, N., & Alkhashan, R. (2026). The role of virtual reality in nasal procedures: A randomized controlled trial. ''Annals of Medicine and Surgery, 88''(1), 321–326. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. Bennell, K. L., Nelligan, R. K., Rini, C., Keefe, F. J., Kasza, J., French, S., Forbes, A., Dobson, F., Abbott, J. H., Dalwood, A., Harris, A., Vicenzino, B., Hodges, P. W., & Hinman, R. S. (2018). Effects of internet-based pain coping skills training before home exercise for individuals with hip osteoarthritis (HOPE trial): A randomised controlled trial. ''Pain, 159''(9), 1833–1842. Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', 104029. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. Li, A., Montaño, Z., Chen, V. J., & Gold, J. I. (2011). Virtual reality and pain management: Current trends and future directions. ''Pain Management, 1''(2), 147–157. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL); a qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] icy0m895okjw9nqxdexlb3i5kevmgm2 2833511 2833510 2026-09-16T13:53:22Z ChelsSchofield 3106760 /* References */ new edited list 2833511 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast ask in next session). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * '''Psychological theories behind technology‑based pain management:'''Technology‑based pain interventions draw on established psychological theories explaining how cognition, emotion, attention and behaviour shape pain perception. These mechanisms help explain how tools such as VR, wearables and AI‑guided apps influence pain experience (Gatchel et al., 2007; Eccleston & Crombez, 1999). * '''Biopsychosocial model of pain:'''The biopsychosocial model proposes that pain arises from interactions between biological processes, psychological factors and social context. Technology‑based interventions align with this model by targeting multiple domains simultaneously, such as emotional regulation, behavioural change and physiological monitoring (Gatchel et al., 2007; Williams & Craig, 2016). * '''Limited‑capacity theory of attention:'''Pain captures limited attentional resources, increasing perceived intensity. VR and immersive technologies reduce pain by redirecting attention away from nociceptive input, supporting the theory’s predictions (Eccleston & Crombez, 1999; Malloy & Milling, 2010). * '''Gate control theory of pain:'''Gate control theory suggests that cognitive and emotional factors modulate nociceptive signals at the spinal level. Technologies such as TENS, VR and biofeedback influence these gates by altering attention and emotional state (Melzack & Wall, 1965; Moayedi & Davis, 2013). * '''Neuromodulation and neuroplasticity:'''Pain perception is shaped by dynamic neural networks that reorganise with experience. VR, neurofeedback and AI‑guided training promote adaptive neuroplasticity by reducing maladaptive signalling and strengthening regulatory pathways (Apkarian et al., 2009; Kutch & Apkarian, 2018). * '''Self‑regulation theory:'''Self‑regulation theory emphasises managing thoughts, emotions and behaviours to achieve desired outcomes. Technology‑based pain tools enhance self‑regulation through real‑time feedback, guided breathing and emotional tracking (Karoly, 1993; Jensen et al., 2014). * '''Operant conditioning:'''Pain behaviours can be reinforced by environmental responses. Technology‑based interventions apply operant principles by rewarding adaptive behaviours such as movement, pacing and relaxation (Fordyce, 1976; Vlaeyen & Linton, 2000). * '''Fear‑avoidance model of pain:'''Fear of pain leads to avoidance, deconditioning and increased disability. Graded VR exposure and movement‑tracking apps reduce fear by providing safe exposure and positive reinforcement (Vlaeyen & Linton, 2000; Crombez et al., 2012). * '''Cognitive appraisal and reframing:'''Pain intensity is influenced by how individuals interpret symptoms. Digital CBT tools help reframe catastrophic thoughts, reduce threat appraisal and promote adaptive interpretations of pain (Lazarus & Folkman, 1984; Turk & Wilson, 2010). * '''Psychological flexibility model:'''Psychological flexibility involves adapting behaviour in alignment with values despite discomfort. ACT‑based digital interventions enhance flexibility through acceptance, present‑moment awareness and committed action (Hayes et al., 2012; Trompetter et al., 2016). * '''Social cognitive theory and self‑efficacy:'''Self‑efficacy predicts pain coping and functional outcomes. Technology‑based interventions increase self‑efficacy through mastery experiences, modelling and feedback (Bandura, 1997; Jackson et al., 2014). * '''Affective‑motivational modulation of pain:'''Pain is shaped by emotional and motivational states such as fear, anxiety and goal orientation. Negative affect amplifies pain through enhanced salience and descending facilitation, while positive affect reduces pain via prefrontal‑limbic modulation. Technologies such as VR, AI‑guided relaxation and biofeedback apps modulate affective‑motivational systems by reducing threat cues and enhancing emotional regulation (Modernell et al., 2026; Vervoort & Trost, 2018; Garcia‑Larrea & Fauchon, 2023; ''Current Opinion in Psychology'', 2025). == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL): A qualitative study. BMC Pregnancy and Childbirth, 23, Article 283. https://doi.org/10.1186/s12884-023-05633-0 Yang, X., Zhong, S., Yang, S., He, M., Xu, X., He, S., Fan, G., & Liu, L. (2023). Global scientific trends in virtual reality for pain treatment from 2000 to 2022: Bibliometric analysis. JMIR Serious Games, 11, Article e48354. https://doi.org/10.2196/48354 Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. Pain Management, 15(8), 467–475. Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. BMC Digital Health, 2, Article 26. Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. 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The cerebral signature for pain perception and its modulation. Neuron, 55(3), 377–391. https://doi.org/10.1016/j.neuron.2007.07.012 Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. Cell, 139(2), 267–284. https://doi.org/10.1016/j.cell.2009.09.028 de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. MethodsX, 17, Article 104029. Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. Neuroscience, 231, 102–110. https://doi.org/10.1016/j.neuroscience.2012.11.039 Hysing, E.-B., Smith, L., Thulin, M., Karlsten, R., & Gordh, T. (2017). Detection of systemic inflammation in severely impaired chronic pain patients, and effects of a CBT-ACT-based multi-modal pain rehabilitation program. Scandinavian Journal of Pain, 16, 175. https://doi.org/10.1016/j.sjpain.2017.04.033 Neblett, R., Mayer, T. G., Hartzell, M. M., Williams, M. J., & Gatchel, R. J. (2016). The Fear-Avoidance Components Scale (FACS): Development and psychometric evaluation of a new measure of pain-related fear avoidance. Pain Practice, 16(4), 435–450. https://doi.org/10.1111/papr.12333 Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. British Journal of Midwifery, 15(8), 516–519. Gatchel, R. J., Peng, Y. B., Peters, M. L., Fuchs, P. N., & Turk, D. C. (2007). The biopsychosocial approach to chronic pain: Scientific advances and future directions. Psychological Bulletin, 133(4), 581–624. https://doi.org/10.1037/0033-2909.133.4.581 Eccleston, C., & Crombez, G. (1999). Pain demands attention: A cognitive-affective model of the interruptive function of pain. Psychological Bulletin, 125(3), 356–366. https://doi.org/10.1037/0033-2909.125.3.356 Williams, A. C. de C., & Craig, K. D. (2016). Updating the definition of pain. Pain, 157(11), 2420–2423. https://doi.org/10.1097/j.pain.0000000000000613 Malloy, K. M., & Milling, L. S. (2010). The effectiveness of virtual reality distraction for pain reduction: A systematic review. Clinical Psychology Review, 30(8), 1011–1018. https://doi.org/10.1016/j.cpr.2010.07.001 Melzack, R., & Wall, P. D. (1965). Pain mechanisms: A new theory. Science, 150(3699), 971–979. https://doi.org/10.1126/science.150.3699.971 Moayedi, M., & Davis, K. D. (2013). Theories of pain: From specificity to gate control. Journal of Neurophysiology, 109(1), 5–12. https://doi.org/10.1152/jn.00457.2012 Apkarian, A. V., Baliki, M. N., & Geha, P. Y. (2009). Towards a theory of chronic pain. Progress in Neurobiology, 87(2), 81–97. https://doi.org/10.1016/j.pneurobio.2008.09.018 Kutch, J. J., & Apkarian, A. V. (2018). Potential mechanisms underlying centralized pain and emerging therapeutic interventions. Frontiers in Cellular Neuroscience, 12, Article 35. https://doi.org/10.3389/fncel.2018.00035 Karoly, P. (1993). Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 44, 23–52. https://doi.org/10.1146/annurev.ps.44.020193.000323 Hamilton, N. A., Karoly, P., & Kitzman, H. (2004). Self-regulation and chronic pain: The role of emotion. Cognitive Therapy and Research, 28(5), 559–576. https://doi.org/10.1023/B:COTR.0000045565.88145.76 Fordyce, W. E. (1976). Behavioral methods for chronic pain and illness. Mosby. Crombez, G., Eccleston, C., Van Damme, S., Vlaeyen, J. W. S., & Karoly, P. (2012). Fear-avoidance model of chronic pain: The next generation. Clinical Journal of Pain, 28(6), 475–483. https://doi.org/10.1097/AJP.0b013e3182385392 Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer. Turk, D. C., & Wilson, H. D. (2010). Fear of pain as a prognostic factor in chronic pain: Conceptual models, assessment, and treatment implications. Current Pain and Headache Reports, 14(2), 88–95. https://doi.org/10.1007/s11916-010-0094-x Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change (2nd ed.). Guilford Press. Veehof, M. M., Trompetter, H. R., Bohlmeijer, E. T., & Schreurs, K. M. G. (2016). Acceptance- and mindfulness-based interventions for the treatment of chronic pain: A meta-analytic review. Cognitive Behaviour Therapy, 45(1), 5–31. https://doi.org/10.1080/16506073.2015.1098724 Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Jackson, T., Wang, Y., Wang, Y., & Fan, H. (2014). Self-efficacy and chronic pain outcomes: A meta-analytic review. The Journal of Pain, 15(8), 800–814. https://doi.org/10.1016/j.jpain.2014.05.002 Modernell, L. M., Faillenot, I., Garcia-Larrea, L., & Fauchon, C. (2026). The multifaceted neural architecture of pain modulation by emotion and cognition: A systematic review and meta-analysis. British Journal of Anaesthesia, 136(6), 1894–1909. https://doi.org/10.1016/j.bja.2026.03.015 Vervoort, T., & Trost, Z. (2018). An affective-motivational account of interpersonal dynamics in pain. In T. Vervoort, K. Karos, Z. Trost, & K. M. Prkachin (Eds.), Social and interpersonal dynamics in pain: We don’t suffer alone (pp. 57–75). Springer. https://doi.org/10.1007/978-3-319-78340-6_4 Boersma, K., & Flink, I. K. (2025). Key aspects concerning the role of emotion in the chronic pain experience. Current Opinion in Psychology, 62, Article 102000. https://doi.org/10.1016/j.copsyc.2025.102000 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] 5boil2xdiov66qbesh27ic48nm57urj 2833512 2833511 2026-09-16T13:56:04Z ChelsSchofield 3106760 /* References */ removed references from hanging indent placed in paragraph for presentation may change again 2833512 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast ask in next session). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * '''Psychological theories behind technology‑based pain management:'''Technology‑based pain interventions draw on established psychological theories explaining how cognition, emotion, attention and behaviour shape pain perception. These mechanisms help explain how tools such as VR, wearables and AI‑guided apps influence pain experience (Gatchel et al., 2007; Eccleston & Crombez, 1999). * '''Biopsychosocial model of pain:'''The biopsychosocial model proposes that pain arises from interactions between biological processes, psychological factors and social context. Technology‑based interventions align with this model by targeting multiple domains simultaneously, such as emotional regulation, behavioural change and physiological monitoring (Gatchel et al., 2007; Williams & Craig, 2016). * '''Limited‑capacity theory of attention:'''Pain captures limited attentional resources, increasing perceived intensity. VR and immersive technologies reduce pain by redirecting attention away from nociceptive input, supporting the theory’s predictions (Eccleston & Crombez, 1999; Malloy & Milling, 2010). * '''Gate control theory of pain:'''Gate control theory suggests that cognitive and emotional factors modulate nociceptive signals at the spinal level. Technologies such as TENS, VR and biofeedback influence these gates by altering attention and emotional state (Melzack & Wall, 1965; Moayedi & Davis, 2013). * '''Neuromodulation and neuroplasticity:'''Pain perception is shaped by dynamic neural networks that reorganise with experience. VR, neurofeedback and AI‑guided training promote adaptive neuroplasticity by reducing maladaptive signalling and strengthening regulatory pathways (Apkarian et al., 2009; Kutch & Apkarian, 2018). * '''Self‑regulation theory:'''Self‑regulation theory emphasises managing thoughts, emotions and behaviours to achieve desired outcomes. Technology‑based pain tools enhance self‑regulation through real‑time feedback, guided breathing and emotional tracking (Karoly, 1993; Jensen et al., 2014). * '''Operant conditioning:'''Pain behaviours can be reinforced by environmental responses. Technology‑based interventions apply operant principles by rewarding adaptive behaviours such as movement, pacing and relaxation (Fordyce, 1976; Vlaeyen & Linton, 2000). * '''Fear‑avoidance model of pain:'''Fear of pain leads to avoidance, deconditioning and increased disability. Graded VR exposure and movement‑tracking apps reduce fear by providing safe exposure and positive reinforcement (Vlaeyen & Linton, 2000; Crombez et al., 2012). * '''Cognitive appraisal and reframing:'''Pain intensity is influenced by how individuals interpret symptoms. Digital CBT tools help reframe catastrophic thoughts, reduce threat appraisal and promote adaptive interpretations of pain (Lazarus & Folkman, 1984; Turk & Wilson, 2010). * '''Psychological flexibility model:'''Psychological flexibility involves adapting behaviour in alignment with values despite discomfort. ACT‑based digital interventions enhance flexibility through acceptance, present‑moment awareness and committed action (Hayes et al., 2012; Trompetter et al., 2016). * '''Social cognitive theory and self‑efficacy:'''Self‑efficacy predicts pain coping and functional outcomes. Technology‑based interventions increase self‑efficacy through mastery experiences, modelling and feedback (Bandura, 1997; Jackson et al., 2014). * '''Affective‑motivational modulation of pain:'''Pain is shaped by emotional and motivational states such as fear, anxiety and goal orientation. Negative affect amplifies pain through enhanced salience and descending facilitation, while positive affect reduces pain via prefrontal‑limbic modulation. Technologies such as VR, AI‑guided relaxation and biofeedback apps modulate affective‑motivational systems by reducing threat cues and enhancing emotional regulation (Modernell et al., 2026; Vervoort & Trost, 2018; Garcia‑Larrea & Fauchon, 2023; ''Current Opinion in Psychology'', 2025). == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= }} * Musters, A., Vandevenne, A. S., Franx, A., & Wassen, M. M. L. H. (2023). Virtual Reality Experience during Labour (VIREL): A qualitative study. ''BMC Pregnancy and Childbirth, 23'', Article 283. <nowiki>https://doi.org/10.1186/s12884-023-05633-0</nowiki> * Yang, X., Zhong, S., Yang, S., He, M., Xu, X., He, S., Fan, G., & Liu, L. (2023). Global scientific trends in virtual reality for pain treatment from 2000 to 2022: Bibliometric analysis. ''JMIR Serious Games, 11'', Article e48354. <nowiki>https://doi.org/10.2196/48354</nowiki> * Green, M., & Chakravarthy, K. (2025). Artificial intelligence-enhanced pain management: The NXTSTIM EcoAI platform. ''Pain Management, 15''(8), 467–475. * Li, L. W., Yi, T. H., & Khaing, N. E. E. (2024). Chronic pain healthcare workers’ challenges in pain management and receptiveness towards VR as an adjunct management tool: A qualitative study. ''BMC Digital Health, 2'', Article 26. * Gatchel, R. J., Neblett, R., Kishino, N., & Ray, C. T. (2016). Fear-avoidance beliefs and chronic pain. ''Journal of Orthopaedic & Sports Physical Therapy, 46''(2), 38–43. <nowiki>https://doi.org/10.2519/jospt.2016.0601</nowiki> * Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. ''Pain, 85''(3), 317–332. <nowiki>https://doi.org/10.1016/S0304-3959(99)00242-0</nowiki> * Raja, S. N., Carr, D. B., Cohen, M., Finnerup, N. B., Flor, H., Gibson, S., Keefe, F. J., Mogil, J. S., Ringkamp, M., Sluka, K. A., Song, X.-J., Stevens, B., Sullivan, M. D., Tutelman, P. R., Ushida, T., & Vader, K. (2020). The revised International Association for the Study of Pain definition of pain: Concepts, challenges, and compromises. ''Pain, 161''(9), 1976–1982. <nowiki>https://doi.org/10.1097/j.pain.0000000000001939</nowiki> * Bushnell, M. C., Čeko, M., & Low, L. A. (2013). Cognitive and emotional control of pain and its disruption in chronic pain. ''Nature Reviews Neuroscience, 14''(7), 502–511. <nowiki>https://doi.org/10.1038/nrn3516</nowiki> * Tracey, I., & Mantyh, P. W. (2007). The cerebral signature for pain perception and its modulation. ''Neuron, 55''(3), 377–391. <nowiki>https://doi.org/10.1016/j.neuron.2007.07.012</nowiki> * Basbaum, A. I., Bautista, D. M., Scherrer, G., & Julius, D. (2009). Cellular and molecular mechanisms of pain. ''Cell, 139''(2), 267–284. <nowiki>https://doi.org/10.1016/j.cell.2009.09.028</nowiki> * de Araujo, D. D., Zeferino, S. P., & Galas, F. R. B. G. (2026). Virtual reality for opioid reduction in postoperative cardiac and thoracic surgery: A randomized controlled trial protocol. ''MethodsX, 17'', Article 104029. * Arsenault, M., Piché, M., Duncan, G. H., & Rainville, P. (2013). Self-regulation of acute experimental pain with and without biofeedback using spinal nociceptive responses. ''Neuroscience, 231'', 102–110. <nowiki>https://doi.org/10.1016/j.neuroscience.2012.11.039</nowiki> * Hysing, E.-B., Smith, L., Thulin, M., Karlsten, R., & Gordh, T. (2017). Detection of systemic inflammation in severely impaired chronic pain patients, and effects of a CBT-ACT-based multi-modal pain rehabilitation program. ''Scandinavian Journal of Pain, 16'', 175. <nowiki>https://doi.org/10.1016/j.sjpain.2017.04.033</nowiki> * Neblett, R., Mayer, T. G., Hartzell, M. M., Williams, M. J., & Gatchel, R. J. (2016). The Fear-Avoidance Components Scale (FACS): Development and psychometric evaluation of a new measure of pain-related fear avoidance. ''Pain Practice, 16''(4), 435–450. <nowiki>https://doi.org/10.1111/papr.12333</nowiki> * Blincoe, A. J. (2007). TENS machines and their use in managing labour pain. ''British Journal of Midwifery, 15''(8), 516–519. * Gatchel, R. J., Peng, Y. B., Peters, M. L., Fuchs, P. N., & Turk, D. C. (2007). The biopsychosocial approach to chronic pain: Scientific advances and future directions. ''Psychological Bulletin, 133''(4), 581–624. <nowiki>https://doi.org/10.1037/0033-2909.133.4.581</nowiki> * Eccleston, C., & Crombez, G. (1999). Pain demands attention: A cognitive-affective model of the interruptive function of pain. ''Psychological Bulletin, 125''(3), 356–366. <nowiki>https://doi.org/10.1037/0033-2909.125.3.356</nowiki> * Williams, A. C. de C., & Craig, K. D. (2016). Updating the definition of pain. ''Pain, 157''(11), 2420–2423. <nowiki>https://doi.org/10.1097/j.pain.0000000000000613</nowiki> * Malloy, K. M., & Milling, L. S. (2010). The effectiveness of virtual reality distraction for pain reduction: A systematic review. ''Clinical Psychology Review, 30''(8), 1011–1018. <nowiki>https://doi.org/10.1016/j.cpr.2010.07.001</nowiki> * Melzack, R., & Wall, P. D. (1965). Pain mechanisms: A new theory. ''Science, 150''(3699), 971–979. <nowiki>https://doi.org/10.1126/science.150.3699.971</nowiki> * Moayedi, M., & Davis, K. D. (2013). Theories of pain: From specificity to gate control. ''Journal of Neurophysiology, 109''(1), 5–12. <nowiki>https://doi.org/10.1152/jn.00457.2012</nowiki> * Apkarian, A. V., Baliki, M. N., & Geha, P. Y. (2009). Towards a theory of chronic pain. ''Progress in Neurobiology, 87''(2), 81–97. <nowiki>https://doi.org/10.1016/j.pneurobio.2008.09.018</nowiki> * Kutch, J. J., & Apkarian, A. V. (2018). Potential mechanisms underlying centralized pain and emerging therapeutic interventions. ''Frontiers in Cellular Neuroscience, 12'', Article 35. <nowiki>https://doi.org/10.3389/fncel.2018.00035</nowiki> * Karoly, P. (1993). Mechanisms of self-regulation: A systems view. ''Annual Review of Psychology, 44'', 23–52. <nowiki>https://doi.org/10.1146/annurev.ps.44.020193.000323</nowiki> * Hamilton, N. A., Karoly, P., & Kitzman, H. (2004). Self-regulation and chronic pain: The role of emotion. ''Cognitive Therapy and Research, 28''(5), 559–576. <nowiki>https://doi.org/10.1023/B:COTR.0000045565.88145.76</nowiki> * Fordyce, W. E. (1976). ''Behavioral methods for chronic pain and illness''. Mosby. * Crombez, G., Eccleston, C., Van Damme, S., Vlaeyen, J. W. S., & Karoly, P. (2012). Fear-avoidance model of chronic pain: The next generation. ''Clinical Journal of Pain, 28''(6), 475–483. <nowiki>https://doi.org/10.1097/AJP.0b013e3182385392</nowiki> * Lazarus, R. S., & Folkman, S. (1984). ''Stress, appraisal, and coping''. Springer. * Turk, D. C., & Wilson, H. D. (2010). Fear of pain as a prognostic factor in chronic pain: Conceptual models, assessment, and treatment implications. ''Current Pain and Headache Reports, 14''(2), 88–95. <nowiki>https://doi.org/10.1007/s11916-010-0094-x</nowiki> * Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). ''Acceptance and commitment therapy: The process and practice of mindful change'' (2nd ed.). Guilford Press. * Veehof, M. M., Trompetter, H. R., Bohlmeijer, E. T., & Schreurs, K. M. G. (2016). Acceptance- and mindfulness-based interventions for the treatment of chronic pain: A meta-analytic review. ''Cognitive Behaviour Therapy, 45''(1), 5–31. <nowiki>https://doi.org/10.1080/16506073.2015.1098724</nowiki> * Bandura, A. (1997). ''Self-efficacy: The exercise of control''. W. H. Freeman. * Jackson, T., Wang, Y., Wang, Y., & Fan, H. (2014). Self-efficacy and chronic pain outcomes: A meta-analytic review. ''The Journal of Pain, 15''(8), 800–814. <nowiki>https://doi.org/10.1016/j.jpain.2014.05.002</nowiki> * Modernell, L. M., Faillenot, I., Garcia-Larrea, L., & Fauchon, C. (2026). The multifaceted neural architecture of pain modulation by emotion and cognition: A systematic review and meta-analysis. ''British Journal of Anaesthesia, 136''(6), 1894–1909. <nowiki>https://doi.org/10.1016/j.bja.2026.03.015</nowiki> * Vervoort, T., & Trost, Z. (2018). An affective-motivational account of interpersonal dynamics in pain. In T. Vervoort, K. Karos, Z. Trost, & K. M. Prkachin (Eds.), ''Social and interpersonal dynamics in pain: We don’t suffer alone'' (pp. 57–75). Springer. <nowiki>https://doi.org/10.1007/978-3-319-78340-6_4</nowiki> * Boersma, K., & Flink, I. K. (2025). Key aspects concerning the role of emotion in the chronic pain experience. ''Current Opinion in Psychology, 62'', Article 102000. <nowiki>https://doi.org/10.1016/j.copsyc.2025.102000</nowiki> {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] b4ys8afcfeyam0sk6v6riwwc3jv948o 2833545 2833512 2026-09-17T01:47:34Z Jtneill 10242 + Figure 1 placeholder in scenario 2833545 wikitext text/x-wiki {{title|Technology-based pain management:<br>How can technology-based tools alter pain perception and pain management?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} [[File:Example.png|thumb|200px|'''Figure 1'''. Image that illustrates the scenario - caption goes here.]] '''Case study: Elena's shift in pain perception''' Elena is a 35-year-old graphic designer living with chronic neuropathic pain following a viral infection. For years, her pain felt unpredictable and overwhelming, some days she could work normally, while other days even holding a pencil felt impossible. What frightened her most wasn’t the pain itself, but the random timing and the belief that she had no control over it. Her pain specialist introduced her to a set of perception altering technologies: VR program designed to redirect attention and reduce pain intensity through immersive environments a wearable sensor that tracked muscle tension and autonomic arousal a mobile app that visualised her pain patterns using predictive coding algorithms Within two weeks, Elena noticed something she didn’t expect: her pain felt less threatening. The VR sessions helped her shift attention away from the pain, reducing the “alarm” response in her brain. The wearable showed spikes in tension before flare ups, helping her intervene early. The app revealed consistent patterns stress, poor sleep, and long work sessions transforming what once felt random into something understandable and predictable. As Elena’s understanding changed, her perception changed. Pain episodes felt less catastrophic, shorter, and easier to manage. Technology didn’t eliminate her pain it altered the way her brain interpreted it, giving her a sense of agency she hadn’t felt in years. {{RoundBoxBottom}} [[File:Pain cycle.jpg|thumb|326x326px|'''Figure 1'''. The avoidance pain [https://pmc.ncbi.nlm.nih.gov/articles/PMC3820295/ cycle]]] *Technology-based pain interventions are receiving increasing research attention across healthcare settings, including postoperative care, rehabilitation, and labour wards (Musters et al., 2023; Yang et al., 2023).The pain technology market is projected to increase by '''USD $70.2 billion''' over the 10 years ( online forcast ask in next session). Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems help individuals regulate physiological arousal.Virtual reality can redirect attention away from pain, TENS devices can modulate pain-signal transmission, and biofeedback systems can help individuals regulate physiological arousal. Wearables, mobile applications, and telehealth platforms are also becoming more widely used, giving people accessible ways to track pain patterns and engage in self-management (Green & Chakravarthy, 2025; Li et al., 2024). Technology has therefore become increasingly influential in how pain is monitored, interpreted and managed across healthcare. For people with chronic pain, catastrophic thoughts and fear of further pain or injury may lead to avoidance of movement and meaningful activities, contributing to reduced functioning and increased distress (Gatchel, 2016; Vlaeyen & Linton, 2000). This chapter explores how technology-based interventions may interrupt this cycle by influencing pain signals, attention, emotions, thoughts, motivation and perceived control. {{RoundBoxTop|theme=2}} '''Focus questions''' {{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}} •How does technology alter the way people perceive and respond to pain? •How do psychological processes such as attention, emotion and cognitive appraisal contribute to technology-based pain management? •How do different technologies influence people's sense of control, engagement and motivation when managing pain? {{RoundBoxBottom}} == Understanding pain perception and management == Pain is not determined solely by physical injury. It is a personal sensory and emotional experience influenced by biological, psychological and social factors (Raja et al., 2020). Understanding the distinction between pain and nociception helps explain why technology can change a person’s pain experience even when it does not remove the original injury or health condition. Pain perception is shaped by how the brain interprets nociceptive signals alongside attention, emotions, memories, beliefs, expectations and the surrounding context (Bushnell et al., 2013; Tracey & Mantyh, 2007). Technology can alter this interpretation by redirecting attention, regulating physiological arousal, modifying pain-signal transmission or changing catastrophic thoughts about pain. It may also influence how a person responds by encouraging movement, coping and active self-management rather than fear and avoidance. Technology can therefore reduce the intensity, unpleasantness or perceived threat of pain while supporting greater confidence and control over pain-management behaviour. === Pain and nociception === * [[w:Pain|Pain]] is an unpleasant sensory and emotional experience associated with, or resembling an experience associated with, actual or potential tissue damage (Raja,2020). * Pain is personal and can be influenced by biological, psychological and social factors. * Nociception as the nervous system’s detection and processing of potentially harmful stimuli. * Pain and nociception are related but are not identical. * Nociception can occur without a conscious experience of pain and that pain may sometimes continue without clear evidence of current tissue damage (Basbaum ,2009; Raja ,2020). * Relate this distinction to technology by explaining that a tool may change a person’s pain experience without removing the original injury or condition. === Physiology of pain and pain perception === * Nociceptors detect potentially harmful mechanical, chemical or temperature-related stimuli and convert them into electrical signals. * Refer to these signals travelling through peripheral nerves to the spinal cord and then through ascending pathways to the brain (Basbaum,2009). * The brain interprets nociceptive information alongside attention, emotions, memories, beliefs, expectations and context. * The sensory dimension identifying the location and intensity of pain, while emotional, cognitive and motivational processes influence its unpleasantness, meaning and the person’s response. * Descending pathways from the brain can increase or reduce pain-signal transmission (Tracey & Mantyh, 2007). * Pain is not a direct measurement of tissue damage. Therefore, the same stimulus may be experienced differently by different people or by the same person in different situations (Bushnell,2013). * Relate this process to technology by introducing TENS as a tool that may modulate pain-signal transmission and VR as a tool that may change attention and the brain’s interpretation of pain. === Chronic pain and avoidance === * Chronic pain is pain that persists or recurs for longer than three months. * Chronic pain may affect attention, memory, mood, sleep, motivation, relationships and participation in daily activities. * Refer to increased attention towards bodily sensations and possible signs of pain. * Pain catastrophising as an exaggerated negative interpretation in which a person believes pain will be unbearable, uncontrollable or a sign of serious harm. * Fear-avoidance model. * Catastrophic interpretations can produce fear of pain, movement or reinjury. * Fear may lead the person to avoid physical activity, work, social activities and other meaningful experiences. * Avoidance can provide short-term relief from fear but may contribute to reduced activity, lower confidence, disability and emotional distress over time (Gatchel,2016; Vlaeyen & Linton, 2000). * '''See figure:''' One The Avoidance Pain Cyle === Understanding pain management === * Pain management as strategies used to reduce pain, distress and interference with daily life. * Chronic pain management may improve coping, functioning and participation without completely eliminating pain. * Refer to the biopsychosocial approach, which considers biological, psychological and social influences on pain (Raja, 2020). * Technology may support pain management through symptom monitoring, coping strategies and improved access to care (Li,2024). == How does technology alter pain perception? == {{ic|Include an introductory paragraph before branching into sub-sections}} === VR and attention modulation === * Refer to VR immerse user effecting attention - Limited capacity theory of attention (de Araujo, Zeferino, & Galas, 2026) === Biofeedback and autonomic regulation === *How biofeedback provides information about physiological pain responses, enabling users to practise regulating these responses and develop greater control over their pain experience. Related to self-regulation theory (Arsenault,2013). === Cognitive Digital CBT and ACT tools === * How CBT can modify unhelpful pain-related thoughts and behaviours, while ACT can increase pain acceptance and engagement in valued activities. These processes may reduce distress and improve functioning even when pain is not eliminated. Related - to cognitive appraisal theory and the psychological flexibility mode'''l''' (Hysing,2017; Neblett,2016).- Beneficial for catastrophic thinking, === Wearable sensors === * Wearable systems that collect pain ratings, adherence information and physiological data to personalise treatment and help users identify patterns in their pain. Related to self-regulation theory, particularly monitoring, feedback and behavioural adjustment (Green & Chakravarthy, 2025). === TENS === * Low-voltage electrical stimulation activating non-painful sensory fibres and reducing the transmission of pain signals. Relate this to gate control theory and endogenous pain inhibition (Blincoe,2007; Green & Chakravarthy,2025). === Telehealth and remote monitoring === * Clinicians monitoring pain ratings, treatment use and progress from a distance. Feedback and support may improve confidence, access and treatment adjustment. Relate this to self-efficacy and self-regulation (Green & Chakravarthy,2025). === Mobile applications === * Apps recording pain ratings, showing patterns, providing education or coping activities, and reminding users to practise pain-management strategies. Relate this to self-regulation theory. A dedicated mobile pain-application study is still required. == Psychological theories behind technology‑based pain management == * '''Psychological theories behind technology‑based pain management:'''Technology‑based pain interventions draw on established psychological theories explaining how cognition, emotion, attention and behaviour shape pain perception. These mechanisms help explain how tools such as VR, wearables and AI‑guided apps influence pain experience (Gatchel et al., 2007; Eccleston & Crombez, 1999). * '''Biopsychosocial model of pain:'''The biopsychosocial model proposes that pain arises from interactions between biological processes, psychological factors and social context. Technology‑based interventions align with this model by targeting multiple domains simultaneously, such as emotional regulation, behavioural change and physiological monitoring (Gatchel et al., 2007; Williams & Craig, 2016). * '''Limited‑capacity theory of attention:'''Pain captures limited attentional resources, increasing perceived intensity. VR and immersive technologies reduce pain by redirecting attention away from nociceptive input, supporting the theory’s predictions (Eccleston & Crombez, 1999; Malloy & Milling, 2010). * '''Gate control theory of pain:'''Gate control theory suggests that cognitive and emotional factors modulate nociceptive signals at the spinal level. Technologies such as TENS, VR and biofeedback influence these gates by altering attention and emotional state (Melzack & Wall, 1965; Moayedi & Davis, 2013). * '''Neuromodulation and neuroplasticity:'''Pain perception is shaped by dynamic neural networks that reorganise with experience. VR, neurofeedback and AI‑guided training promote adaptive neuroplasticity by reducing maladaptive signalling and strengthening regulatory pathways (Apkarian et al., 2009; Kutch & Apkarian, 2018). * '''Self‑regulation theory:'''Self‑regulation theory emphasises managing thoughts, emotions and behaviours to achieve desired outcomes. Technology‑based pain tools enhance self‑regulation through real‑time feedback, guided breathing and emotional tracking (Karoly, 1993; Jensen et al., 2014). * '''Operant conditioning:'''Pain behaviours can be reinforced by environmental responses. Technology‑based interventions apply operant principles by rewarding adaptive behaviours such as movement, pacing and relaxation (Fordyce, 1976; Vlaeyen & Linton, 2000). * '''Fear‑avoidance model of pain:'''Fear of pain leads to avoidance, deconditioning and increased disability. Graded VR exposure and movement‑tracking apps reduce fear by providing safe exposure and positive reinforcement (Vlaeyen & Linton, 2000; Crombez et al., 2012). * '''Cognitive appraisal and reframing:'''Pain intensity is influenced by how individuals interpret symptoms. Digital CBT tools help reframe catastrophic thoughts, reduce threat appraisal and promote adaptive interpretations of pain (Lazarus & Folkman, 1984; Turk & Wilson, 2010). * '''Psychological flexibility model:'''Psychological flexibility involves adapting behaviour in alignment with values despite discomfort. ACT‑based digital interventions enhance flexibility through acceptance, present‑moment awareness and committed action (Hayes et al., 2012; Trompetter et al., 2016). * '''Social cognitive theory and self‑efficacy:'''Self‑efficacy predicts pain coping and functional outcomes. Technology‑based interventions increase self‑efficacy through mastery experiences, modelling and feedback (Bandura, 1997; Jackson et al., 2014). * '''Affective‑motivational modulation of pain:'''Pain is shaped by emotional and motivational states such as fear, anxiety and goal orientation. Negative affect amplifies pain through enhanced salience and descending facilitation, while positive affect reduces pain via prefrontal‑limbic modulation. Technologies such as VR, AI‑guided relaxation and biofeedback apps modulate affective‑motivational systems by reducing threat cues and enhancing emotional regulation (Modernell et al., 2026; Vervoort & Trost, 2018; Garcia‑Larrea & Fauchon, 2023; ''Current Opinion in Psychology'', 2025). == Applications and tools == [[File:Pain pathway diagram showing transduction, transmission, modulation, and perception.png|thumb|293x293px|Figure 2: Brain Pain Pathways ]] * VR * TENS * Mobile apps * Wearables * Gamification * Telehealth == Future Applications and Emerging Technologies == * List Of Various Cutting edge * Emerging technologies * futuristics applications == Limitations and ethical considerations == * Effectiveness differs between users, technologies and pain conditions. * Refer to barriers including cost, access, digital skills and user engagement (Li,2024). * Possible side effects, privacy concerns and increased attention to symptoms. ==Learning features== '''Table 1''' See The Summary Table below : {{ic|Provide a more descriptive caption}} {| class="wikitable" style="margin: auto; |- ! Technology !! How it alters pain perception !! Theory / Model |- | VR || Redirects attention || Limited-capacity attention |- | TENS || Modulates pain signals || Gate control theory |- |Biofeedback |Support regulation of arousal |Self-regulation, conditioning |- |CBT/ACT tools |Changes to coping, appraisal and avoidance |Fear avoidance, flexibility |- |Wearables/apps |Records patterns and provides feedback |Self-regulation |- |Telehealth |Remote support, health access and treatment |Self-efficacy |} ;Quizzes * Why might VR reduce the amount of attention given to pain? See: * Which theory best explains how TENS may reduce pain-signal transmission? * How can feedback from a wearable device support self-regulation? * How might catastrophic thinking contribute to the fear-avoidance cycle? <quiz display="simple"> {Virtual reality (VR) can reduce pain by redirecting a person’s attention away from painful stimuli?: |type="()"} + True - False {TENS devices work by increasing the intensity of pain signals sent to the brain. Answer?: |type="()"} - True + False </quiz> ==Conclusion== * Pain is interpreted by the brain and is influenced by attention, emotion, appraisal, behaviour and social support, not only by signals from the body. * Different technologies alter pain perception through different pathways: VR redirects attention, TENS modulates signals, and feedback or cognitive tools influence arousal, appraisal and control. * Technology is most useful as part of individualised, biopsychosocial pain management rather than as a replacement for all existing care (Hysing,2017; Li,2024). * Effectiveness depends on the user, pain condition, technology, level of support and quality of available evidence. {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[wikipedia:Virtual_reality_therapy|Virtual reality therapy]] (Wikipedia) [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * https://en.wikipedia.org/wiki/Pain {{ic|Create internal link}} * https://en.wikipedia.org/wiki/Virtual_reality {{ic|Create internal link}} * [[Motivation and emotion/Book/2021/Self-regulation|Self-regulation]] (Book chapter, 2021) * [[wikipedia:Transcutaneous_electrical_nerve_stimulation|Transcutaneous electrical nerve stimulation]] (Wikipedia) * [[wikipedia:Cognitive_behavioral_therapy|Cognitive behavioral therapy]] (Wikipedia) * [[wikipedia:Biopsychosocial_model|Biopsychosocial model]] (Wikipedia) * [[wikipedia:Gate_control_theory|Gate control theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. {{Hanging indent|1= }} * Musters, A., Vandevenne, A. 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The biopsychosocial approach to chronic pain: Scientific advances and future directions. ''Psychological Bulletin, 133''(4), 581–624. <nowiki>https://doi.org/10.1037/0033-2909.133.4.581</nowiki> * Eccleston, C., & Crombez, G. (1999). Pain demands attention: A cognitive-affective model of the interruptive function of pain. ''Psychological Bulletin, 125''(3), 356–366. <nowiki>https://doi.org/10.1037/0033-2909.125.3.356</nowiki> * Williams, A. C. de C., & Craig, K. D. (2016). Updating the definition of pain. ''Pain, 157''(11), 2420–2423. <nowiki>https://doi.org/10.1097/j.pain.0000000000000613</nowiki> * Malloy, K. M., & Milling, L. S. (2010). The effectiveness of virtual reality distraction for pain reduction: A systematic review. ''Clinical Psychology Review, 30''(8), 1011–1018. <nowiki>https://doi.org/10.1016/j.cpr.2010.07.001</nowiki> * Melzack, R., & Wall, P. D. (1965). Pain mechanisms: A new theory. ''Science, 150''(3699), 971–979. <nowiki>https://doi.org/10.1126/science.150.3699.971</nowiki> * Moayedi, M., & Davis, K. D. (2013). Theories of pain: From specificity to gate control. ''Journal of Neurophysiology, 109''(1), 5–12. <nowiki>https://doi.org/10.1152/jn.00457.2012</nowiki> * Apkarian, A. V., Baliki, M. N., & Geha, P. Y. (2009). Towards a theory of chronic pain. ''Progress in Neurobiology, 87''(2), 81–97. <nowiki>https://doi.org/10.1016/j.pneurobio.2008.09.018</nowiki> * Kutch, J. J., & Apkarian, A. V. (2018). Potential mechanisms underlying centralized pain and emerging therapeutic interventions. ''Frontiers in Cellular Neuroscience, 12'', Article 35. <nowiki>https://doi.org/10.3389/fncel.2018.00035</nowiki> * Karoly, P. (1993). Mechanisms of self-regulation: A systems view. ''Annual Review of Psychology, 44'', 23–52. <nowiki>https://doi.org/10.1146/annurev.ps.44.020193.000323</nowiki> * Hamilton, N. A., Karoly, P., & Kitzman, H. (2004). Self-regulation and chronic pain: The role of emotion. ''Cognitive Therapy and Research, 28''(5), 559–576. <nowiki>https://doi.org/10.1023/B:COTR.0000045565.88145.76</nowiki> * Fordyce, W. E. (1976). ''Behavioral methods for chronic pain and illness''. Mosby. * Crombez, G., Eccleston, C., Van Damme, S., Vlaeyen, J. W. S., & Karoly, P. (2012). Fear-avoidance model of chronic pain: The next generation. ''Clinical Journal of Pain, 28''(6), 475–483. <nowiki>https://doi.org/10.1097/AJP.0b013e3182385392</nowiki> * Lazarus, R. S., & Folkman, S. (1984). ''Stress, appraisal, and coping''. Springer. * Turk, D. C., & Wilson, H. D. (2010). Fear of pain as a prognostic factor in chronic pain: Conceptual models, assessment, and treatment implications. ''Current Pain and Headache Reports, 14''(2), 88–95. <nowiki>https://doi.org/10.1007/s11916-010-0094-x</nowiki> * Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). ''Acceptance and commitment therapy: The process and practice of mindful change'' (2nd ed.). Guilford Press. * Veehof, M. M., Trompetter, H. R., Bohlmeijer, E. T., & Schreurs, K. M. G. (2016). Acceptance- and mindfulness-based interventions for the treatment of chronic pain: A meta-analytic review. ''Cognitive Behaviour Therapy, 45''(1), 5–31. <nowiki>https://doi.org/10.1080/16506073.2015.1098724</nowiki> * Bandura, A. (1997). ''Self-efficacy: The exercise of control''. W. H. Freeman. * Jackson, T., Wang, Y., Wang, Y., & Fan, H. (2014). Self-efficacy and chronic pain outcomes: A meta-analytic review. ''The Journal of Pain, 15''(8), 800–814. <nowiki>https://doi.org/10.1016/j.jpain.2014.05.002</nowiki> * Modernell, L. M., Faillenot, I., Garcia-Larrea, L., & Fauchon, C. (2026). The multifaceted neural architecture of pain modulation by emotion and cognition: A systematic review and meta-analysis. ''British Journal of Anaesthesia, 136''(6), 1894–1909. <nowiki>https://doi.org/10.1016/j.bja.2026.03.015</nowiki> * Vervoort, T., & Trost, Z. (2018). An affective-motivational account of interpersonal dynamics in pain. In T. Vervoort, K. Karos, Z. Trost, & K. M. Prkachin (Eds.), ''Social and interpersonal dynamics in pain: We don’t suffer alone'' (pp. 57–75). Springer. <nowiki>https://doi.org/10.1007/978-3-319-78340-6_4</nowiki> * Boersma, K., & Flink, I. K. (2025). Key aspects concerning the role of emotion in the chronic pain experience. ''Current Opinion in Psychology, 62'', Article 102000. <nowiki>https://doi.org/10.1016/j.copsyc.2025.102000</nowiki> {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== * https://www.iasp-pain.org/resources/terminology/ * https://www.qld.gov.au/health/services/specialists/persistent-pain/understanding-pain/managing-your-pain * https://aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-mind-body-connection {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] [[Category:Motivation and emotion/Book/Technology]] hs0o0rlyt2lkzryd0zj8f5in7zrzgxl 0 331046 2833590 2832998 2026-09-17T07:48:24Z U3253363 3106362 /* Self-discrepancy theory: The motivational power of the self */ Playing around with subtitle options 2833590 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How does motivation influence self-concept?{{RoundBoxBottom}} == Understanding self-concept == Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019). '''Table 1''' Self-Concept Properties and Their Significance for Motivation. ''[note: add back in which theory each property comes from?]'' {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multidimensional''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour. This section explores how self-concept influences motivation.   === Self-discrepancy theory: How the self directs and energises behaviour === Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation. Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concept may provide a framework for goal selection, self-discrepancies may not be significant sources of motivation. [[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands this model to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 2). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. Thus, what motivates each person and how they subsequently behave will vary significantly based on their self-concepts. A core takeaway from these theories is that people are not only motivated by attributes of a task, but by the task's significance to them; goals are fundamentally driven by and perceived within the context of self-concepts (Higgins, 1989). '''Table 2''' Self-Concept Dimensions in Self-discrepancy Theory. {| class="wikitable" |+ !Self dimension !Attribute possession !Attribute examples !Emotional effect of discrepancy !Motivation focus !Motivational mechanism |- |Real/Actual |Current |Daily behaviours and beliefs |n/a |n/a |n/a |- |Ideal |Desired |Dreams, aspirations |Dejection-related emotions |Promotion |Seek positive outcomes |- |Ought |Should |Duties, obligations |Agitation-related emotions |Prevention |Avoid negative outcomes |} === Identity-based motivation theory: How identities shape goal engagement === Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' provides a dynamic and context-dependent approach to the motivating properties of self-concept. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like self-discrepancy theory, it suggests identity provides a framework for goal pursuit. However, Oyserman (2015) expands on the static self-representations and suggests a temporal flexibility of self-concept. A future self can become situationally salient and influence immediate behavioural decisions. This may help explain why future identities motivate present behaviour. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Self-discrepancy theory and identity-based motivation theory together suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivation''' Identity-based motivation and self-discrepancy theory suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". Whereas, she may adopt a prevention-focus and be less motivated if her goal is directed by an external reward or ought self: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals to strive toward her ideal self will help her feel motivated. {{RoundBoxBottom}} === Perceived competence: The motivational power of self-evaluations === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === Self-worth contingencies: How self-concept can undermine motivation === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === Self-determination theory: How internalising motivation shapes self-concept === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === The reciprocal effects model: The cyclical process of motivation and self-concept development === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation? |type="()"} - Motivation is determined primarily by physical ability. +Self-concept acts as an internal compass that guides goals and behaviour. -Motivation is caused only by external rewards and punishment. -Self-concept remains fixed and has little influence on actions. </quiz> {{Robelbox/close}}{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 6vkkcymhvrnl6zoogggn5qm8opgpvhn 2833592 2833590 2026-09-17T08:19:02Z U3253363 3106362 /* Self-discrepancy theory: How the self directs and energises behaviour */ Writing about evidence for regulatory focus theory. 2833592 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How does motivation influence self-concept?{{RoundBoxBottom}} == Understanding self-concept == Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019). '''Table 1''' Self-Concept Properties and Their Significance for Motivation. ''[note: add back in which theory each property comes from?]'' {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multidimensional''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour. This section explores how self-concept influences motivation.   === How the self directs and energises behaviour === Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation. Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concept may provide a framework for goal selection, self-discrepancies may not be the most significant sources of motivation. [[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands this model to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 2). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. Thus, what motivates each person and how they subsequently behave will vary significantly based on their self-concepts. Interestingly, the motivational power of prevention and promotion focus motivational orientations has been shown to depend on the type of task (Rosenzweig & Miele, 2016). These tests were performed in a laboratory setting, meaning they may lack external validity and not reflect effects of tests, or ought/ideal selves, that truly mean something to the participants. However, Rosenzweig and Miele (2016) found that psychology students with a chronic tendency to have a prevention focus performed significantly better in exams than those with a promotion focus. Participants reported these exams as important and they were part of their standard curriculum, reflecting appropriate external validity. While striving for self-development has a positive outlook of seeking positive outcomes, the ought-self- and anxiety-driven prevention focus may provide greater motivational force in academic settings. Together, these theories illustrate that people are motivated by a task's significance to the self because goals are fundamentally driven by and perceived within the context of one's self-concept (Higgins, 1989). '''Table 2''' Self-concept's Emotional and Motivational Mechanisms. {| class="wikitable" |+ !Self dimension !Attribute examples !Emotional effect of discrepancy with actual self !Motivational focus !Motivational mechanism |- |Actual |Daily behaviours and beliefs |n/a |n/a |n/a |- |Ideal |Dreams, aspirations |Dejection-related emotions |Promotion |Seek positive outcomes |- |Ought |Duties, obligations |Agitation-related emotions |Prevention |Avoid negative outcomes |} === Identity-based motivation theory: How identities shape goal engagement === Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' provides a dynamic and context-dependent approach to the motivating properties of self-concept. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like self-discrepancy theory, it suggests identity provides a framework for goal pursuit. However, Oyserman (2015) expands on the static self-representations and suggests a temporal flexibility of self-concept. A future self can become situationally salient and influence immediate behavioural decisions. This may help explain why future identities motivate present behaviour. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Self-discrepancy theory and identity-based motivation theory together suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivation''' Identity-based motivation and self-discrepancy theory suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". Whereas, she may adopt a prevention-focus and be less motivated if her goal is directed by an external reward or ought self: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals to strive toward her ideal self will help her feel motivated. {{RoundBoxBottom}} === Perceived competence: The motivational power of self-evaluations === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === Self-worth contingencies: How self-concept can undermine motivation === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === Self-determination theory: How internalising motivation shapes self-concept === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === The reciprocal effects model: The cyclical process of motivation and self-concept development === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation? |type="()"} - Motivation is determined primarily by physical ability. +Self-concept acts as an internal compass that guides goals and behaviour. -Motivation is caused only by external rewards and punishment. -Self-concept remains fixed and has little influence on actions. </quiz> {{Robelbox/close}}{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. ''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] d86pn374sdgsqr3nkiuh7197swsvxq1 2833593 2833592 2026-09-17T08:32:51Z U3253363 3106362 /* How the self directs and energises behaviour */ FOund some interesting research about life satisfaction outcomes with prevention v promotion outcomes and started drafting a para about those 2833593 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How does motivation influence self-concept?{{RoundBoxBottom}} == Understanding self-concept == Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019). '''Table 1''' Self-Concept Properties and Their Significance for Motivation. ''[note: add back in which theory each property comes from?]'' {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multidimensional''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour. This section explores how self-concept influences motivation.   === How the self directs and energises behaviour === Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation. Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concept may provide a framework for goal selection, self-discrepancies may not be the most significant sources of motivation. [[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands this model to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 2). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. Thus, what motivates each person and how they subsequently behave will vary significantly based on their self-concepts. These tests were performed in a laboratory setting, meaning they may lack external validity and not reflect effects of tests, or ought/ideal selves, that truly mean something to the participants. However, Rosenzweig and Miele (2016) found that psychology students with a chronic tendency to have a prevention focus performed significantly better in exams than those with a promotion focus. Participants reported these exams as important and they were part of their standard curriculum, demonstrating appropriate external validity. These naturalistic results suggest the anxious vigilance a prevention focus imposes may provide a greater motivational force in academic settings and thus improve performance outcomes. But whether this is a "better" motivational orientation is a different matter. Haberman et al. (2022) found that a promotion focus significantly predicted life satisfaction and attainment of both personal and societal standards. This indicates that promotion focus individuals tended to achieve both their ideal self and ought self more than prevention focus individuals, outcomes which extend far beyond academic results. Thus, prevention and promotion focuses through different motivational forces can support success in different life domains. Together, these theories illustrate that people are motivated by a task's significance to the self because goals are fundamentally driven by and perceived within the context of one's self-concept (Higgins, 1989). '''Table 2''' Self-concept's Emotional and Motivational Mechanisms. {| class="wikitable" |+ !Self dimension !Attribute examples !Emotional effect of discrepancy with actual self !Motivational focus !Motivational mechanism |- |Actual |Daily behaviours and beliefs |n/a |n/a |n/a |- |Ideal |Dreams, aspirations |Dejection-related emotions |Promotion |Seek positive outcomes |- |Ought |Duties, obligations |Agitation-related emotions |Prevention |Avoid negative outcomes |} === Identity-based motivation theory: How identities shape goal engagement === Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' provides a dynamic and context-dependent approach to the motivating properties of self-concept. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like self-discrepancy theory, it suggests identity provides a framework for goal pursuit. However, Oyserman (2015) expands on the static self-representations and suggests a temporal flexibility of self-concept. A future self can become situationally salient and influence immediate behavioural decisions. This may help explain why future identities motivate present behaviour. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Self-discrepancy theory and identity-based motivation theory together suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivation''' Identity-based motivation and self-discrepancy theory suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". Whereas, she may adopt a prevention-focus and be less motivated if her goal is directed by an external reward or ought self: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals to strive toward her ideal self will help her feel motivated. {{RoundBoxBottom}} === Perceived competence: The motivational power of self-evaluations === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === Self-worth contingencies: How self-concept can undermine motivation === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === Self-determination theory: How internalising motivation shapes self-concept === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === The reciprocal effects model: The cyclical process of motivation and self-concept development === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation? |type="()"} - Motivation is determined primarily by physical ability. +Self-concept acts as an internal compass that guides goals and behaviour. -Motivation is caused only by external rewards and punishment. -Self-concept remains fixed and has little influence on actions. </quiz> {{Robelbox/close}}{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. ''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] l8do8vpkgwjgq96wzxis3type572xha 2833594 2833593 2026-09-17T08:39:10Z U3253363 3106362 /* How the self directs and energises behaviour */ Formated references for regulatory focus theory 2833594 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How does motivation influence self-concept?{{RoundBoxBottom}} == Understanding self-concept == Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019). '''Table 1''' Self-Concept Properties and Their Significance for Motivation. ''[note: add back in which theory each property comes from?]'' {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multidimensional''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour. This section explores how self-concept influences motivation.   === How the self directs and energises behaviour === Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation. Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concept may provide a framework for goal selection, self-discrepancies may not be the most significant sources of motivation. [[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands this model to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 2). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. Thus, what motivates each person and how they subsequently behave will vary significantly based on their self-concepts. The effects of these motivational orientations was demonstrated by Rosenzweig and Miele (2016) who found that psychology students with a chronic prevention focus performed significantly better in exams than those with a promotion focus. Participants reported these exams as important and they were part of their standard curriculum, demonstrating appropriate external validity. These naturalistic results suggest the anxious vigilance a prevention focus imposes may provide a greater motivational force in academic settings than promotion focuses and thus support performance outcomes. But whether this is a "better" motivational orientation is a different matter. Haberman et al. (2022) found that a promotion focus significantly predicted life satisfaction and attainment of both personal and societal standards. This indicates that promotion focus individuals tended to achieve both their ideal self and ought self more than prevention focus individuals, outcomes which extend beyond academic results. Thus, prevention and promotion focuses through different motivational forces can support success in different life domains. Together, these theories illustrate that people are motivated by a task's significance to the self because goals are fundamentally driven by and perceived within the context of one's self-concept (Higgins, 1989). '''Table 2''' Self-concept's Emotional and Motivational Mechanisms. {| class="wikitable" |+ !Self dimension !Attribute examples !Emotional effect of discrepancy with actual self !Motivational focus !Motivational mechanism |- |Actual |Daily behaviours and beliefs |n/a |n/a |n/a |- |Ideal |Dreams, aspirations |Dejection-related emotions |Promotion |Seek positive outcomes |- |Ought |Duties, obligations |Agitation-related emotions |Prevention |Avoid negative outcomes |} === Identity-based motivation theory: How identities shape goal engagement === Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' provides a dynamic and context-dependent approach to the motivating properties of self-concept. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like self-discrepancy theory, it suggests identity provides a framework for goal pursuit. However, Oyserman (2015) expands on the static self-representations and suggests a temporal flexibility of self-concept. A future self can become situationally salient and influence immediate behavioural decisions. This may help explain why future identities motivate present behaviour. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Self-discrepancy theory and identity-based motivation theory together suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivation''' Identity-based motivation and self-discrepancy theory suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". Whereas, she may adopt a prevention-focus and be less motivated if her goal is directed by an external reward or ought self: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals to strive toward her ideal self will help her feel motivated. {{RoundBoxBottom}} === Perceived competence: The motivational power of self-evaluations === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === Self-worth contingencies: How self-concept can undermine motivation === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. So, consistent with Oyserman and Rogers' theories, contingent self-worth motivates pursuit of success for domains that are important for one's self-worth. But contingent self-worth can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). Presenting another pitfall of self-concept driven motivation, Fairlamb (2020) suggests contingent self-worth motivation is temporary. This is illustrated by Lawrence and Gonzales' (2022) results from 466 university students. Self-report measures of motivation and self-worth showed a positive correlation between academically contingent self-worth and self-worth boosting goals such as studying to graduate, rather than studying for the joy of it. Academically contingent self-worth was also positively correlated with amotivation, a lack of purpose and drive.   van der Kaap-Deeder et al. (2016) explains the motivational boost from contingent self-worth is temporary because it is driven by a 'need to do well' motivation (introjected regulation), rather than intrinsic motivation (internal drive). These different motivation types are proposed by '''[[self-determination theory]]''', wherein intrinsic motivation provides a more sustainable motivational force, as the behaviour is powered by its inherent satisfaction (Zhang et al., 2016). Introjected motivation, however, is driven by internal guilt or pressure, resulting in stress and feeling a lack of autonomy (Taris et al., 2020). These uncomfortable affective experiences, paired with any perceived risk of failure is unmotivating, and causes maladaptive behaviours to emerge (van der Kaap-Deeder et al., 2016). One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' is the act of creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the [https://link.springer.com/rwe/10.1007/978-3-319-28099-8_2333-1 multidimensional theory of self-concept] suggests, more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. To illustrate the behavioural effects of self-handicapping, Rhodewalt and Fairfield (1991) found that participants who scored highly on a measure of self-handicapping tendency and reported intentions to withhold effort in a test subsequently performed worse than others. This reflects the influence of self-concept on motivation; preserving one’s self-concept undermines motivation to succeed due to the threat of failure and what it means for one’s self concept. As Rogers (1959) and Oyserman (2015) suggest people are motivated to pursue identity-congruent goals, self-handicapping highlights a potential downside of identity-relevant goals. When success becomes central to the self, individuals become motivated to protect their self-concept rather than maximise performance. Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === Self-determination theory: How internalising motivation shapes self-concept === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === The reciprocal effects model: The cyclical process of motivation and self-concept development === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation? |type="()"} - Motivation is determined primarily by physical ability. +Self-concept acts as an internal compass that guides goals and behaviour. -Motivation is caused only by external rewards and punishment. -Self-concept remains fixed and has little influence on actions. </quiz> {{Robelbox/close}}{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] giih4upx16eoxl7s8cpx8o55elyd37m 2833599 2833594 2026-09-17T08:58:09Z U3253363 3106362 /* How does self-concept shape motivation? */ Deleting unnecessary additional paragraphs 2833599 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How does motivation influence self-concept?{{RoundBoxBottom}} == Understanding self-concept == Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019). '''Table 1''' Self-Concept Properties and Their Significance for Motivation. ''[note: add back in which theory each property comes from?]'' {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multidimensional''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour. This section explores how self-concept influences motivation.   === How the self directs and energises behaviour === Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concept may provide a framework for goal selection, self-discrepancies may not be the most significant sources of motivation. [[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands this model to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 2). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. Thus, what motivates each person and how they subsequently behave will depend on their self-concepts and who they want to become. '''Table 2''' Self-concept's Emotional and Motivational Mechanisms. {| class="wikitable" |+ !Self dimension !Attribute examples !Emotional effect of discrepancy with actual self !Motivational focus !Motivational mechanism |- |Actual |Daily behaviours and beliefs |n/a |n/a |n/a |- |Ideal |Dreams, aspirations |Dejection-related emotions |Promotion |Seek positive outcomes |- |Ought |Duties, obligations |Agitation-related emotions |Prevention |Avoid negative outcomes |} The effects of these motivational orientations was demonstrated by Rosenzweig and Miele (2016) who found that psychology students with a chronic prevention focus performed significantly better in exams than those with a promotion focus. Participants reported these exams as important and they were part of their standard curriculum, demonstrating appropriate external validity. These naturalistic results suggest the anxious vigilance a prevention focus imposes may provide a greater motivational force in academic settings than promotion focuses. But whether this is a "better" motivational orientation is a different matter. Haberman et al. (2022) found that a promotion focus significantly predicted life satisfaction and attainment of both personal and societal standards. This indicates that individuals with a promotion focus tend to achieve both ideal and ought self standards more than prevention focus individuals, outcomes which extend beyond academic results. Thus, prevention and promotion focuses through different motivational forces can support success in different life domains. === Identity-based motivation theory: How identities shape goal engagement === Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' provides a dynamic and context-dependent approach to the motivating properties of self-concept. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like self-discrepancy theory and regulatory focus theory, it suggests identity provides a framework for goal pursuit. However, Oyserman (2015) suggests a temporal flexibility of self-concept: a future self can become situationally salient and influence immediate behavioural decisions. This may help explain why future identities motivate present behaviour. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Self-discrepancy theory and identity-based motivation theory together suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivation''' Identity-based motivation and self-discrepancy theory suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". Whereas, she may adopt a prevention-focus and be less motivated if her goal is directed by an external reward or ought self: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals to strive toward her ideal self will help her feel motivated. {{RoundBoxBottom}} === Perceived competence: The motivational power of self-evaluations === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s (2014) results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === Self-worth contingencies: How self-concept can undermine motivation === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge. One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === Self-determination theory: How internalising motivation shapes self-concept === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === The reciprocal effects model: The cyclical process of motivation and self-concept development === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation? |type="()"} - Motivation is determined primarily by physical ability. +Self-concept acts as an internal compass that guides goals and behaviour. -Motivation is caused only by external rewards and punishment. -Self-concept remains fixed and has little influence on actions. </quiz> {{Robelbox/close}}{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024; Rogers, 1959) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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''Management Decision, 54''(10), 2393–2412. https://doi.org/10.1108/md-01-2016-0007 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] 589q649f2bnz31yz085yczrgumvbofa 2833602 2833599 2026-09-17T09:08:08Z U3253363 3106362 Deleted references no longer being used 2833602 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How does motivation influence self-concept?{{RoundBoxBottom}} == Understanding self-concept == Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019). '''Table 1''' Self-Concept Properties and Their Significance for Motivation. ''[note: add back in which theory each property comes from?]'' {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multidimensional''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour. This section explores how self-concept influences motivation.   === How the self directs and energises behaviour === Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concept may provide a framework for goal selection, self-discrepancies may not be the most significant sources of motivation. [[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands this model to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 2). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. Thus, what motivates each person and how they subsequently behave will depend on their self-concepts and who they want to become. '''Table 2''' Self-concept's Emotional and Motivational Mechanisms. {| class="wikitable" |+ !Self dimension !Attribute examples !Emotional effect of discrepancy with actual self !Motivational focus !Motivational mechanism |- |Actual |Daily behaviours and beliefs |n/a |n/a |n/a |- |Ideal |Dreams, aspirations |Dejection-related emotions |Promotion |Seek positive outcomes |- |Ought |Duties, obligations |Agitation-related emotions |Prevention |Avoid negative outcomes |} The effects of these motivational orientations was demonstrated by Rosenzweig and Miele (2016) who found that psychology students with a chronic prevention focus performed significantly better in exams than those with a promotion focus. Participants reported these exams as important and they were part of their standard curriculum, demonstrating appropriate external validity. These naturalistic results suggest the anxious vigilance a prevention focus imposes may provide a greater motivational force in academic settings than promotion focuses. But whether this is a "better" motivational orientation is a different matter. Haberman et al. (2022) found that a promotion focus significantly predicted life satisfaction and attainment of both personal and societal standards. This indicates that individuals with a promotion focus tend to achieve both ideal and ought self standards more than prevention focus individuals, outcomes which extend beyond academic results. Thus, prevention and promotion focuses through different motivational forces can support success in different life domains. === Identity-based motivation theory: How identities shape goal engagement === Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' provides a dynamic and context-dependent approach to the motivating properties of self-concept. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like self-discrepancy theory and regulatory focus theory, it suggests identity provides a framework for goal pursuit. However, Oyserman (2015) suggests a temporal flexibility of self-concept: a future self can become situationally salient and influence immediate behavioural decisions. This may help explain why future identities motivate present behaviour. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Self-discrepancy theory and identity-based motivation theory together suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivation''' Identity-based motivation and self-discrepancy theory suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". Whereas, she may adopt a prevention-focus and be less motivated if her goal is directed by an external reward or ought self: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals to strive toward her ideal self will help her feel motivated. {{RoundBoxBottom}} === Perceived competence: The motivational power of self-evaluations === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s (2014) results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === Self-worth contingencies: How self-concept can undermine motivation === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge. One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Lawrence & Gonzales, 2022; Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === Self-determination theory: How internalising motivation shapes self-concept === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === The reciprocal effects model: The cyclical process of motivation and self-concept development === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation? |type="()"} - Motivation is determined primarily by physical ability. +Self-concept acts as an internal compass that guides goals and behaviour. -Motivation is caused only by external rewards and punishment. -Self-concept remains fixed and has little influence on actions. </quiz> {{Robelbox/close}}{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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In Zeigler-Hill, V., & Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1 Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548 Wu H., Guo Y., Yang Y., Zhao L., & Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1 Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., & McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] kmypmitdg98sq082fb46j54xhmwzcrl 2833603 2833602 2026-09-17T09:08:46Z U3253363 3106362 /* How does motivation influence self-concept? */ 2833603 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]] ;Scenario Ash is a swimmer training for a national competition. Being "a swimmer" is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00am every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle? {{RoundBoxBottom}} Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of the attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle & Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides choices, relationships and one's understanding of the world.   For Ash in the case study, being a swimmer and succeeding in the upcoming swimming competition are core to her self-concept. This guides and motivates her behaviour of swimming early every morning.   This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding how and why individuals perceive themselves the way they do, and the impacts of self-concepts, can improve the understanding of human behaviour, help foster positive self-concept and facilitate the motivational properties of self-concept.{{RoundBoxTop|theme=3}} '''Focus questions''' *What is self-concept? *How does self-concept shape motivation? *How does motivation influence self-concept?{{RoundBoxBottom}} == Understanding self-concept == Self-concept is a cognitive framework containing a system of self-knowledge. It is unique to, but encompasses, many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019). '''Table 1''' Self-Concept Properties and Their Significance for Motivation. ''[note: add back in which theory each property comes from?]'' {| class="wikitable" style="margin: auto;" !Property !Significance for motivation |- |'''Multidimensional''' |Different aspects of the self motivate different behaviours |- |'''Hierarchical  ''' |General and specific domains influence each other and different behaviours |- |'''Socially developed''' |Social feedback influences which behaviours are pursued   |- |'''Dynamic''' |Self-concept changes with experience |- |'''Evaluative''' |Perceived self-worth affects responses to success/failure |- |'''Descriptive  ''' |Identity beliefs influence goals and expectations |} == How does self-concept shape motivation? == A growing body of research suggests self-concept has important motivational properties. Motivation is an internal process which initiates, directs and sustains behaviour (Lens & Vansteenkiste, 2020). Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation are both central guiding forces of behaviour. This section explores how self-concept influences motivation.   === How the self directs and energises behaviour === Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concept may provide a framework for goal selection, self-discrepancies may not be the most significant sources of motivation. [[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands this model to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 2). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. Thus, what motivates each person and how they subsequently behave will depend on their self-concepts and who they want to become. '''Table 2''' Self-concept's Emotional and Motivational Mechanisms. {| class="wikitable" |+ !Self dimension !Attribute examples !Emotional effect of discrepancy with actual self !Motivational focus !Motivational mechanism |- |Actual |Daily behaviours and beliefs |n/a |n/a |n/a |- |Ideal |Dreams, aspirations |Dejection-related emotions |Promotion |Seek positive outcomes |- |Ought |Duties, obligations |Agitation-related emotions |Prevention |Avoid negative outcomes |} The effects of these motivational orientations was demonstrated by Rosenzweig and Miele (2016) who found that psychology students with a chronic prevention focus performed significantly better in exams than those with a promotion focus. Participants reported these exams as important and they were part of their standard curriculum, demonstrating appropriate external validity. These naturalistic results suggest the anxious vigilance a prevention focus imposes may provide a greater motivational force in academic settings than promotion focuses. But whether this is a "better" motivational orientation is a different matter. Haberman et al. (2022) found that a promotion focus significantly predicted life satisfaction and attainment of both personal and societal standards. This indicates that individuals with a promotion focus tend to achieve both ideal and ought self standards more than prevention focus individuals, outcomes which extend beyond academic results. Thus, prevention and promotion focuses through different motivational forces can support success in different life domains. === Identity-based motivation theory: How identities shape goal engagement === Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' provides a dynamic and context-dependent approach to the motivating properties of self-concept. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour, providing a more flexible and realistic account of how self-concept influences behaviour in everyday situations. Like self-discrepancy theory and regulatory focus theory, it suggests identity provides a framework for goal pursuit. However, Oyserman (2015) suggests a temporal flexibility of self-concept: a future self can become situationally salient and influence immediate behavioural decisions. This may help explain why future identities motivate present behaviour. The theory suggests that when behaviour is congruent with one’s identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). Incongruent actions that have the same challenges are interpreted as pointless. This means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024). But why is importance motivating? Identity-relevant goals are motivating because they provide information about who one is and who one wants to become. This makes difficulty meaningful rather than discouraging (Oyserman, 2024). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}} Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, increased when children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that identifying with one’s future/ideal self can motivate goal attainment. Self-concept is malleable and moderates goal pursuit based on how one perceives themselves at a given time.   Self-discrepancy theory and identity-based motivation theory together suggest self-concept influences motivation through two complementary processes. Individuals are motivated to reduce discrepancies between their real and ideal selves. Additionally, individuals are motivated to pursue goals that are congruent with situationally active identities. Thus, self-concept directs behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. {{RoundBoxTop|theme=9}}'''Intervention application: Foster identity-based motivation''' Identity-based motivation and self-discrepancy theory suggest interventions should not focus on outcomes as goals, but identities as motivators. Ash will have greater motivation to train for her competition if her goal is identity focused: "I am training hard because I want to be an Olympic swimmer". Whereas, she may adopt a prevention-focus and be less motivated if her goal is directed by an external reward or ought self: "I have to train to please my parents". Supporting Ash to form and recognise identity-consistent goals to strive toward her ideal self will help her feel motivated. {{RoundBoxBottom}} === Perceived competence: The motivational power of self-evaluations === Self-concept incorporates evaluative beliefs about competence which influence how individuals approach goals. Individuals engage with goals they believe they are more capable of achieving (Marsh et al., 2019). For example, Seaton et al.'s (2014) longitudinal study of 2786 Australian students' found prior mathematics self-concept was a significant positive predictor of mastery-approach and a positive, but weaker predictor of performance-approach goal orientations. According to '''[[wikipedia:Goal_orientation|goal orientation theory]]''', a mastery goal approach involves being motivated to learn, whereas a performance goal approach is motivated by wanting to demonstrate competence (Vandewalle et al., 2019). Seaton et al.'s (2014) results, therefore, suggest that domain-specific self-concepts provide a motivational foundation for how students engage with learning tasks. When students perceive themselves as competent, they are more likely to be motivated to learn, rather than merely demonstrate their competence to others.   === Self-worth contingencies: How self-concept can undermine motivation === The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through contingent self-evaluations and self-handicapping. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles effect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge. One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török et al., 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, reflecting the motivating quality of self-concept and indicating self-concept can hinder goal pursuit (Coudevylle et al., 2020). {{RoundBoxTop|theme=3}}'''Case study comprehension check:''' Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence. {{RoundBoxBottom}} Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. As the multidimensional theory of self-concept suggests, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should incorporate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept, may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which circularly shape self-concept; these will be explored later in this chapter. Self-handicapping demonstrates that motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Self-concept is an important guiding system for behaviour. Thus, self-deception through self-defensive strategies can create a dysfunctional self-concept which can have detrimental effects on emotional wellbeing and behaviour motivation. Together, this research suggests self-concept can act both as a motivational resource, and motivational vulnerability. {{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat''' As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}} == How does motivation influence self-concept? == The research and theories have thus far detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.   === Self-determination theory: How internalising motivation shapes self-concept === '''[[Self-determination theory]]''' proposes there are different types of motivation, influenced by three innate needs, competence, autonomy, and relatedness (Ryan & Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.   Ryan and Deci (2020) suggest behavioural regulation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. This includes external, introjected, identified, integrated, and intrinsic regulation. Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 2). Extrinsic motivation is the drive to obtain an external reward or avoid punishment (Morris et al., 2022). How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when motivational needs are met, motivated behaviours and psychological processes shape the self-concept. This internalisation process helps explain how Ash came to identify as a swimmer (see Table 2, Van den Broeck et al., 2021).   '''Table 2''' Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development. {| class="wikitable" style="margin: auto;" !Type of motivation !Ash's circumstances   !Mechanism |- |External regulation |Ash received a lollipop after swimming lessons.   |Non-self-determined drive.   |- |Introjected regulation |Ash wants her parents to think she is dedicated to swimming. |Partially internalised extrinsic motivation, low self-determination.   |- |Identified regulation |Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).   |More internalised and self-determined. |- |Integrated regulation |Ash starts to identify as a swimmer and with her swim team (relatedness).   |Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. |- |Intrinsic motivation |After the swimming competition, Ash continues swimming for the joy of it.   |Fully autonomous motivation for enjoyment. |} Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In this study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness. Self-report measures of perceived teacher support, STEM identity and STEM interest reflected that the needs-supporting teaching approach increased students' autonomy, competence and relatedness. This resulted in increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity. Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.   Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force. This indicates self-concept and motivation are inherently intertwined.   === The reciprocal effects model: The cyclical process of motivation and self-concept development === The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan & Deci, 2022) did not predict physical self-concept at follow ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another. Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that employing different statistical models allowed results to both support and refute the finding that motivation measured by achievement influenced self-concept. Hübner et al. (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. {{Robelbox|theme=12|title=Quiz}} <quiz display=simple> {Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation? |type="()"} - Motivation is determined primarily by physical ability. +Self-concept acts as an internal compass that guides goals and behaviour. -Motivation is caused only by external rewards and punishment. -Self-concept remains fixed and has little influence on actions. </quiz> {{Robelbox/close}}{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept''' The multidimensional model (Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014; Sewasew et al., 2018). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. However, it is important for interventions to foster ''accurate'', positive self-concepts for specific domains. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}} == Conclusion == Self-concept is one's internal perception of oneself. Self-concept acts as a guiding compass that motivates and directs behaviours through processes of congruence, perceived self-competence, and responses to failure. While self-concept can help individuals make sense of and strive toward goals (Oyserman, 2024) evaluations of competence (Vandewalle et al., 2019) and contingencies of self-worth (Showers et al., 2015) can undermine motivation. Motivation and subsequent behaviours also form self-concept through internalisation processes when psychological needs are met, as proposed by the self-determination theory (Ryan & Deci, 2020). However, inconsistent support for the reciprocal effects model (Garn & Shen, 2015; Sewasew et al., 2018) emphasises that motivation may not have as great a role in shaping self-concept as once thought, underscoring the complexity of these processes. Nevertheless, these processes inform approaches to motivation-improving interventions. Effective interventions are unlikely to only target behaviour. Rather, interventions that shape how individuals understand themselves may produce more sustainable and high quality motivation by influencing the self-concepts that guide behaviour. With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. == See also == * [[wikipedia:Self-concept|Self-concept]] (Wikipedia) * [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019) * [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014) == References == {{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177 Chiu, T.K. (2023). 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From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003 Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171 Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028 Rosenzweig, E. Q., & Miele, D. B. (2016). Do you have an opportunity or an obligation to score well? The influence of regulatory focus on academic test performance. ''Learning and Individual Differences, 45'', 114–127. https://doi.org/10.1016/j.lindif.2015.12.005 Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2 Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., & Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706 Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232 Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., & Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003 Showers, C. J., Ditzfeld, C. P., & Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130 Sorjonen, K., Ingre, M., Melin, B., & Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826 Török, L., & Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188. Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., & Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173 Vandewalle, D., Nerstad, C. G., & Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547 Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., & Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960 Wehrle, K., & Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., & Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1 Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548 Wu H., Guo Y., Yang Y., Zhao L., & Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1 Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., & McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi/10.1177/01461672221148396 }} == External links == * [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast) * [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept] (TEDx Talks) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] [[Category:Motivation and emotion/Book/Motivation]] k88x57tb3jdptnikppuln9uyrslh4zt 2 331051 2833606 2832889 2026-09-17T09:22:13Z U3253363 3106362 Added social contrib. 2833606 wikitext text/x-wiki == About me == Hi, my name is [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work. === Work experience === * '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role, I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&gad_campaignid=21934835275&gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. * '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. === Hobbies === * [[wikipedia:Oil_painting|Oil painting]] * Figure drawing * Running * Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club] * Travelling == Book chapter == The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question "How does self-concept relate to motivation?" I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour. == Social contributions == My approach for social contributions has been to edit or comment on a peer's page every time I work on my own book chapter. My hope is that this approach helps me stay engaged with others' ideas and so that I contribute as regularly to others' work as I do my own. # I engaged with conversations in a [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804001 discussion post] on Canvas about topics of interest within motivation and emotion. My goal with this post was to take inititative by being an early contributor to help build a sense of comfort and normality amongst the group. I also hope by posting some topics of interest, others may feel inspired by these focus areas, thus helping them choose their book chapter topic. # In familiarising myself with Wikiversity, I read the Spirituality and resilience 2025 book chapter. I noticed the writing required edits for readability, so I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSpirituality_and_resilience&diff=2824208&oldid=2774009 edited the first two paragraphs] of the overview. I fixed spelling, grammar, and wording issues. This is an important fix to help capture the reader’s attention and demonstrate credibility when the audience begins reading. # I went through the topics others have chosen and the topic “Empathy and jury decision-making" caught my attention. I [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making#Exploring_empathy_within_similar_contexts commented] on this book chapter with some additional ideas from my own passion about researching empathy to support this students’ topic development. # To better illustrate the multidimensional model of self-concept Marsh et al. (1992), which I refer to in my book chapter, I [https://commons.wikimedia.org/w/index.php?title=File%3AMultidimensional_model_of_self-concept_diagram.png&diff=1265404333&oldid=1265404322 created a diagram and uploaded it to Wikimedia]. # I looked through the book chapter "Empathy and jury decision-making" and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making&diff=2826959&oldid=2824982 made edits] to the ordering of citations within a bracket in the conclusion to ensure they were alphabetical. # I read the book chapter "Falling in love" and [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FFalling_in_love#Interesting_theories_to_incorporate suggested a few theories and angles to explore] within this fascinating topic. # I read the book chapter "Charismatic leadership and follower motivation" and [[Talk:Motivation and emotion/Book/2026/Charismatic leadership and follower motivation#Interesting real-life case study to consider incorporating|suggested exploring the Jonestown cult]] as a real life case study to give insight into the extreme side of charismatic leadership and follower motivation. # To connect with others also writing 'self-' related chapters, I read the book chapter "Possible selves and goal pursuit". I identified areas which may require more research and [[Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit#c-U3253363-20260909032900-Jshottt-20260827141800|posted on their discussion forum]] some of the research I have been using which could be relevant to their chapter. # I reviewed the book chapter "Love styles and relationship satisfaction" and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FLove_styles_and_relationship_satisfaction&diff=2832497&oldid=2759229 made stylistic and grammatical edits throughout,] in particular I fixed capitalisation to sentence casing in headings and fixed the broken Wiki links. # I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216?entry_id=816875 suggested an easy and new way to check your chapter's word count] in a Canvas discussion board. # In reviewing a chapter of interest to me, Volunteer counsellor motivation: Difference between revisions, I noticed the scenario being used did not involve a made up person or factual story, it instead had an introduction to a theory. To help the author catch the reader's attention, I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FVolunteer_counsellor_motivation&diff=2833605&oldid=2832761 added a suggestion for a scenario] which involves a concrete case and a real person to help the reader connect immediately with the chapter. j9oi8zkyyq8g2wyv1a2uddu4d0sont8 0 331092 2833565 2833409 2026-09-17T04:34:34Z U3275909 3106769 2833565 wikitext text/x-wiki {{title|Mindset and stigma:<br>What role do growth versus fixed mindsets play in prejudice and stigma?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Fixed versus growth mindset.png|thumb|Figure 1. Fixed and growth mindsets provide contrasting ways of understanding whether human characteristics can change]] ;Two different reactions Emma has recently started a new job. During lunch, she mentions that she has previously received treatment for a substance-use disorder. One colleague believes that personal characteristics are largely fixed and assumes that Emma will always be unreliable. Another colleague also wonders why Emma did not change her behaviour sooner. The colleagues' reactions demonstrate how beliefs about changeability may influence stigma. A fixed mindset may encourage stable stereotypes, whereas a growth mindset may create hope for change. However, believing that change is possible can also increase blame when a person is perceived as responsible for not changing. This chapter examines these competing pathways (see Figure 1) {{RoundBoxBottom}} * Growth and fixed mindsets describe whether human characteristics are perceived as changeable or relatively permanent (Molden & Dweck, 2006). * Fixed mindsets may reinforce [[wikipedia:Social_stigma|stigma]] by encouraging essentialist beliefs, stereotypes and pessimism about people's capacity to change (Levy & Dweck, 1999). * Growth mindsets may weaken essentialism and encourage positive social contract, but they may also increase personal blame when a stigmatised characteristic is considered controllable (Hoyt & Burntt, 2020). * Understanding these competing effects is important for designing interventions that reduce prejudice without blaming members of stigmatised groups. {{RoundBoxTop|theme=3}} '''Focus questions''' # What are growth and fixed mindsets, and how are they connected to stigma # How do fixed mindsets contribute to stretyping, essentialism and prejudice # Through what processes growth mindsets reduce prejudice and stigma? # When can growth mindsets reduce prejudice and stigma? # How can mindset research inform effective stigma-reduction interventions {{RoundBoxBottom}} == What are growth and fixed mindsets? == Mindsets, also called implicit theories are beliefs about whether human attributes are fixed or capable of development. The word ''implicit'' does not mean that people are necessarly unaware of these beliefs. Rather, it indicates that mindsets function as informal theories through which people organise social information and explain behaviour (Molden & Dweck, 2006). They influence what people notice, the causes they assign to success and failure, and what they expect to happen next. === Fixed mindsets === A fixed or entity mindset proposes that an attribute reflects an enduring quality. Someone holding a fixed mindset about personality might interpret an unfriendly act as evdience that a person ''is'' unfriendly. A growth or incremental mindset proposes that attributes can develop through learning, experience, strategies, support and changing circumstances. A person with this view may still judge the behaviour negatively, but is more likely to ask what produced it and whether it could change. Mindsets are not necessarily global personality traits. The same person may believe that intelligence can develop but that prejudice is permanent, or that recovery from depression is possible while body weight is entirely controllable. This domain specificity os crucial for understanding stigma. A general endorsement of "growth" does not reliably reveal how someone will judge a particular group or condition. Mindsets influence motivation because expectations about change affect whether action seems worthwhile. If prejudice is considered fixed, learning about bias or attempting a difficult intergroup conversation may appear pointless. If it is malleable, effort can seem meaningful. Growth beliefs are generally associated with mastery-oriented goals and adaptive responses to setbacks, although effects vary across context (Burnette et al., 2013). Mindsets also shape attribution, or the causes assigned to behaviour. Entity theorists tend to favour dispositional explanations, inferring stable traits from actions. Chiu et al. (1997) found that implicit theories of personality were connected with this tendency toward lay dispositions. Incremental theorists are comparatively attentive to processes and situations. This does not mean that growth minded people ignore personal responsibility. Instead, they are more likely to understand behaviour as developing through an interaction among the person, experience and environment. This distinction connects mindsets with psychological essentialism. Essentialism is the belief that members of a category share a deep, defining essence that produces their observable characteristics. Social categories may consequently appear uniform, natural and sharply separated from one another. A fixed mindset can strengthen essentialism because stable attributes seem to require an enduring internal cause. A growth mindset can weaken it by highlighting variability, development and context. Yet fixedness and essentialism are not identical; a characteristic could be seen as stable without being biological, and biological explanations do not always mean absolute permanence. A careful theoretical framework therefore treats mindset, essentialism, controllability and blame as related but distinct constructs. === Growth mindsets === * A growth or incremental mindset views attributes as capable of development through experience, strategies, support and changes in circumstances. * Growth mindsets are associated with mastery-orientated goals and adaptive responses to setbacks (Burnette et al., 2013) == How do fixed mindsets sustain prejudice and stigma? == Prejudice refers to negative attitudes toward people because of their group membership, whereas stigma involves social devaluation associated with an attribute, identity or condition. Stigma includes stereotypes, emotional reactions, status loss and discriminatory behaviour. Mindsets contribute to these processes by shaping whether differences are viewed as defining and whether future improvement appears possible. === Essentialism and stereotyping === Fixed mindsets encourage observers to convert behaviour into identity. When a person's action is treated as evidence of an unchanging essence, differences within a group receive less attention and stereotyping become easier to form. Levy et al. (1998) reported across five experiments that entity theories were associated with greater stereotype formation and endorsement. Levy and Dweck (1999) extended this work to children. Children judged unfamiliar schools described through positive or negative behaviours; those encouraged to adopt static conceptions of people formed stronger stereotypical impressions than those given dynamic conceptions. These experiments help establish causality because researchers altered the framework through which group information was processed. Using unfamiliar groups also reduced the influence of established political attitudes. Nevertheless, artificial school and brief messages are not equivalent to historically marginalised groups. Real-world stereotypes are reinforced by institutions, media and unequal contact. The findings demonstrate a cognitive mechanism, not proof that a short message can undo entrenched stigma. Essentialism can legitimise inequality by making social arrangements appear inevitable. If poverty is interpreted as evidence of an enduring type of person, structural causes such as labour conditions, housing costs or discrimination become less visible. Similarly, if addiction is regarded as a fixed moral defect, a person's recovery may be discounted and exclusion may appear sensible. Fixed beliefs can therefore preserve stigma even when overt hostility is socially unacceptable; people may frame avoidance as realism rather than prejudice. '''<big>Pessimistic expectations and avoidance</big>''' Fixed mindsets can also affect intergroup behaviour by producing pessimistic expectations. If people assume that their own bias cannot change, they may anticipate anxiety, failure or appearing prejudiced during an interaction. Avoidance then becomes a protective strategy. Unfortunately, avoiding contact removes opportunities to discover individual variation and experience cooperation, allowing negative expectations to remain untested. Carr et al. (2012) examined this process across eight studies. White participants who viewed prejudice as fixed showed less interest in interracial interaction, diversity activities and efforts to reduce their own prejudice. These pattersn occurred beyond participants measured explicit or implicit prejudice. In labratory interactions, fixed beliefs were associated with behaviour that appeared less friendly, even when participants did not report stronger racial prejudice. The research usefully distinguishes hostility from motivation withdrawl; discriminatory social outcomems can arise because a pesron expects intergorp contact to go badly, not only because theu consciously dislike another group. == How can growth mindsets reduce prejudice and stigma? == * Growth mindsets may reduce stigma by challenging the assumption that individuals and groups possess permanent negative qualities. * They can promote situational explanations, expectations of improvement and openness to new information. * Reduced essentialism and more positive intergroup contract are two important stigma-reduction. === Reduced essentialism === * Growth mindsets weaken assumptions that behaviour reflects an inherent and unchangeable personal or group essence * Reduced essentialism may make people less likely to generalise one person's behaviour to an entire social group. * Growth beliefs encourage greater attention to circumstances, learning and the possbility of individual variation. * This pathway may reduce prejudice by making stereotypical judgement appear less natural or inevitable (Hoyt & Burnette, 2025). === Positive intergroup contact === * Growth mindsets weaken assumptions that behaviour reflects an inherent and unchangeable personal or group essence. * Reduce essentialism may make people less likely to generalise one person's behaviour to an entire social group. * Growth beliefs encourage greater attention to circumstances, learning and the possibility of individual variation. * This pathway may reduce intergroup anxiety and increase willingness to communicate. * Believing that prejudice can change has been associated with improved interracial interactions (Carr et al., 2012). * Growth mindsets have also been associated with stronger intentions to engage in positive interracial contact (Hoyt et al., 2024) { {RoundBoxTop|theme=2}} '''Case study follow-up''' Emma's colleague learns that recovery is possible but is influenced by treatment access, social support, discrimination and life circumstances. Instead of assuming that Emma is permanately unrealiable or entirely responsible for her past difficulties, the colleague recognises both her capacity for growth and the barriers she has faced. {{RoundBoxBottom}} == When can growth mindsets increase stigma? == * Growth mindsets are not automatically protective against prejudice because changeability can be interpreted as controllability. * If a characteristic seems controllable, observes may conclude that the person is responsible for developing or continuing to possess it. * Consequently, growth beliefs may reduce stigma through lower essentialism while simultaneously increasing it through greater blame. === Perceived control and personal blame === * Growth messages may imply that people should be capable of changing through sufficient effort. * If change does not occur, observers may attribute this to laziness, poor choices or a lack of motivation. * Research on weight stigma found that changeability beliefs could reduce essentialism while also increasing blame (Hoyt et al., 2017). * This combination is described as a "double-edged sword" because the two pathways can produce opposing effects on prejudice (Hoyt & Burnette, 2020). === Structural and situational barriers === * Individual effort occurs within social conditions that may either support or restrict opportunities for change. * Poverty, discrimination, treatment access, social support and institutional policies can influence outcomes. * Growth messages that ignore these barriers risk presenting complex stigmatised conditions as matters of individual choice. == How can mindsets inform stigma-reduction interventions? == * Mindset research can inform interventions in education, healthcare, workplace and public communication. * Effective interventions should preserve hope and self-efficacy while avoiding messages that intensify blame. * Strategies should address social environments and structural barriers in addition to individual beliefs. === Designing balanced growth messages === * Messages should explain that change may be possible through effective strategies, appropriate resources and social support. * They should explicitly distinguish between changeability and complete personal controllability. * Interventions should acknowledge the environmental and structural barriers that can make change difficult. * Balanced messages can promote reduced essentialism without implying that people are solely responsible for their stigmatised circumstances (Hoyt & Burnette, 2025). === Practical applications === * Schools can teach students that stereotypes and prejudiced attitudes can be identified, challenged and changed. * Healthcare campaigns can communicate hope about treatment and recovery while acknowledging barriers and avoiding blame. * Workplaces can combine growth-oriented inclusion programs with policies addressing discrimination and unequal opportunities. * Interventions should be evaluated within the particular population and type of stigma rather than assuming that one message will in every context. ==Figures== [[File:Share with mental health or development disorder, COD.svg|alt=|thumb|140x140px|'''Figure 2 - The change of population of those with mental illness's over decades''']] *Three-quarters of Australian men and women survey respondents reported that they would be comfortable talking to their partner about mental health problems (figure 2).  Around one-sixth (16%) were not sure whether they would be comfortable, and a further ten per cent indicated they would not be comfortable [https://www.relationships.org.au/document/october-2015-mental-health-stigma/ (Mental Heath, 2026).] ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Feature box}} ;Feature boxes ; '''Table 1''' {| class="wikitable" !Aspect !Fixed mindset !Growth mindset |- |Core belief |Personal and group characteristics are relatively permanent. |Personal characteristics and attitudes can develop or change. |- |Explanation of behaviour |Emphasises enduring traits and internal characteristics. |Considers learning, circumstances, strategies and social support. |- |Connection with essentialism |May strengthen beliefs that groups possess an inherent and defining essence. |May weaken beliefs that group differences are natural and permanent. |- |Effect on stereotypes |May encourage generalisation and stable stereotypical judgements. |May encourage attention to individual differences and new information. |- |Intergroup expectations |May create pessimism about whether people, prejudice or relationships can improve. |May produce more positive expectations and encourage intergroup contact. |- |Potential benefit |May reduce blame when a characteristic is perceived as uncontrollable. |May reduce prejudice through lower essentialism and greater expectations for change. |- |Potential risk |May promote social avoidance and the belief that stigmatised people cannot change. |May increase blame when people are considered responsible for not changing. |} ==Conclusion== * Fixed mindsets can sustain prejudice by encouraging essentialism, stereotyping and pessimistic expectations about change. * Growth mindsets can reduce stigma by weakening essentialist beliefs and encouraging positive expectations about individuals and intergroup contact. * However, growth mindsets may increase stigma when changeability is interrupted as personal controllability and responsibility. * The role of mindset is therefore contextual rather than universally positive or negative. * Effective stigma-reduction interventions should promote realistic possibilities for growth while recognising situational and structural barriers. * Overall, growth mindsets are most likely to reduce prejudice when messages combine hope for change with empathy, social support and reduced blame. ==See also== * [[Motivation and emotion/Book/2018/Growth mindset and challenge|Growth mindset and challenge]] (Book chapter, 2018) * [[wikipedia:Mindset|Mindset]] (Wikipedia) * [[wikipedia:Psychological essentialism|Psychological essentialism]] (Wikipedia) * [[wikipedia:Social stigma|Social stigma]] (Wikipedia) ==References== {{Hanging indent|1= Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. ''Psychological Bulletin'', ''139''(3), 655–701. https://doi.org/10.1037/a0029531 Carr, P. B., Dweck, C. S., & Pauker, K. (2012). “Prejudiced” behavior without prejudice? Beliefs about the malleability of prejudice affect interracial interactions. ''Journal of Personality and Social Psychology'', ''103''(3), 452–471. https://doi.org/10.1037/a0028849 Chiu, C., Hong, Y., & Dweck, C. S. (1997). Lay dispositionism and implicit theories of personality. ''Journal of Personality and Social Psychology'', ''73''(1), 19–30. https://doi.org/10.1037/0022-3514.73.1.19 Hoyt, C. L., & Burnette, J. L. (2020). Growth mindset messaging in stigma-relevant contexts: Harnessing benefits without costs. ''Policy Insights from the Behavioral and Brain Sciences'', ''7''(2), 157–164. https://doi.org/10.1177/2372732220941216 Hoyt, C. L., & Burnette, J. L. (2025). How mindsets can mitigate or sustain prejudice. ''Current Directions in Psychological Science'', ''34''(2), 82–87. https://doi.org/10.1177/09637214241301290 Hoyt, C. L., Burnette, J. L., Auster-Gussman, L., Blodorn, A., & Major, B. (2017). The obesity stigma asymmetry model: The indirect and divergent effects of blame and changeability beliefs on antifat prejudice. ''Stigma and Health'', ''2''(1), 53–65. https://doi.org/10.1037/sah0000026 Hoyt, C. L., Rafferty, D., Earl, S., & Burnette, J. L. (2024). Growth mindsets of people can promote interracial contact intentions among White Americans via positive expectations and reduced anxiety. ''Group Processes & Intergroup Relations'', ''27''(4), 903–924. https://doi.org/10.1177/13684302231187262 Levy, S. R., & Dweck, C. S. (1999). The impact of children's static versus dynamic conceptions of people on stereotype formation. ''Child Development'', ''70''(5), 1163–1180. https://doi.org/10.1111/1467-8624.00085 Molden, D. C., & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. ''American Psychologist'', ''61''(3), 192–203. https://doi.org/10.1037/0003-066X.61.3.192 Neel, R., & Shapiro, J. R. (2012). Is racial bias malleable? Whites' lay theories of racial bias predict divergent strategies for interracial interactions. ''Journal of Personality and Social Psychology'', ''103''(1), 101–120. https://doi.org/10.1037/a0028237}} ==External links== * [https://implicit.harvard.edu/implicit/takeatest.html Project Implicit] (Harvard University) * [https://www.apa.org/topics/racism-bias-discrimination Racism, bias, and discrimination] (American Psychological Association) {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset/Growth]] [[Category:Motivation and emotion/Book/Stigma]] nrp9wzrbf7kbbu5hyxdop1eu5p9cfcb 0 331095 2833546 2832417 2026-09-17T02:09:11Z JessJ117 3106965 /* What is emotion regulation[grammar?] */ 2833546 wikitext text/x-wiki {{title|Alcohol use for emotion regulation : <br>Why and how do people use alcohol to regulate their emotions?}} __TOC__ == Overview == {{RoundBoxTop|theme=3}} [[File:Alcohol-bar-party-cocktail (24218389642).jpg|right|thumb|150px|'''Figure 1'''. An alcoholic beverage on a bar bench.]] ;Consider this scenario It is Friday night; you've just completed a long week balancing university assessments, work and social engagements. You're feeling overwhelmed, stressed and mentally exhausted. You go out with some friends to celebrate the weekend and decide to have a few drinks. You start to notice your nervous system relaxing; you feel less tired, stop thinking about the stressful week you've had, and find your mind and body relaxing. What started as a few social drinks with friends turns into every night. You now find yourself dependent on alcohol to relax, drinking whenever you are overwhelmed or stressed. Now think: Are you actually reliant on the alcohol or the relief of overwhelming emotions that alcohol provides? {{RoundBoxBottom}} Further explanation...... {{RoundBoxTop|theme=3}} '''Focus questions''' * What is emotional regulation and how is it related to alcohol use? * Why do people use alcohol to regulate emotions? * What are the outcomes of excessive alcohol use? * How does alcohol influence the nervous system? {{RoundBoxBottom}} ==Defining emotional regulation and alcohol use== {{expand}} === What is emotion regulation? === Emotional regulation is a fundamental psychological process that allows individuals to manage and manipulate their own emotional responses. In alignment with research studied by Gross (1998), [https://static1.squarespace.com/static/55917f64e4b0cd3b4705b68c/t/5c47fda9758d46280be433e9/1548221901394/Gross+%281998%29.pdf emotional regulation] {{ic|Move link to References or External links}} is the process through which people influence the emotions they have, when they have them and the way in which they experience them. Process model of emotion regulation Gross (1998) foundational model of emotion regulation proposed that there are 5 main emotion regulation strategies including selection of the situation, modification of the situation, deployment of attention, change of cognitions, and modulation of responses. === What does regular emotional regulation look like and how does it change based on various situations? === === Define alcohol use (regular, exescesive etc) === == Motivations for using alcohol to regulate emotions == {{expand}} === What happens when alcohol enters the body === When alcohol first enters the body through oral consumption, it travels into the stomach and intestine and then passes into the bloodstream. Once in the bloodstream, alcohol distributes throughout the body's water until it reaches organs, specifically the brain. Once in the brain, alcohol interferes with the communication between neurotransmitter systems in the brain, which results in alterations in mood, behaviour, coordination, impulse control and memory (Goldman et al., 2025). Genetic factors '''How does alcohol effect emotional response{{g}}''' '''What are the potential motivations for drinking alcohol to regulate emotions{{g}}''' Individuals who experience difficulties in emotion regulation are the most susceptible to using alcohol as a method of self-regulation and will in term experience the most difficulty when trying to recover from an Alcohol use disorder (AUD) (Brown & Melas, 2024). Emotion dysregulation: (Gratz & Roemer, 2004) Emotion dysregulation is defined by the == Conquences of alcohol use for emotion regulation == '''What are the negative consequences of using alcohol for emotional regulation.''' '''What are the biological consequences of alcohol for emotional regulation''' '''What are the short term and long-term consequences of alcohol use''' Short term Long term Excessive and ongoing alcohol consumption can have extreme repercussions on the overall functioning of the entire nervous system, particularly the brain. These repercussions can include changes in emotions impaired perception and personality (Oscar-Berman et al., 2026). == Alternative strategies to manage emotion regulation == {{expand}} ==== Alternative strategies to manage emotion regulation ==== ==== Emotional regulation strategies ==== * Kozubal et al. (2023_ ==== Cognitive reappraisal ==== <quiz display="simple"> {True or False: Alcohol can be used to make someone feel relaxed for a short period of time, but it doesn’t solve the problems that is causing the stress: |type="()"} + True - False {Why might an individual decide to use alcohol for emotional regulation{{g}} |type="()"} - To increase their ability to problem solve. + To temporarily reduce or escape unpleasant emotions. - To improve their long-term emotional regulation - To permanently eliminate negative emotions </quiz> ==Conclusion== * Summarise alcohol use for emotional regulation (immediate reward for discomfort) * Effects of using alcohol for emotional regulation * Alternative strategies * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== * [[Motivation and emotion/Book/2013/Alcohol and emotion|Alcohol and emotion]] (Book chapter, 2013) * [[Motivation and emotion/Book/2020/Cocaine and emotion regulation|Cocaine and emotion regulation]] (Book chapter, 2020) * [[Motivation and emotion/Book/2015/Alcohol addiction and emotion|Alcohol addiction and emotion]] (Book chapter, 2015) * [https://onlinelibrary.wiley.com/doi/full/10.1111/acer.12914 Emotion Regulation in Alcohol Dependence] {{ic|Move to References and cite}} * [https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2019.01028/full Association Between Interoception and Emotion Regulation in Individuals With Alcohol Use Disorder] {{ic|Move to References and cite}} ==References== {{Hanging indent|1= Aurora, P., Klanecky, A. K., & Klanecky, A. K. (2016, February 23). ''Drinking motives mediate emotion regulation difficulties and problem drinking in college students''. The American Journal of Drug and Alcohol Abuse; Taylor & Francis. <nowiki>https://www.tandfonline.com/doi/full/10.3109/00952990.2015.1133633?utm_</nowiki> Brown, W. C., & Melas, M. T. (2024). A Narrative Review of Emotion Regulation Abilities, Strategy Use, and Their Relationship to Alcohol. ''Current Addiction Reports'', ''11''(2), 199–209. <nowiki>https://doi.org/10.1007/s40429-024-00553-3</nowiki> Goldman, M. R., Molina-Castro, M., Etkins, J. C., Koide, T. L., Ramchandani, V. A., Plawecki, M. H., Mennella, J. A., & Pepino, M. Y. (2025). Recent advances in alcohol metabolism: from the gut to the brain. Physiological Reviews, 105(4), 2501–2535. <nowiki>https://doi.org/10.1152/physrev.00053.2024</nowiki> Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. ''Journal of Psychopathology and Behavioral Assessment, 26''(1), 41–54. Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. ''Review of General Psychology'', ''2''(3), 271–299. <nowiki>https://doi.org/https://doi.org/10.1037/1089-2680.2.3.271</nowiki> Kozubal, M., Szuster, A., & Wielgopolan, A. (2023). Emotional regulation strategies in daily life: the intensity of emotions and regulation choice. ''Frontiers in Psychology'', ''14''. <nowiki>https://doi.org/10.3389/fpsyg.2023.1218694</nowiki> Oscar-Berman, M., Shagrin, B., Evert, D. L., & Epstein, C. (2026). Impairments of Brain and Behavior: The Neurological Effects of Alcohol. ''Alcohol Health and Research World'', ''21''(1), 65. <nowiki>https://pmc.ncbi.nlm.nih.gov/articles/PMC6826797/</nowiki> }} ‌{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Drugs/Alcohol]] [[Category:Motivation and emotion/Book/Emotion regulation]] a22uarsei1iwjgownp8c2gqdilfpomy 0 331097 2833547 2831670 2026-09-17T03:10:10Z U3285438 3103750 added bullet points to the focus questions. 2833547 wikitext text/x-wiki {{title|Hypothalamus and homeostatic motivation:<br>How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ;Picture this You wake up late and sprint to university. There is no time for breakfast. You also skip water. For a short while, you can still sit in class and try to follow the lecture. Then the hours pass. Your body starts to push back. Your mouth feels rough and dry. Your stomach is upset and empty. You look at the slides, but your mind keeps drifting to where you might get something to eat or drink. At first it is just a small problem. Soon it feels like a strong pull. It changes how you think, where your focus goes, and what you end up doing. These small body signals show that basic needs can drive your choices. When your inner balance slips, your brain notices it. Neural activity then turns on so you are more likely to act in a way that helps you get back to normal. Feeling hungry pushes you to look for food. Feeling thirsty pushes you to find water. The hypothalamus is a key part of this. It takes in info about how your body is doing. It also helps set up the body responses and the actions that match the situation. Special neural pathways in this area help run hunger and thirst. They also support other survival urges, which helps the body stay stable. {{RoundBoxBottom}} The hypothalamus is a small region of the brain that plays an important role in maintaining hypothalamus, which is the body's ability to keep its internal conditions relatively stable. Biological needs such as hunger and thirst can become powerful sources of motivation when the body's internal conditions move away from balance. Hypothalamic and related neural circuits detect and integrate physiological information and contribute to behaviours such as eating and drinking that help restore energy and fluid balance (Timper & Brüning, 2017; Zimmerman et al., 2017). Understanding these processes is important because hunger and thirst are fundamental survival-related motivations that can strongly influence behaviour. Neuroscience research indicates that these motivations involve specialised and interconnected neural circuits that respond to physiological need and help generate appropriate consumption behaviours (Augustine et al., 2020). {{RoundBoxTop|theme=3}} '''Focus questions''' *What is homeostasis and how does the hypothalamus contribute to its regulation? *How do hypothalamic circuits regulate hunger and eating behaviour? *How do neural circuits regulate thirst and drinking behaviour? *How do hormones and physiological signals communicate biological needs to the hypothalamus? *How do hypothalamic systems transform biological needs into motivated survival behaviour? {{RoundBoxBottom}} == Homeostasis and the hypothalamus == Homeostasis is how the body keeps its internal conditions within limits that work for daily life. It is not a fixed state. The body makes adjustments so the range stays workable. A key brain area here is the hypothalamus. It takes in signals about what is happening inside the body. Then it helps line up the needed responses, both physical and behavioural. If the internal conditions drift too far from the set range, the body reacts. Those reactions can create strong urges. That is when drives like eating or drinking can show up. * Even when the body or the surroundings change, homeostasis aims to hold things steady. * The hypothalamus also gathers input from more than one source. It uses signals from nerves, hormones, and metabolic processes. * Not all parts of the hypothalamus do the same job. Different nuclei and groups of neurons link to different functions. Some shifts affect bodily regulation, while others shape motivation * When balance is disrupted, motivation can rise. Those urges steer actions that help bring the body back toward the right conditions. [[File:Hypothalamus in coronal view.jpg|thumb|140x140px|'''Figure 2'''. Sagittal diagram of the hypothalamus showing major nuclei involved in regulating physiological and survival-related processes, including the arcuate, ventromedial, paraventricular, supraoptic, anterior, posterior, and dorsomedial nuclei.]] == Homeostasis and the hypothalamus == Homeostasis means your body keeps its internal conditions within a safe range. This helps you work the way you should. The hypothalamus is key here. It takes in data about what is going on inside the body. Then it helps set off the right body actions. Those actions can include shifts in body functions and changes in behaviour. If things drift too far from the normal range, the body does not just “notice” it. Homeostatic systems can also push you toward certain urges. Those urges can lead to actions like eating or drinking. * Homeostasis helps maintain relatively stable internal conditions despite changes within the body or environment. * The hypothalamus integrates neural, hormonal, and metabolic information involved in homeostatic regulation (Timper & Brüning, 2017). * The hypothalamus contains several specialised nuclei that contribute to different aspects of physiological and homeostatic regulation (see Figure 2). * Homeostatic disturbances can produce motivational states that encourage behaviours capable of restoring biological balance (Augustine et al., 2020). ;''Hypothalamic regulation of hunger'' Hunger is a biological motivational state that encourages food-seeking and eating behaviour when the body requires energy. Rather than being controlled by a single "hunger centre", feeding behaviour involves interacting neural populations that receive information about the body's energy state and contribute to appropriate behavioural responses '''''Hunger and energy balance''''' * Your central nervous system gets signals about how much energy is available. It does this using nutrients, nerve messages, and hormones in the blood. * Part of the hypothalamus helps steer both eating and how fast the body uses energy. This work supports a stable energy balance, as described by Timper and Brüning in 2017. * When you feel hunger, food may start to feel more valuable. That feeling can push you toward actions like looking for food, moving toward it, and eating it. * Biology matters, but it is not the only thing. Food choice and eating can also shift with reward, past experiences, learning, and cues from the food around you. Liu and Kanoski discuss this in 2018. ;''The arcuate nucleus'' * The arcuate nucleus of the hypothalamus contains important neuronal populations involved in the regulation of appetite and energy balance (Timper & Brüning, 2017). * AgRP/NPY-related {{ic|explain technical terms}} neurons are associated with hunger and can promote feeding when energy availability is low. * POMC-related neurons contribute to signalling involved in reduced food intake and energy regulation. * These neuronal populations interact with other hypothalamic and extra-hypothalamic regions, showing that feeding is * regulated by an interconnected neural network rather than one isolated brain structure. ;Ghrelin and leptin * Hormones allow peripheral organs and tissues to communicate information about energy availability to the brain {{ic|hypothalamus?}}. * Ghrelin is associated with hunger signalling and can influence neural systems involved in food intake. * Leptin is produced primarily by adipose tissue and provides the brain with information related to stored energy. * Metabolic and hormonal signals such as leptin act on hypothalamic neuronal populations involved in appetite and energy homeostasis (Timper & Brüning, 2017). ;Quiz <quiz display="simple"> {The hypothalamus contains specialised neural circuits that help regulate homeostatic processes such as hunger and thirst: |type="()"} + True - False {Hunger and thirst are each controlled by a single hypothalamic “switch” that turns the motivation on or off: |type="()"} - True + False </quiz> ''Hypothalamic regulation of thirst'' Thirst is a powerful homeostatic motivation that encourages drinking when the body's fluid balance is disturbed. Neural circuits continuously monitor physiological signals related to hydration and generate behavioural and hormonal responses that help restore fluid balance (Zimmerman et al., 2017). '''Detecting fluid imbalance''' * Your body’s hydration status shows up in several blood measurements. Blood osmolality, sodium levels, blood volume, and blood pressure all shift when you are getting more or less fluid. * The brain also has special sensory areas. Two of them are the subfornical organ, or SFO, and the organum vasculosum of the lamina terminalis, the OVLT. These regions help pick up changes linked to fluid balance (Zimmerman et al., 2017). * After that, these cues reach the hypothalamus and nearby pathways. Those networks help drive thirst. They also push you toward finding and drinking water. * Thirst therefore demonstrates how a physiological imbalance can be transformed into a powerful motivational state. '''Drinking and anticipatory regulation''' * Thirst can begin decreasing before consumed water has been fully absorbed and restored the body's fluid balance. * Sensory information associated with drinking provides rapid feedback to neural circuits involved in thirst (Zimmerman & Knight, 2020). * This anticipatory regulation allows the brain to predict how ongoing drinking will affect the body's future physiological state. * These mechanisms help prevent excessive water consumption while still allowing fluid balance to be restored. ''Other Survival-Related Motivations'' Although hunger and thirst provide clear examples of homeostatic motivation, the hypothalamus contributes to several other processes necessary for survival. Different hypothalamic nuclei and neural populations participate in coordinating physiological and behavioural responses according to the body's current needs. * The hypothalamus helps control body temperature, sleep, daily cycles, mating patterns, hormone balance, and reactions to stress. * Not every part of the hypothalamus does the same job. Each nucleus has its own role, and they link up with each other. So it is not one single “motivation hub” that drives everything. * When something goes wrong in the body, the priorities can shift. A person may feel a strong, short-term need, and that need can override other aims. * That is what hunger and thirst show. Signals from inside the body can create drive states. Those drives then shape actions that keep a person alive. {| class="wikitable" |+Table 1: Comparison of hunger and thirst as homeostatic motivations !Biological need !Example signals !Key neural systems !Motivated behaviour |- |Hunger |Energy availability, ghrelin, leptin |Arcuate and interconnected hypothalamic circuits |Food seeking and eating |- |Thirst |Osmolality, sodium and blood-volume signals |SFO, OVLT, MnPO {{ic|explain abbreviations}} and hypothalamic circuits |Water seeking and drinking |} As shown in Table 1, hunger and thirst involve different physiological signals and specialised neural systems, but both demonstrate how disturbances in homeostasis can generate motivated behaviour (Augustine et al., 2020; Zimmerman et al., 2017). ==Conclusion== The hypothalamus is key for keeping the body stable. It merges signals from the body and then helps drive brain and body actions. These actions can be neural, hormonal, automatic, and even behavioural. If energy levels or fluid levels shift out of range, the brain does not just react once. Instead, specific neural pathways help create a motivation to act. The goal of that motivation is to bring the body back toward balance. Studies show that hunger depends on linked hypothalamic pathways. One part of this involves neuron groups in the arcuate nucleus. These neurons react to signals tied to metabolism and hormones. They then help shape appetite and control of energy use (Timper & Brüning, 2017). Thirst seems to work in a related way. Other neural circuits pick up changes in body-fluid balance and push the body toward drinking (Zimmerman et al., 2017). Motivation here is not just a light switch. The neural systems bring together what is happening inside the body. They also pull in cues from senses, what the body expects, what is in the surroundings, and what feels rewarding (Augustine et al., 2020; Liu & Kanoski, 2018). Taken together, these hypothalamic and connected circuits turn body needs into actions that help survival and restore homeostasis ;Key take-home points * The hypothalamus helps connect physiological needs with motivated behaviour. * Specialised neural circuits contribute differently to hunger, thirst, and other homeostatic processes. * Hormonal, metabolic, sensory, and neural signals work together to communicate the body's needs. * Homeostatic motivation is flexible and interacts with learning, reward, cognition, and environmental information. * Hunger and thirst demonstrate how changes inside the body can become powerful psychological motivations. {{tip|Take-home message:The hypothalamus helps maintain homeostasis by detecting biological needs and motivating behaviours that restore balance. Specialised neural circuits regulate hunger, thirst, and other survival-related processes, showing how changes within the body can strongly influence motivation and behaviour. }} ==See also== * [[Motivation and emotion/Brain structures|Brain structures]] (Wikiversity) * [[Motivation and emotion/Book/2025/Homeostasis and basic drives|Homeostasis and basic drives]] (Book chapter, 2025) * [[Motivation and emotion/Book/2017/Hypothalamus and motivation|Hypothalamus and motivation]] (Book chapter, 2017) * [[w:Homeostasis|Homeostasis]] (Wikipedia) * [[w:Hypothalamus|Hypothalamus]] (Wikipedia) ==References== {{Hanging indent|1= Augustine, V., Lee, S., & Oka, Y. (2020). Neural control and modulation of thirst, sodium appetite, and hunger. Cell, 180(1), 25–32. https://doi.org/10.1016/j.cell.2019.11.040 Liu, C. M., & Kanoski, S. E. (2018). Homeostatic and non-homeostatic controls of feeding behavior: Distinct vs. common neural systems. Physiology & Behavior, 193, 223–231. https://doi.org/10.1016/j.physbeh.2018.02.011 Timper, K., & Brüning, J. C. (2017). Hypothalamic circuits regulating appetite and energy homeostasis: Pathways to obesity. Disease Models & Mechanisms, 10(6), 679–689. https://doi.org/10.1242/dmm.026609 Williams, G., Bing, C., Cai, X. J., Harrold, J. A., King, P. J., & Liu, X. H. (2001). The hypothalamus and the control of energy homeostasis: Different circuits, different purposes. Physiology & Behavior, 74(4–5), 683–701. https://doi.org/10.1016/S0031-9384(01)00612-6 Zimmerman, C. A., Leib, D. E., & Knight, Z. A. (2017). Neural circuits underlying thirst and fluid homeostasis. Nature Reviews Neuroscience, 18(8), 459–469. https://doi.org/10.1038/nrn.2017.71 Zimmerman, C. A., & Knight, Z. A. (2020). Layers of signals that regulate appetite. Current Opinion in Neurobiology, 64, 79–88. https://doi.org/10.1016/j.conb.2020.03.007 }} ==External links== * [https://www.brainfacts.org/3d-brain 3D Brain] (BrainFacts) * [https://my.clevelandclinic.org/health/body/22566-hypothalamus Hypothalamus] (Cleveland Clinic) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Hypothalamus]] hixam0luh65yhlhjmcp45uofghfd93n 0 331335 2833605 2832761 2026-09-17T09:18:03Z U3253363 3106362 As a social contribution, I added a suggestion for a scenario which involves a concrete case and a real person to help the reader connect immediately with the chapter. 2833605 wikitext text/x-wiki {{title|Volunteer counsellor motivation:<br>What motivates people to become and remain volunteer counsellors?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:The Habit Loop Model.png|thumb|'''Figure 1.''' Habits can last for a long or a short time]] '''Do you remember''' a time when you felt really motivated to something? Maybe you wanted to start a new hobby, change a habit, read that book you had been meaning to, or maybe even to make a major life plan. Whatever the case, there was something that pushed you to it, maybe an inspiring message or song, a sudden realisation or an epiphany. Everyday, there are different forces that drive us to different activities, and our motivation levels change just as quickly. There are habits you may have once been motivated to keep to, and some that have fallen away in your life (see Figure 1). Each of us have qualities and experience different emotions that cause us to act in certain ways. This is also the case with volunteer counselling, where people take time out of their lives to help others through their problems without the usual incentive of income at the end of it. ''Dot points of a scenario suggestion from a peer'' * Jane works full-time and is always busy * But she finds the time to work for three hours at Lifeline every week as a volunteer counselor and has done so for the last 20 years * What motivates Jane to make the time for this extra role and what has kept her going back for 20 years? {{RoundBoxBottom}} In this chapter we will be discussing and asking questions about what causes people to begin volunteer counselling and why they continue on after the initial phase of motivation may have passed. We will look at what type of people will do this work, and how each of us can implement these qualities into our own lives for the benefit of ourselves and others. Key concepts/importance of the topic * One key concept is better understanding why people choose to volunteer to be counsellors. What qualities or emotions are most important when choosing to do so and remain so? * This topic also helps us understand how best to to keep motivation continuing on, how it can last long enough to undertake this type of work over a prolonged period of time rather than just one or two instances. * This topic is important as it may lend insight into how these qualities and emotions can be cultivated, how they can best be used, and the benefits that those who choose to undertake volunteer counselling can expect to experience. {{RoundBoxTop|theme=3}} '''Focus questions''' * Why motivates volunteering? * Why motivates volunteer counselling? * What sustains volunteer counselling? {{RoundBoxBottom}} == Why are people motivated to volunteer? == * This section will discuss why peope volunteer, as in why are there those who will volunteer at all? ** Macro-societal qualities and norms can influence whether a person will volunteer or not (Sundram et al., 2018) ** Emotions, particularly empathy are important in getting people to volunteer (Doidge & Sandri, 2018) ** By understanding the reasons people volunteer in the first place, we can then see who is best suited to be a volunteer counsellor and who by extension will remain so == Why do people start volunteer counselling? == * There are a variety of motivators that help people get into volunteer counselling ** Many people point to altrustic factors as being a key reason why they begin (Cassidy et al., 2019) ** Research suggests that having compassion for others is a trait that is common among those who volunteer as counsellors (Mitchell et al., 2026) ** The qualities people possess are a potential predictor as to who will volunteer and then excel as volunteers == Why are people motivated to continue being volunteer counsellors? == * There are a few theories based on research about why people remain as volunteer counsellors ** Some people view at as a calling, and those who do are more likely to remain as volunteer counsellors (Faletehan et al., 2020) ** People often stay because it gives them a sense of purpose and self-fulfillment (Smith et al., 2018) ** Most theories centre around the qualities people possess ;Quizzes ;One or two quiz questions for each main section is better than a long quiz at the end <quiz display="simple"> {The qualities that a person has can help determine their desire to remain volunteer counsellors: |type="()"} + True - False {All people are suited to becoming volunteer counsellors: |type="()"} - True + False </quiz> ==Conclusion== * There are certain qualities and emotions that are important in becoming and remaining a volunteer counsellor, empathy being one of the most important * Altruism gives us a good insight into the minds of those who undertake to be volunteer counsellors * Purpose and self-fulfillment help people to endure the hardship of being a volunteer counsellor, so helping people find their purpose will help them understand what they can bring to the table in volunteer counselling ==See also== * [[Motivation and emotion/Book/2014/Altruism and empathy|Altruism and empathy]] (Book chapter, 2014) * [[wikipedia:Volunteering|Volunteering]] (Wikipedia) ==References== {{Hanging indent|1= Cassidy, M., Thompson, R., El-Nagib, R., Hickling, L. M., & Priebe, S. (2019). Motivations and experiences of volunteers and patients in mental health befriending: A thematic analysis. ''BMC Psychiatry'', ''19''(1). <nowiki>https://doi.org/10.1186/s12888-019-2102-y</nowiki> Doidge, M., & Sandri, E. (2018). ‘Friends that last a lifetime’: The importance of emotions amongst volunteers working with refugees in Calais. ''The British Journal of Sociology'', ''70''(2), 463–480. <nowiki>https://doi.org/10.1111/1468-4446.12484</nowiki> Faletehan, A. F., van Burg, E., Thompson, N. A., & Wempe, J. (2020). Called to volunteer and stay longer: The significance of work calling for volunteering motivation and retention. ''Voluntary Sector Review'', ''12''(2). <nowiki>https://doi.org/10.1332/204080520x15929332587023</nowiki> Mitchell, K. E., Kirkman, A., & Taylor, E. C. (2026). Factors shaping compassion and self-compassion in UK Volunteer Mental Health Workers: A thematic analysis. ''British Journal of Guidance &Amp; Counselling'', 1–21. <nowiki>https://doi.org/10.1080/03069885.2026.2663162</nowiki> Smith, L., Callaghan, J. E. M., & Fellin, L. C. (2018). A qualitative study exploring the experience and motivations of UK samaritan volunteers: “Why do we do it?”. ''British Journal of Guidance & Counselling'', ''48''(6), 1–11. <nowiki>https://doi.org/10.1080/03069885.2018.1546378</nowiki>}} ==External links== * [https://www.lifelinecanberra.org.au/volunteer/ Volunteer] (Lifeline Canberra) * [https://www.volunteeringaustralia.org/policy/volunteering-and-wellbeing/ Volunteering and wellbeing] (Volunteering Australia) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Helping]] [[Category:Motivation and emotion/Book/Volunteering]] 3ykkyycw94qmgf0at7njsu14b4n22f4 2 331388 2833581 2833465 2026-09-17T05:55:13Z P U3270518 3106535 /* Social contributions */ 2833581 wikitext text/x-wiki == About me == Hello Everyone, I am currently a 3rd year psychology student at [https://www.google.com/search?client=safari&rls=en&q=University+of+canberra&ie=UTF-8&oe=UTF-8 University of Canberra] This semester I am studying [[Motivation and emotion|Motivation and Emotion]] unit. My future goal is to become clinical psychologist and work with Australian Federal Police. My Linkedln profile: https://www.linkedin.com/in/palak-kathiriya-6b7048289/ Thank you for visiting my linkedln profile and this page! == Hobbies == * Dancing * Hiking * Travelling to different countries * Painting * Cycling * Nature exploration ** Birdwatching ** Gardening == Book Chapter I'm working on == I am working on a really interesting topic for my book chapter. My chapter title is: Positive emotion dysregulation: What is positive emotion dysregulation and how does it affect psychological functioning? Link for my book chapter: [[Motivation and emotion/Book/2026/Positive emotion dysregulation|Positive emotion dysregulation]] == Social contributions == All times are in Canberra local time (AEST/AEDT) # 12:58 pm, 26 August 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FWarm-glow_giving&diff=2826658&oldid=2826657 Added the template and the title for this page - For this chapter: Warm-glow giving - Why does giving feel good and how does this influence prosocial behaviour? '''('''Book Chapter, 2026)] # 11:59 am, 26 August 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FPerfectionism_and_procrastination&diff=2826589&oldid=2826579 Fixed spelling error in one of the focus question - For this chapter: Perfectionism and procrastination - What is the role of perfectionism in procrastination and what can be done about it? (Book Chapter, 2026)] # 12:28 pm, 26 August 2026: [[Talk:Motivation and emotion/Book/2026/Motivations for using sex work services#Heading casing|Made a suggestion about overview section - For this chapter: Motivations for using sex work services: What motivates use of sex work services? (Book Chapter, 2026)]] # 2:03 pm, 26 August 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456558 Provided a couple of sources for the development of breathing exercises and relaxation book chapter (Book Chapter, 2026) (UC Learn)] #8:10 am, 2 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/458145 Commented on discussion forum about how to use GenAI in the unit and what are the expectations if we use GenAI (UC Learn)] # 10:14 am , 2 September 2026:[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSelf-control_and_ego_depletion_recovery&diff=2830323&oldid=2761410 Fixed spelling error in book chapter - For this chapter - Self-control and ego depletion recovery: How do people restore self-control resources after depletion and what factors influence recovery? (Book Chapter, 2025)] # 10:22 am, 2 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2025/Grit_and_academic_achievement&diff=prev&oldid=2830325 Changed few sentences to make it grammatically better - For this chapter: Grit and academic achievement What role does grit play in academic achievement and can it be fostered in future students? (Book Chapter, 2025)] # 10:48 am, 2 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2830328&oldid=2823381 Rewrote one paragraph in overview section to make it easier to understand - For this chapter: Cancer screening and emotion: How do emotions such as fear, anxiety, and relief influence cancer screening uptake?(Book Chapter, 2025)] # 10:54 am, 2 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2830330&oldid=2830328 Added reference to support one claim in overview section - For this chapter: Cancer screening and emotion:How do emotions such as fear, anxiety, and relief influence cancer screening uptake? (Book Chapter, 2025)] #12:56 pm, 2 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261 Commented on discussion forum about what interests me more in motivation and emotion unit and what I would like to learn (UC Learn)] #9:17 pm, 3 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FGrit_and_academic_achievement&diff=2830732&oldid=2830326 Corrected grammar and sentence structure, fixed spelling, removed repetition, and improved wording for clarity and flow - For this chapter: Grit and academic achievement - What role does grit play in academic achievement and can it be fostered in future students? - (Book Chapter, 2025)] #9:27 pm, 3 September 2026: [[Talk:Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being|Provided suggestion for wikiversity book chapter page and clarified that the user page should be separate than the book chapter - For this chapter: Outdoor play and children's emotional well-being - How does outdoor play influence children's emotional well-being? Overview - (Book Chapter, 2025)]] #8:28 am, 4 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 Commented on discussion forum about what motivates me and what helps me to keep going if I am not feeling motivated (UC Learn)] #8:30 am, 7 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FGrit_and_academic_achievement&diff=2831894&oldid=2830732 Changed few spelling errors, fixed sentence structure and punctuation, shortened some repetitive wording while keeping original ideas - For this chapter- Grit and academic achievement - What role does grit play in academic achievement and can it be fostered in future students? - (Book Chapter, 2025)] #8:50 am, 7 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2831919&oldid=2830330 Changed few sentences to make it grammatically correct and to maintain sentence flow - For this chapter - Cancer screening and emotion: How do emotions such as fear, anxiety, and relief influence cancer screening uptake? - (Book chapter, 2025)] #8:34 pm, 8 September 2026:[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FBoredom_and_substance_use&diff=2832227&oldid=2804069 Changed few sentences to make it grammatically correct and added citations to support few claims - For this chapter - Boredom and substance use: What role does boredom play in motivating substance use?- (Book chapter, 2025)] #8:43 pm, 8 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FBoredom_and_substance_use&diff=2832228&oldid=2832227 Added citations to support claims in overview section - For this chapter - Boredom and substance use: What role does boredom play in motivating substance use ? (Book chapter, 2025)] #8:59 pm, 8 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455064 Commented on UC Learn discussion forum to connect with peers and also shared my Linkedln profile] #9:19 pm, 8 September 2026: [[Talk:Motivation and emotion/Book/2026/Warm-glow giving|Provided suggestion about overview section on talk page - For this chapter - Warm-glow giving - Why does giving feel good and how does this influence prosocial behaviour?- (Book chapter, 2026)]] #9:43 pm, 8 September 2026: [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FSubcortical_structures_and_motivational_drive#See_also_and_external_links_section Commented on talk page to improve see also, external links, and conclusion section - For this chapter - Subcortical structures and motivational drive: How do subcortical brain regions generate basic motivational impulses and energy?- (Book chapter, 2026)] #3:07 pm , 9 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2022%2FEnvironmental_volunteering_motivation&diff=2832334&oldid=2814930 Corrected few grammatical errors, added citation to few important claims, provided an introductory paragraph in environmental volunteering section, explained few points in detail, added volume number in one of the references - For this chapter - Environmental volunteering motivation: What motivates environmental volunteering (Book chapter, 2022)] #3:19 pm, 9 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 Commented on UC Learn about a book chapter question related to value congruence and motivation] #9:35 pm, 9 September 2026: [[Talk:Motivation and emotion/Book/2026/Alcohol use for emotion regulation|Provided suggestion about book chapter that chapter should include both positive and negative dysregulation - For this chapter - Alcohol use for emotion regulation : why and how people use alcohol to regulate their emotions? - (Book chapter, 2026)]] #9:45 pm, 9 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FAlcohol_use_for_emotion_regulation&diff=2832417&oldid=2830147 Fixed title for this chapter - For this chapter - Alcohol use for emotion regulation: why and how people use alcohol to regulate their emotions? - (Book chapter, 2026)] #10:00 am, 11 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216 Contributed in discussion forum and answered question about word count (UC Learn)] #10:40 am, 11 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FE-cigarette_use_motivation&diff=2832747&oldid=2754142 Used bullet points to organise see also and external link section and included source in parentheses - For this chapter - E-cigarettes use motivation: What motivates starting and continuing vaping of nicotine e-cigarettes? - (Book chapter, 2024)] #11:01 am, 11 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FSleep_and_ego_depletion&diff=2832750&oldid=2741278 Corrected grammar and spelling errors - For this chapter - Sleep and ego depletion: How does sleep affect the capacity for self-control and willpower? - (Book chapter, 2024)] #11:14 pm, 11 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FChild_killer_motivation&diff=2832817&oldid=2721628 Used bullet points to organise see also section and provided few external sources - For this chapter - Child killer motivation: What motivates a child to kill? (Book chapter, 2020)] #9:02 pm, 12 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2022%2FBurnout&diff=2832924&oldid=2666399 Fixed overcapitalisation in focus questions, moved one reference into references section and fixed see also section - For this chapter - Burnout: What is burnout and how can be it managed and prevented - (Book chapter, 2022)] #9:37 pm, 12 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2022%2FTo-do_lists&diff=2832933&oldid=2655448 Corrected grammar and spelling errors - For this chapter -To-do lists: Are to-do lists a good idea? What are their pros and cons? How can they be used effectively? - (Book chapter, 2022)] #8:17 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAbusive_relationships_and_emotional_dependency&diff=2833144&oldid=2723675 Rewrote sentence to make it more clear to understand - For this chapter - Abusive relationships and emotional dependency: What psychological mechanisms drive emotional dependency and how does it perpetuate abusive relationships?(Book chapter, 2024)] #8:34 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FDopamine_fasting&diff=2833148&oldid=2716222 Rewrote few sentences to make it grammatically correct- For this chapter -Dopamine fasting: What is dopamine fasting and how does it affect motivation and emotion?- (Book chapter, 2024)] #8:41 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FBody_image_and_emotional_well-being&diff=2833150&oldid=2596066 Improved see also section - For this chapter - Body image and emotional well-being: How does body image influence one's emotional well being?- (Book chapter, 2018)] #8:47 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FClimate_change_helplessness&diff=2833152&oldid=2596067 Corrected few spellings and external links section - For this chapter -Climate change helplessness: How does learned helplessness impact motivation to engage in behaviours to limit climate change?(Book chapter, 2021)] #9:05 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FDental_fear&diff=2833154&oldid=2649741 Corrected grammatical errors - For this chapter -Dental fear: What causes dental fear, what are the consequences, and how can it be managed? - (Book chapter, 2021)] #7:01 pm, 15 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FPsychedelic_treatment_of_eating_disorders&diff=2833299&oldid=2832896 Corrected 2 spelling mistake - For this chapter- Psychedelic treatment of eating disorders:] [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FPsychedelic_treatment_of_eating_disorders&diff=2833299&oldid=2832896 How might psychedelic-assisted therapy influence psychological mechanisms involved in eating disorders? - (Book chapter, 2026)] #7:14 pm, 15 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FWisdom%2C_motivation%2C_and_emotion&diff=2833301&oldid=2831617 Corrected spelling error - For this chapter - Wisdom, motivation, and emotion: How do motivational and emotional processes contribute to wisdom? - (Book chapter, 2026)] #11:05 am, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FGender_and_achievement_motivation&diff=2833381&oldid=2832014 Corrected few grammatical errors - For this Chapter - Gender and achievement motivation: How does gender shape where, how, and under what conditions achievement motivation is expressed? - (Book chapter, 2026)] #11:23 am, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FVolunteer_wellbeing&diff=2833387&oldid=2829983 Corrected grammar error - For this chapter -Volunteer wellbeing: How does volunteering affect volunteers' subjective wellbeing? - (Book chapter, 2026)] #7: 38 pm, 16 September 2026: [[Talk:Motivation and emotion/Book/2026/Creative inspiration and effort|Commented on talk page and provided suggestion about theory that can be included in the chapter - For this chapter - Creative inspiration and effort: How do inspiration and effort interact during the creative process?]] #3:35 pm, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAlcohol%2C_dopamine%2C_motivation%2C_and_emotion&diff=2833572&oldid=2677570 Corrected 2 spellings - For this chapter - Alcohol, dopamine, motivation, and emotion:] [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAlcohol%2C_dopamine%2C_motivation%2C_and_emotion&diff=2833572&oldid=2677570 What role does dopamine play in motivational and emotional responses to alcohol consumption? - (Book chapter, 2024)] #3:48 pm, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FVasopressin_and_motivation&diff=2833579&oldid=2729665 Corrected spelling error - For this chapter - Vasopressin and motivation: How does vasopressin influence motivation? - (Book chapter, 2024)] #3: , 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FSleep_onset_optimisation&diff=2833580&oldid=2687478 Corrected 2 spellings - For this chapter - Sleep onset optimisation : What techniques assist in falling asleep promptly? - (Book chapter, 2024)] srqubtiu0qj9t3996hzwutbraftah8q 2833582 2833581 2026-09-17T05:55:50Z P U3270518 3106535 /* Social contributions */ 2833582 wikitext text/x-wiki == About me == Hello Everyone, I am currently a 3rd year psychology student at [https://www.google.com/search?client=safari&rls=en&q=University+of+canberra&ie=UTF-8&oe=UTF-8 University of Canberra] This semester I am studying [[Motivation and emotion|Motivation and Emotion]] unit. My future goal is to become clinical psychologist and work with Australian Federal Police. My Linkedln profile: https://www.linkedin.com/in/palak-kathiriya-6b7048289/ Thank you for visiting my linkedln profile and this page! == Hobbies == * Dancing * Hiking * Travelling to different countries * Painting * Cycling * Nature exploration ** Birdwatching ** Gardening == Book Chapter I'm working on == I am working on a really interesting topic for my book chapter. My chapter title is: Positive emotion dysregulation: What is positive emotion dysregulation and how does it affect psychological functioning? Link for my book chapter: [[Motivation and emotion/Book/2026/Positive emotion dysregulation|Positive emotion dysregulation]] == Social contributions == All times are in Canberra local time (AEST/AEDT) # 12:58 pm, 26 August 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FWarm-glow_giving&diff=2826658&oldid=2826657 Added the template and the title for this page - For this chapter: Warm-glow giving - Why does giving feel good and how does this influence prosocial behaviour? '''('''Book Chapter, 2026)] # 11:59 am, 26 August 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FPerfectionism_and_procrastination&diff=2826589&oldid=2826579 Fixed spelling error in one of the focus question - For this chapter: Perfectionism and procrastination - What is the role of perfectionism in procrastination and what can be done about it? (Book Chapter, 2026)] # 12:28 pm, 26 August 2026: [[Talk:Motivation and emotion/Book/2026/Motivations for using sex work services#Heading casing|Made a suggestion about overview section - For this chapter: Motivations for using sex work services: What motivates use of sex work services? (Book Chapter, 2026)]] # 2:03 pm, 26 August 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456558 Provided a couple of sources for the development of breathing exercises and relaxation book chapter (Book Chapter, 2026) (UC Learn)] #8:10 am, 2 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/458145 Commented on discussion forum about how to use GenAI in the unit and what are the expectations if we use GenAI (UC Learn)] # 10:14 am , 2 September 2026:[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSelf-control_and_ego_depletion_recovery&diff=2830323&oldid=2761410 Fixed spelling error in book chapter - For this chapter - Self-control and ego depletion recovery: How do people restore self-control resources after depletion and what factors influence recovery? (Book Chapter, 2025)] # 10:22 am, 2 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2025/Grit_and_academic_achievement&diff=prev&oldid=2830325 Changed few sentences to make it grammatically better - For this chapter: Grit and academic achievement What role does grit play in academic achievement and can it be fostered in future students? (Book Chapter, 2025)] # 10:48 am, 2 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2830328&oldid=2823381 Rewrote one paragraph in overview section to make it easier to understand - For this chapter: Cancer screening and emotion: How do emotions such as fear, anxiety, and relief influence cancer screening uptake?(Book Chapter, 2025)] # 10:54 am, 2 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2830330&oldid=2830328 Added reference to support one claim in overview section - For this chapter: Cancer screening and emotion:How do emotions such as fear, anxiety, and relief influence cancer screening uptake? (Book Chapter, 2025)] #12:56 pm, 2 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261 Commented on discussion forum about what interests me more in motivation and emotion unit and what I would like to learn (UC Learn)] #9:17 pm, 3 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FGrit_and_academic_achievement&diff=2830732&oldid=2830326 Corrected grammar and sentence structure, fixed spelling, removed repetition, and improved wording for clarity and flow - For this chapter: Grit and academic achievement - What role does grit play in academic achievement and can it be fostered in future students? - (Book Chapter, 2025)] #9:27 pm, 3 September 2026: [[Talk:Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being|Provided suggestion for wikiversity book chapter page and clarified that the user page should be separate than the book chapter - For this chapter: Outdoor play and children's emotional well-being - How does outdoor play influence children's emotional well-being? Overview - (Book Chapter, 2025)]] #8:28 am, 4 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 Commented on discussion forum about what motivates me and what helps me to keep going if I am not feeling motivated (UC Learn)] #8:30 am, 7 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FGrit_and_academic_achievement&diff=2831894&oldid=2830732 Changed few spelling errors, fixed sentence structure and punctuation, shortened some repetitive wording while keeping original ideas - For this chapter- Grit and academic achievement - What role does grit play in academic achievement and can it be fostered in future students? - (Book Chapter, 2025)] #8:50 am, 7 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FCancer_screening_and_emotion&diff=2831919&oldid=2830330 Changed few sentences to make it grammatically correct and to maintain sentence flow - For this chapter - Cancer screening and emotion: How do emotions such as fear, anxiety, and relief influence cancer screening uptake? - (Book chapter, 2025)] #8:34 pm, 8 September 2026:[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FBoredom_and_substance_use&diff=2832227&oldid=2804069 Changed few sentences to make it grammatically correct and added citations to support few claims - For this chapter - Boredom and substance use: What role does boredom play in motivating substance use?- (Book chapter, 2025)] #8:43 pm, 8 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FBoredom_and_substance_use&diff=2832228&oldid=2832227 Added citations to support claims in overview section - For this chapter - Boredom and substance use: What role does boredom play in motivating substance use ? (Book chapter, 2025)] #8:59 pm, 8 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455064 Commented on UC Learn discussion forum to connect with peers and also shared my Linkedln profile] #9:19 pm, 8 September 2026: [[Talk:Motivation and emotion/Book/2026/Warm-glow giving|Provided suggestion about overview section on talk page - For this chapter - Warm-glow giving - Why does giving feel good and how does this influence prosocial behaviour?- (Book chapter, 2026)]] #9:43 pm, 8 September 2026: [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FSubcortical_structures_and_motivational_drive#See_also_and_external_links_section Commented on talk page to improve see also, external links, and conclusion section - For this chapter - Subcortical structures and motivational drive: How do subcortical brain regions generate basic motivational impulses and energy?- (Book chapter, 2026)] #3:07 pm , 9 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2022%2FEnvironmental_volunteering_motivation&diff=2832334&oldid=2814930 Corrected few grammatical errors, added citation to few important claims, provided an introductory paragraph in environmental volunteering section, explained few points in detail, added volume number in one of the references - For this chapter - Environmental volunteering motivation: What motivates environmental volunteering (Book chapter, 2022)] #3:19 pm, 9 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 Commented on UC Learn about a book chapter question related to value congruence and motivation] #9:35 pm, 9 September 2026: [[Talk:Motivation and emotion/Book/2026/Alcohol use for emotion regulation|Provided suggestion about book chapter that chapter should include both positive and negative dysregulation - For this chapter - Alcohol use for emotion regulation : why and how people use alcohol to regulate their emotions? - (Book chapter, 2026)]] #9:45 pm, 9 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FAlcohol_use_for_emotion_regulation&diff=2832417&oldid=2830147 Fixed title for this chapter - For this chapter - Alcohol use for emotion regulation: why and how people use alcohol to regulate their emotions? - (Book chapter, 2026)] #10:00 am, 11 September 2026: [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216 Contributed in discussion forum and answered question about word count (UC Learn)] #10:40 am, 11 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FE-cigarette_use_motivation&diff=2832747&oldid=2754142 Used bullet points to organise see also and external link section and included source in parentheses - For this chapter - E-cigarettes use motivation: What motivates starting and continuing vaping of nicotine e-cigarettes? - (Book chapter, 2024)] #11:01 am, 11 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FSleep_and_ego_depletion&diff=2832750&oldid=2741278 Corrected grammar and spelling errors - For this chapter - Sleep and ego depletion: How does sleep affect the capacity for self-control and willpower? - (Book chapter, 2024)] #11:14 pm, 11 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2020%2FChild_killer_motivation&diff=2832817&oldid=2721628 Used bullet points to organise see also section and provided few external sources - For this chapter - Child killer motivation: What motivates a child to kill? (Book chapter, 2020)] #9:02 pm, 12 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2022%2FBurnout&diff=2832924&oldid=2666399 Fixed overcapitalisation in focus questions, moved one reference into references section and fixed see also section - For this chapter - Burnout: What is burnout and how can be it managed and prevented - (Book chapter, 2022)] #9:37 pm, 12 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2022%2FTo-do_lists&diff=2832933&oldid=2655448 Corrected grammar and spelling errors - For this chapter -To-do lists: Are to-do lists a good idea? What are their pros and cons? How can they be used effectively? - (Book chapter, 2022)] #8:17 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAbusive_relationships_and_emotional_dependency&diff=2833144&oldid=2723675 Rewrote sentence to make it more clear to understand - For this chapter - Abusive relationships and emotional dependency: What psychological mechanisms drive emotional dependency and how does it perpetuate abusive relationships?(Book chapter, 2024)] #8:34 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FDopamine_fasting&diff=2833148&oldid=2716222 Rewrote few sentences to make it grammatically correct- For this chapter -Dopamine fasting: What is dopamine fasting and how does it affect motivation and emotion?- (Book chapter, 2024)] #8:41 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2018%2FBody_image_and_emotional_well-being&diff=2833150&oldid=2596066 Improved see also section - For this chapter - Body image and emotional well-being: How does body image influence one's emotional well being?- (Book chapter, 2018)] #8:47 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FClimate_change_helplessness&diff=2833152&oldid=2596067 Corrected few spellings and external links section - For this chapter -Climate change helplessness: How does learned helplessness impact motivation to engage in behaviours to limit climate change?(Book chapter, 2021)] #9:05 pm, 14 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2021%2FDental_fear&diff=2833154&oldid=2649741 Corrected grammatical errors - For this chapter -Dental fear: What causes dental fear, what are the consequences, and how can it be managed? - (Book chapter, 2021)] #7:01 pm, 15 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FPsychedelic_treatment_of_eating_disorders&diff=2833299&oldid=2832896 Corrected 2 spelling mistake - For this chapter- Psychedelic treatment of eating disorders:] [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FPsychedelic_treatment_of_eating_disorders&diff=2833299&oldid=2832896 How might psychedelic-assisted therapy influence psychological mechanisms involved in eating disorders? - (Book chapter, 2026)] #7:14 pm, 15 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FWisdom%2C_motivation%2C_and_emotion&diff=2833301&oldid=2831617 Corrected spelling error - For this chapter - Wisdom, motivation, and emotion: How do motivational and emotional processes contribute to wisdom? - (Book chapter, 2026)] #11:05 am, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FGender_and_achievement_motivation&diff=2833381&oldid=2832014 Corrected few grammatical errors - For this Chapter - Gender and achievement motivation: How does gender shape where, how, and under what conditions achievement motivation is expressed? - (Book chapter, 2026)] #11:23 am, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FVolunteer_wellbeing&diff=2833387&oldid=2829983 Corrected grammar error - For this chapter -Volunteer wellbeing: How does volunteering affect volunteers' subjective wellbeing? - (Book chapter, 2026)] #7: 38 pm, 16 September 2026: [[Talk:Motivation and emotion/Book/2026/Creative inspiration and effort|Commented on talk page and provided suggestion about theory that can be included in the chapter - For this chapter - Creative inspiration and effort: How do inspiration and effort interact during the creative process?]] #3:35 pm, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAlcohol%2C_dopamine%2C_motivation%2C_and_emotion&diff=2833572&oldid=2677570 Corrected 2 spellings - For this chapter - Alcohol, dopamine, motivation, and emotion:] [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FAlcohol%2C_dopamine%2C_motivation%2C_and_emotion&diff=2833572&oldid=2677570 What role does dopamine play in motivational and emotional responses to alcohol consumption? - (Book chapter, 2024)] #3:48 pm, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FVasopressin_and_motivation&diff=2833579&oldid=2729665 Corrected spelling error - For this chapter - Vasopressin and motivation: How does vasopressin influence motivation? - (Book chapter, 2024)] #3:53 pm, 16 September 2026: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FSleep_onset_optimisation&diff=2833580&oldid=2687478 Corrected 2 spellings - For this chapter - Sleep onset optimisation : What techniques assist in falling asleep promptly? - (Book chapter, 2024)] l32x1m3moit9q201sw88qk71evk8bwf 0 331479 2833598 2832987 2026-09-17T08:52:02Z CommonsDelinker 9184 Removing [[:c:File:Marriage-story.jpg|Marriage-story.jpg]], it has been deleted from Commons by [[:c:User:Túrelio|Túrelio]] because: [[:c:COM:L|Copyright violation]]: Screenshot of the 2019 Netflix movie ''Marriage Story''; copyright would be held by Netf 2833598 wikitext text/x-wiki {{title|Emotional flooding in relationships:<br>Why does emotional flooding occur, how does it affect relationships, and what can be done about it?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''Imagine this...''' Let’s cut to a scene in Marriage Story (2019), {{g}} Charlie and Nicole are partners and are in the process of separating after their marriage has broken down. During a heated argument in their apartment, Nicole expresses her frustration about how she has felt throughout their marriage, while Charlie becomes increasingly defensive about the way she sees him and their relationship. What begins as a discussion about their failed marriage quickly turns into an argument where they bring up inner feelings they kept to themselves about years of resentment, sacrifices, parenting, and the ways they have hurt and disappointed each other. As the argument escalates, both become increasingly emotional. They start to speak over each other, interrupt, yell, and respond to each other's accusations rather than listening. Nicole expresses that she feels Charlie has controlled aspects of her life and failed to recognise her needs, while Charlie insists that he has made sacrifices for their family and feels that Nicole is unfairly blaming him. Their anger and frustration continue to build until Charlie becomes visibly overwhelmed and lashes out by punching a wall. By the end of the argument, neither of them had resolved the issues they were discussing. '''Think...''' *Have you ever been in a situation where a small disagreement suddenly became much more intense than expected? *What do you think happened to Charlie and Nicole as their argument escalated? *Why might it become harder for them to listen to each other or respond calmly as the conflict escalates? {{RoundBoxBottom}} The situation that Charlie and Nicole experienced shows how quickly relationship conflict can escalate when emotional responses become intense (see Figure 1). In these moments where arguments can become much more intense than the issue that started them, a person may become overwhelmed by their emotional response and find it difficult to think clearly and regulate their emotions. This experience is known as emotional flooding, {{g}} it describes a state in which individuals can become influenced by the experience of another person's negative emotions being intense and overwhelming, so that it interferes with an individual's ability to respond effectively (Del Vecchio et al., 2016). Research suggests that emotional flooding can contribute to poor relationship satisfaction, understanding these processes may help identify ways to recognise and manage emotional flooding before conflict becomes too difficult to resolve. This chapter will explore what emotional flooding is, why it occurs during relationship conflict, and how individual, emotional, cognitive, and interpersonal factors may contribute to it. It will then examine how emotional flooding can influence communication, conflict resolution, and relationship outcomes. Finally, exploring considering psychological strategies that may help individuals recognise and de-escalate emotional flooding. {{RoundBoxTop|theme=2}} '''Focus questions''' *What psychological and physiological processes contribute to emotional flooding during relationship conflict? *How does emotional flooding affect emotion regulation and communication between partners in relationships? *What are the potential consequences of emotional flooding for relationship functioning? *What evidence-based strategies can help individuals manage emotional flooding during relationship conflict? {{RoundBoxBottom}} == Understanding emotional flooding == *Emotional Flooding * Refers to a state of intense emotional and physiological arousal that can occur during stressful interpersonal interactions. These negative emotions can be unprovoked and unexpected.{{fact}} *During conflict in a relationship, the escalation of emotional arousal may make it more difficult for people to regulate their emotions, think and listen flexibly, and communicate effectively. * Emotional flooding refers to an experience where another person's negative emotions are perceived as intense and overwhelming, such negative emotions can be unexpected, unprovoked, intense, overwhelming and disorganising (Del Vecchio et al., 2016). Emotional flooding is distinct from a singular specific negative emotion, such as anger. *The understanding of emotional flooding is important as intense reactions can contribute to escalating conflict, and makes for partners to face difficulties in resolving conflicts. *Psychological science can help explain why emotional flooding occurs The role of emotional arousal Cognitive interpretation Interpersonal processes *Psychological research can help identify how people can respond to emotional flooding. This includes recognising escalating arousal, using strategies to regulate emotions, and return to conflict discussions more constructively. *Emotional and physiological characteristics of emotional flooding * Relevancy of emotional flooding during relationship conflicts == Why emotional flooding occurs during relationship conflicts == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional and physiological arousal === * Stress and physiological activation during conflict * Increased emotional intensity * High arousal may interfere with regulation * Emotional flooding is a biological and psychological process, it is brought upon by heightened emotional and physiological activation. * Del Vecchio et al. (2016). - Suggest that sympathetic nervous system reactivity may overwhelm rational deliberation, causing difficulty for a person to attend to a situation and respond collectively and effectively. This is one explanation as to why people may behave differently once conflict becomes highly emotionally arousing. * Gottman (1993) -  conducted a  longitudinal study which found a relationship between physiological arousal and marital instability. It was found that husbands from couples who divorced later in life had a higher baseline heart rate, than those from stable couples. === The role of cognitive appraisal and interpersonal threat === * How people interpret relationship events * Perceived criticism, rejection or threat * How these interpretations can intensify emotional responses * Emotional flooding may also be influenced by how a person interprets their partner’s behaviour. * Gottman (1993) suggests that distressed couples may increasingly interpret negative behaviours as reflecting “stable and global negative traits of the partner.” * Failure to communicate by a partner may be interpreted not as a temporary mistake, but as evidence that they are generally uncaring. These interpretations may intensify negative emotional responses during conflicts. * “a global negative view of the entire relationship” Gottman (1993). Suggesting that over time these interpretations exceed individual behaviours and are seen as a negative view on the entirety of the relationship * Malik et al. (2020) suggests that emotional flooding depends on interpersonal context, emphasising that flooding is also a function of another person's expressed negative affect. * Suggests that vulnerability to flooding may interact with the intensity or nature of a partner’s negative behaviour. === Individual differences and emotional regulation === * Difficulties regulating intense emotions * Why people may respond differently to the same conflict * Individual factors that may increase vulnerability to flooding * Individual differences in emotional awareness and regulation may influence the vulnerability of a person to emotional flooding. * Berenguer-Soler et al. (2023) suggest that individuals with greater emotional self-awareness and emotional regulation may be able to better manage negative emotional experiences during conflicts. * Their study explored different love style profiles, and found that they differed significantly in emotional flooding, conflict, and emotional intelligence. * This suggests that flooding does not occur the same way across individuals or relationships. * Malik et al. (2020) “individuals may be more or less likely to flood in a relatively stable, trait-like way” == How emotional flooding affects relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Emotional regulation and communication === * Difficulty listening and communicating effectively * Defensiveness, criticism and withdrawal * Escalation of conflict * Emotional flooding can be linked to destructive/negative communication cycles. * Gottman (1993) suggests a sequence where“criticism leads to contempt, which leads to defensiveness, which leads to stonewalling. * These behaviours can progressively shift a conflict from discussing a specific problem, to attacking and defending, eventually causing a withdrawal from the interaction. * Hooper et al. (2017) further highlights the importance of these communication patterns. * Their sample of 591 married individuals, the presence of emotional flooding and the Four Horsemen (term John Gottman used to describe four negative communication behaviours that can be damaging in romantic relationships, criticism, defensiveness, contempt, stonewalling) was associated with poorer marital satisfaction * Stonewalling had “the greatest negative impact on relationship satisfaction.” * This suggests that withdrawal may be particularly problematic when emotionally intense conflict is already making communication difficult. === Conflict and relationship outcomes === * Effects on conflict resolution * Relationship satisfaction * Repeated negative cycles * How partners can influence each other's emotional responses * Emotional flooding may interfere directly with a couple's ability to resolve disagreements. * Malik et al. (2020) found that couples with at least one highly flooded partner demonstrated poorer problem solving during observed conflict. * These couples were less likely to propose viable solutions, weigh the advantages and disadvantages of possible solutions, operationalise plans, follow through with solutions, and reach resolution (Malik et al., 2020). * Hooper et al (2017), reiterate that flooding may be relevant to how partners manage a specific disagreement and also to how positively they experience the relationship overall as stated before. * Berenguer-Soler et al. (2023) found significant differences between love-style profiles in conflict and emotional flooding * The greatest differences in flooding and conflict intensity occur between the less stable and more stable profiles. * These findings suggest that flooding may occur as part of broader patterns of conflict rather than in isolation. <quiz display="simple"> {Which situation below best demonstrates the potential effects of emotional flooding during relationship conflict?:} -A couple disagrees but calmly discusses different solutions. +One partner becomes overwhelmed, withdraws from the discussion, and the disagreement remains unresolved. -A couple disagrees and later reaches a compromise. -One partner notices they are becoming frustrated and suggests continuing the conversation later. </quiz> == What can be done to manage emotional flooding in relationships == Introduction {{ic|Include an introductory paragraph before branching into sub-sections}} === Recognising and regulating emotional arousal === * Recognising signs of flooding * Emotion-regulation strategies * Reducing physiological arousal * Berenguer-Soler et al. (2023) suggests that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. === De-escalating conflicts === * Berenguer-Soler et al. (2023) suggestsn {{ic|Grammar - this should be past tense when discussing past findings}} that emotional awareness and emotional regulation are associated with healthier conflict responses. * Emotional awareness and regulation may therefore be useful targets for managing emotional flooding. * Berenguer-Soler et al. (2023) found that emotional intelligence was associated with differences in conflict and emotional flooding. * This suggests that individuals who are better able to recognise and regulate emotional experiences may be better positioned to manage conflict constructively. * Gottman (1993) states that couples take breaks. * When conflict causes high physiological arousal, continuing the discussion may make constructive communication more difficult. * Gottman (1993) proposed physiological soothing as part of marital intervention. * This involves taking breaks when arousal becomes high. * The purpose of the break is to not simply avoid the issue, but to allow physiological arousal to decrease before partners return to the discussion. * Hooper et al. (2017) state “reducing these forms of communication, especially stonewalling” * De-escalation may also require reducing destructive communication behaviours. * Hooper et al. (2017) recommend reducing negative communication patterns, particularly stonewalling, which showed the strongest negative association with relationship satisfaction in their study. ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Emotional self-regulation]] (Wikipedia) * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationships]] (Book chapter, 2025) ==References== {{Hanging indent|1= Berenguer-Soler, M., Castillo-López, Á. G. del, & Piñeda, D. (2023). Breaking the cycle of emotional flooding: The protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1217513 Castillo-López, Á. G., Berenguer-Soler, M., & Pineda, D. (2025). Relationship love styles’ effects on conflict, emotional intelligence, and sexual satisfaction: A latent profile analysis. SAGE Open, 15(3). https://doi.org/10.1177/21582440251358988 Del Vecchio, T., Lorber, M. F., Slep, A. M. S., Malik, J., Heyman, R. E., & Foran, H. M. (2016). Parental flooding during conflict: A psychometric evaluation of a new scale. Journal of Abnormal Child Psychology, 44(8), 1587–1597. https://doi.org/10.1007/s10802-016-0137-9 Gottman, J. M. (1993). A theory of marital dissolution and stability. Journal of Family Psychology, 7(1), 57–75. Hooper, A., Spann, C., McCray, T., & Kimberly, C. (2017). Revisiting the basics: Understanding potential demographic differences with John Gottman’s four horsemen and emotional flooding. The Family Journal, 25(3), 224–229. https://doi.org/10.1177/1066480717710650 Malik, J., Heyman, R. E., & Smith Slep, A. M. (2020). Emotional flooding in response to negative affect in couple conflicts: Individual differences and correlates. Journal of Family Psychology, 34(2), 145–154. https://doi.org/10.1037/fam0000584 }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://www.gottman.com/blog/making-sure-emotional-flooding-doesnt-capsize-your-relationship/ Emotional flooding] (The Gottman Institute) * [https://researchers.mq.edu.au/en/publications/emotional-flooding-and-hostile-discipline-in-the-families-of-todd/ Emotional flooding within family dynamics] (Macquarie University) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] cegli5qh1zho23j8mcpp16n4tmlermw 0 331998 2833591 2832830 2026-09-17T08:05:32Z Evgenii Arsentev 3110906 Correct figures to report version 1.2 (prices corrected 15 Sep 2026); add related Qeios article 2833591 wikitext text/x-wiki {{Short description|Why agent runs cost what they do, and how to measure it}} This learning resource is a sub-page of [[Large language models]]. It is about a practical question that anyone running a coding agent meets within a week of starting: '''why does a session that does ordinary work cost what it costs, and what actually reduces that cost?''' The short answer is that the cost of an agent run is dominated not by the text the model writes, but by the text it reads again and again. This resource explains the mechanism, shows how to measure it without the two mistakes that make the measurement wrong, and works through a controlled experiment whose result contradicts the advice most commonly given. {{RightTOC}} == Learning objectives == After working through this resource a learner should be able to: * explain why the resource consumption of a multi-step agent run grows faster than the amount of text the agent produces; * distinguish '''cache write''' from '''cache read''' and say why their price difference determines the shape of the cost curve; * take a usage log from an agent runtime and compute the cost of a run correctly, avoiding double counting and truncated records; * design a controlled comparison between two ways of working with an agent, and state honestly what such a comparison can and cannot establish; * read a U-shaped cost curve and recognise when the bottom of it is a ''plateau'' rather than a point. == 1. Why repeated input dominates == An agent that works on a task over several steps does not send a fresh question to the model each time. It sends the accumulated conversation: the original instructions, every file it has read, every command it has run, and every answer it has produced so far. Then it appends the next step and sends the whole thing again. The consequence is worth stating as an inequality. If a run has ''n'' steps and the context after step ''i'' has length ''c_i'', the total input the model processes is : <math>\sum_{i=1}^{n} c_i</math> while the total output is only the sum of what was generated at each step, which in practical runs is one to two orders of magnitude smaller. A token admitted into the context on the first step of a sixty-step run is paid for sixty times. A token generated on the last step is paid for once. This is why intuitions carried over from single-turn use of a language model mislead. In single-turn use, "keep the answer short" is sound advice about cost. In agent use, the cost lever is almost entirely on the input side, and the question becomes: ''what is in the context, and how long does it stay there?'' === 1.1 Caching changes the arithmetic, but does not remove the effect === Because the same prefix is re-sent on every step, runtimes cache it. A cached prefix is charged at a reduced rate on subsequent reads, but writing it into the cache costs more than an ordinary input token. In the measurements reported below, a cache ''write'' cost approximately '''12.5 times''' a cache ''read'' per token. That single ratio is the whole story of this resource, because it creates a tension: * '''starting a new session often''' means the cache is written from scratch each time — many expensive writes; * '''never starting a new session''' means the context grows without limit, and every step re-reads a larger prefix — many cheap reads, but a great many of them. Two opposite failure modes, both expensive. Whenever a quantity is made worse by increasing ''and'' by decreasing a parameter, the curve between the extremes has a minimum somewhere in the middle. Finding it is an empirical question, not one to be settled by argument. == 2. Measuring a run correctly == Before any comparison can be made, a single run must be measured. Two mistakes are common enough that they deserve naming, and both were found the hard way in the experiment described in section 3. === 2.1 Deduplicate, but keep the largest record === A streaming runtime may emit several usage records for one model invocation: an early snapshot taken while the response is still being generated, and a final record once it completes. Both may carry the same message identifier. Counting both '''double counts''' the invocation. Counting only the first '''halves the output''', because the first record was written before generation finished. The correct procedure is therefore: # group usage records by their message or request identifier; # within each group, take the '''element-wise maximum''' across every usage field, rather than the first or the last record; # sum the resulting per-invocation records. A learner who takes only one lesson from this resource should take this one: a usage log is not a list of events to be added up, it is a set of observations of events, and observations of the same event must be reconciled before summation. === 2.2 Do not infer success from the exit status of a test runner === A comparison of cost is meaningless unless the work was actually done. It is tempting to record success by checking whether a test command exited zero, or by counting lines that look like test output. Test runners differ in what they print. A runner that emits a human-readable summary rather than a machine-readable protocol will defeat a line-counting heuristic silently — producing not an error but a wrong number, which is worse. Parse the runner's actual summary, and recompute pass and fail counts from the stored output rather than trusting a status recorded at the time. == 3. A controlled experiment == The following experiment is reported here as a worked example of the method above. Its data and analysis scripts are published; see [[#References|references]]. === 3.1 Design === A fixed set of '''12 self-contained programming tasks''' was defined against a growing synthetic library, each task requiring its tests to pass. The same 12 tasks were then executed under '''six conditions''', differing only in how many tasks were given to one session before a fresh session was started: : 1, 2, 3, 4, 6 and 12 tasks per session. One task per session is the behaviour of a user who clears context constantly; twelve tasks per session is the behaviour of a user who never clears it. Each condition was repeated '''6 times''', giving '''36 runs''' in total. Across all runs '''4,086 tests''' were executed with no failures, so the conditions can be compared on cost alone. === 3.2 Result === {| class="wikitable" |+ Cost and cache behaviour by session length (mean of 6 replicates) ! Tasks per session !! Sessions !! Model invocations !! Cache write (tokens) !! Cache read (tokens) !! Cost |- | 1 (clear always) || 12 || 94 || 252,533 || 3,622,795 || $2.17 |- | 2 || 6 || 84 || 169,670 || 3,578,718 || $1.85 |- | '''3''' || 4 || 72 || 131,100 || 3,160,517 || '''$1.62''' |- | 4 || 3 || 71 || 123,478 || 3,466,808 || $1.70 |- | 6 || 2 || 71 || 105,746 || 3,796,905 || $1.68 |- | 12 (never clear) || 1 || 63 || 87,846 || 4,451,367 || $1.78 |} Clearing after every task costs '''33.5% more''' than clearing every third task, for identical work with identical test outcomes. Never clearing costs 9.7% more in the point estimate, which is not significant after adjustment. (Costs corrected on 15 September 2026, see version 1.2 of the report: an earlier version priced cache reads and writes incorrectly and reported a 25.3% spread. Token counts and test results were not affected.) The mechanism is visible in the two cache columns and it is two-sided: * cache '''write''' falls monotonically as sessions get longer (252,533 → 87,846), because there are fewer fresh sessions to pay for; * context per invocation '''rises''' monotonically (approximately 38,000 → 71,000 tokens), because a long session accumulates; * their product, cache '''read''', is therefore U-shaped, and since one-hour cache writes are priced at 20 times reads, both ends of the range are expensive for different reasons. === 3.3 The bottom is a plateau, not a point === It would be easy, and wrong, to conclude "clear every third task". Exact two-sided permutation tests over all 924 partitions of six against six give: {| class="wikitable" |+ Comparisons against the cheapest condition ! Comparison !! ''p'' !! Interpretation |- | 3 vs 1 || 0.0022 || separated; this is the smallest value attainable at 6 versus 6 |- | 3 vs 12 || 0.046 || not significant after Holm adjustment over five comparisons (0.14) |- | 3 vs 2 || 0.0022 || separated |- | 3 vs 4 || 0.17 || '''not distinguishable''' |- | 3 vs 6 || 0.45 || '''not distinguishable''' |} So the defensible statement is not that three is best. It is that '''three, four and six are indistinguishable from one another, while clearing after every task is clearly worse'''; whether never clearing is also worse is not established at this sample size. The practical rule that follows is loose on purpose: work in batches of a few tasks per session, and do not adopt either habit that sits at an end of the range. === 3.4 What this experiment cannot establish === Honest limits matter more than headline numbers, and a learner should be able to state them: * one model, one task set, one growing repository; * six replicates per condition, which is enough to separate the extremes and not enough to separate neighbours; * the task set is synthetic and self-contained, so it understates the cost of exploration in an unfamiliar codebase; * pricing ratios are those of one provider at one time; the ''shape'' of the curve follows from write being dearer than read, but the position of its minimum does not transfer automatically. * a test suite that passes in every condition cannot tell the conditions apart on quality: all 4,086 tests passed with zero variance, so the comparison rests on cost alone. Why such a result set supports no conclusion about quality, and what a record should say about it, is argued in Arsentev (2026), ''A Suite That Does Not Discriminate''. Figures on this page follow the corrected version 1.2 of the report. Earlier versions, and an earlier three-replicate run, reported smaller spreads (25.3% and 32.9%) computed with incorrect prices; they should not be quoted. == 4. Exercises == # '''Arithmetic of accumulation.''' An agent run has 40 steps. The context is 5,000 tokens after step 1 and grows by 1,500 tokens per step. Compute the total input processed and compare it with a total output of 400 tokens per step. What fraction of the work is re-reading? # '''Reconciling a log.''' Take any usage log that contains duplicate records for one invocation. Compute the total three ways — summing everything, keeping the first of each duplicate, keeping the element-wise maximum — and explain which of the three errors would be invisible to a reader of the final number. # '''Break-even.''' Let ''w'' be the price of a cache write and ''r'' the price of a cache read per token, with ''w'' = 12.5''r''. Write the cost of ''k'' tasks per session as a function of ''k'' under a linear model of context growth, and find the ''k'' that minimises it. Compare your answer with the table in section 3.2 and account for any difference. # '''Replication.''' Design the same comparison for a task set in a real repository rather than a synthetic one. State in advance which direction you expect the optimum to move, and why. # '''Critique.''' The experiment holds the task set fixed and varies only session length. Name one confound this design does ''not'' control for, and propose a modification that would. == 5. See also == * [[Large language models]] * [[Artificial intelligence]] * [[Machine learning]] == References == * Arsentev, E. (2026). ''Clear Every Third Task: A Measured U-Curve in the Context Economy of Coding Agents''. Zenodo. Version 1.2 (corrected 15 September 2026). {{doi|10.5281/zenodo.22759217}} — report, dataset and analysis scripts for the experiment in section 3. Run-level data: {{doi|10.57967/hf/10366}}. * Arsentev, E. (2026). ''A Suite That Does Not Discriminate: The Case for Result-Set Fields in Agent Conformance Records''. Qeios. {{doi|10.32388/0BV3Z8}} — why a suite that passes everywhere cannot support a quality comparison. * Arsentev, E. (2026). ''Agent Run Metrics: A JSON Interchange Format for Resource Accounting of Language-Model Agent Runs''. Internet-Draft <code>draft-arsentev-agent-run-metrics-00</code>, IETF Datatracker — an interchange format for the per-run and per-step quantities used here, including a normative statement that one reported step corresponds to one completed model invocation. [[Category:Artificial intelligence]] [[Category:Machine learning]] [[Category:Computer science]] dqtugc3jv3h2o5nz7rz0966cms3g50o 1 332031 2833564 2833099 2026-09-17T04:24:44Z U3285438 3103750 /* Suggestion for 'External links' section */ new section 2833564 wikitext text/x-wiki == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:U3247927|Hi [[User:U3247927|U3247927]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:25, 14 September 2026 (UTC) |} <!-- Official topic development feedback --> {{METF/2026 |1= <!-- Title --> # Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> <!-- 2-level --> # Promising [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]] – could benefit from further development and/or refinement <!-- Other ---> # Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings # Check grammar (e.g,. missing question mark) <!-- Remove --> # Remove sub-headings in the Overview <!-- Alignment with focus questions --> # Insufficient alignment between sub-title, focus questions, and top-level headings |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions # Very good # Good # Basic # Insufficient # Hasn't been developed – Needs scenario, image, evocative description of the problem/topic, and focus questions <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # Promising scenario; could benefit from further development # I moved an image into the feature box to help attract reader interest # I reduced the image size # The scenario figure needs an APA style caption <!-- Description --> # A promising description of the problem/topic is planned or presented # Keep this description brief; move detail in subsequent sections # What are the most relevant psychological theories? # Use APA style for citations (no italics) (fixed) <!-- Focus questions --> <!-- Alignment and quality --> # Develop closer alignment between the sub-title, focus questions, and top-level headings # There is no need for a question dedicated to research; instead, integrate covered of research throughout # There are too many focus questions; only include questions that are needed to address the sub-title; avoid side-quests—these are usually better treated as examples or scenarios, or left out altogether so that the chapter can concentrate on the core task of synthesising the best psychological theory and research about the topic. |4= <!-- Key points--> <!-- Overall --> # Partial development # On the right track, but don't beat around the bush; cut to the chase by explaining what the best psychological theory and research tells us about how romantic entertainment influences beliefs and expectations about love and romantic relationships. # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples. <!-- Citation style --> # Use [https://apastyle.apa.org/style-grammar-guidelines/citations/basic-principles APA style 7th edition for citations] (e.g., do not italicise) <!-- Other --> # For sections with sub-sections, provide key points for an overview paragraph prior to branching into the sub-headings # Consider using Studiosity Writing Feedback+ or a similar writing-support service (e.g., Grammarly) to improve the quality of written expression and check for grammatical and spelling errors in the book chapter draft. <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion hasn't been developed # What are the practical, take-home messages? (address the focus questions) |5= <!-- Figure --> # Relevant figure(s) are presented <!-- Caption --> # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) <!-- Size --> # Consider increasing/decreasing each image size(s) to better fit with the surrounding text <!-- Creation --> # Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution |6= <!-- Learning feature --> <!-- Interwiki links ---> # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. <!-- Scenarios/examples/case studies --> # Consider incorporating additional scenarios, examples, or case studies to illustrate key concepts. These could build on the Overview scenario or introduce new real-world situations in the main body of the chapter to demonstrate how the concepts apply in practice. <!-- Quiz --> # Promising use of quiz question(s) # Place each quiz question in the most relevant section # Focus the quiz question(s) on the take-home messages <!-- Tables --> # Also consider using [[Motivation and emotion/Wikiversity/Tables|table(s)]] to summarise key information |7= <!-- References --> <!-- Overall --> # Good # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] |8= <!-- Resources --> <!-- See also --> # See also ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Basic but effective # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] <!-- Description about self --> # Brief description about self – consider expanding <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Good – two out of three types of contributions made with direct link(s) to evidence. The other type of contribution is making: # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:25, 14 September 2026 (UTC) == Suggestion for 'External links' section == Hi there, Well done on your topic development! I enjoyed reading through the work you have done thus far. I noticed that you hadn't yet included external links to related resources on the topic. You should check out these articles on romantic entertainment and beliefs about love, I think that they might be a valuable addition to your chapter: * [https://www.psychologytoday.com/au/blog/reel-therapy/202607/how-5-classic-rom-coms-teach-us-to-love-better How 5 classic rom-coms teach us to love better] (Psychology Today) * [https://medium.com/@michaelanava444/romantic-cinema-whats-real-and-what-s-not-2f1e3dffd7c Romantic cinema: what’s real and what’s not] (Medium) * [https://theconversation.com/what-love-island-can-tell-us-about-the-history-of-love-119751 What Love Island can tell us about the history of love] (The Conversation) Best regards. [[User:U3285438|U3285438]] ([[User talk:U3285438|discuss]] • [[Special:Contributions/U3285438|contribs]]) 04:24, 17 September 2026 (UTC) boedscznv5cav7k2ijqi9lxvpyqkapi 2 332078 2833514 2833394 2026-09-16T15:10:08Z BajookThug 2920913 /* Subtypes */ 2833514 wikitext text/x-wiki ==States== ''(Note: terms used here, such as '''authoritarian''', '''democratic''', '''personalist''', etc. are from ''imperialist comparative politics'', but still used descriptively here)'' Every state is a '''class dictatorship'''. The primary question is not “authoritarian or democratic?”, rather: * Which '''class''' holds ''power''? * What is the '''mode of production'''? * What '''political form''' does bourgeois/proletarian rule take? * What is its ''historical function''? ===Types=== <pre> ALL STATES (Instruments of Class Rule) ├── Dictatorship of the Proletariat (Working-Class Power) │ └── Socialist / Transitional Forms │ └── e.g., Soviets, Vanguard Party-State, People's Democratic Fronts │ └── Dictatorship of the Bourgeoisie (Capitalist Power) ├── Bourgeois-Democratic Form (Masked Dictatorship of Capital) │ └── e.g., Parliaments, multi-party theater, deceptive formal liberties, │ bourgeois-integrated trade unions (class collaboration) │ └── Bourgeois-Dictatorial Form (Open Terrorist Dictatorship of Capital) └── e.g., Fascism, Bonapartism, Comprador Military Juntas, where the repressive apparatus is dominant and mass organizations are violently suppressed or forcibly co-opted to protect profits </pre> ==DotB== ==Bourgeois-Democratic Form== <pre> BOURGEOIS-DEMOCRATIC FORM (Masked Dictatorship of Capital) │ ├── 1. Classical Parliamentary Democracy (Imperialist Core) │ │ [The deceptive political form where monopoly capital rules through multi-party theater, │ │ legalised bribery, and media monopolies, presenting elite consensus as the public will.] │ └── e.g., United States, United Kingdom, France │ ├── 2. Social-Democratic / Tripartite Form (Managed Class Collaboration) │ │ [A defensive stabilization form where the labor aristocracy and union bureaucracy │ │ are integrated into the state to manage concessions, pacify workers, and protect profits.] │ └── e.g., Post-WWII Sweden (Nordic Model), Weimar Germany (1919–1932) │ └── 3. Neocolonial Parliamentary Form (Peripheral Client Democracy) [Superficial parliamentary structures in the periphery where electoral theater is permitted to mask systemic economic plunder by domestic compradors and foreign monopolies.] └── e.g., India, Post-Apartheid South Africa, Post-1990 Colombia </pre> ===Definition=== A developed political superstructure of the dictatorship of the bourgeoisie where the economic rule of capital is masked by formal democratic institutions. It operates through parliamentary theater, a multi-party system, regular elections, and legally codified civil liberties (such as freedom of speech, press, and assembly). While it proclaims the equality of all citizens before the law, this equality remains entirely abstract and formal. In material reality, the state apparatus is fully insulated from the working class and subordinated to capital through structural mechanisms like the private ownership of the mass media, corporate financing of political parties, legal lobbyism, and a permanent, unelected state bureaucracy. ===Class content=== Unchanged. It is fundamentally the dictatorship of the bourgeoisie. Despite the democratic facade, state power remains firmly in the hands of the capitalist class (and, in advanced stages, the financial oligarchy and monopoly bourgeoisie). The exploitation of wage-labor and the extraction of surplus value remain the absolute economic foundation of the society. * Function: To systematically legitimize, stabilize, and preserve capitalist property relations by engineering the illusion of popular consent. It functions to defuse revolutionary class contradictions by channeling the political energy of the proletariat into harmless, legalistic electoral paths that cannot alter the economic base. By absorbing and resolving conflicts through bourgeois-integrated trade unions and legislative compromises, it secures social peace and protects the long-term rate of profit without needing to resort to permanent, open state terror. ===Subtypes=== ====Classical Parliamentary Democracy==== * Definition: The standard political superstructure of advanced capitalist nations. It maintains the illusion of popular sovereignty through regular elections, a multi-party system, and formal constitutional liberties (freedom of speech, press, assembly). However, the actual mechanisms of state power are completely insulated from the working class. Capital exercises absolute control behind the scenes via corporate campaign financing, legalised lobbying, ownership of the mass media, and a permanent, unelected state bureaucracy. * Class content: The dictatorship of the domestic monopoly bourgeoisie and finance capital. Its stability is economically parasitic; it is sustained by the massive influx of imperialist super-profits extracted from the Global South, which allows the ruling class to avoid open domestic terror. ** Function: To legitimize capitalist exploitation by convincing the proletariat that they are active participants in their own subjugation. It channels revolutionary class energy away from the streets and into harmless, legalistic electoral paths, ensuring that no matter which bourgeois party wins, the property relations of capital remain untouched. ==Bourgeois-Dictatorial Form== <pre> BOURGEOIS-DICTATORIAL FORM (Open Terrorist Dictatorship of Capital) │ ├── 1. Fascism (Monopoly-Capitalist Core) │ │ [The open terrorist dictatorship of the most reactionary, imperialist │ │ elements of finance capital within an industrialized imperialist core.] │ └── e.g., Nazi Germany, Fascist Italy │ ├── 2. Comprador-Fascism / Counter-Revolutionary Juntas (Imperialist Periphery) │ │ [Direct terror organized by the local comprador bourgeoisie and military, │ │ acting as a proxy for foreign imperialist capital to destroy the working class.] │ └── e.g., Pinochet (Chile), Suharto (Indonesia), Argentina (1976), Brazil (1964) │ ├── 3. Neo-Colonial Puppet Dictatorships (Kleptocratic/Comprador) │ │ [Highly centralized, often individualized regimes installed and sustained │ │ directly by imperialist intelligence agencies to guarantee resource extraction.] │ └── e.g., Mobutu (Zaire), Duvalier (Haiti), Marcos (Philippines) │ └── 4. Bonapartist Deviation [A temporary state of exception where the executive power elevates itself above society because the contending classes are deadlocked in conflict.] └── e.g., Louis Bonaparte (1851 France) </pre> ===Definition=== A political form of the dictatorship of the bourgeoisie in which parliamentary-democratic methods are discarded by the ruling class. The repressive state apparatus (military, police, intelligence agencies) becomes the dominant organ of class rule. Open, violent coercion is primary over ideological consent. Independent working-class organizations—such as genuine trade unions, revolutionary parties, and the proletarian press—are violently suppressed, liquidated, or forcibly co-opted into the capitalist state machine. ===Class content=== Unchanged. It remains fundamentally the dictatorship of capital, operating on the capitalist mode of production. The change is strictly in the superstructure (the political form of rule), not the economic base. * Function: To preserve capitalist property relations and safeguard the extraction of surplus value when bourgeois-parliamentary methods are no longer sufficient to contain the revolutionary working class, or to manage the existential crises of capitalist overproduction. In the neocolonial periphery, its function is additionally to enforce the economic dictates of foreign imperialist finance capital through local comprador proxies. ===Subtypes=== ====Comprador-Fascism / Counter-Revolutionary Juntas==== * Definition: A violent, counter-revolutionary form of the dictatorship of the bourgeoisie where state power is seized and exercised directly by the military officer corps acting as a highly institutionalized corporate weapon. All bourgeois-parliamentary theater and civilian politics are completely discarded. The military hierarchy fuses directly with the state bureaucracy, ruling through open decree, martial law, and systematic state terror. Unlike classic European fascism, this form relies entirely on the existing state apparatus for coercion and is fundamentally mass-demobilizing; it deliberately avoids building a mass paramilitary movement or a populist ruling party, and preferring a cold, institutionalized liquidation of the left. * Class content: The dictatorship of capital operating in the imperialist periphery. It is the political rule of the most reactionary fractions of the domestic comprador bourgeoisie and land-owning oligarchs, acting as a direct managerial proxy for foreign imperialist finance capital. ** Function: To violently halt a rising revolutionary or progressive national crisis by liquidating the organized working class, trade unions, and communist vanguards. It serves to brutally demobilize the masses, enforce the absolute subjugation of labor, and forcibly restructure the local economy to optimize the extraction of surplus value and raw materials by foreign monopolies. ====Fascism==== * Definition: The open, terrorist dictatorship of the most reactionary, most chauvinistic, and most imperialist elements of finance capital, arising directly within highly industrialized, advanced capitalist nations. It represents the complete abandonment of bourgeois-parliamentary democracy in the imperialist core during a state of catastrophic economic crisis. Unlike comprador juntas that seek total mass demobilization, core fascism actively relies on mass reactionary mobilization. It channels the economic anxieties of the ruined petit-bourgeoisie and declassed elements into a fanatical, paramilitary mass movement and a single ruling party built around a centralized leadership cult to violently smash the revolutionary working class from below while the state crushes it from above. * Class content: The unmasked dictatorship of the domestic monopoly bourgeoisie. It is not a separate economic system, nor is it a third path; it is the ultimate survival mechanism of finance capital when the falling rate of profit, overproduction, and the threat of proletarian revolution push the capitalist mode of production to the brink of collapse. ** Function: To forcibly rescue domestic monopoly capital by liquidating all independent working-class organizations (the communist vanguard, trade unions, social-democratic parties) and completely atomizing the proletariat. Economically, it enforces extreme austerity and wage suppression to restore profitability, drives forward intense corporate monopolization, and aggressively restructures the entire state apparatus for hyper-militarization and imperialist territorial expansion (war) to secure new markets, resources, and spheres of influence for the domestic financial oligarchy. ====Neo-Colonial Puppet Dictatorships==== * Definition: A highly centralized, predatory, and often personalized form of the dictatorship of the bourgeoisie engineered directly within the neocolonial periphery. Unlike institutionalized military juntas that rule through a corporate officer corps, this form is typically anchored around a single, highly corrupt individual dictator, family, or tribal faction. These regimes are installed, financed, and sustained directly by foreign imperialist intelligence agencies and militaries. The local state apparatus functions not as an autonomous national entity, but as a heavily armed, privatized security guard for foreign monopolies. * Class content: The dictatorship of foreign imperialist finance capital, mediated through a parasitic layer of the local comprador bourgeoisie known as the kleptocracy. This ruling clique possesses no independent industrial or national capital base; their entire wealth is derived strictly from skimming bribes, laundering foreign aid, and taking kickbacks from imperialist corporations in exchange for granting them unchecked access to the nation's natural resources. ** Function: To guarantee the uninterrupted, hyper-exploitation and extraction of raw materials, agricultural goods, and cheap labor by transnational monopolies. Its primary political function is to maintain absolute stability for foreign investors by using targeted terror, assassinations, and tribal division to balkanize and suppress the development of a unified, politically conscious national proletariat and peasantry. ====Bonapartist Deviation==== * Definition: A highly specific, temporary political form of the dictatorship of the bourgeoisie where the executive branch of the state apparatus—anchored by a military leader or a centralized state bureaucracy—elevates itself seemingly above civil society. It arises when the principal contending classes (the bourgeoisie and the proletariat) have reached a catastrophic deadlock of class forces; the bourgeoisie is no longer capable of ruling through normal parliamentary means, but the working class is not yet organized or conscious enough to seize state power. The state executive leverages this stalemate to assume independent, dictatorial powers, balancing between the classes while ultimately preserving the capitalist base. * Class content: Despite its superficial appearance as a neutral arbiter standing above society, it remains fundamentally a dictatorship of capital. The state bureaucracy may strip individual capitalists of their political power, jail or exile bourgeois politicians, and restrict private political maneuvers, but it does so precisely to safeguard the sanctity of private property, capitalist property relations, and the exploitation of wage labor. ** Function: To forcibly restore social stability and protect the capitalist mode of production from revolutionary collapse when the ruling class is too weak or fractured to govern. It pacifies the working class through a combination of targeted repression and superficial populist concessions, while providing the stability required for capital accumulation to resume. ==On corporatism== Corporatism is a '''mechanism''', not a class dictatorship style. It cuts across different state forms. The same form can serve different class contents. It is best understood as a '''form of interest intermediation and class collaboration''': the state organizes workers, employers, and other social groups into hierarchical, non-competing bodies that it recognizes and controls. Corporatism could be used as a broad descriptive term, but it is necessary to distinguish types by their '''class character''' and '''political form'''. ===Aspects of ML states that fit corporatist form=== Using China as an example; * Official trade unions are party-led, not independent. ** ''V.I. Lenin explained that under a dictatorship of the proletariat, trade unions cannot be independent of the revolutionary party. The Party is the vanguard of the working class. If the union is independent of the vanguard, it falls under the ideological influence of the bourgeoisie.'' * Mass organizations for women, youth, peasants, intellectuals, etc. are state/party-recognized and controlled. ** ''In form, they are corporatist: they are hierarchical, non-competing, and hold a monopoly on representing their sector. But form is not class content. These organizations are not corporatist in, say, the fascist sense. Fascist corporatism smashed independent unions and '''subordinated workers to capital'''. The mass organizations in China serve a different class content: the dictatorship of the proletariat. Their method is the Leninist Mass Line, "from the masses, to the masses", not top-down pacification.'' * Competing political organizations are banned or subordinate. ** ''Fundamental feature of the Dictatorship of the Proletariat. A socialist state does not permit the bourgeoisie to form political parties to finance counter-revolution and buy elections.'' * Interests are mediated through party-state channels, not through free collective bargaining between autonomous unions and employers. ** ''Organizations serve as two-way transmission belts. They gather the concrete grievances and material conditions of specific demographics, feed them directly up into the state planning apparatus, and then mobilize those populations to execute socialist construction. Corporatist bodies exist to pacify the proletariat'' * The party-state claims a monopoly on representing the working class and the people. ** ''This is corporatist in form. It is proletarian in class content.'' ===Class collaborationism=== Corporatism as a form can be applied to some existing and past Marxist-Leninist states—specifically party-state corporatism. But there is one crucial distinction, and it depends on class character. Class collaboration is when antagonistic classes are reconciled under a bourgeois state. That is what happens under fascism and under neo-corporatism. It is not what happens in a socialist or transitional ML state. An ML state is not a bourgeois state mediating between capital and labor. It is a state that has abolished or is abolishing exploiting classes. Corporatist form in an ML state serves the dictatorship of the proletariat, not the dictatorship of finance capital. This is why the ''bare'' term is useless. If you call both fascist Italy and socialist China "corporatist" without a class qualifier, you have said nothing. You have only put two opposed states into the same box. The box is meaningless. What matters is which class holds power. ===Contrast between class forms=== {| class="wikitable" ! !! Bourgeois-Democracy !! Fascist !! Marxist-Leninist |- ! Form | Neo-corporatism || State corporatism || Party-state corporatism |- ! Class holding state power | Bourgeoisie || Finance capital (still Bourgeoisie) || Dictatorship of the proletariat |- ! Ownership of the commanding heights | Private || Private (protected and strengthened) || Socialized or state-owned |- ! Independent unions | Permitted but constrained || Illegal || Not independent of the party |- ! Function of the union substitute | Manage capital–labor conflict; secure labor peace || Suppress labor as a class; enforce labor peace for capital || Mobilize labor for production; transmit grievances; defend workers within production |- ! Class struggle | Contained, mediated || Criminalized and suppressed in the interest of capital || Antagonistic classes being abolished; remaining conflicts treated as non-antagonistic contradictions among the people |- ! Who receives the surplus | Capitalists || Capitalists || Social accumulation; planned investment |- ! Strikes | Legal, regulated || Illegal || Not the primary form of struggle, but not criminalized as sabotage of the nation |- ! Position in the world system | Imperialist or subordinate to imperialism || Imperialist || Target of imperialism |} ====The Decisive Difference: Whose Class Rules==== The two systems ''(corporatism form under fascism, vs under a ML state)'' look similar at the level of form because both reject autonomous collective bargaining. But the form is not what determines the class character. The ownership of the means of production and the class composition of the state do. * Under Italian fascism, the corporazioni ''did not expropriate'' a single factory. They '''left the ownership of industry intact''' and used the state to break the organizations ''workers had built''. The class that benefited was the same class that had always benefited, the bourgeois. * Under an ML state, the corporatist form appears ''after'' the expropriation of the exploiting classes. The state that organizes the unions is not mediating between capital and labor because ''capital, as a ruling class, no longer exists''. The state itself is the instrument of the class that was previously exploited. That is the difference between the suppression of one class ''(proletariat)'' by another ''(bourgeois)'', and the suppression ''(by the people via the state)'' of a class that is already being abolished ''(bourgeois, in ML states)''. ====The Function of the Union Substitute==== Fascist corporatism and ML party-state corporatism both replace independent unions, but they replace them with opposite things. The fascist union substitute exists to ''prevent strikes''. Its purpose is to make labor discipline enforceable. The worker is represented by an official body that is ''integrated with the employer'' and the state, and ''the employer's interests are structurally dominant''. The ML union substitute exists to '''organize production and to channel grievances upward'''. Lenin described unions under the dictatorship of the proletariat as transmission belts and as schools of communism. They are not independent of the party because ''the party is the vanguard of the class that rules (the proletariat)''. This is not the same function as fascism's. One exists to hold labour down in the interest of capital. The other is supposed to hold labour up while also organizing production. The ''class content'' of the form is what ''determines what the form is for''. ====Class Struggle==== Fascism denies that class conflict exists. It replaces class with the nation, and the corporation with the nation's economic organ. Any worker who insists on the reality of class conflict is treated as an enemy of the nation. The struggle is suppressed in the interest of the class that rules. ''(the bourgeois)'' ML theory does not deny class conflict. It holds that the proletariat has won state power and is using it to abolish the exploiting classes ''(in ML states)''. What remains are non-antagonistic contradictions among the people; conflicts of interest that are handled through party-state channels rather than through the violent suppression of one class by another. Antagonistic contradictions still exist against remnants of the old ruling classes and against imperialism, but the fundamental class antagonism is being resolved rather than enforced ''(mass line)''. The fascist state suppresses the working class as a class ''(the bourgeois)''. The ML state suppresses the classes that exploited the working class. Both use force. The force serves ''opposite class interests''. ====False Equivalence Risk==== The reason the term "corporatism" invites false equivalence is that it names the form and not the content. A reader who sees "both ban independent unions" can conclude that both are the same. Form alone is not analysis. This is the same principle Marxism-Leninism applies to the state itself. The state exists under capitalism and under socialism. Saying "both have a state" tells you nothing. Saying "both ban independent unions" tells you nothing for the same reason. ===ML Critique ''(Raoul Duke)''=== In Marxist-Leninist political theory, corporatism is generally ''rejected'' as a useful concept for class-based analysis. The critique holds that the standard definition; organization of society by corporate groups such as agricultural, labor, military, scientific, or guild associations on the basis of common interest; is too broad, collapsing ''distinct class systems'' into a single category. ====Critique of Definition==== The definition treats ''any'' collective group as a corporatist entity. Under this logic, a proletarian dictatorship, a bourgeois capitalist government, a labor union, a chamber of commerce, and a corporation all become "corporatist." By the same reasoning, the United States, China, the Soviet Union, modern Russia, fascist Italy, Nazi Germany, and modern Germany are all said to share the same ideology. MLs rejects this as useless because it erases class differences and reduces politics to the mere existence of organized groups or a government. ====Political Context==== The term is trending among far-right and libertarian circles. It is used as a "no true Scotsman" argument to discredit capitalist countries for not practicing "real capitalism." It is also used to equate socialist countries with fascist or capitalist ones simply because they have a state. Therefore, the Marxist-Leninist view expressed here is that "corporatism" is a useless descriptor not worth taking seriously in political theory or class struggle. ''(similar to the view of the word "authoritarian", which only rised in use c. 1917)'' ====Fascist corporatism in Italy==== ''(additional context from an Italian ML) '' In intention and practice, it ''[corporatism]'' was a scheme by the Fascist Party to seize control of labor unions and subject them to fascist control. In practice, this meant replacing labor unions (which the fascist government had made illegal) and subordinating worker organizations to the interests of entrepreneurs (capitalists). The ML notes that English speakers often confuse "corporatism" with "corporation," but in Italian fascist parlance the word evoked medieval Italian corporazioni (guilds). This was similar to how the fascists used the medieval term ''podestà'' (chief magistrate) to replace ''sindaco'' (mayor), masking a power grab behind old-sounding language. Italian fascism used these anodyne terms to obfuscate the suppression of civic and labor liberties in favor of the wealthy classes, who were the real beneficiaries of fascist policies. l4zumhx1trhef1d1uad25bakivwr1d6 2833515 2833514 2026-09-16T15:23:34Z BajookThug 2920913 /* Subtypes */ 2833515 wikitext text/x-wiki ==States== ''(Note: terms used here, such as '''authoritarian''', '''democratic''', '''personalist''', etc. are from ''imperialist comparative politics'', but still used descriptively here)'' Every state is a '''class dictatorship'''. The primary question is not “authoritarian or democratic?”, rather: * Which '''class''' holds ''power''? * What is the '''mode of production'''? * What '''political form''' does bourgeois/proletarian rule take? * What is its ''historical function''? ===Types=== <pre> ALL STATES (Instruments of Class Rule) ├── Dictatorship of the Proletariat (Working-Class Power) │ └── Socialist / Transitional Forms │ └── e.g., Soviets, Vanguard Party-State, People's Democratic Fronts │ └── Dictatorship of the Bourgeoisie (Capitalist Power) ├── Bourgeois-Democratic Form (Masked Dictatorship of Capital) │ └── e.g., Parliaments, multi-party theater, deceptive formal liberties, │ bourgeois-integrated trade unions (class collaboration) │ └── Bourgeois-Dictatorial Form (Open Terrorist Dictatorship of Capital) └── e.g., Fascism, Bonapartism, Comprador Military Juntas, where the repressive apparatus is dominant and mass organizations are violently suppressed or forcibly co-opted to protect profits </pre> ==DotB== ==Bourgeois-Democratic Form== <pre> BOURGEOIS-DEMOCRATIC FORM (Masked Dictatorship of Capital) │ ├── 1. Classical Parliamentary Democracy (Imperialist Core) │ │ [The deceptive political form where monopoly capital rules through multi-party theater, │ │ legalised bribery, and media monopolies, presenting elite consensus as the public will.] │ └── e.g., United States, United Kingdom, France │ ├── 2. Social-Democratic / Tripartite Form (Managed Class Collaboration) │ │ [A defensive stabilization form where the labor aristocracy and union bureaucracy │ │ are integrated into the state to manage concessions, pacify workers, and protect profits.] │ └── e.g., Post-WWII Sweden (Nordic Model), Weimar Germany (1919–1932) │ └── 3. Neocolonial Parliamentary Form (Peripheral Client Democracy) [Superficial parliamentary structures in the periphery where electoral theater is permitted to mask systemic economic plunder by domestic compradors and foreign monopolies.] └── e.g., India, Post-Apartheid South Africa, Post-1990 Colombia </pre> ===Definition=== A developed political superstructure of the dictatorship of the bourgeoisie where the economic rule of capital is masked by formal democratic institutions. It operates through parliamentary theater, a multi-party system, regular elections, and legally codified civil liberties (such as freedom of speech, press, and assembly). While it proclaims the equality of all citizens before the law, this equality remains entirely abstract and formal. In material reality, the state apparatus is fully insulated from the working class and subordinated to capital through structural mechanisms like the private ownership of the mass media, corporate financing of political parties, legal lobbyism, and a permanent, unelected state bureaucracy. ===Class content=== Unchanged. It is fundamentally the dictatorship of the bourgeoisie. Despite the democratic facade, state power remains firmly in the hands of the capitalist class (and, in advanced stages, the financial oligarchy and monopoly bourgeoisie). The exploitation of wage-labor and the extraction of surplus value remain the absolute economic foundation of the society. * Function: To systematically legitimize, stabilize, and preserve capitalist property relations by engineering the illusion of popular consent. It functions to defuse revolutionary class contradictions by channeling the political energy of the proletariat into harmless, legalistic electoral paths that cannot alter the economic base. By absorbing and resolving conflicts through bourgeois-integrated trade unions and legislative compromises, it secures social peace and protects the long-term rate of profit without needing to resort to permanent, open state terror. ===Subtypes=== ====Classical Parliamentary Democracy==== * Definition: The standard political superstructure of advanced capitalist nations. It maintains the illusion of popular sovereignty through regular elections, a multi-party system, and formal constitutional liberties (freedom of speech, press, assembly). However, the actual mechanisms of state power are completely insulated from the working class. Capital exercises absolute control behind the scenes via corporate campaign financing, legalised lobbying, ownership of the mass media, and a permanent, unelected state bureaucracy. * Class content: The dictatorship of the domestic monopoly bourgeoisie and finance capital. Its stability is economically parasitic; it is sustained by the massive influx of imperialist super-profits extracted from the Global South, which allows the ruling class to avoid open domestic terror. ** Function: To legitimize capitalist exploitation by convincing the proletariat that they are active participants in their own subjugation. It channels revolutionary class energy away from the streets and into harmless, legalistic electoral paths, ensuring that no matter which bourgeois party wins, the property relations of capital remain untouched. ====Social-Democratic / Tripartite Form==== * Definition: A defensive, state-administered variation of the bourgeois-democratic form designed to preserve the capitalist mode of production when confronted with a highly organized or radicalized working class. It operates through a mandatory "tripartite" structure—an institutionalized alliance where the capitalist state, monopoly employers, and the bureaucracy of bourgeois-integrated trade unions sit at a single table to legally negotiate the terms of exploitation. Rather than seeking to seize the means of production, this form pacifies the proletariat by using state-managed concessions—such as nationalized healthcare, social safety nets, and regulated pensions—to buy social peace and institutionalize class struggle within the boundaries of capitalist law. * Class content: A specialized management form of the dictatorship of the bourgeoisie. It represents a political pact between monopoly capital and the labour aristocracy; a privileged layer of the working class whose higher standard of living is paid for by the super-exploitation of workers in the neocolonial periphery. ** Function: To explicitly orchestrate class collaboration in order to prevent a socialist revolution and safeguard the long-term rate of profit. The state-sanctioned union bureaucracy acts as an administrative apparatus on the shop floor, legally restricting spontaneous or revolutionary strikes and binding workers to long-term contracts that guarantee capitalist ownership remains absolute. By transforming the defensive organizations of the working class into legal extensions of the capitalist state machine, it locks the wage-labor relationship into place, ensuring that the foundational extraction of surplus value is never disrupted, but merely managed. ====Neocolonial Parliamentary Form==== * Definition: A fragile, structurally dependent variation of the bourgeois-democratic form engineered inside the capitalist periphery, where the superficial apparatus of Western-style parliamentarism is superimposed onto an economy that lacks genuine national or monetary sovereignty. While an imperialist core country uses its parliament to internally manage its own global financial empire, a neocolonial parliament operates as a client assembly. Its entire legal, financial, and electoral architecture is bound by external imperialist dictates, such as structural adjustment programs, foreign debt leverage, and unequal trade treaties. The multi-party theater exists exclusively to decide which faction of the local ruling class will manage the extraction of the nation’s wealth on behalf of global monopolies, completely insulating the state's economic base from the democratic will of the domestic population. * Class content: The dictatorship of foreign imperialist finance capital, executed locally through the administrative mediation of the domestic comprador bourgeoisie and semi-feudal agrarian oligarchs. Unlike the independent monopoly bourgeoisie of the imperialist core, this comprador ruling class possesses no autonomous industrial base; their wealth is derived entirely from their structural position as middlemen, skimming tribute from the foreign-owned extraction of their own nation's labor and natural resources. ** Function: To provide a legally legitimate, stable framework for the systematic drain of surplus value, raw materials, and unequal exchange demanded by the metropole. It functions to fractured the domestic working class and peasantry into regional, tribal, or religious voting blocs, preventing the formation of a unified national-liberation proletarian consciousness. Crucially, its function is to maintain the illusion of self-determination; however, because the local bourgeoisie does not truly control the state's economic levers, the moment the masses attempt to use this electoral theater to enact genuine agrarian reform or nationalize imperialist property, the democratic facade is violently discarded by the military apparatus, transforming the state into an open comprador-fascist junta. ==Bourgeois-Dictatorial Form== <pre> BOURGEOIS-DICTATORIAL FORM (Open Terrorist Dictatorship of Capital) │ ├── 1. Fascism (Monopoly-Capitalist Core) │ │ [The open terrorist dictatorship of the most reactionary, imperialist │ │ elements of finance capital within an industrialized imperialist core.] │ └── e.g., Nazi Germany, Fascist Italy │ ├── 2. Comprador-Fascism / Counter-Revolutionary Juntas (Imperialist Periphery) │ │ [Direct terror organized by the local comprador bourgeoisie and military, │ │ acting as a proxy for foreign imperialist capital to destroy the working class.] │ └── e.g., Pinochet (Chile), Suharto (Indonesia), Argentina (1976), Brazil (1964) │ ├── 3. Neo-Colonial Puppet Dictatorships (Kleptocratic/Comprador) │ │ [Highly centralized, often individualized regimes installed and sustained │ │ directly by imperialist intelligence agencies to guarantee resource extraction.] │ └── e.g., Mobutu (Zaire), Duvalier (Haiti), Marcos (Philippines) │ └── 4. Bonapartist Deviation [A temporary state of exception where the executive power elevates itself above society because the contending classes are deadlocked in conflict.] └── e.g., Louis Bonaparte (1851 France) </pre> ===Definition=== A political form of the dictatorship of the bourgeoisie in which parliamentary-democratic methods are discarded by the ruling class. The repressive state apparatus (military, police, intelligence agencies) becomes the dominant organ of class rule. Open, violent coercion is primary over ideological consent. Independent working-class organizations—such as genuine trade unions, revolutionary parties, and the proletarian press—are violently suppressed, liquidated, or forcibly co-opted into the capitalist state machine. ===Class content=== Unchanged. It remains fundamentally the dictatorship of capital, operating on the capitalist mode of production. The change is strictly in the superstructure (the political form of rule), not the economic base. * Function: To preserve capitalist property relations and safeguard the extraction of surplus value when bourgeois-parliamentary methods are no longer sufficient to contain the revolutionary working class, or to manage the existential crises of capitalist overproduction. In the neocolonial periphery, its function is additionally to enforce the economic dictates of foreign imperialist finance capital through local comprador proxies. ===Subtypes=== ====Comprador-Fascism / Counter-Revolutionary Juntas==== * Definition: A violent, counter-revolutionary form of the dictatorship of the bourgeoisie where state power is seized and exercised directly by the military officer corps acting as a highly institutionalized corporate weapon. All bourgeois-parliamentary theater and civilian politics are completely discarded. The military hierarchy fuses directly with the state bureaucracy, ruling through open decree, martial law, and systematic state terror. Unlike classic European fascism, this form relies entirely on the existing state apparatus for coercion and is fundamentally mass-demobilizing; it deliberately avoids building a mass paramilitary movement or a populist ruling party, and preferring a cold, institutionalized liquidation of the left. * Class content: The dictatorship of capital operating in the imperialist periphery. It is the political rule of the most reactionary fractions of the domestic comprador bourgeoisie and land-owning oligarchs, acting as a direct managerial proxy for foreign imperialist finance capital. ** Function: To violently halt a rising revolutionary or progressive national crisis by liquidating the organized working class, trade unions, and communist vanguards. It serves to brutally demobilize the masses, enforce the absolute subjugation of labor, and forcibly restructure the local economy to optimize the extraction of surplus value and raw materials by foreign monopolies. ====Fascism==== * Definition: The open, terrorist dictatorship of the most reactionary, most chauvinistic, and most imperialist elements of finance capital, arising directly within highly industrialized, advanced capitalist nations. It represents the complete abandonment of bourgeois-parliamentary democracy in the imperialist core during a state of catastrophic economic crisis. Unlike comprador juntas that seek total mass demobilization, core fascism actively relies on mass reactionary mobilization. It channels the economic anxieties of the ruined petit-bourgeoisie and declassed elements into a fanatical, paramilitary mass movement and a single ruling party built around a centralized leadership cult to violently smash the revolutionary working class from below while the state crushes it from above. * Class content: The unmasked dictatorship of the domestic monopoly bourgeoisie. It is not a separate economic system, nor is it a third path; it is the ultimate survival mechanism of finance capital when the falling rate of profit, overproduction, and the threat of proletarian revolution push the capitalist mode of production to the brink of collapse. ** Function: To forcibly rescue domestic monopoly capital by liquidating all independent working-class organizations (the communist vanguard, trade unions, social-democratic parties) and completely atomizing the proletariat. Economically, it enforces extreme austerity and wage suppression to restore profitability, drives forward intense corporate monopolization, and aggressively restructures the entire state apparatus for hyper-militarization and imperialist territorial expansion (war) to secure new markets, resources, and spheres of influence for the domestic financial oligarchy. ====Neo-Colonial Puppet Dictatorships==== * Definition: A highly centralized, predatory, and often personalized form of the dictatorship of the bourgeoisie engineered directly within the neocolonial periphery. Unlike institutionalized military juntas that rule through a corporate officer corps, this form is typically anchored around a single, highly corrupt individual dictator, family, or tribal faction. These regimes are installed, financed, and sustained directly by foreign imperialist intelligence agencies and militaries. The local state apparatus functions not as an autonomous national entity, but as a heavily armed, privatized security guard for foreign monopolies. * Class content: The dictatorship of foreign imperialist finance capital, mediated through a parasitic layer of the local comprador bourgeoisie known as the kleptocracy. This ruling clique possesses no independent industrial or national capital base; their entire wealth is derived strictly from skimming bribes, laundering foreign aid, and taking kickbacks from imperialist corporations in exchange for granting them unchecked access to the nation's natural resources. ** Function: To guarantee the uninterrupted, hyper-exploitation and extraction of raw materials, agricultural goods, and cheap labor by transnational monopolies. Its primary political function is to maintain absolute stability for foreign investors by using targeted terror, assassinations, and tribal division to balkanize and suppress the development of a unified, politically conscious national proletariat and peasantry. ====Bonapartist Deviation==== * Definition: A highly specific, temporary political form of the dictatorship of the bourgeoisie where the executive branch of the state apparatus—anchored by a military leader or a centralized state bureaucracy—elevates itself seemingly above civil society. It arises when the principal contending classes (the bourgeoisie and the proletariat) have reached a catastrophic deadlock of class forces; the bourgeoisie is no longer capable of ruling through normal parliamentary means, but the working class is not yet organized or conscious enough to seize state power. The state executive leverages this stalemate to assume independent, dictatorial powers, balancing between the classes while ultimately preserving the capitalist base. * Class content: Despite its superficial appearance as a neutral arbiter standing above society, it remains fundamentally a dictatorship of capital. The state bureaucracy may strip individual capitalists of their political power, jail or exile bourgeois politicians, and restrict private political maneuvers, but it does so precisely to safeguard the sanctity of private property, capitalist property relations, and the exploitation of wage labor. ** Function: To forcibly restore social stability and protect the capitalist mode of production from revolutionary collapse when the ruling class is too weak or fractured to govern. It pacifies the working class through a combination of targeted repression and superficial populist concessions, while providing the stability required for capital accumulation to resume. ==On corporatism== Corporatism is a '''mechanism''', not a class dictatorship style. It cuts across different state forms. The same form can serve different class contents. It is best understood as a '''form of interest intermediation and class collaboration''': the state organizes workers, employers, and other social groups into hierarchical, non-competing bodies that it recognizes and controls. Corporatism could be used as a broad descriptive term, but it is necessary to distinguish types by their '''class character''' and '''political form'''. ===Aspects of ML states that fit corporatist form=== Using China as an example; * Official trade unions are party-led, not independent. ** ''V.I. Lenin explained that under a dictatorship of the proletariat, trade unions cannot be independent of the revolutionary party. The Party is the vanguard of the working class. If the union is independent of the vanguard, it falls under the ideological influence of the bourgeoisie.'' * Mass organizations for women, youth, peasants, intellectuals, etc. are state/party-recognized and controlled. ** ''In form, they are corporatist: they are hierarchical, non-competing, and hold a monopoly on representing their sector. But form is not class content. These organizations are not corporatist in, say, the fascist sense. Fascist corporatism smashed independent unions and '''subordinated workers to capital'''. The mass organizations in China serve a different class content: the dictatorship of the proletariat. Their method is the Leninist Mass Line, "from the masses, to the masses", not top-down pacification.'' * Competing political organizations are banned or subordinate. ** ''Fundamental feature of the Dictatorship of the Proletariat. A socialist state does not permit the bourgeoisie to form political parties to finance counter-revolution and buy elections.'' * Interests are mediated through party-state channels, not through free collective bargaining between autonomous unions and employers. ** ''Organizations serve as two-way transmission belts. They gather the concrete grievances and material conditions of specific demographics, feed them directly up into the state planning apparatus, and then mobilize those populations to execute socialist construction. Corporatist bodies exist to pacify the proletariat'' * The party-state claims a monopoly on representing the working class and the people. ** ''This is corporatist in form. It is proletarian in class content.'' ===Class collaborationism=== Corporatism as a form can be applied to some existing and past Marxist-Leninist states—specifically party-state corporatism. But there is one crucial distinction, and it depends on class character. Class collaboration is when antagonistic classes are reconciled under a bourgeois state. That is what happens under fascism and under neo-corporatism. It is not what happens in a socialist or transitional ML state. An ML state is not a bourgeois state mediating between capital and labor. It is a state that has abolished or is abolishing exploiting classes. Corporatist form in an ML state serves the dictatorship of the proletariat, not the dictatorship of finance capital. This is why the ''bare'' term is useless. If you call both fascist Italy and socialist China "corporatist" without a class qualifier, you have said nothing. You have only put two opposed states into the same box. The box is meaningless. What matters is which class holds power. ===Contrast between class forms=== {| class="wikitable" ! !! Bourgeois-Democracy !! Fascist !! Marxist-Leninist |- ! Form | Neo-corporatism || State corporatism || Party-state corporatism |- ! Class holding state power | Bourgeoisie || Finance capital (still Bourgeoisie) || Dictatorship of the proletariat |- ! Ownership of the commanding heights | Private || Private (protected and strengthened) || Socialized or state-owned |- ! Independent unions | Permitted but constrained || Illegal || Not independent of the party |- ! Function of the union substitute | Manage capital–labor conflict; secure labor peace || Suppress labor as a class; enforce labor peace for capital || Mobilize labor for production; transmit grievances; defend workers within production |- ! Class struggle | Contained, mediated || Criminalized and suppressed in the interest of capital || Antagonistic classes being abolished; remaining conflicts treated as non-antagonistic contradictions among the people |- ! Who receives the surplus | Capitalists || Capitalists || Social accumulation; planned investment |- ! Strikes | Legal, regulated || Illegal || Not the primary form of struggle, but not criminalized as sabotage of the nation |- ! Position in the world system | Imperialist or subordinate to imperialism || Imperialist || Target of imperialism |} ====The Decisive Difference: Whose Class Rules==== The two systems ''(corporatism form under fascism, vs under a ML state)'' look similar at the level of form because both reject autonomous collective bargaining. But the form is not what determines the class character. The ownership of the means of production and the class composition of the state do. * Under Italian fascism, the corporazioni ''did not expropriate'' a single factory. They '''left the ownership of industry intact''' and used the state to break the organizations ''workers had built''. The class that benefited was the same class that had always benefited, the bourgeois. * Under an ML state, the corporatist form appears ''after'' the expropriation of the exploiting classes. The state that organizes the unions is not mediating between capital and labor because ''capital, as a ruling class, no longer exists''. The state itself is the instrument of the class that was previously exploited. That is the difference between the suppression of one class ''(proletariat)'' by another ''(bourgeois)'', and the suppression ''(by the people via the state)'' of a class that is already being abolished ''(bourgeois, in ML states)''. ====The Function of the Union Substitute==== Fascist corporatism and ML party-state corporatism both replace independent unions, but they replace them with opposite things. The fascist union substitute exists to ''prevent strikes''. Its purpose is to make labor discipline enforceable. The worker is represented by an official body that is ''integrated with the employer'' and the state, and ''the employer's interests are structurally dominant''. The ML union substitute exists to '''organize production and to channel grievances upward'''. Lenin described unions under the dictatorship of the proletariat as transmission belts and as schools of communism. They are not independent of the party because ''the party is the vanguard of the class that rules (the proletariat)''. This is not the same function as fascism's. One exists to hold labour down in the interest of capital. The other is supposed to hold labour up while also organizing production. The ''class content'' of the form is what ''determines what the form is for''. ====Class Struggle==== Fascism denies that class conflict exists. It replaces class with the nation, and the corporation with the nation's economic organ. Any worker who insists on the reality of class conflict is treated as an enemy of the nation. The struggle is suppressed in the interest of the class that rules. ''(the bourgeois)'' ML theory does not deny class conflict. It holds that the proletariat has won state power and is using it to abolish the exploiting classes ''(in ML states)''. What remains are non-antagonistic contradictions among the people; conflicts of interest that are handled through party-state channels rather than through the violent suppression of one class by another. Antagonistic contradictions still exist against remnants of the old ruling classes and against imperialism, but the fundamental class antagonism is being resolved rather than enforced ''(mass line)''. The fascist state suppresses the working class as a class ''(the bourgeois)''. The ML state suppresses the classes that exploited the working class. Both use force. The force serves ''opposite class interests''. ====False Equivalence Risk==== The reason the term "corporatism" invites false equivalence is that it names the form and not the content. A reader who sees "both ban independent unions" can conclude that both are the same. Form alone is not analysis. This is the same principle Marxism-Leninism applies to the state itself. The state exists under capitalism and under socialism. Saying "both have a state" tells you nothing. Saying "both ban independent unions" tells you nothing for the same reason. ===ML Critique ''(Raoul Duke)''=== In Marxist-Leninist political theory, corporatism is generally ''rejected'' as a useful concept for class-based analysis. The critique holds that the standard definition; organization of society by corporate groups such as agricultural, labor, military, scientific, or guild associations on the basis of common interest; is too broad, collapsing ''distinct class systems'' into a single category. ====Critique of Definition==== The definition treats ''any'' collective group as a corporatist entity. Under this logic, a proletarian dictatorship, a bourgeois capitalist government, a labor union, a chamber of commerce, and a corporation all become "corporatist." By the same reasoning, the United States, China, the Soviet Union, modern Russia, fascist Italy, Nazi Germany, and modern Germany are all said to share the same ideology. MLs rejects this as useless because it erases class differences and reduces politics to the mere existence of organized groups or a government. ====Political Context==== The term is trending among far-right and libertarian circles. It is used as a "no true Scotsman" argument to discredit capitalist countries for not practicing "real capitalism." It is also used to equate socialist countries with fascist or capitalist ones simply because they have a state. Therefore, the Marxist-Leninist view expressed here is that "corporatism" is a useless descriptor not worth taking seriously in political theory or class struggle. ''(similar to the view of the word "authoritarian", which only rised in use c. 1917)'' ====Fascist corporatism in Italy==== ''(additional context from an Italian ML) '' In intention and practice, it ''[corporatism]'' was a scheme by the Fascist Party to seize control of labor unions and subject them to fascist control. In practice, this meant replacing labor unions (which the fascist government had made illegal) and subordinating worker organizations to the interests of entrepreneurs (capitalists). The ML notes that English speakers often confuse "corporatism" with "corporation," but in Italian fascist parlance the word evoked medieval Italian corporazioni (guilds). This was similar to how the fascists used the medieval term ''podestà'' (chief magistrate) to replace ''sindaco'' (mayor), masking a power grab behind old-sounding language. Italian fascism used these anodyne terms to obfuscate the suppression of civic and labor liberties in favor of the wealthy classes, who were the real beneficiaries of fascist policies. cxeore29pjnsdu1qrjhzqtxkb82kwql 2833516 2833515 2026-09-16T15:28:24Z BajookThug 2920913 /* Fascist corporatism in Italy */ 2833516 wikitext text/x-wiki ==States== ''(Note: terms used here, such as '''authoritarian''', '''democratic''', '''personalist''', etc. are from ''imperialist comparative politics'', but still used descriptively here)'' Every state is a '''class dictatorship'''. The primary question is not “authoritarian or democratic?”, rather: * Which '''class''' holds ''power''? * What is the '''mode of production'''? * What '''political form''' does bourgeois/proletarian rule take? * What is its ''historical function''? ===Types=== <pre> ALL STATES (Instruments of Class Rule) ├── Dictatorship of the Proletariat (Working-Class Power) │ └── Socialist / Transitional Forms │ └── e.g., Soviets, Vanguard Party-State, People's Democratic Fronts │ └── Dictatorship of the Bourgeoisie (Capitalist Power) ├── Bourgeois-Democratic Form (Masked Dictatorship of Capital) │ └── e.g., Parliaments, multi-party theater, deceptive formal liberties, │ bourgeois-integrated trade unions (class collaboration) │ └── Bourgeois-Dictatorial Form (Open Terrorist Dictatorship of Capital) └── e.g., Fascism, Bonapartism, Comprador Military Juntas, where the repressive apparatus is dominant and mass organizations are violently suppressed or forcibly co-opted to protect profits </pre> ==DotB== ==Bourgeois-Democratic Form== <pre> BOURGEOIS-DEMOCRATIC FORM (Masked Dictatorship of Capital) │ ├── 1. Classical Parliamentary Democracy (Imperialist Core) │ │ [The deceptive political form where monopoly capital rules through multi-party theater, │ │ legalised bribery, and media monopolies, presenting elite consensus as the public will.] │ └── e.g., United States, United Kingdom, France │ ├── 2. Social-Democratic / Tripartite Form (Managed Class Collaboration) │ │ [A defensive stabilization form where the labor aristocracy and union bureaucracy │ │ are integrated into the state to manage concessions, pacify workers, and protect profits.] │ └── e.g., Post-WWII Sweden (Nordic Model), Weimar Germany (1919–1932) │ └── 3. Neocolonial Parliamentary Form (Peripheral Client Democracy) [Superficial parliamentary structures in the periphery where electoral theater is permitted to mask systemic economic plunder by domestic compradors and foreign monopolies.] └── e.g., India, Post-Apartheid South Africa, Post-1990 Colombia </pre> ===Definition=== A developed political superstructure of the dictatorship of the bourgeoisie where the economic rule of capital is masked by formal democratic institutions. It operates through parliamentary theater, a multi-party system, regular elections, and legally codified civil liberties (such as freedom of speech, press, and assembly). While it proclaims the equality of all citizens before the law, this equality remains entirely abstract and formal. In material reality, the state apparatus is fully insulated from the working class and subordinated to capital through structural mechanisms like the private ownership of the mass media, corporate financing of political parties, legal lobbyism, and a permanent, unelected state bureaucracy. ===Class content=== Unchanged. It is fundamentally the dictatorship of the bourgeoisie. Despite the democratic facade, state power remains firmly in the hands of the capitalist class (and, in advanced stages, the financial oligarchy and monopoly bourgeoisie). The exploitation of wage-labor and the extraction of surplus value remain the absolute economic foundation of the society. * Function: To systematically legitimize, stabilize, and preserve capitalist property relations by engineering the illusion of popular consent. It functions to defuse revolutionary class contradictions by channeling the political energy of the proletariat into harmless, legalistic electoral paths that cannot alter the economic base. By absorbing and resolving conflicts through bourgeois-integrated trade unions and legislative compromises, it secures social peace and protects the long-term rate of profit without needing to resort to permanent, open state terror. ===Subtypes=== ====Classical Parliamentary Democracy==== * Definition: The standard political superstructure of advanced capitalist nations. It maintains the illusion of popular sovereignty through regular elections, a multi-party system, and formal constitutional liberties (freedom of speech, press, assembly). However, the actual mechanisms of state power are completely insulated from the working class. Capital exercises absolute control behind the scenes via corporate campaign financing, legalised lobbying, ownership of the mass media, and a permanent, unelected state bureaucracy. * Class content: The dictatorship of the domestic monopoly bourgeoisie and finance capital. Its stability is economically parasitic; it is sustained by the massive influx of imperialist super-profits extracted from the Global South, which allows the ruling class to avoid open domestic terror. ** Function: To legitimize capitalist exploitation by convincing the proletariat that they are active participants in their own subjugation. It channels revolutionary class energy away from the streets and into harmless, legalistic electoral paths, ensuring that no matter which bourgeois party wins, the property relations of capital remain untouched. ====Social-Democratic / Tripartite Form==== * Definition: A defensive, state-administered variation of the bourgeois-democratic form designed to preserve the capitalist mode of production when confronted with a highly organized or radicalized working class. It operates through a mandatory "tripartite" structure—an institutionalized alliance where the capitalist state, monopoly employers, and the bureaucracy of bourgeois-integrated trade unions sit at a single table to legally negotiate the terms of exploitation. Rather than seeking to seize the means of production, this form pacifies the proletariat by using state-managed concessions—such as nationalized healthcare, social safety nets, and regulated pensions—to buy social peace and institutionalize class struggle within the boundaries of capitalist law. * Class content: A specialized management form of the dictatorship of the bourgeoisie. It represents a political pact between monopoly capital and the labour aristocracy; a privileged layer of the working class whose higher standard of living is paid for by the super-exploitation of workers in the neocolonial periphery. ** Function: To explicitly orchestrate class collaboration in order to prevent a socialist revolution and safeguard the long-term rate of profit. The state-sanctioned union bureaucracy acts as an administrative apparatus on the shop floor, legally restricting spontaneous or revolutionary strikes and binding workers to long-term contracts that guarantee capitalist ownership remains absolute. By transforming the defensive organizations of the working class into legal extensions of the capitalist state machine, it locks the wage-labor relationship into place, ensuring that the foundational extraction of surplus value is never disrupted, but merely managed. ====Neocolonial Parliamentary Form==== * Definition: A fragile, structurally dependent variation of the bourgeois-democratic form engineered inside the capitalist periphery, where the superficial apparatus of Western-style parliamentarism is superimposed onto an economy that lacks genuine national or monetary sovereignty. While an imperialist core country uses its parliament to internally manage its own global financial empire, a neocolonial parliament operates as a client assembly. Its entire legal, financial, and electoral architecture is bound by external imperialist dictates, such as structural adjustment programs, foreign debt leverage, and unequal trade treaties. The multi-party theater exists exclusively to decide which faction of the local ruling class will manage the extraction of the nation’s wealth on behalf of global monopolies, completely insulating the state's economic base from the democratic will of the domestic population. * Class content: The dictatorship of foreign imperialist finance capital, executed locally through the administrative mediation of the domestic comprador bourgeoisie and semi-feudal agrarian oligarchs. Unlike the independent monopoly bourgeoisie of the imperialist core, this comprador ruling class possesses no autonomous industrial base; their wealth is derived entirely from their structural position as middlemen, skimming tribute from the foreign-owned extraction of their own nation's labor and natural resources. ** Function: To provide a legally legitimate, stable framework for the systematic drain of surplus value, raw materials, and unequal exchange demanded by the metropole. It functions to fractured the domestic working class and peasantry into regional, tribal, or religious voting blocs, preventing the formation of a unified national-liberation proletarian consciousness. Crucially, its function is to maintain the illusion of self-determination; however, because the local bourgeoisie does not truly control the state's economic levers, the moment the masses attempt to use this electoral theater to enact genuine agrarian reform or nationalize imperialist property, the democratic facade is violently discarded by the military apparatus, transforming the state into an open comprador-fascist junta. ==Bourgeois-Dictatorial Form== <pre> BOURGEOIS-DICTATORIAL FORM (Open Terrorist Dictatorship of Capital) │ ├── 1. Fascism (Monopoly-Capitalist Core) │ │ [The open terrorist dictatorship of the most reactionary, imperialist │ │ elements of finance capital within an industrialized imperialist core.] │ └── e.g., Nazi Germany, Fascist Italy │ ├── 2. Comprador-Fascism / Counter-Revolutionary Juntas (Imperialist Periphery) │ │ [Direct terror organized by the local comprador bourgeoisie and military, │ │ acting as a proxy for foreign imperialist capital to destroy the working class.] │ └── e.g., Pinochet (Chile), Suharto (Indonesia), Argentina (1976), Brazil (1964) │ ├── 3. Neo-Colonial Puppet Dictatorships (Kleptocratic/Comprador) │ │ [Highly centralized, often individualized regimes installed and sustained │ │ directly by imperialist intelligence agencies to guarantee resource extraction.] │ └── e.g., Mobutu (Zaire), Duvalier (Haiti), Marcos (Philippines) │ └── 4. Bonapartist Deviation [A temporary state of exception where the executive power elevates itself above society because the contending classes are deadlocked in conflict.] └── e.g., Louis Bonaparte (1851 France) </pre> ===Definition=== A political form of the dictatorship of the bourgeoisie in which parliamentary-democratic methods are discarded by the ruling class. The repressive state apparatus (military, police, intelligence agencies) becomes the dominant organ of class rule. Open, violent coercion is primary over ideological consent. Independent working-class organizations—such as genuine trade unions, revolutionary parties, and the proletarian press—are violently suppressed, liquidated, or forcibly co-opted into the capitalist state machine. ===Class content=== Unchanged. It remains fundamentally the dictatorship of capital, operating on the capitalist mode of production. The change is strictly in the superstructure (the political form of rule), not the economic base. * Function: To preserve capitalist property relations and safeguard the extraction of surplus value when bourgeois-parliamentary methods are no longer sufficient to contain the revolutionary working class, or to manage the existential crises of capitalist overproduction. In the neocolonial periphery, its function is additionally to enforce the economic dictates of foreign imperialist finance capital through local comprador proxies. ===Subtypes=== ====Comprador-Fascism / Counter-Revolutionary Juntas==== * Definition: A violent, counter-revolutionary form of the dictatorship of the bourgeoisie where state power is seized and exercised directly by the military officer corps acting as a highly institutionalized corporate weapon. All bourgeois-parliamentary theater and civilian politics are completely discarded. The military hierarchy fuses directly with the state bureaucracy, ruling through open decree, martial law, and systematic state terror. Unlike classic European fascism, this form relies entirely on the existing state apparatus for coercion and is fundamentally mass-demobilizing; it deliberately avoids building a mass paramilitary movement or a populist ruling party, and preferring a cold, institutionalized liquidation of the left. * Class content: The dictatorship of capital operating in the imperialist periphery. It is the political rule of the most reactionary fractions of the domestic comprador bourgeoisie and land-owning oligarchs, acting as a direct managerial proxy for foreign imperialist finance capital. ** Function: To violently halt a rising revolutionary or progressive national crisis by liquidating the organized working class, trade unions, and communist vanguards. It serves to brutally demobilize the masses, enforce the absolute subjugation of labor, and forcibly restructure the local economy to optimize the extraction of surplus value and raw materials by foreign monopolies. ====Fascism==== * Definition: The open, terrorist dictatorship of the most reactionary, most chauvinistic, and most imperialist elements of finance capital, arising directly within highly industrialized, advanced capitalist nations. It represents the complete abandonment of bourgeois-parliamentary democracy in the imperialist core during a state of catastrophic economic crisis. Unlike comprador juntas that seek total mass demobilization, core fascism actively relies on mass reactionary mobilization. It channels the economic anxieties of the ruined petit-bourgeoisie and declassed elements into a fanatical, paramilitary mass movement and a single ruling party built around a centralized leadership cult to violently smash the revolutionary working class from below while the state crushes it from above. * Class content: The unmasked dictatorship of the domestic monopoly bourgeoisie. It is not a separate economic system, nor is it a third path; it is the ultimate survival mechanism of finance capital when the falling rate of profit, overproduction, and the threat of proletarian revolution push the capitalist mode of production to the brink of collapse. ** Function: To forcibly rescue domestic monopoly capital by liquidating all independent working-class organizations (the communist vanguard, trade unions, social-democratic parties) and completely atomizing the proletariat. Economically, it enforces extreme austerity and wage suppression to restore profitability, drives forward intense corporate monopolization, and aggressively restructures the entire state apparatus for hyper-militarization and imperialist territorial expansion (war) to secure new markets, resources, and spheres of influence for the domestic financial oligarchy. ====Neo-Colonial Puppet Dictatorships==== * Definition: A highly centralized, predatory, and often personalized form of the dictatorship of the bourgeoisie engineered directly within the neocolonial periphery. Unlike institutionalized military juntas that rule through a corporate officer corps, this form is typically anchored around a single, highly corrupt individual dictator, family, or tribal faction. These regimes are installed, financed, and sustained directly by foreign imperialist intelligence agencies and militaries. The local state apparatus functions not as an autonomous national entity, but as a heavily armed, privatized security guard for foreign monopolies. * Class content: The dictatorship of foreign imperialist finance capital, mediated through a parasitic layer of the local comprador bourgeoisie known as the kleptocracy. This ruling clique possesses no independent industrial or national capital base; their entire wealth is derived strictly from skimming bribes, laundering foreign aid, and taking kickbacks from imperialist corporations in exchange for granting them unchecked access to the nation's natural resources. ** Function: To guarantee the uninterrupted, hyper-exploitation and extraction of raw materials, agricultural goods, and cheap labor by transnational monopolies. Its primary political function is to maintain absolute stability for foreign investors by using targeted terror, assassinations, and tribal division to balkanize and suppress the development of a unified, politically conscious national proletariat and peasantry. ====Bonapartist Deviation==== * Definition: A highly specific, temporary political form of the dictatorship of the bourgeoisie where the executive branch of the state apparatus—anchored by a military leader or a centralized state bureaucracy—elevates itself seemingly above civil society. It arises when the principal contending classes (the bourgeoisie and the proletariat) have reached a catastrophic deadlock of class forces; the bourgeoisie is no longer capable of ruling through normal parliamentary means, but the working class is not yet organized or conscious enough to seize state power. The state executive leverages this stalemate to assume independent, dictatorial powers, balancing between the classes while ultimately preserving the capitalist base. * Class content: Despite its superficial appearance as a neutral arbiter standing above society, it remains fundamentally a dictatorship of capital. The state bureaucracy may strip individual capitalists of their political power, jail or exile bourgeois politicians, and restrict private political maneuvers, but it does so precisely to safeguard the sanctity of private property, capitalist property relations, and the exploitation of wage labor. ** Function: To forcibly restore social stability and protect the capitalist mode of production from revolutionary collapse when the ruling class is too weak or fractured to govern. It pacifies the working class through a combination of targeted repression and superficial populist concessions, while providing the stability required for capital accumulation to resume. ==On corporatism== Corporatism is a '''mechanism''', not a class dictatorship style. It cuts across different state forms. The same form can serve different class contents. It is best understood as a '''form of interest intermediation and class collaboration''': the state organizes workers, employers, and other social groups into hierarchical, non-competing bodies that it recognizes and controls. Corporatism could be used as a broad descriptive term, but it is necessary to distinguish types by their '''class character''' and '''political form'''. ===Aspects of ML states that fit corporatist form=== Using China as an example; * Official trade unions are party-led, not independent. ** ''V.I. Lenin explained that under a dictatorship of the proletariat, trade unions cannot be independent of the revolutionary party. The Party is the vanguard of the working class. If the union is independent of the vanguard, it falls under the ideological influence of the bourgeoisie.'' * Mass organizations for women, youth, peasants, intellectuals, etc. are state/party-recognized and controlled. ** ''In form, they are corporatist: they are hierarchical, non-competing, and hold a monopoly on representing their sector. But form is not class content. These organizations are not corporatist in, say, the fascist sense. Fascist corporatism smashed independent unions and '''subordinated workers to capital'''. The mass organizations in China serve a different class content: the dictatorship of the proletariat. Their method is the Leninist Mass Line, "from the masses, to the masses", not top-down pacification.'' * Competing political organizations are banned or subordinate. ** ''Fundamental feature of the Dictatorship of the Proletariat. A socialist state does not permit the bourgeoisie to form political parties to finance counter-revolution and buy elections.'' * Interests are mediated through party-state channels, not through free collective bargaining between autonomous unions and employers. ** ''Organizations serve as two-way transmission belts. They gather the concrete grievances and material conditions of specific demographics, feed them directly up into the state planning apparatus, and then mobilize those populations to execute socialist construction. Corporatist bodies exist to pacify the proletariat'' * The party-state claims a monopoly on representing the working class and the people. ** ''This is corporatist in form. It is proletarian in class content.'' ===Class collaborationism=== Corporatism as a form can be applied to some existing and past Marxist-Leninist states—specifically party-state corporatism. But there is one crucial distinction, and it depends on class character. Class collaboration is when antagonistic classes are reconciled under a bourgeois state. That is what happens under fascism and under neo-corporatism. It is not what happens in a socialist or transitional ML state. An ML state is not a bourgeois state mediating between capital and labor. It is a state that has abolished or is abolishing exploiting classes. Corporatist form in an ML state serves the dictatorship of the proletariat, not the dictatorship of finance capital. This is why the ''bare'' term is useless. If you call both fascist Italy and socialist China "corporatist" without a class qualifier, you have said nothing. You have only put two opposed states into the same box. The box is meaningless. What matters is which class holds power. ===Contrast between class forms=== {| class="wikitable" ! !! Bourgeois-Democracy !! Fascist !! Marxist-Leninist |- ! Form | Neo-corporatism || State corporatism || Party-state corporatism |- ! Class holding state power | Bourgeoisie || Finance capital (still Bourgeoisie) || Dictatorship of the proletariat |- ! Ownership of the commanding heights | Private || Private (protected and strengthened) || Socialized or state-owned |- ! Independent unions | Permitted but constrained || Illegal || Not independent of the party |- ! Function of the union substitute | Manage capital–labor conflict; secure labor peace || Suppress labor as a class; enforce labor peace for capital || Mobilize labor for production; transmit grievances; defend workers within production |- ! Class struggle | Contained, mediated || Criminalized and suppressed in the interest of capital || Antagonistic classes being abolished; remaining conflicts treated as non-antagonistic contradictions among the people |- ! Who receives the surplus | Capitalists || Capitalists || Social accumulation; planned investment |- ! Strikes | Legal, regulated || Illegal || Not the primary form of struggle, but not criminalized as sabotage of the nation |- ! Position in the world system | Imperialist or subordinate to imperialism || Imperialist || Target of imperialism |} ====The Decisive Difference: Whose Class Rules==== The two systems ''(corporatism form under fascism, vs under a ML state)'' look similar at the level of form because both reject autonomous collective bargaining. But the form is not what determines the class character. The ownership of the means of production and the class composition of the state do. * Under Italian fascism, the corporazioni ''did not expropriate'' a single factory. They '''left the ownership of industry intact''' and used the state to break the organizations ''workers had built''. The class that benefited was the same class that had always benefited, the bourgeois. * Under an ML state, the corporatist form appears ''after'' the expropriation of the exploiting classes. The state that organizes the unions is not mediating between capital and labor because ''capital, as a ruling class, no longer exists''. The state itself is the instrument of the class that was previously exploited. That is the difference between the suppression of one class ''(proletariat)'' by another ''(bourgeois)'', and the suppression ''(by the people via the state)'' of a class that is already being abolished ''(bourgeois, in ML states)''. ====The Function of the Union Substitute==== Fascist corporatism and ML party-state corporatism both replace independent unions, but they replace them with opposite things. The fascist union substitute exists to ''prevent strikes''. Its purpose is to make labor discipline enforceable. The worker is represented by an official body that is ''integrated with the employer'' and the state, and ''the employer's interests are structurally dominant''. The ML union substitute exists to '''organize production and to channel grievances upward'''. Lenin described unions under the dictatorship of the proletariat as transmission belts and as schools of communism. They are not independent of the party because ''the party is the vanguard of the class that rules (the proletariat)''. This is not the same function as fascism's. One exists to hold labour down in the interest of capital. The other is supposed to hold labour up while also organizing production. The ''class content'' of the form is what ''determines what the form is for''. ====Class Struggle==== Fascism denies that class conflict exists. It replaces class with the nation, and the corporation with the nation's economic organ. Any worker who insists on the reality of class conflict is treated as an enemy of the nation. The struggle is suppressed in the interest of the class that rules. ''(the bourgeois)'' ML theory does not deny class conflict. It holds that the proletariat has won state power and is using it to abolish the exploiting classes ''(in ML states)''. What remains are non-antagonistic contradictions among the people; conflicts of interest that are handled through party-state channels rather than through the violent suppression of one class by another. Antagonistic contradictions still exist against remnants of the old ruling classes and against imperialism, but the fundamental class antagonism is being resolved rather than enforced ''(mass line)''. The fascist state suppresses the working class as a class ''(the bourgeois)''. The ML state suppresses the classes that exploited the working class. Both use force. The force serves ''opposite class interests''. ====False Equivalence Risk==== The reason the term "corporatism" invites false equivalence is that it names the form and not the content. A reader who sees "both ban independent unions" can conclude that both are the same. Form alone is not analysis. This is the same principle Marxism-Leninism applies to the state itself. The state exists under capitalism and under socialism. Saying "both have a state" tells you nothing. Saying "both ban independent unions" tells you nothing for the same reason. ===ML Critique ''(Raoul Duke)''=== In Marxist-Leninist political theory, corporatism is generally ''rejected'' as a useful concept for class-based analysis. The critique holds that the standard definition; organization of society by corporate groups such as agricultural, labor, military, scientific, or guild associations on the basis of common interest; is too broad, collapsing ''distinct class systems'' into a single category. ====Critique of Definition==== The definition treats ''any'' collective group as a corporatist entity. Under this logic, a proletarian dictatorship, a bourgeois capitalist government, a labor union, a chamber of commerce, and a corporation all become "corporatist." By the same reasoning, the United States, China, the Soviet Union, modern Russia, fascist Italy, Nazi Germany, and modern Germany are all said to share the same ideology. MLs rejects this as useless because it erases class differences and reduces politics to the mere existence of organized groups or a government. ====Political Context==== The term is trending among far-right and libertarian circles. It is used as a "no true Scotsman" argument to discredit capitalist countries for not practicing "real capitalism." It is also used to equate socialist countries with fascist or capitalist ones simply because they have a state. Therefore, the Marxist-Leninist view expressed here is that "corporatism" is a useless descriptor not worth taking seriously in political theory or class struggle. ''(similar to the view of the word "authoritarian", which only rised in use c. 1917)'' ====Fascist corporatism in Italy==== ''(additional context from an Italian ML) '' In intention and practice, it ''[corporatism]'' was a scheme by the Fascist Party to seize control of labor unions and subject them to fascist control. In practice, this meant replacing labor unions (which the fascist government had made illegal) and subordinating worker organizations to the interests of entrepreneurs (capitalists). English speakers often confuse "corporatism" with "corporation," but in Italian fascist parlance the word evoked medieval Italian corporazioni (guilds). This was similar to how the fascists used the medieval term ''podestà'' (chief magistrate) to replace ''sindaco'' (mayor), masking a power grab behind old-sounding language. Italian fascism used these anodyne terms to obfuscate the suppression of civic and labor liberties in favor of the wealthy classes, who were the real beneficiaries of fascist policies. ov8ot2smavvv01z5vmlo423wvlbdfzc 2833517 2833516 2026-09-16T15:31:01Z BajookThug 2920913 /* Fascist corporatism in Italy */ 2833517 wikitext text/x-wiki ==States== ''(Note: terms used here, such as '''authoritarian''', '''democratic''', '''personalist''', etc. are from ''imperialist comparative politics'', but still used descriptively here)'' Every state is a '''class dictatorship'''. The primary question is not “authoritarian or democratic?”, rather: * Which '''class''' holds ''power''? * What is the '''mode of production'''? * What '''political form''' does bourgeois/proletarian rule take? * What is its ''historical function''? ===Types=== <pre> ALL STATES (Instruments of Class Rule) ├── Dictatorship of the Proletariat (Working-Class Power) │ └── Socialist / Transitional Forms │ └── e.g., Soviets, Vanguard Party-State, People's Democratic Fronts │ └── Dictatorship of the Bourgeoisie (Capitalist Power) ├── Bourgeois-Democratic Form (Masked Dictatorship of Capital) │ └── e.g., Parliaments, multi-party theater, deceptive formal liberties, │ bourgeois-integrated trade unions (class collaboration) │ └── Bourgeois-Dictatorial Form (Open Terrorist Dictatorship of Capital) └── e.g., Fascism, Bonapartism, Comprador Military Juntas, where the repressive apparatus is dominant and mass organizations are violently suppressed or forcibly co-opted to protect profits </pre> ==DotB== ==Bourgeois-Democratic Form== <pre> BOURGEOIS-DEMOCRATIC FORM (Masked Dictatorship of Capital) │ ├── 1. Classical Parliamentary Democracy (Imperialist Core) │ │ [The deceptive political form where monopoly capital rules through multi-party theater, │ │ legalised bribery, and media monopolies, presenting elite consensus as the public will.] │ └── e.g., United States, United Kingdom, France │ ├── 2. Social-Democratic / Tripartite Form (Managed Class Collaboration) │ │ [A defensive stabilization form where the labor aristocracy and union bureaucracy │ │ are integrated into the state to manage concessions, pacify workers, and protect profits.] │ └── e.g., Post-WWII Sweden (Nordic Model), Weimar Germany (1919–1932) │ └── 3. Neocolonial Parliamentary Form (Peripheral Client Democracy) [Superficial parliamentary structures in the periphery where electoral theater is permitted to mask systemic economic plunder by domestic compradors and foreign monopolies.] └── e.g., India, Post-Apartheid South Africa, Post-1990 Colombia </pre> ===Definition=== A developed political superstructure of the dictatorship of the bourgeoisie where the economic rule of capital is masked by formal democratic institutions. It operates through parliamentary theater, a multi-party system, regular elections, and legally codified civil liberties (such as freedom of speech, press, and assembly). While it proclaims the equality of all citizens before the law, this equality remains entirely abstract and formal. In material reality, the state apparatus is fully insulated from the working class and subordinated to capital through structural mechanisms like the private ownership of the mass media, corporate financing of political parties, legal lobbyism, and a permanent, unelected state bureaucracy. ===Class content=== Unchanged. It is fundamentally the dictatorship of the bourgeoisie. Despite the democratic facade, state power remains firmly in the hands of the capitalist class (and, in advanced stages, the financial oligarchy and monopoly bourgeoisie). The exploitation of wage-labor and the extraction of surplus value remain the absolute economic foundation of the society. * Function: To systematically legitimize, stabilize, and preserve capitalist property relations by engineering the illusion of popular consent. It functions to defuse revolutionary class contradictions by channeling the political energy of the proletariat into harmless, legalistic electoral paths that cannot alter the economic base. By absorbing and resolving conflicts through bourgeois-integrated trade unions and legislative compromises, it secures social peace and protects the long-term rate of profit without needing to resort to permanent, open state terror. ===Subtypes=== ====Classical Parliamentary Democracy==== * Definition: The standard political superstructure of advanced capitalist nations. It maintains the illusion of popular sovereignty through regular elections, a multi-party system, and formal constitutional liberties (freedom of speech, press, assembly). However, the actual mechanisms of state power are completely insulated from the working class. Capital exercises absolute control behind the scenes via corporate campaign financing, legalised lobbying, ownership of the mass media, and a permanent, unelected state bureaucracy. * Class content: The dictatorship of the domestic monopoly bourgeoisie and finance capital. Its stability is economically parasitic; it is sustained by the massive influx of imperialist super-profits extracted from the Global South, which allows the ruling class to avoid open domestic terror. ** Function: To legitimize capitalist exploitation by convincing the proletariat that they are active participants in their own subjugation. It channels revolutionary class energy away from the streets and into harmless, legalistic electoral paths, ensuring that no matter which bourgeois party wins, the property relations of capital remain untouched. ====Social-Democratic / Tripartite Form==== * Definition: A defensive, state-administered variation of the bourgeois-democratic form designed to preserve the capitalist mode of production when confronted with a highly organized or radicalized working class. It operates through a mandatory "tripartite" structure—an institutionalized alliance where the capitalist state, monopoly employers, and the bureaucracy of bourgeois-integrated trade unions sit at a single table to legally negotiate the terms of exploitation. Rather than seeking to seize the means of production, this form pacifies the proletariat by using state-managed concessions—such as nationalized healthcare, social safety nets, and regulated pensions—to buy social peace and institutionalize class struggle within the boundaries of capitalist law. * Class content: A specialized management form of the dictatorship of the bourgeoisie. It represents a political pact between monopoly capital and the labour aristocracy; a privileged layer of the working class whose higher standard of living is paid for by the super-exploitation of workers in the neocolonial periphery. ** Function: To explicitly orchestrate class collaboration in order to prevent a socialist revolution and safeguard the long-term rate of profit. The state-sanctioned union bureaucracy acts as an administrative apparatus on the shop floor, legally restricting spontaneous or revolutionary strikes and binding workers to long-term contracts that guarantee capitalist ownership remains absolute. By transforming the defensive organizations of the working class into legal extensions of the capitalist state machine, it locks the wage-labor relationship into place, ensuring that the foundational extraction of surplus value is never disrupted, but merely managed. ====Neocolonial Parliamentary Form==== * Definition: A fragile, structurally dependent variation of the bourgeois-democratic form engineered inside the capitalist periphery, where the superficial apparatus of Western-style parliamentarism is superimposed onto an economy that lacks genuine national or monetary sovereignty. While an imperialist core country uses its parliament to internally manage its own global financial empire, a neocolonial parliament operates as a client assembly. Its entire legal, financial, and electoral architecture is bound by external imperialist dictates, such as structural adjustment programs, foreign debt leverage, and unequal trade treaties. The multi-party theater exists exclusively to decide which faction of the local ruling class will manage the extraction of the nation’s wealth on behalf of global monopolies, completely insulating the state's economic base from the democratic will of the domestic population. * Class content: The dictatorship of foreign imperialist finance capital, executed locally through the administrative mediation of the domestic comprador bourgeoisie and semi-feudal agrarian oligarchs. Unlike the independent monopoly bourgeoisie of the imperialist core, this comprador ruling class possesses no autonomous industrial base; their wealth is derived entirely from their structural position as middlemen, skimming tribute from the foreign-owned extraction of their own nation's labor and natural resources. ** Function: To provide a legally legitimate, stable framework for the systematic drain of surplus value, raw materials, and unequal exchange demanded by the metropole. It functions to fractured the domestic working class and peasantry into regional, tribal, or religious voting blocs, preventing the formation of a unified national-liberation proletarian consciousness. Crucially, its function is to maintain the illusion of self-determination; however, because the local bourgeoisie does not truly control the state's economic levers, the moment the masses attempt to use this electoral theater to enact genuine agrarian reform or nationalize imperialist property, the democratic facade is violently discarded by the military apparatus, transforming the state into an open comprador-fascist junta. ==Bourgeois-Dictatorial Form== <pre> BOURGEOIS-DICTATORIAL FORM (Open Terrorist Dictatorship of Capital) │ ├── 1. Fascism (Monopoly-Capitalist Core) │ │ [The open terrorist dictatorship of the most reactionary, imperialist │ │ elements of finance capital within an industrialized imperialist core.] │ └── e.g., Nazi Germany, Fascist Italy │ ├── 2. Comprador-Fascism / Counter-Revolutionary Juntas (Imperialist Periphery) │ │ [Direct terror organized by the local comprador bourgeoisie and military, │ │ acting as a proxy for foreign imperialist capital to destroy the working class.] │ └── e.g., Pinochet (Chile), Suharto (Indonesia), Argentina (1976), Brazil (1964) │ ├── 3. Neo-Colonial Puppet Dictatorships (Kleptocratic/Comprador) │ │ [Highly centralized, often individualized regimes installed and sustained │ │ directly by imperialist intelligence agencies to guarantee resource extraction.] │ └── e.g., Mobutu (Zaire), Duvalier (Haiti), Marcos (Philippines) │ └── 4. Bonapartist Deviation [A temporary state of exception where the executive power elevates itself above society because the contending classes are deadlocked in conflict.] └── e.g., Louis Bonaparte (1851 France) </pre> ===Definition=== A political form of the dictatorship of the bourgeoisie in which parliamentary-democratic methods are discarded by the ruling class. The repressive state apparatus (military, police, intelligence agencies) becomes the dominant organ of class rule. Open, violent coercion is primary over ideological consent. Independent working-class organizations—such as genuine trade unions, revolutionary parties, and the proletarian press—are violently suppressed, liquidated, or forcibly co-opted into the capitalist state machine. ===Class content=== Unchanged. It remains fundamentally the dictatorship of capital, operating on the capitalist mode of production. The change is strictly in the superstructure (the political form of rule), not the economic base. * Function: To preserve capitalist property relations and safeguard the extraction of surplus value when bourgeois-parliamentary methods are no longer sufficient to contain the revolutionary working class, or to manage the existential crises of capitalist overproduction. In the neocolonial periphery, its function is additionally to enforce the economic dictates of foreign imperialist finance capital through local comprador proxies. ===Subtypes=== ====Comprador-Fascism / Counter-Revolutionary Juntas==== * Definition: A violent, counter-revolutionary form of the dictatorship of the bourgeoisie where state power is seized and exercised directly by the military officer corps acting as a highly institutionalized corporate weapon. All bourgeois-parliamentary theater and civilian politics are completely discarded. The military hierarchy fuses directly with the state bureaucracy, ruling through open decree, martial law, and systematic state terror. Unlike classic European fascism, this form relies entirely on the existing state apparatus for coercion and is fundamentally mass-demobilizing; it deliberately avoids building a mass paramilitary movement or a populist ruling party, and preferring a cold, institutionalized liquidation of the left. * Class content: The dictatorship of capital operating in the imperialist periphery. It is the political rule of the most reactionary fractions of the domestic comprador bourgeoisie and land-owning oligarchs, acting as a direct managerial proxy for foreign imperialist finance capital. ** Function: To violently halt a rising revolutionary or progressive national crisis by liquidating the organized working class, trade unions, and communist vanguards. It serves to brutally demobilize the masses, enforce the absolute subjugation of labor, and forcibly restructure the local economy to optimize the extraction of surplus value and raw materials by foreign monopolies. ====Fascism==== * Definition: The open, terrorist dictatorship of the most reactionary, most chauvinistic, and most imperialist elements of finance capital, arising directly within highly industrialized, advanced capitalist nations. It represents the complete abandonment of bourgeois-parliamentary democracy in the imperialist core during a state of catastrophic economic crisis. Unlike comprador juntas that seek total mass demobilization, core fascism actively relies on mass reactionary mobilization. It channels the economic anxieties of the ruined petit-bourgeoisie and declassed elements into a fanatical, paramilitary mass movement and a single ruling party built around a centralized leadership cult to violently smash the revolutionary working class from below while the state crushes it from above. * Class content: The unmasked dictatorship of the domestic monopoly bourgeoisie. It is not a separate economic system, nor is it a third path; it is the ultimate survival mechanism of finance capital when the falling rate of profit, overproduction, and the threat of proletarian revolution push the capitalist mode of production to the brink of collapse. ** Function: To forcibly rescue domestic monopoly capital by liquidating all independent working-class organizations (the communist vanguard, trade unions, social-democratic parties) and completely atomizing the proletariat. Economically, it enforces extreme austerity and wage suppression to restore profitability, drives forward intense corporate monopolization, and aggressively restructures the entire state apparatus for hyper-militarization and imperialist territorial expansion (war) to secure new markets, resources, and spheres of influence for the domestic financial oligarchy. ====Neo-Colonial Puppet Dictatorships==== * Definition: A highly centralized, predatory, and often personalized form of the dictatorship of the bourgeoisie engineered directly within the neocolonial periphery. Unlike institutionalized military juntas that rule through a corporate officer corps, this form is typically anchored around a single, highly corrupt individual dictator, family, or tribal faction. These regimes are installed, financed, and sustained directly by foreign imperialist intelligence agencies and militaries. The local state apparatus functions not as an autonomous national entity, but as a heavily armed, privatized security guard for foreign monopolies. * Class content: The dictatorship of foreign imperialist finance capital, mediated through a parasitic layer of the local comprador bourgeoisie known as the kleptocracy. This ruling clique possesses no independent industrial or national capital base; their entire wealth is derived strictly from skimming bribes, laundering foreign aid, and taking kickbacks from imperialist corporations in exchange for granting them unchecked access to the nation's natural resources. ** Function: To guarantee the uninterrupted, hyper-exploitation and extraction of raw materials, agricultural goods, and cheap labor by transnational monopolies. Its primary political function is to maintain absolute stability for foreign investors by using targeted terror, assassinations, and tribal division to balkanize and suppress the development of a unified, politically conscious national proletariat and peasantry. ====Bonapartist Deviation==== * Definition: A highly specific, temporary political form of the dictatorship of the bourgeoisie where the executive branch of the state apparatus—anchored by a military leader or a centralized state bureaucracy—elevates itself seemingly above civil society. It arises when the principal contending classes (the bourgeoisie and the proletariat) have reached a catastrophic deadlock of class forces; the bourgeoisie is no longer capable of ruling through normal parliamentary means, but the working class is not yet organized or conscious enough to seize state power. The state executive leverages this stalemate to assume independent, dictatorial powers, balancing between the classes while ultimately preserving the capitalist base. * Class content: Despite its superficial appearance as a neutral arbiter standing above society, it remains fundamentally a dictatorship of capital. The state bureaucracy may strip individual capitalists of their political power, jail or exile bourgeois politicians, and restrict private political maneuvers, but it does so precisely to safeguard the sanctity of private property, capitalist property relations, and the exploitation of wage labor. ** Function: To forcibly restore social stability and protect the capitalist mode of production from revolutionary collapse when the ruling class is too weak or fractured to govern. It pacifies the working class through a combination of targeted repression and superficial populist concessions, while providing the stability required for capital accumulation to resume. ==On corporatism== Corporatism is a '''mechanism''', not a class dictatorship style. It cuts across different state forms. The same form can serve different class contents. It is best understood as a '''form of interest intermediation and class collaboration''': the state organizes workers, employers, and other social groups into hierarchical, non-competing bodies that it recognizes and controls. Corporatism could be used as a broad descriptive term, but it is necessary to distinguish types by their '''class character''' and '''political form'''. ===Aspects of ML states that fit corporatist form=== Using China as an example; * Official trade unions are party-led, not independent. ** ''V.I. Lenin explained that under a dictatorship of the proletariat, trade unions cannot be independent of the revolutionary party. The Party is the vanguard of the working class. If the union is independent of the vanguard, it falls under the ideological influence of the bourgeoisie.'' * Mass organizations for women, youth, peasants, intellectuals, etc. are state/party-recognized and controlled. ** ''In form, they are corporatist: they are hierarchical, non-competing, and hold a monopoly on representing their sector. But form is not class content. These organizations are not corporatist in, say, the fascist sense. Fascist corporatism smashed independent unions and '''subordinated workers to capital'''. The mass organizations in China serve a different class content: the dictatorship of the proletariat. Their method is the Leninist Mass Line, "from the masses, to the masses", not top-down pacification.'' * Competing political organizations are banned or subordinate. ** ''Fundamental feature of the Dictatorship of the Proletariat. A socialist state does not permit the bourgeoisie to form political parties to finance counter-revolution and buy elections.'' * Interests are mediated through party-state channels, not through free collective bargaining between autonomous unions and employers. ** ''Organizations serve as two-way transmission belts. They gather the concrete grievances and material conditions of specific demographics, feed them directly up into the state planning apparatus, and then mobilize those populations to execute socialist construction. Corporatist bodies exist to pacify the proletariat'' * The party-state claims a monopoly on representing the working class and the people. ** ''This is corporatist in form. It is proletarian in class content.'' ===Class collaborationism=== Corporatism as a form can be applied to some existing and past Marxist-Leninist states—specifically party-state corporatism. But there is one crucial distinction, and it depends on class character. Class collaboration is when antagonistic classes are reconciled under a bourgeois state. That is what happens under fascism and under neo-corporatism. It is not what happens in a socialist or transitional ML state. An ML state is not a bourgeois state mediating between capital and labor. It is a state that has abolished or is abolishing exploiting classes. Corporatist form in an ML state serves the dictatorship of the proletariat, not the dictatorship of finance capital. This is why the ''bare'' term is useless. If you call both fascist Italy and socialist China "corporatist" without a class qualifier, you have said nothing. You have only put two opposed states into the same box. The box is meaningless. What matters is which class holds power. ===Contrast between class forms=== {| class="wikitable" ! !! Bourgeois-Democracy !! Fascist !! Marxist-Leninist |- ! Form | Neo-corporatism || State corporatism || Party-state corporatism |- ! Class holding state power | Bourgeoisie || Finance capital (still Bourgeoisie) || Dictatorship of the proletariat |- ! Ownership of the commanding heights | Private || Private (protected and strengthened) || Socialized or state-owned |- ! Independent unions | Permitted but constrained || Illegal || Not independent of the party |- ! Function of the union substitute | Manage capital–labor conflict; secure labor peace || Suppress labor as a class; enforce labor peace for capital || Mobilize labor for production; transmit grievances; defend workers within production |- ! Class struggle | Contained, mediated || Criminalized and suppressed in the interest of capital || Antagonistic classes being abolished; remaining conflicts treated as non-antagonistic contradictions among the people |- ! Who receives the surplus | Capitalists || Capitalists || Social accumulation; planned investment |- ! Strikes | Legal, regulated || Illegal || Not the primary form of struggle, but not criminalized as sabotage of the nation |- ! Position in the world system | Imperialist or subordinate to imperialism || Imperialist || Target of imperialism |} ====The Decisive Difference: Whose Class Rules==== The two systems ''(corporatism form under fascism, vs under a ML state)'' look similar at the level of form because both reject autonomous collective bargaining. But the form is not what determines the class character. The ownership of the means of production and the class composition of the state do. * Under Italian fascism, the corporazioni ''did not expropriate'' a single factory. They '''left the ownership of industry intact''' and used the state to break the organizations ''workers had built''. The class that benefited was the same class that had always benefited, the bourgeois. * Under an ML state, the corporatist form appears ''after'' the expropriation of the exploiting classes. The state that organizes the unions is not mediating between capital and labor because ''capital, as a ruling class, no longer exists''. The state itself is the instrument of the class that was previously exploited. That is the difference between the suppression of one class ''(proletariat)'' by another ''(bourgeois)'', and the suppression ''(by the people via the state)'' of a class that is already being abolished ''(bourgeois, in ML states)''. ====The Function of the Union Substitute==== Fascist corporatism and ML party-state corporatism both replace independent unions, but they replace them with opposite things. The fascist union substitute exists to ''prevent strikes''. Its purpose is to make labor discipline enforceable. The worker is represented by an official body that is ''integrated with the employer'' and the state, and ''the employer's interests are structurally dominant''. The ML union substitute exists to '''organize production and to channel grievances upward'''. Lenin described unions under the dictatorship of the proletariat as transmission belts and as schools of communism. They are not independent of the party because ''the party is the vanguard of the class that rules (the proletariat)''. This is not the same function as fascism's. One exists to hold labour down in the interest of capital. The other is supposed to hold labour up while also organizing production. The ''class content'' of the form is what ''determines what the form is for''. ====Class Struggle==== Fascism denies that class conflict exists. It replaces class with the nation, and the corporation with the nation's economic organ. Any worker who insists on the reality of class conflict is treated as an enemy of the nation. The struggle is suppressed in the interest of the class that rules. ''(the bourgeois)'' ML theory does not deny class conflict. It holds that the proletariat has won state power and is using it to abolish the exploiting classes ''(in ML states)''. What remains are non-antagonistic contradictions among the people; conflicts of interest that are handled through party-state channels rather than through the violent suppression of one class by another. Antagonistic contradictions still exist against remnants of the old ruling classes and against imperialism, but the fundamental class antagonism is being resolved rather than enforced ''(mass line)''. The fascist state suppresses the working class as a class ''(the bourgeois)''. The ML state suppresses the classes that exploited the working class. Both use force. The force serves ''opposite class interests''. ====False Equivalence Risk==== The reason the term "corporatism" invites false equivalence is that it names the form and not the content. A reader who sees "both ban independent unions" can conclude that both are the same. Form alone is not analysis. This is the same principle Marxism-Leninism applies to the state itself. The state exists under capitalism and under socialism. Saying "both have a state" tells you nothing. Saying "both ban independent unions" tells you nothing for the same reason. ===ML Critique ''(Raoul Duke)''=== In Marxist-Leninist political theory, corporatism is generally ''rejected'' as a useful concept for class-based analysis. The critique holds that the standard definition; organization of society by corporate groups such as agricultural, labor, military, scientific, or guild associations on the basis of common interest; is too broad, collapsing ''distinct class systems'' into a single category. ====Critique of Definition==== The definition treats ''any'' collective group as a corporatist entity. Under this logic, a proletarian dictatorship, a bourgeois capitalist government, a labor union, a chamber of commerce, and a corporation all become "corporatist." By the same reasoning, the United States, China, the Soviet Union, modern Russia, fascist Italy, Nazi Germany, and modern Germany are all said to share the same ideology. MLs rejects this as useless because it erases class differences and reduces politics to the mere existence of organized groups or a government. ====Political Context==== The term is trending among far-right and libertarian circles. It is used as a "no true Scotsman" argument to discredit capitalist countries for not practicing "real capitalism." It is also used to equate socialist countries with fascist or capitalist ones simply because they have a state. Therefore, the Marxist-Leninist view expressed here is that "corporatism" is a useless descriptor not worth taking seriously in political theory or class struggle. ''(similar to the view of the word "authoritarian", which only rised in use c. 1917)'' ====Fascist corporatism in Italy==== ''additional context from an Italian ML: '' In intention and practice, it ''[corporatism]'' was a scheme by the Fascist Party to seize control of labor unions and subject them to fascist control. In practice, this meant replacing labor unions (which the fascist government had made illegal) and subordinating worker organizations to the interests of entrepreneurs (capitalists). English speakers often confuse "corporatism" with "corporation," but in Italian fascist parlance the word evoked medieval Italian corporazioni (guilds). This was similar to how the fascists used the medieval term ''podestà'' (chief magistrate) to replace ''sindaco'' (mayor), masking a power grab behind old-sounding language. Italian fascism used these anodyne terms to obfuscate the suppression of civic and labor liberties in favor of the wealthy classes, who were the real beneficiaries of fascist policies. ma15tpb0kpvhey15ibpr9sfyzh3k244 2833518 2833517 2026-09-16T15:36:36Z BajookThug 2920913 /* DotB */ 2833518 wikitext text/x-wiki ==States== ''(Note: terms used here, such as '''authoritarian''', '''democratic''', '''personalist''', etc. are from ''imperialist comparative politics'', but still used descriptively here)'' Every state is a '''class dictatorship'''. The primary question is not “authoritarian or democratic?”, rather: * Which '''class''' holds ''power''? * What is the '''mode of production'''? * What '''political form''' does bourgeois/proletarian rule take? * What is its ''historical function''? ===Types=== <pre> ALL STATES (Instruments of Class Rule) ├── Dictatorship of the Proletariat (Working-Class Power) │ └── Socialist / Transitional Forms │ └── e.g., Soviets, Vanguard Party-State, People's Democratic Fronts │ └── Dictatorship of the Bourgeoisie (Capitalist Power) ├── Bourgeois-Democratic Form (Masked Dictatorship of Capital) │ └── e.g., Parliaments, multi-party theater, deceptive formal liberties, │ bourgeois-integrated trade unions (class collaboration) │ └── Bourgeois-Dictatorial Form (Open Terrorist Dictatorship of Capital) └── e.g., Fascism, Bonapartism, Comprador Military Juntas, where the repressive apparatus is dominant and mass organizations are violently suppressed or forcibly co-opted to protect profits </pre> ==DotB== The society we live in feels natural, or at least inevitable. We are told from childhood that we live in a "free world," a "democracy" where every individual has an equal voice and a fair shot at success. But historical and dialectical materialism cuts through this comforting myth to expose a brutal underlying reality: the modern capitalist state is not a neutral referee standing above society, it is a Dictatorship of the Bourgeoisie. ''(the rich owning class)'' It means the absolute political monopoly of one class over another. Under capitalism, because a tiny minority ''(the bourgeoisie)'' owns the factories, the land, the infrastructure, and the banks; the collective means of production. They hold a knife to the throat of the vast majority ''(the proletariat)'', who own nothing but their ability to work. To survive, the worker must sell their life, hour by hour, to a boss. The boss buys that labour power at a discount, pockets the vast surplus value the worker creates, and uses that stolen wealth to buy up the state itself. They fund political parties, draft the laws, control the police, and own the mass media and school systems. Whether this class rule is disguised by the polished theater of a Western parliament or executed through the open terror of a military junta, the class character remains unchanged. It is a dictatorship of dollars over people, an organized apparatus of violence designed to protect private property, crush labor resistance, and ensure that the working class is kept propertyless, disciplined, and perpetually exploited. ==Bourgeois-Democratic Form== <pre> BOURGEOIS-DEMOCRATIC FORM (Masked Dictatorship of Capital) │ ├── 1. Classical Parliamentary Democracy (Imperialist Core) │ │ [The deceptive political form where monopoly capital rules through multi-party theater, │ │ legalised bribery, and media monopolies, presenting elite consensus as the public will.] │ └── e.g., United States, United Kingdom, France │ ├── 2. Social-Democratic / Tripartite Form (Managed Class Collaboration) │ │ [A defensive stabilization form where the labor aristocracy and union bureaucracy │ │ are integrated into the state to manage concessions, pacify workers, and protect profits.] │ └── e.g., Post-WWII Sweden (Nordic Model), Weimar Germany (1919–1932) │ └── 3. Neocolonial Parliamentary Form (Peripheral Client Democracy) [Superficial parliamentary structures in the periphery where electoral theater is permitted to mask systemic economic plunder by domestic compradors and foreign monopolies.] └── e.g., India, Post-Apartheid South Africa, Post-1990 Colombia </pre> ===Definition=== A developed political superstructure of the dictatorship of the bourgeoisie where the economic rule of capital is masked by formal democratic institutions. It operates through parliamentary theater, a multi-party system, regular elections, and legally codified civil liberties (such as freedom of speech, press, and assembly). While it proclaims the equality of all citizens before the law, this equality remains entirely abstract and formal. In material reality, the state apparatus is fully insulated from the working class and subordinated to capital through structural mechanisms like the private ownership of the mass media, corporate financing of political parties, legal lobbyism, and a permanent, unelected state bureaucracy. ===Class content=== Unchanged. It is fundamentally the dictatorship of the bourgeoisie. Despite the democratic facade, state power remains firmly in the hands of the capitalist class (and, in advanced stages, the financial oligarchy and monopoly bourgeoisie). The exploitation of wage-labor and the extraction of surplus value remain the absolute economic foundation of the society. * Function: To systematically legitimize, stabilize, and preserve capitalist property relations by engineering the illusion of popular consent. It functions to defuse revolutionary class contradictions by channeling the political energy of the proletariat into harmless, legalistic electoral paths that cannot alter the economic base. By absorbing and resolving conflicts through bourgeois-integrated trade unions and legislative compromises, it secures social peace and protects the long-term rate of profit without needing to resort to permanent, open state terror. ===Subtypes=== ====Classical Parliamentary Democracy==== * Definition: The standard political superstructure of advanced capitalist nations. It maintains the illusion of popular sovereignty through regular elections, a multi-party system, and formal constitutional liberties (freedom of speech, press, assembly). However, the actual mechanisms of state power are completely insulated from the working class. Capital exercises absolute control behind the scenes via corporate campaign financing, legalised lobbying, ownership of the mass media, and a permanent, unelected state bureaucracy. * Class content: The dictatorship of the domestic monopoly bourgeoisie and finance capital. Its stability is economically parasitic; it is sustained by the massive influx of imperialist super-profits extracted from the Global South, which allows the ruling class to avoid open domestic terror. ** Function: To legitimize capitalist exploitation by convincing the proletariat that they are active participants in their own subjugation. It channels revolutionary class energy away from the streets and into harmless, legalistic electoral paths, ensuring that no matter which bourgeois party wins, the property relations of capital remain untouched. ====Social-Democratic / Tripartite Form==== * Definition: A defensive, state-administered variation of the bourgeois-democratic form designed to preserve the capitalist mode of production when confronted with a highly organized or radicalized working class. It operates through a mandatory "tripartite" structure—an institutionalized alliance where the capitalist state, monopoly employers, and the bureaucracy of bourgeois-integrated trade unions sit at a single table to legally negotiate the terms of exploitation. Rather than seeking to seize the means of production, this form pacifies the proletariat by using state-managed concessions—such as nationalized healthcare, social safety nets, and regulated pensions—to buy social peace and institutionalize class struggle within the boundaries of capitalist law. * Class content: A specialized management form of the dictatorship of the bourgeoisie. It represents a political pact between monopoly capital and the labour aristocracy; a privileged layer of the working class whose higher standard of living is paid for by the super-exploitation of workers in the neocolonial periphery. ** Function: To explicitly orchestrate class collaboration in order to prevent a socialist revolution and safeguard the long-term rate of profit. The state-sanctioned union bureaucracy acts as an administrative apparatus on the shop floor, legally restricting spontaneous or revolutionary strikes and binding workers to long-term contracts that guarantee capitalist ownership remains absolute. By transforming the defensive organizations of the working class into legal extensions of the capitalist state machine, it locks the wage-labor relationship into place, ensuring that the foundational extraction of surplus value is never disrupted, but merely managed. ====Neocolonial Parliamentary Form==== * Definition: A fragile, structurally dependent variation of the bourgeois-democratic form engineered inside the capitalist periphery, where the superficial apparatus of Western-style parliamentarism is superimposed onto an economy that lacks genuine national or monetary sovereignty. While an imperialist core country uses its parliament to internally manage its own global financial empire, a neocolonial parliament operates as a client assembly. Its entire legal, financial, and electoral architecture is bound by external imperialist dictates, such as structural adjustment programs, foreign debt leverage, and unequal trade treaties. The multi-party theater exists exclusively to decide which faction of the local ruling class will manage the extraction of the nation’s wealth on behalf of global monopolies, completely insulating the state's economic base from the democratic will of the domestic population. * Class content: The dictatorship of foreign imperialist finance capital, executed locally through the administrative mediation of the domestic comprador bourgeoisie and semi-feudal agrarian oligarchs. Unlike the independent monopoly bourgeoisie of the imperialist core, this comprador ruling class possesses no autonomous industrial base; their wealth is derived entirely from their structural position as middlemen, skimming tribute from the foreign-owned extraction of their own nation's labor and natural resources. ** Function: To provide a legally legitimate, stable framework for the systematic drain of surplus value, raw materials, and unequal exchange demanded by the metropole. It functions to fractured the domestic working class and peasantry into regional, tribal, or religious voting blocs, preventing the formation of a unified national-liberation proletarian consciousness. Crucially, its function is to maintain the illusion of self-determination; however, because the local bourgeoisie does not truly control the state's economic levers, the moment the masses attempt to use this electoral theater to enact genuine agrarian reform or nationalize imperialist property, the democratic facade is violently discarded by the military apparatus, transforming the state into an open comprador-fascist junta. ==Bourgeois-Dictatorial Form== <pre> BOURGEOIS-DICTATORIAL FORM (Open Terrorist Dictatorship of Capital) │ ├── 1. Fascism (Monopoly-Capitalist Core) │ │ [The open terrorist dictatorship of the most reactionary, imperialist │ │ elements of finance capital within an industrialized imperialist core.] │ └── e.g., Nazi Germany, Fascist Italy │ ├── 2. Comprador-Fascism / Counter-Revolutionary Juntas (Imperialist Periphery) │ │ [Direct terror organized by the local comprador bourgeoisie and military, │ │ acting as a proxy for foreign imperialist capital to destroy the working class.] │ └── e.g., Pinochet (Chile), Suharto (Indonesia), Argentina (1976), Brazil (1964) │ ├── 3. Neo-Colonial Puppet Dictatorships (Kleptocratic/Comprador) │ │ [Highly centralized, often individualized regimes installed and sustained │ │ directly by imperialist intelligence agencies to guarantee resource extraction.] │ └── e.g., Mobutu (Zaire), Duvalier (Haiti), Marcos (Philippines) │ └── 4. Bonapartist Deviation [A temporary state of exception where the executive power elevates itself above society because the contending classes are deadlocked in conflict.] └── e.g., Louis Bonaparte (1851 France) </pre> ===Definition=== A political form of the dictatorship of the bourgeoisie in which parliamentary-democratic methods are discarded by the ruling class. The repressive state apparatus (military, police, intelligence agencies) becomes the dominant organ of class rule. Open, violent coercion is primary over ideological consent. Independent working-class organizations—such as genuine trade unions, revolutionary parties, and the proletarian press—are violently suppressed, liquidated, or forcibly co-opted into the capitalist state machine. ===Class content=== Unchanged. It remains fundamentally the dictatorship of capital, operating on the capitalist mode of production. The change is strictly in the superstructure (the political form of rule), not the economic base. * Function: To preserve capitalist property relations and safeguard the extraction of surplus value when bourgeois-parliamentary methods are no longer sufficient to contain the revolutionary working class, or to manage the existential crises of capitalist overproduction. In the neocolonial periphery, its function is additionally to enforce the economic dictates of foreign imperialist finance capital through local comprador proxies. ===Subtypes=== ====Comprador-Fascism / Counter-Revolutionary Juntas==== * Definition: A violent, counter-revolutionary form of the dictatorship of the bourgeoisie where state power is seized and exercised directly by the military officer corps acting as a highly institutionalized corporate weapon. All bourgeois-parliamentary theater and civilian politics are completely discarded. The military hierarchy fuses directly with the state bureaucracy, ruling through open decree, martial law, and systematic state terror. Unlike classic European fascism, this form relies entirely on the existing state apparatus for coercion and is fundamentally mass-demobilizing; it deliberately avoids building a mass paramilitary movement or a populist ruling party, and preferring a cold, institutionalized liquidation of the left. * Class content: The dictatorship of capital operating in the imperialist periphery. It is the political rule of the most reactionary fractions of the domestic comprador bourgeoisie and land-owning oligarchs, acting as a direct managerial proxy for foreign imperialist finance capital. ** Function: To violently halt a rising revolutionary or progressive national crisis by liquidating the organized working class, trade unions, and communist vanguards. It serves to brutally demobilize the masses, enforce the absolute subjugation of labor, and forcibly restructure the local economy to optimize the extraction of surplus value and raw materials by foreign monopolies. ====Fascism==== * Definition: The open, terrorist dictatorship of the most reactionary, most chauvinistic, and most imperialist elements of finance capital, arising directly within highly industrialized, advanced capitalist nations. It represents the complete abandonment of bourgeois-parliamentary democracy in the imperialist core during a state of catastrophic economic crisis. Unlike comprador juntas that seek total mass demobilization, core fascism actively relies on mass reactionary mobilization. It channels the economic anxieties of the ruined petit-bourgeoisie and declassed elements into a fanatical, paramilitary mass movement and a single ruling party built around a centralized leadership cult to violently smash the revolutionary working class from below while the state crushes it from above. * Class content: The unmasked dictatorship of the domestic monopoly bourgeoisie. It is not a separate economic system, nor is it a third path; it is the ultimate survival mechanism of finance capital when the falling rate of profit, overproduction, and the threat of proletarian revolution push the capitalist mode of production to the brink of collapse. ** Function: To forcibly rescue domestic monopoly capital by liquidating all independent working-class organizations (the communist vanguard, trade unions, social-democratic parties) and completely atomizing the proletariat. Economically, it enforces extreme austerity and wage suppression to restore profitability, drives forward intense corporate monopolization, and aggressively restructures the entire state apparatus for hyper-militarization and imperialist territorial expansion (war) to secure new markets, resources, and spheres of influence for the domestic financial oligarchy. ====Neo-Colonial Puppet Dictatorships==== * Definition: A highly centralized, predatory, and often personalized form of the dictatorship of the bourgeoisie engineered directly within the neocolonial periphery. Unlike institutionalized military juntas that rule through a corporate officer corps, this form is typically anchored around a single, highly corrupt individual dictator, family, or tribal faction. These regimes are installed, financed, and sustained directly by foreign imperialist intelligence agencies and militaries. The local state apparatus functions not as an autonomous national entity, but as a heavily armed, privatized security guard for foreign monopolies. * Class content: The dictatorship of foreign imperialist finance capital, mediated through a parasitic layer of the local comprador bourgeoisie known as the kleptocracy. This ruling clique possesses no independent industrial or national capital base; their entire wealth is derived strictly from skimming bribes, laundering foreign aid, and taking kickbacks from imperialist corporations in exchange for granting them unchecked access to the nation's natural resources. ** Function: To guarantee the uninterrupted, hyper-exploitation and extraction of raw materials, agricultural goods, and cheap labor by transnational monopolies. Its primary political function is to maintain absolute stability for foreign investors by using targeted terror, assassinations, and tribal division to balkanize and suppress the development of a unified, politically conscious national proletariat and peasantry. ====Bonapartist Deviation==== * Definition: A highly specific, temporary political form of the dictatorship of the bourgeoisie where the executive branch of the state apparatus—anchored by a military leader or a centralized state bureaucracy—elevates itself seemingly above civil society. It arises when the principal contending classes (the bourgeoisie and the proletariat) have reached a catastrophic deadlock of class forces; the bourgeoisie is no longer capable of ruling through normal parliamentary means, but the working class is not yet organized or conscious enough to seize state power. The state executive leverages this stalemate to assume independent, dictatorial powers, balancing between the classes while ultimately preserving the capitalist base. * Class content: Despite its superficial appearance as a neutral arbiter standing above society, it remains fundamentally a dictatorship of capital. The state bureaucracy may strip individual capitalists of their political power, jail or exile bourgeois politicians, and restrict private political maneuvers, but it does so precisely to safeguard the sanctity of private property, capitalist property relations, and the exploitation of wage labor. ** Function: To forcibly restore social stability and protect the capitalist mode of production from revolutionary collapse when the ruling class is too weak or fractured to govern. It pacifies the working class through a combination of targeted repression and superficial populist concessions, while providing the stability required for capital accumulation to resume. ==On corporatism== Corporatism is a '''mechanism''', not a class dictatorship style. It cuts across different state forms. The same form can serve different class contents. It is best understood as a '''form of interest intermediation and class collaboration''': the state organizes workers, employers, and other social groups into hierarchical, non-competing bodies that it recognizes and controls. Corporatism could be used as a broad descriptive term, but it is necessary to distinguish types by their '''class character''' and '''political form'''. ===Aspects of ML states that fit corporatist form=== Using China as an example; * Official trade unions are party-led, not independent. ** ''V.I. Lenin explained that under a dictatorship of the proletariat, trade unions cannot be independent of the revolutionary party. The Party is the vanguard of the working class. If the union is independent of the vanguard, it falls under the ideological influence of the bourgeoisie.'' * Mass organizations for women, youth, peasants, intellectuals, etc. are state/party-recognized and controlled. ** ''In form, they are corporatist: they are hierarchical, non-competing, and hold a monopoly on representing their sector. But form is not class content. These organizations are not corporatist in, say, the fascist sense. Fascist corporatism smashed independent unions and '''subordinated workers to capital'''. The mass organizations in China serve a different class content: the dictatorship of the proletariat. Their method is the Leninist Mass Line, "from the masses, to the masses", not top-down pacification.'' * Competing political organizations are banned or subordinate. ** ''Fundamental feature of the Dictatorship of the Proletariat. A socialist state does not permit the bourgeoisie to form political parties to finance counter-revolution and buy elections.'' * Interests are mediated through party-state channels, not through free collective bargaining between autonomous unions and employers. ** ''Organizations serve as two-way transmission belts. They gather the concrete grievances and material conditions of specific demographics, feed them directly up into the state planning apparatus, and then mobilize those populations to execute socialist construction. Corporatist bodies exist to pacify the proletariat'' * The party-state claims a monopoly on representing the working class and the people. ** ''This is corporatist in form. It is proletarian in class content.'' ===Class collaborationism=== Corporatism as a form can be applied to some existing and past Marxist-Leninist states—specifically party-state corporatism. But there is one crucial distinction, and it depends on class character. Class collaboration is when antagonistic classes are reconciled under a bourgeois state. That is what happens under fascism and under neo-corporatism. It is not what happens in a socialist or transitional ML state. An ML state is not a bourgeois state mediating between capital and labor. It is a state that has abolished or is abolishing exploiting classes. Corporatist form in an ML state serves the dictatorship of the proletariat, not the dictatorship of finance capital. This is why the ''bare'' term is useless. If you call both fascist Italy and socialist China "corporatist" without a class qualifier, you have said nothing. You have only put two opposed states into the same box. The box is meaningless. What matters is which class holds power. ===Contrast between class forms=== {| class="wikitable" ! !! Bourgeois-Democracy !! Fascist !! Marxist-Leninist |- ! Form | Neo-corporatism || State corporatism || Party-state corporatism |- ! Class holding state power | Bourgeoisie || Finance capital (still Bourgeoisie) || Dictatorship of the proletariat |- ! Ownership of the commanding heights | Private || Private (protected and strengthened) || Socialized or state-owned |- ! Independent unions | Permitted but constrained || Illegal || Not independent of the party |- ! Function of the union substitute | Manage capital–labor conflict; secure labor peace || Suppress labor as a class; enforce labor peace for capital || Mobilize labor for production; transmit grievances; defend workers within production |- ! Class struggle | Contained, mediated || Criminalized and suppressed in the interest of capital || Antagonistic classes being abolished; remaining conflicts treated as non-antagonistic contradictions among the people |- ! Who receives the surplus | Capitalists || Capitalists || Social accumulation; planned investment |- ! Strikes | Legal, regulated || Illegal || Not the primary form of struggle, but not criminalized as sabotage of the nation |- ! Position in the world system | Imperialist or subordinate to imperialism || Imperialist || Target of imperialism |} ====The Decisive Difference: Whose Class Rules==== The two systems ''(corporatism form under fascism, vs under a ML state)'' look similar at the level of form because both reject autonomous collective bargaining. But the form is not what determines the class character. The ownership of the means of production and the class composition of the state do. * Under Italian fascism, the corporazioni ''did not expropriate'' a single factory. They '''left the ownership of industry intact''' and used the state to break the organizations ''workers had built''. The class that benefited was the same class that had always benefited, the bourgeois. * Under an ML state, the corporatist form appears ''after'' the expropriation of the exploiting classes. The state that organizes the unions is not mediating between capital and labor because ''capital, as a ruling class, no longer exists''. The state itself is the instrument of the class that was previously exploited. That is the difference between the suppression of one class ''(proletariat)'' by another ''(bourgeois)'', and the suppression ''(by the people via the state)'' of a class that is already being abolished ''(bourgeois, in ML states)''. ====The Function of the Union Substitute==== Fascist corporatism and ML party-state corporatism both replace independent unions, but they replace them with opposite things. The fascist union substitute exists to ''prevent strikes''. Its purpose is to make labor discipline enforceable. The worker is represented by an official body that is ''integrated with the employer'' and the state, and ''the employer's interests are structurally dominant''. The ML union substitute exists to '''organize production and to channel grievances upward'''. Lenin described unions under the dictatorship of the proletariat as transmission belts and as schools of communism. They are not independent of the party because ''the party is the vanguard of the class that rules (the proletariat)''. This is not the same function as fascism's. One exists to hold labour down in the interest of capital. The other is supposed to hold labour up while also organizing production. The ''class content'' of the form is what ''determines what the form is for''. ====Class Struggle==== Fascism denies that class conflict exists. It replaces class with the nation, and the corporation with the nation's economic organ. Any worker who insists on the reality of class conflict is treated as an enemy of the nation. The struggle is suppressed in the interest of the class that rules. ''(the bourgeois)'' ML theory does not deny class conflict. It holds that the proletariat has won state power and is using it to abolish the exploiting classes ''(in ML states)''. What remains are non-antagonistic contradictions among the people; conflicts of interest that are handled through party-state channels rather than through the violent suppression of one class by another. Antagonistic contradictions still exist against remnants of the old ruling classes and against imperialism, but the fundamental class antagonism is being resolved rather than enforced ''(mass line)''. The fascist state suppresses the working class as a class ''(the bourgeois)''. The ML state suppresses the classes that exploited the working class. Both use force. The force serves ''opposite class interests''. ====False Equivalence Risk==== The reason the term "corporatism" invites false equivalence is that it names the form and not the content. A reader who sees "both ban independent unions" can conclude that both are the same. Form alone is not analysis. This is the same principle Marxism-Leninism applies to the state itself. The state exists under capitalism and under socialism. Saying "both have a state" tells you nothing. Saying "both ban independent unions" tells you nothing for the same reason. ===ML Critique ''(Raoul Duke)''=== In Marxist-Leninist political theory, corporatism is generally ''rejected'' as a useful concept for class-based analysis. The critique holds that the standard definition; organization of society by corporate groups such as agricultural, labor, military, scientific, or guild associations on the basis of common interest; is too broad, collapsing ''distinct class systems'' into a single category. ====Critique of Definition==== The definition treats ''any'' collective group as a corporatist entity. Under this logic, a proletarian dictatorship, a bourgeois capitalist government, a labor union, a chamber of commerce, and a corporation all become "corporatist." By the same reasoning, the United States, China, the Soviet Union, modern Russia, fascist Italy, Nazi Germany, and modern Germany are all said to share the same ideology. MLs rejects this as useless because it erases class differences and reduces politics to the mere existence of organized groups or a government. ====Political Context==== The term is trending among far-right and libertarian circles. It is used as a "no true Scotsman" argument to discredit capitalist countries for not practicing "real capitalism." It is also used to equate socialist countries with fascist or capitalist ones simply because they have a state. Therefore, the Marxist-Leninist view expressed here is that "corporatism" is a useless descriptor not worth taking seriously in political theory or class struggle. ''(similar to the view of the word "authoritarian", which only rised in use c. 1917)'' ====Fascist corporatism in Italy==== ''additional context from an Italian ML: '' In intention and practice, it ''[corporatism]'' was a scheme by the Fascist Party to seize control of labor unions and subject them to fascist control. In practice, this meant replacing labor unions (which the fascist government had made illegal) and subordinating worker organizations to the interests of entrepreneurs (capitalists). English speakers often confuse "corporatism" with "corporation," but in Italian fascist parlance the word evoked medieval Italian corporazioni (guilds). This was similar to how the fascists used the medieval term ''podestà'' (chief magistrate) to replace ''sindaco'' (mayor), masking a power grab behind old-sounding language. Italian fascism used these anodyne terms to obfuscate the suppression of civic and labor liberties in favor of the wealthy classes, who were the real beneficiaries of fascist policies. mak1tbpmgfep3expu6p8vxj4t3fpri0 2833519 2833518 2026-09-16T16:32:14Z BajookThug 2920913 /* DotB */ 2833519 wikitext text/x-wiki ==States== ''(Note: terms used here, such as '''authoritarian''', '''democratic''', '''personalist''', etc. are from ''imperialist comparative politics'', but still used descriptively here)'' Every state is a '''class dictatorship'''. The primary question is not “authoritarian or democratic?”, rather: * Which '''class''' holds ''power''? * What is the '''mode of production'''? * What '''political form''' does bourgeois/proletarian rule take? * What is its ''historical function''? ===Types=== <pre> ALL STATES (Instruments of Class Rule) ├── Dictatorship of the Proletariat (Working-Class Power) │ └── Socialist / Transitional Forms │ └── e.g., Soviets, Vanguard Party-State, People's Democratic Fronts │ └── Dictatorship of the Bourgeoisie (Capitalist Power) ├── Bourgeois-Democratic Form (Masked Dictatorship of Capital) │ └── e.g., Parliaments, multi-party theater, deceptive formal liberties, │ bourgeois-integrated trade unions (class collaboration) │ └── Bourgeois-Dictatorial Form (Open Terrorist Dictatorship of Capital) └── e.g., Fascism, Bonapartism, Comprador Military Juntas, where the repressive apparatus is dominant and mass organizations are violently suppressed or forcibly co-opted to protect profits </pre> ==DotB== The society we live in feels natural, or at least inevitable. We are told from childhood that we live in a "free world," a "democracy" where every individual has an equal voice and a fair shot at success. But this official narrative is completely decoupled from the economic reality. When we trace the money and the power to their material roots, we find that the capitalist state is not a neutral referee standing above society, it is a Dictatorship of the Bourgeoisie. ''(the rich owning class)'' It means the absolute political monopoly of one class over another. Under capitalism, because a tiny minority ''(the bourgeoisie)'' owns the factories, the land, the infrastructure, and the banks; the collective means of production. They hold a knife to the throat of the vast majority ''(the proletariat)'', who own nothing but their ability to work. To survive, the worker must sell their life, hour by hour, to a boss. The boss buys that labour power at a discount, pockets the vast surplus value the worker creates, and uses that stolen wealth to buy up the state itself. They fund political parties, draft the laws, control the police, and own the mass media and school systems. Whether this class rule is disguised by the polished theater of a Western parliament or executed through the open terror of a military junta, the class character remains unchanged. It is a dictatorship of dollars over people, an organized apparatus of violence designed to protect private property, crush labor resistance, and ensure that the working class is kept propertyless, disciplined, and perpetually exploited. ==Examples of DotB in material reality== ===Central Bank Interest Rate Policy=== ====What They Do==== Central banks set the price of money. The interest rate is the cost of borrowing. When the central bank raises rates, borrowing becomes expensive for everyone, businesses, households, governments. When it lowers rates, borrowing becomes cheap. ====Why They Do It==== The stated reason is to control inflation. But ''inflation is not a single thing''. Prices rise for many reasons: ''energy shocks, supply chain disruptions, corporate price gouging'', and sometimes wage growth. The central bank treats wage growth as the primary threat because wage growth cuts into profit. When workers win higher wages, the rate of profit falls. Capital responds. The central bank raises interest rates to slow the economy. When workers win higher wages, the rate of profit falls. Capital responds. The central bank raises interest rates to slow the economy. Higher rates mean: * Businesses borrow less, invest less, expand less, hire less * Household credit dries up; mortgages, car loans, credit cards cost more * Demand falls because workers have less disposable income * Businesses facing lower demand cut costs—which means layoffs The result is unemployment rises. More unemployed workers means those still employed are afraid to demand raises or strike. Wages stagnate or fall. The share of national income going to labour drops. The share going to capital rises. This is not a side effect, rather it is the goal. As a result of this action by the central bank, the average person loses power in many ways, namely; =====Bargaining power===== If there are ten jobs and twenty workers, workers compete with each other. Wages fall. If there are twenty jobs and ten workers, workers have leverage. Central banks manipulate this ratio. When the labour market becomes "too tight"; meaning workers have too much leverage, the central bank raises rates to loosen it. The explicit goal, stated by the Fed's own chair, is "softer labour market conditions". Softer labour market conditions means more unemployment. More unemployment means less bargaining power. =====Strike power===== A strike is only effective if the employer cannot easily replace the strikers. If there is a pool of unemployed workers ready to take the jobs, the strike is weak. If the labour market is tight, the strike is strong. The central bank's rate hikes are designed to create that pool. The reserve army is a weapon against strikes. =====Debt discipline===== Higher interest rates make household debt more expensive. Workers with mortgages and credit card debt cannot afford to lose their jobs. So they accept worse conditions, longer hours, lower pay. Debt is a disciplining mechanism. The central bank tightens it when workers become too assertive. =====Political power===== When unemployment rises, unions weaken. Membership falls. The political voice of labour shrinks. The organized working class is the main obstacle to capital's agenda. Central bank policy is designed to weaken that obstacle. =====Division with the working class===== Unemployment pits workers against each other. Employed against unemployed. Domestic against migrant. Older against younger. The reserve army does not just discipline workers economically—it divides them politically. A divided working class cannot act as a class. ====The NAIRU admission==== Mainstream economics has a concept called the N''on-Accelerating Inflation Rate of Unemployment'', or NAIRU. It holds that there is a "natural" rate of unemployment below which inflation accelerates. The policy implication is that the central bank should not aim for zero unemployment. It should aim for the NAIRU, which is always above zero. This is the clearest admission that the system requires unemployment. The central bank does not try to eliminate the reserve army. It tries to maintain it at the "correct" size. ====In History==== In the early 1980s, Fed chair Paul Volcker raised interest rates to nearly 20 percent. Unemployment hit 10.8 percent. This broke the back of the labour movement. Unions lost membership. Wages stagnated. The labour share of income began its long decline. Volcker's own words and actions confirm the intent. He declared publicly that "the standard of living of the average American has to decline" as a consequence of the war against inflation. He carried a card in his pocket tracking wage settlements by major unions, calling employers around the country to ask what labour was demanding. As one account puts it: "Volcker wanted wages to fall, the faster the better. In crude terms, the Fed was determined to break labour" The mechanism was straightforward. High interest rates restricted profitable investment for mature firms across all industries, making them targets for takeover and forcing restructuring. The result was a wave of layoffs concentrated in the unionised industrial heartland. Although goods producers accounted for only 30 percent of total employment, they suffered 90 percent of job losses in 1982. Three-fourths of those losses were in manufacturing. The auto industry alone lost 250,000 jobs between 1979 and 1982, and unemployment in auto manufacturing hit 24 percent. Six million people lost their jobs over three years. Unemployment rose from 6 percent to almost ''11 percent'' by late 1982. About half of those job losses were permanent, not temporary layoffs, and they were concentrated in the manufacturing heartland. The term "rust belt" entered common usage to describe the result. Unions lost membership. Wages stagnated. The labour share of income began its long decline. One study describes the Volcker shock as an "abrupt surge in the unemployment rate" that was part of a "frontloaded attack that capitalists launched against labour". The result was four decades in which financial returns were systematically prioritized over labour standards, employment, ecological conditions and development prospects. Volcker himself understood what he was doing. He asked the editors of the Wall Street Journal, privately: "When there's blood all over the floor, will you guys still support me?" An IMF official later praised the Fed for demonstrating "its willingness to spill blood, lots of blood, other people's blood". This is not metaphor. It is a description of policy. ''(source: Michael Perelman's essay, page 112, published in the Transnational Institute, TNI, "State of Power 2015" annual report)'' The neoliberal era was inaugurated not by legislation but by monetary policy. Volcker's rate hikes were the opening blow. The Reagan/Thatcher agenda; union-busting, welfare cuts, deregulation followed because the labour movement had already been weakened enough to make it possible. The same logic operates today. When workers gained leverage during the pandemic labour shortages, rising wages, strike activity, the Fed responded with the fastest rate hikes in decades. The goal was to cool the labour market. The goal was to restore capital's discipline over labour. ==Bourgeois-Democratic Form== <pre> BOURGEOIS-DEMOCRATIC FORM (Masked Dictatorship of Capital) │ ├── 1. Classical Parliamentary Democracy (Imperialist Core) │ │ [The deceptive political form where monopoly capital rules through multi-party theater, │ │ legalised bribery, and media monopolies, presenting elite consensus as the public will.] │ └── e.g., United States, United Kingdom, France │ ├── 2. Social-Democratic / Tripartite Form (Managed Class Collaboration) │ │ [A defensive stabilization form where the labor aristocracy and union bureaucracy │ │ are integrated into the state to manage concessions, pacify workers, and protect profits.] │ └── e.g., Post-WWII Sweden (Nordic Model), Weimar Germany (1919–1932) │ └── 3. Neocolonial Parliamentary Form (Peripheral Client Democracy) [Superficial parliamentary structures in the periphery where electoral theater is permitted to mask systemic economic plunder by domestic compradors and foreign monopolies.] └── e.g., India, Post-Apartheid South Africa, Post-1990 Colombia </pre> ===Definition=== A developed political superstructure of the dictatorship of the bourgeoisie where the economic rule of capital is masked by formal democratic institutions. It operates through parliamentary theater, a multi-party system, regular elections, and legally codified civil liberties (such as freedom of speech, press, and assembly). While it proclaims the equality of all citizens before the law, this equality remains entirely abstract and formal. In material reality, the state apparatus is fully insulated from the working class and subordinated to capital through structural mechanisms like the private ownership of the mass media, corporate financing of political parties, legal lobbyism, and a permanent, unelected state bureaucracy. ===Class content=== Unchanged. It is fundamentally the dictatorship of the bourgeoisie. Despite the democratic facade, state power remains firmly in the hands of the capitalist class (and, in advanced stages, the financial oligarchy and monopoly bourgeoisie). The exploitation of wage-labor and the extraction of surplus value remain the absolute economic foundation of the society. * Function: To systematically legitimize, stabilize, and preserve capitalist property relations by engineering the illusion of popular consent. It functions to defuse revolutionary class contradictions by channeling the political energy of the proletariat into harmless, legalistic electoral paths that cannot alter the economic base. By absorbing and resolving conflicts through bourgeois-integrated trade unions and legislative compromises, it secures social peace and protects the long-term rate of profit without needing to resort to permanent, open state terror. ===Subtypes=== ====Classical Parliamentary Democracy==== * Definition: The standard political superstructure of advanced capitalist nations. It maintains the illusion of popular sovereignty through regular elections, a multi-party system, and formal constitutional liberties (freedom of speech, press, assembly). However, the actual mechanisms of state power are completely insulated from the working class. Capital exercises absolute control behind the scenes via corporate campaign financing, legalised lobbying, ownership of the mass media, and a permanent, unelected state bureaucracy. * Class content: The dictatorship of the domestic monopoly bourgeoisie and finance capital. Its stability is economically parasitic; it is sustained by the massive influx of imperialist super-profits extracted from the Global South, which allows the ruling class to avoid open domestic terror. ** Function: To legitimize capitalist exploitation by convincing the proletariat that they are active participants in their own subjugation. It channels revolutionary class energy away from the streets and into harmless, legalistic electoral paths, ensuring that no matter which bourgeois party wins, the property relations of capital remain untouched. ====Social-Democratic / Tripartite Form==== * Definition: A defensive, state-administered variation of the bourgeois-democratic form designed to preserve the capitalist mode of production when confronted with a highly organized or radicalized working class. It operates through a mandatory "tripartite" structure—an institutionalized alliance where the capitalist state, monopoly employers, and the bureaucracy of bourgeois-integrated trade unions sit at a single table to legally negotiate the terms of exploitation. Rather than seeking to seize the means of production, this form pacifies the proletariat by using state-managed concessions—such as nationalized healthcare, social safety nets, and regulated pensions—to buy social peace and institutionalize class struggle within the boundaries of capitalist law. * Class content: A specialized management form of the dictatorship of the bourgeoisie. It represents a political pact between monopoly capital and the labour aristocracy; a privileged layer of the working class whose higher standard of living is paid for by the super-exploitation of workers in the neocolonial periphery. ** Function: To explicitly orchestrate class collaboration in order to prevent a socialist revolution and safeguard the long-term rate of profit. The state-sanctioned union bureaucracy acts as an administrative apparatus on the shop floor, legally restricting spontaneous or revolutionary strikes and binding workers to long-term contracts that guarantee capitalist ownership remains absolute. By transforming the defensive organizations of the working class into legal extensions of the capitalist state machine, it locks the wage-labor relationship into place, ensuring that the foundational extraction of surplus value is never disrupted, but merely managed. ====Neocolonial Parliamentary Form==== * Definition: A fragile, structurally dependent variation of the bourgeois-democratic form engineered inside the capitalist periphery, where the superficial apparatus of Western-style parliamentarism is superimposed onto an economy that lacks genuine national or monetary sovereignty. While an imperialist core country uses its parliament to internally manage its own global financial empire, a neocolonial parliament operates as a client assembly. Its entire legal, financial, and electoral architecture is bound by external imperialist dictates, such as structural adjustment programs, foreign debt leverage, and unequal trade treaties. The multi-party theater exists exclusively to decide which faction of the local ruling class will manage the extraction of the nation’s wealth on behalf of global monopolies, completely insulating the state's economic base from the democratic will of the domestic population. * Class content: The dictatorship of foreign imperialist finance capital, executed locally through the administrative mediation of the domestic comprador bourgeoisie and semi-feudal agrarian oligarchs. Unlike the independent monopoly bourgeoisie of the imperialist core, this comprador ruling class possesses no autonomous industrial base; their wealth is derived entirely from their structural position as middlemen, skimming tribute from the foreign-owned extraction of their own nation's labor and natural resources. ** Function: To provide a legally legitimate, stable framework for the systematic drain of surplus value, raw materials, and unequal exchange demanded by the metropole. It functions to fractured the domestic working class and peasantry into regional, tribal, or religious voting blocs, preventing the formation of a unified national-liberation proletarian consciousness. Crucially, its function is to maintain the illusion of self-determination; however, because the local bourgeoisie does not truly control the state's economic levers, the moment the masses attempt to use this electoral theater to enact genuine agrarian reform or nationalize imperialist property, the democratic facade is violently discarded by the military apparatus, transforming the state into an open comprador-fascist junta. ==Bourgeois-Dictatorial Form== <pre> BOURGEOIS-DICTATORIAL FORM (Open Terrorist Dictatorship of Capital) │ ├── 1. Fascism (Monopoly-Capitalist Core) │ │ [The open terrorist dictatorship of the most reactionary, imperialist │ │ elements of finance capital within an industrialized imperialist core.] │ └── e.g., Nazi Germany, Fascist Italy │ ├── 2. Comprador-Fascism / Counter-Revolutionary Juntas (Imperialist Periphery) │ │ [Direct terror organized by the local comprador bourgeoisie and military, │ │ acting as a proxy for foreign imperialist capital to destroy the working class.] │ └── e.g., Pinochet (Chile), Suharto (Indonesia), Argentina (1976), Brazil (1964) │ ├── 3. Neo-Colonial Puppet Dictatorships (Kleptocratic/Comprador) │ │ [Highly centralized, often individualized regimes installed and sustained │ │ directly by imperialist intelligence agencies to guarantee resource extraction.] │ └── e.g., Mobutu (Zaire), Duvalier (Haiti), Marcos (Philippines) │ └── 4. Bonapartist Deviation [A temporary state of exception where the executive power elevates itself above society because the contending classes are deadlocked in conflict.] └── e.g., Louis Bonaparte (1851 France) </pre> ===Definition=== A political form of the dictatorship of the bourgeoisie in which parliamentary-democratic methods are discarded by the ruling class. The repressive state apparatus (military, police, intelligence agencies) becomes the dominant organ of class rule. Open, violent coercion is primary over ideological consent. Independent working-class organizations—such as genuine trade unions, revolutionary parties, and the proletarian press—are violently suppressed, liquidated, or forcibly co-opted into the capitalist state machine. ===Class content=== Unchanged. It remains fundamentally the dictatorship of capital, operating on the capitalist mode of production. The change is strictly in the superstructure (the political form of rule), not the economic base. * Function: To preserve capitalist property relations and safeguard the extraction of surplus value when bourgeois-parliamentary methods are no longer sufficient to contain the revolutionary working class, or to manage the existential crises of capitalist overproduction. In the neocolonial periphery, its function is additionally to enforce the economic dictates of foreign imperialist finance capital through local comprador proxies. ===Subtypes=== ====Comprador-Fascism / Counter-Revolutionary Juntas==== * Definition: A violent, counter-revolutionary form of the dictatorship of the bourgeoisie where state power is seized and exercised directly by the military officer corps acting as a highly institutionalized corporate weapon. All bourgeois-parliamentary theater and civilian politics are completely discarded. The military hierarchy fuses directly with the state bureaucracy, ruling through open decree, martial law, and systematic state terror. Unlike classic European fascism, this form relies entirely on the existing state apparatus for coercion and is fundamentally mass-demobilizing; it deliberately avoids building a mass paramilitary movement or a populist ruling party, and preferring a cold, institutionalized liquidation of the left. * Class content: The dictatorship of capital operating in the imperialist periphery. It is the political rule of the most reactionary fractions of the domestic comprador bourgeoisie and land-owning oligarchs, acting as a direct managerial proxy for foreign imperialist finance capital. ** Function: To violently halt a rising revolutionary or progressive national crisis by liquidating the organized working class, trade unions, and communist vanguards. It serves to brutally demobilize the masses, enforce the absolute subjugation of labor, and forcibly restructure the local economy to optimize the extraction of surplus value and raw materials by foreign monopolies. ====Fascism==== * Definition: The open, terrorist dictatorship of the most reactionary, most chauvinistic, and most imperialist elements of finance capital, arising directly within highly industrialized, advanced capitalist nations. It represents the complete abandonment of bourgeois-parliamentary democracy in the imperialist core during a state of catastrophic economic crisis. Unlike comprador juntas that seek total mass demobilization, core fascism actively relies on mass reactionary mobilization. It channels the economic anxieties of the ruined petit-bourgeoisie and declassed elements into a fanatical, paramilitary mass movement and a single ruling party built around a centralized leadership cult to violently smash the revolutionary working class from below while the state crushes it from above. * Class content: The unmasked dictatorship of the domestic monopoly bourgeoisie. It is not a separate economic system, nor is it a third path; it is the ultimate survival mechanism of finance capital when the falling rate of profit, overproduction, and the threat of proletarian revolution push the capitalist mode of production to the brink of collapse. ** Function: To forcibly rescue domestic monopoly capital by liquidating all independent working-class organizations (the communist vanguard, trade unions, social-democratic parties) and completely atomizing the proletariat. Economically, it enforces extreme austerity and wage suppression to restore profitability, drives forward intense corporate monopolization, and aggressively restructures the entire state apparatus for hyper-militarization and imperialist territorial expansion (war) to secure new markets, resources, and spheres of influence for the domestic financial oligarchy. ====Neo-Colonial Puppet Dictatorships==== * Definition: A highly centralized, predatory, and often personalized form of the dictatorship of the bourgeoisie engineered directly within the neocolonial periphery. Unlike institutionalized military juntas that rule through a corporate officer corps, this form is typically anchored around a single, highly corrupt individual dictator, family, or tribal faction. These regimes are installed, financed, and sustained directly by foreign imperialist intelligence agencies and militaries. The local state apparatus functions not as an autonomous national entity, but as a heavily armed, privatized security guard for foreign monopolies. * Class content: The dictatorship of foreign imperialist finance capital, mediated through a parasitic layer of the local comprador bourgeoisie known as the kleptocracy. This ruling clique possesses no independent industrial or national capital base; their entire wealth is derived strictly from skimming bribes, laundering foreign aid, and taking kickbacks from imperialist corporations in exchange for granting them unchecked access to the nation's natural resources. ** Function: To guarantee the uninterrupted, hyper-exploitation and extraction of raw materials, agricultural goods, and cheap labor by transnational monopolies. Its primary political function is to maintain absolute stability for foreign investors by using targeted terror, assassinations, and tribal division to balkanize and suppress the development of a unified, politically conscious national proletariat and peasantry. ====Bonapartist Deviation==== * Definition: A highly specific, temporary political form of the dictatorship of the bourgeoisie where the executive branch of the state apparatus—anchored by a military leader or a centralized state bureaucracy—elevates itself seemingly above civil society. It arises when the principal contending classes (the bourgeoisie and the proletariat) have reached a catastrophic deadlock of class forces; the bourgeoisie is no longer capable of ruling through normal parliamentary means, but the working class is not yet organized or conscious enough to seize state power. The state executive leverages this stalemate to assume independent, dictatorial powers, balancing between the classes while ultimately preserving the capitalist base. * Class content: Despite its superficial appearance as a neutral arbiter standing above society, it remains fundamentally a dictatorship of capital. The state bureaucracy may strip individual capitalists of their political power, jail or exile bourgeois politicians, and restrict private political maneuvers, but it does so precisely to safeguard the sanctity of private property, capitalist property relations, and the exploitation of wage labor. ** Function: To forcibly restore social stability and protect the capitalist mode of production from revolutionary collapse when the ruling class is too weak or fractured to govern. It pacifies the working class through a combination of targeted repression and superficial populist concessions, while providing the stability required for capital accumulation to resume. ==On corporatism== Corporatism is a '''mechanism''', not a class dictatorship style. It cuts across different state forms. The same form can serve different class contents. It is best understood as a '''form of interest intermediation and class collaboration''': the state organizes workers, employers, and other social groups into hierarchical, non-competing bodies that it recognizes and controls. Corporatism could be used as a broad descriptive term, but it is necessary to distinguish types by their '''class character''' and '''political form'''. ===Aspects of ML states that fit corporatist form=== Using China as an example; * Official trade unions are party-led, not independent. ** ''V.I. Lenin explained that under a dictatorship of the proletariat, trade unions cannot be independent of the revolutionary party. The Party is the vanguard of the working class. If the union is independent of the vanguard, it falls under the ideological influence of the bourgeoisie.'' * Mass organizations for women, youth, peasants, intellectuals, etc. are state/party-recognized and controlled. ** ''In form, they are corporatist: they are hierarchical, non-competing, and hold a monopoly on representing their sector. But form is not class content. These organizations are not corporatist in, say, the fascist sense. Fascist corporatism smashed independent unions and '''subordinated workers to capital'''. The mass organizations in China serve a different class content: the dictatorship of the proletariat. Their method is the Leninist Mass Line, "from the masses, to the masses", not top-down pacification.'' * Competing political organizations are banned or subordinate. ** ''Fundamental feature of the Dictatorship of the Proletariat. A socialist state does not permit the bourgeoisie to form political parties to finance counter-revolution and buy elections.'' * Interests are mediated through party-state channels, not through free collective bargaining between autonomous unions and employers. ** ''Organizations serve as two-way transmission belts. They gather the concrete grievances and material conditions of specific demographics, feed them directly up into the state planning apparatus, and then mobilize those populations to execute socialist construction. Corporatist bodies exist to pacify the proletariat'' * The party-state claims a monopoly on representing the working class and the people. ** ''This is corporatist in form. It is proletarian in class content.'' ===Class collaborationism=== Corporatism as a form can be applied to some existing and past Marxist-Leninist states—specifically party-state corporatism. But there is one crucial distinction, and it depends on class character. Class collaboration is when antagonistic classes are reconciled under a bourgeois state. That is what happens under fascism and under neo-corporatism. It is not what happens in a socialist or transitional ML state. An ML state is not a bourgeois state mediating between capital and labor. It is a state that has abolished or is abolishing exploiting classes. Corporatist form in an ML state serves the dictatorship of the proletariat, not the dictatorship of finance capital. This is why the ''bare'' term is useless. If you call both fascist Italy and socialist China "corporatist" without a class qualifier, you have said nothing. You have only put two opposed states into the same box. The box is meaningless. What matters is which class holds power. ===Contrast between class forms=== {| class="wikitable" ! !! Bourgeois-Democracy !! Fascist !! Marxist-Leninist |- ! Form | Neo-corporatism || State corporatism || Party-state corporatism |- ! Class holding state power | Bourgeoisie || Finance capital (still Bourgeoisie) || Dictatorship of the proletariat |- ! Ownership of the commanding heights | Private || Private (protected and strengthened) || Socialized or state-owned |- ! Independent unions | Permitted but constrained || Illegal || Not independent of the party |- ! Function of the union substitute | Manage capital–labor conflict; secure labor peace || Suppress labor as a class; enforce labor peace for capital || Mobilize labor for production; transmit grievances; defend workers within production |- ! Class struggle | Contained, mediated || Criminalized and suppressed in the interest of capital || Antagonistic classes being abolished; remaining conflicts treated as non-antagonistic contradictions among the people |- ! Who receives the surplus | Capitalists || Capitalists || Social accumulation; planned investment |- ! Strikes | Legal, regulated || Illegal || Not the primary form of struggle, but not criminalized as sabotage of the nation |- ! Position in the world system | Imperialist or subordinate to imperialism || Imperialist || Target of imperialism |} ====The Decisive Difference: Whose Class Rules==== The two systems ''(corporatism form under fascism, vs under a ML state)'' look similar at the level of form because both reject autonomous collective bargaining. But the form is not what determines the class character. The ownership of the means of production and the class composition of the state do. * Under Italian fascism, the corporazioni ''did not expropriate'' a single factory. They '''left the ownership of industry intact''' and used the state to break the organizations ''workers had built''. The class that benefited was the same class that had always benefited, the bourgeois. * Under an ML state, the corporatist form appears ''after'' the expropriation of the exploiting classes. The state that organizes the unions is not mediating between capital and labor because ''capital, as a ruling class, no longer exists''. The state itself is the instrument of the class that was previously exploited. That is the difference between the suppression of one class ''(proletariat)'' by another ''(bourgeois)'', and the suppression ''(by the people via the state)'' of a class that is already being abolished ''(bourgeois, in ML states)''. ====The Function of the Union Substitute==== Fascist corporatism and ML party-state corporatism both replace independent unions, but they replace them with opposite things. The fascist union substitute exists to ''prevent strikes''. Its purpose is to make labor discipline enforceable. The worker is represented by an official body that is ''integrated with the employer'' and the state, and ''the employer's interests are structurally dominant''. The ML union substitute exists to '''organize production and to channel grievances upward'''. Lenin described unions under the dictatorship of the proletariat as transmission belts and as schools of communism. They are not independent of the party because ''the party is the vanguard of the class that rules (the proletariat)''. This is not the same function as fascism's. One exists to hold labour down in the interest of capital. The other is supposed to hold labour up while also organizing production. The ''class content'' of the form is what ''determines what the form is for''. ====Class Struggle==== Fascism denies that class conflict exists. It replaces class with the nation, and the corporation with the nation's economic organ. Any worker who insists on the reality of class conflict is treated as an enemy of the nation. The struggle is suppressed in the interest of the class that rules. ''(the bourgeois)'' ML theory does not deny class conflict. It holds that the proletariat has won state power and is using it to abolish the exploiting classes ''(in ML states)''. What remains are non-antagonistic contradictions among the people; conflicts of interest that are handled through party-state channels rather than through the violent suppression of one class by another. Antagonistic contradictions still exist against remnants of the old ruling classes and against imperialism, but the fundamental class antagonism is being resolved rather than enforced ''(mass line)''. The fascist state suppresses the working class as a class ''(the bourgeois)''. The ML state suppresses the classes that exploited the working class. Both use force. The force serves ''opposite class interests''. ====False Equivalence Risk==== The reason the term "corporatism" invites false equivalence is that it names the form and not the content. A reader who sees "both ban independent unions" can conclude that both are the same. Form alone is not analysis. This is the same principle Marxism-Leninism applies to the state itself. The state exists under capitalism and under socialism. Saying "both have a state" tells you nothing. Saying "both ban independent unions" tells you nothing for the same reason. ===ML Critique ''(Raoul Duke)''=== In Marxist-Leninist political theory, corporatism is generally ''rejected'' as a useful concept for class-based analysis. The critique holds that the standard definition; organization of society by corporate groups such as agricultural, labor, military, scientific, or guild associations on the basis of common interest; is too broad, collapsing ''distinct class systems'' into a single category. ====Critique of Definition==== The definition treats ''any'' collective group as a corporatist entity. Under this logic, a proletarian dictatorship, a bourgeois capitalist government, a labor union, a chamber of commerce, and a corporation all become "corporatist." By the same reasoning, the United States, China, the Soviet Union, modern Russia, fascist Italy, Nazi Germany, and modern Germany are all said to share the same ideology. MLs rejects this as useless because it erases class differences and reduces politics to the mere existence of organized groups or a government. ====Political Context==== The term is trending among far-right and libertarian circles. It is used as a "no true Scotsman" argument to discredit capitalist countries for not practicing "real capitalism." It is also used to equate socialist countries with fascist or capitalist ones simply because they have a state. Therefore, the Marxist-Leninist view expressed here is that "corporatism" is a useless descriptor not worth taking seriously in political theory or class struggle. ''(similar to the view of the word "authoritarian", which only rised in use c. 1917)'' ====Fascist corporatism in Italy==== ''additional context from an Italian ML: '' In intention and practice, it ''[corporatism]'' was a scheme by the Fascist Party to seize control of labor unions and subject them to fascist control. In practice, this meant replacing labor unions (which the fascist government had made illegal) and subordinating worker organizations to the interests of entrepreneurs (capitalists). English speakers often confuse "corporatism" with "corporation," but in Italian fascist parlance the word evoked medieval Italian corporazioni (guilds). This was similar to how the fascists used the medieval term ''podestà'' (chief magistrate) to replace ''sindaco'' (mayor), masking a power grab behind old-sounding language. Italian fascism used these anodyne terms to obfuscate the suppression of civic and labor liberties in favor of the wealthy classes, who were the real beneficiaries of fascist policies. qvhgmhebcg2nq8ehn9g8x92yvipqxlx 15 332094 2833498 2026-09-16T12:25:37Z ~2026-49973-27 3111136 /* Who is Manju devi mla in Jharkhand */ new section 2833498 wikitext text/x-wiki == Who is Manju devi mla in Jharkhand == Who is Manju devi mla in Jharkhand [[Special:Contributions/~2026-49973-27|~2026-49973-27]] ([[User talk:~2026-49973-27|talk]]) 12:25, 16 September 2026 (UTC) 8em0r1rb3c68r9mtuqwm9m4r119u7xa 2833499 2833498 2026-09-16T12:35:24Z MathXplore 2888076 Reset talk page with [[:w:simple:User:DannyS712/Reset talk|reset talk]] (version 1.1) 2833499 wikitext text/x-wiki {{Talk header}} 6ujz0t3lkt6jsf7d1r360l6l7wj3njb 3 332095 2833500 2026-09-16T12:35:39Z MathXplore 2888076 vandalism1 ([[m:User:ZbVl/VD|Vandoom]]) 2833500 wikitext text/x-wiki == 2026-09-16 == [[File:Information.svg|25px|alt=Information icon]] Hello, I’m letting you know that one or more of your recent contributions have been reverted because they did not appear constructive. If you would like to experiment, please use the [[Wikiversity:Sandbox|sandbox]] or ask for assistance at the [[Wikiversity:Colloquium|Colloquium]]. Thank you.<!-- Glow-vandalism1 @ 1789562133716.5s --><nowiki></nowiki> [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 12:35, 16 September 2026 (UTC) n3qyoofm7d62g7bkm8i404mfz7izuwp 6 332096 2833521 2026-09-16T17:21:28Z Young1lim 21186 {{Information |Description=LCal.2A: Formal (20260915 - 20221015) |Source={{own|Young1lim}} |Date=2026-09-16 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833521 wikitext text/x-wiki == Summary == {{Information |Description=LCal.2A: Formal (20260915 - 20221015) |Source={{own|Young1lim}} |Date=2026-09-16 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} eqodybl6wop6cf6ekirzfizlknzqiuh 6 332097 2833523 2026-09-16T17:23:27Z Young1lim 21186 {{Information |Description=LCal.9A: Recursion (20260915 - 20260914) |Source={{own|Young1lim}} |Date=2026-09-16 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833523 wikitext text/x-wiki == Summary == {{Information |Description=LCal.9A: Recursion (20260915 - 20260914) |Source={{own|Young1lim}} |Date=2026-09-16 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} i78qvj4bx2kc1zvcmu8d015boubuuq0 6 332098 2833525 2026-09-16T17:50:16Z Young1lim 21186 {{Information |Description=LCal.9A: Recursion (20260916 - 20260915) |Source={{own|Young1lim}} |Date=2026-09-16 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833525 wikitext text/x-wiki == Summary == {{Information |Description=LCal.9A: Recursion (20260916 - 20260915) |Source={{own|Young1lim}} |Date=2026-09-16 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} ak24uk8uwmzjhdr664kjt7nsffuhexv 0 332099 2833528 2026-09-16T20:57:50Z Evgenii Arsentev 3110906 New learning resource: comparing the cost of AI-produced short-form video with people, ads and influencers (DOI 10.5281/zenodo.22802228) 2833528 wikitext text/x-wiki {{Short description|How to compare the cost of short-form video made by AI agents with the cost of people, using one measured case}} This learning resource is a sub-page of [[Artificial intelligence]]. It is about a question that marketing teams and business owners now face: '''when AI agents can produce short-form video end to end, how do you compare what that costs with a human studio, with paid ads and with influencers, and what can such a comparison honestly show?''' It works through one measured case, an AI content engine at a company under a non-disclosure agreement, and uses it to teach the method rather than to sell a conclusion. {{RightTOC}} == Learning objectives == After working through this resource a learner should be able to: * describe what an ''AI content engine'' is and which production roles it takes over; * compute cost per video and cost per 1,000 views from a subscription bill and view counts; * build a staffing model for the same output when no published productivity benchmarks exist, and present the result as a range; * explain why organic views and paid impressions are different units, and what that does to a price comparison; * read a scenario forecast and name the assumptions that could break it. == 1. What an AI content engine is == An AI content engine is a system in which AI does the work of a video studio. A language model writes and checks scripts and translations, AI avatars appear on camera, a synthetic voice does the talking, and software written by coding agents edits and publishes videos on a schedule. People set tasks and review results. In the measured case, the engine was built by one person with no technical background, who gave a coding agent (Claude) a task in plain language and let it choose the technology. The agent wrote 99.7% of the code in the first version. == 2. The measured case == Over its first 101 days the engine produced: {| class="wikitable" ! Quantity !! Value |- | Videos || 1,497 (2,137 language versions) |- | Channels || 67 on six platforms |- | Organic views of videos released in the period || 8,250,024 |- | Followers and subscribers || 1,126,322 |- | Subscriptions || about $1,300 a month; $4,313.76 over 101 days |} [[File:AI content engine - short-form videos produced per week (2026).png|thumb|600px|center|Videos produced per week. Output rose without new hires.]] '''Exercise 1.''' Compute cost per 1,000 views and cost per video. ''(Answer: $4,313.76 / 8,250,024 × 1,000 = $0.52; $4,313.76 / 1,497 = $2.88.)'' Name two costs this figure leaves out. == 3. Modelling the human alternative == There are no published productivity norms for short-form video, so every productivity figure below is an assumption, and the result is a range, not a point. For 104 videos and 148 language versions a week the model assumes, for example, 3–8 scripts a day per scriptwriter and 2–5 finished videos a day per editor. With US median wages (Bureau of Labor Statistics, May 2025) and published shoot-day rates of $4,750–21,000, the model gives 42–78 people and $179,000–1.21 million a month, 138 to 935 times the subscriptions. [[File:AI content engine - monthly cost vs human studio and influencers (2026).png|thumb|600px|center|Monthly cost of the same output (log scale).]] [[File:AI content engine - cost per short video vs people (2026).png|thumb|600px|center|Cost of one short video (log scale).]] Two cautions matter more than the headline: * the model prices ''buying the same volume'' from people; it is not money any company saved, because nobody would hire that team for that volume; * the comparison slightly favours the engine, because its cost excludes the builder's time and servers. '''Exercise 2.''' Change the editor assumption from 2–5 to 4–8 videos a day. Which part of the monthly total moves most, and why does the range still stay above $100,000? == 4. Ads, influencers and the unit problem == The company's own paid ads cost $2.23–16.57 per 1,000 impressions; sponsored influencer content typically costs $2–30 per 1,000 views. The US producer price index for internet advertising rose 34% from December 2022 to August 2026. [[File:AI content engine - cost per 1,000 views vs ads and influencers (2026).png|thumb|600px|center|Cost per 1,000 views or impressions (log scale).]] [[File:US internet advertising producer price index WPU366 (Dec 2022 = 100).png|thumb|600px|center|US internet advertising price index.]] An impression, a sponsored view and an organic view of a short video are not the same unit, and the geography of the organic audience was unknown. A fair comparison therefore uses the whole range of ad prices rather than the most favourable one. Organic reach also behaves differently in time. Paid impressions stop when spending stops; organic output grows first and views and followers catch up later. A snapshot of views understates the most recent weeks. '''Exercise 3.''' Why would comparing the engine only with the US ad price overstate its advantage? == 5. Reading a scenario forecast == The company plans to grow from 22 to 100 AI presenters. If each reached the level of its third-best, second-best or best YouTube channel, monthly views would be about 10, 25 or 178 million, against 2.5 million today. [[File:AI content engine - forecast of monthly views with 100 AI presenters (2026).png|thumb|600px|center|Scenario forecast, not a promise.]] The forecast rests on three fragile assumptions: that new channels grow like the best existing ones (the best channel alone brought more than three quarters of YouTube views), that growth arrives within a useful time, and that platforms do not restrict AI video. '''Exercise 4.''' Which of the three scenarios is closest to simply scaling today's output from 22 to 100 presenters? What does that tell you about the other two? == 6. Limitations to state every time == * One company, one category, one period. * Sales are confidential, so $0.52 is the cost of attention, not of a customer. * Some of the audience was built before the period. * Productivity figures in the staffing model are assumptions. == See also == * [[Artificial intelligence]] * [[Large language models/Context economy of agent runs]] == References == * Arsentev, E. (2026). ''AI Content Engine Economics: The Cost of Short-Form Video Production by AI Agents and by People''. Zenodo. {{doi|10.5281/zenodo.22802228}} — all figures and calculations used in this resource. * Teutloff, O. et al. (2025). Winners and losers of generative AI: Early evidence of shifts in freelancer demand. ''Journal of Economic Behavior & Organization'' 235:106845. {{doi|10.1016/j.jebo.2024.106845}} * Demirci, O., Hannane, J., Zhu, X. (2025). Who is AI replacing? The impact of generative AI on online freelancing platforms. ''Management Science'' 71(10):8097–8108. {{doi|10.1287/mnsc.2024.05420}} [[Category:Artificial intelligence]] [[Category:Economics]] [[Category:Marketing]] h2eh41pcilx192ivluwi2gfyf1wzs8c 6 332100 2833574 2026-09-17T05:38:48Z Young1lim 21186 {{Information |Description=Data.1A: Data Object (202600915 - 20260914) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833574 wikitext text/x-wiki == Summary == {{Information |Description=Data.1A: Data Object (202600915 - 20260914) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} piadtps7ps021i23wq9oui34byvws01 6 332101 2833576 2026-09-17T05:39:35Z Young1lim 21186 {{Information |Description=Data.1A: Data Object (202600916 - 20260915) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833576 wikitext text/x-wiki == Summary == {{Information |Description=Data.1A: Data Object (202600916 - 20260915) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} b4p8qqpw06uc6n2qqsdza0yrx4o83h2 6 332102 2833578 2026-09-17T05:40:32Z Young1lim 21186 {{Information |Description=Data.1A: Data Object (202600917 - 20260916) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833578 wikitext text/x-wiki == Summary == {{Information |Description=Data.1A: Data Object (202600917 - 20260916) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 85ksenst18mzdgt2p5y24fv515zl6s9 2 332104 2833589 2026-09-17T07:22:55Z U3260591 3104152 Created page with "{{subst:ME/BCS}}" 2833589 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the wording (and [[w:Stylistic or specialised usage|casing]]) above so that it matches the [[Motivation and emotion/Book/Current|topic list]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not add your name; authorship is shown in the [[Special:History/{{PAGENAME}}|page history]].</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|200px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Introduce the topic with a scenario Begin with an engaging scenario, example, or case study that illustrates the topic and gives readers a reason to care about it. The scenario should: * Start with a lead in bold, such as '''Scenario, Case study, Imagine this ...''', or another another phrase that suits the scenario. * Describe a '''realistic problem, situation, or question''' related to the topic. * Be engaging and accessible to a reader who is new to the topic. * Provide a context that can be revisited when explaining the psychological concepts and research later in the chapter. * Avoid explaining theory or research in detail— the purpose is to illustrate the problem, not solve it. * Be presented in a [[#Feature box|feature box]]. * Include a relevant image, with a figure caption, to help illustrate the scenario. Cite the figure (e.g., see Figure 1) within the scenario. For the [[Motivation and emotion/Assessment/Topic|topic development]], the scenario can be planned using bullet-points. ;Feature box colour To change the feature-box colour: # Select Edit source # Find theme=3 # Change 3 to another theme number {{RoundBoxBottom}} The Overview section should consist of three parts: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Brief explanation of the problem, why it is important, and an outline of how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. The topic development submission should communicate your current thinking and plans for the project. It is not expected to be a fully developed or final product. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br> {{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Each chapter should use this standard heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure; this can be the figure in the scenario * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * Images must be embedded from [[commons:|Wikimedia Commons]] which hosts free-to-use media such as photos, diagrams, graphs, video, and audio * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== List [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) * [[Motivation and emotion/Assessment/Topic/Checklist|Topic development - Checklist]] (Wikiversity) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 8htg4co2dvxx7neb6vt4a8dw0gmk7id 6 332105 2833608 2026-09-17T10:58:28Z Young1lim 21186 {{Information |Description=Block CLA 2B Single Level (20260917 - 20260916) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833608 wikitext text/x-wiki == Summary == {{Information |Description=Block CLA 2B Single Level (20260917 - 20260916) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} th5y4z0hk8qxnh26r0hkuats2wts5la 6 332106 2833609 2026-09-17T10:59:15Z Young1lim 21186 {{Information |Description=Block CLA 2C Multi-Level (20260917 - 20260916) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2833609 wikitext text/x-wiki == Summary == {{Information |Description=Block CLA 2C Multi-Level (20260917 - 20260916) |Source={{own|Young1lim}} |Date=2026-09-17 |Author=Young W. 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