Overbetting the potters school

Published 24.04.2020 в Play free online betting games for final four

overbetting the potters school

University of Chicago Law School, University of Pennsylvania Wharton indeed, the bias toward overbetting on tiny probabilities is strongly evident in. San Jose school board votes on charter school for under-performing students Potter merchandising blitz hits stores · Forest Whitaker is `Moses' in. Potter accepts Man Utd deserved late point at Chelsea a bid for the defender, who was keen on a move, before his ban over betting rule breaches. LOCALBITCOINS WALLET

On tape, Hannah explains that there are 13 reasons why she decided to end her life. The series, which deals with teen suicide, bullying, drunk driving and rape in graphic detail, has been the subject of active discussion, drawing criticism by some mental health experts who say the show could pose health risks for certain young people, especially those with suicidal thoughts.

In response, Netflix amped up its content warnings. The series is produced for Netflix by Paramount Television. Their story isn't over. The ratings of attributes were correlated with expert ratings of the same attributes to measure consensus. There were significant differences between levels of sport participation groups on two of the fourteen attributes: competence and confidence. Interpersonal perception accuracy is based on thin slices, which was brought to mainstream attention by the popular book Blink by Malcolm Gladwell Thin-slices are brief excerpts of expressive behavior less than five minutes sampled from the behavioral stream 6.

Ambady and Rosenthal 8 suggested that expressive behaviors movement, speech, gesture, facial expressions, posture contribute to impressions made about the target. Early researchers were interested in the link between expressive behaviors as the indicators of personality 3,4. The cues that are projected by expressive behavior have been shown to be interpreted accurately in as little as a 2-second nonverbal clip of a target 9.

Ambady and Rosenthal 8 also suggested that the accuracy of thin-slice judgments have practical applications in fields that are interpersonally oriented. When thin slice ratings predict criterion variables, they can be used, for example, to target biased teachers or gauge expectancies of newscasters.

They also suggest that thin slice judgments can be used in the selection, training, and evaluation of people in fields where interpersonal skills are important. Accuracy of thin-slice judgments of coaches could be very useful in selection, training, and evaluation of coaches. Accuracy in personality and social psychology research can be defined in three ways: the degree of correspondence between a judgment and a criterion, interpersonal consensus, and a construct possessing pragmatic utility These definitions fall into two approaches within the field.

The pragmatic approach defines a judgment as accurate if it predicts behavior. This approach looks at personality judgments as necessary tools for social living and evaluates their accuracy in terms of their practical value The constructivist approach focuses on consensus between raters. This approach looks at all judgments as perceptions and evaluates their accuracy in terms of agreement between judges Kenny 45 further explained that target accuracy is broken into three categories: Perceiver, generalized, and dyadic.

Generalized target accuracy is the correlation between how a person is generally seen by others and how that person generally behaves. Thin-slice judgments have been shown to produce similar judgments to ecologically valid criterion. Ecologically valid criteria are characterized by pragmatic utility in that they are used in everyday decisions about people as an external outcome of observed behavior 9. Studies show that individual differences of raters can affect judgments based on thin-slices of information including gender and ethnicity 6,7,29, Previous research is equivocal regarding the accuracy of judgments based on gender.

Some research suggests that females are more accurate judges of non-verbal behavior 40 , while other research found no difference in judgments of non-verbal behavior based on gender 8. Researchers have found that raters judge targets of a different ethnicity more negatively than targets of the same ethnicity Another bias can involve the dimensions being rated.

One study found accuracy at zero acquaintance for judgments of extraversion, but not conscientiousness Another study found similar correlations for extraversion as well as a relationship between zero acquaintance ratings of conscientiousness, but not for agreeableness, emotional stability, and culture John and Robins 42 suggest that differences in ratings on traits depend on evaluativeness and observability.

Traits that are less evaluative neutral and more observable reach greater consensus and accuracy They define observability by the degree to which behaviors are relevant to the trait can be easily observed. They define evaluativeness by the degree to which a trait is relatively neutral. Limitations are also present on the persons being judged. Social context can also play a role depending on personality types.

Expressive behaviors were limited by individuals with a high self-monitoring in social situations, therefore making judgments on their mood more difficult. Ambady and Rosenthal 9 researched intuitive judgments on teacher effectiveness. It was determined that thin-slice evaluations by naive raters of 30 seconds, 5 seconds, and 2 seconds were congruent with evaluations by students and principals who observed the teacher for a semester.

Ambady and Rosenthal 8 measured judgments on fourteen personality attributes: Accepting, active, dominant, empathic, enthusiastic, honest, likable, optimistic, professional, supportive, and warm. Teaching is an interpersonal field, as well as coaching. Due to similarities in the fields the same attributes were chosen in this study. The teaching and coaching environment may have parallels and crossover applications. Often cited in coaching and teaching lore is John Wooden, who was one of the most successful collegiate basketball coaches.

Wooden pointed out that coaches are teachers first and profiled ten criteria needed for a successful teacher; Among them, knowledge and warm personality and genuine consideration of others Research in the teaching profession highlights attributes of successful teaching.

Bloom 13 explains that coaching, like teaching, can perhaps best be viewed as an interpersonal relations field, which rests primarily on effective communication and interaction among various participants. Coaching research has identified behaviors that elicit positive perceptions from athletes towards coaches 63, Behaviors include positive reinforcement, technical instruction, encouragement, and structuring fun practices. It is theorized that coachs behaviors plays a significant role in the psychological development of young athletes Youth sport research highlights the positive relationship between specific coaching behaviors and self-esteem, satisfaction, and enjoyment in children 64, A recent study explored the characteristics of expert university level coaches and found several personal attributes that these coaches possessed: Commitment to learning; learning from past mistakes; knowledgeable; open-minded; balanced; composed; caring; and genuinely interested in their athletes At the recreation level, game outcomes bear little significance in psychosocial outcomes reaction to coach, enjoyment, and self-esteem for the athletes.

Earlier research 13 indicated that the coach is central to the development of expertise in a sport. Nonverbal behavior can be very significant in an environment where high levels of stress and decision-making are concerned. Perceptions can cause shifts in confidence. Research supports that the self-efficacy of athletes who judged opponents non-verbal behavior was directly related to those perceptions As outcome expectations may be influenced by perceptions of sporting opponents, and have been shown to influence performance levels 24,26, Methods Participants There were two samples of participants in this study.

Sample B consisted of nine coaching students eight men, one woman from an undergraduate level coaching course at a southeastern university. There were eight Caucasian coaches and one African-American coach. The average age of the coaches was Instrumentation Coach attributions.

Each coach was rated three times for each attribute on a 9-point Likert scale ranging from not at all 1 to very 9. Coach effectiveness. Coaches and supervisors completed evaluations with the attributional survey and overall effectiveness questions at the end of the evaluation tool.

Procedures Permission was obtained to use videotapes of coaching sessions by nine students in an undergraduate coaching class, who, as part of their course, were filmed for a practice session to be evaluated by their professor. The final tape consisted of 27 clips: 3 clips for each of the 9 coaches. Supervisors completed the attribution scale and overall effectiveness item on each coach as part of their formal evaluation of the coach.

Evaluations were delivered by the supervisors to the professor and picked up by the researcher. Raters completed a demographic questionnaire and observed the video of the twenty seven second video clips. Following each clip, raters completed the attributional scale and overall effectiveness question.

Inferential statistics were utilized to examine moderators of target accuracy, consensus, and self-other agreement. Means were compared using independent sample t-tests for gender comparisons and one-way ANOVAs for comparisons between races and sport participation groups. This provided an individual difference variable representing accuracy accuracy.

Independent samples t-tests were run based off of means generated on male and female raters to determine differences between the two groups on accuracy. There were no differences found on accuracy between groups see Table 2. Female raters were higher on means consensus than male raters on likeability see Table 2. Due to the small sample size of Hispanic, Asian, and Other, these categories were not included in analyses on race differences. Discussion There were several constructs of accuracy measured in this study.

There are several explanations why this may have occurred. The nine coaches varied across two sports and four age levels. They were not observed directly with the athletes so differences in coaching behaviors due to varying age and sport contexts may have caused some of the variability. Thin-slice judgments in the sport context may have more variables that need to be controlled for than thin-slicing in classroom settings or social settings that have been previously examined.

Modeling the Ambady and Rosenthal 8 study, the coaches were presented on muted video clips without athletes present. The coaching context requires adaptations to lessons as well as more frequent feedback. There may be a need for more frequent transactions whereas teaching may include more directive communication.

Observations of a coach may require this interaction to accurately assess coaching effectiveness. Another explanation to support the complexity of the sport context is the individual differences in perceptions of effective coaches. Previous research found a negative correlation between body size and perceptions of coaching effectiveness by female gymnasts, while no correlation was found for soccer players or basketball players This study did not survey for particular sport participation so variation may be due mainly to perceptions of coaching effectiveness in a particular sport.

Other research suggests that the personality of the athlete can effect coaching evaluations. Williams et al. This study did not look at the personality makeup of the raters to determine if those attributes moderate accuracy. Previous research also suggests that mood state can affect evaluations 6.

Recent research shows that mood state of customers can effect evaluation of sales people When customers were in a bad mood and the salesperson was perceived as happy the customer rated the salesperson negatively. Ambady and Gray 6 found that negative mood states affected accuracy of social perceptions.

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But many players struggle with is knowing when to overbet and how much to overbet. There are three main scenarios where overbetting is appropriate: When have the nut advantage more very strong hands than our opponent. When the turn or river card is a brick. Scenario 1 example: We are on the Button facing the Big Blind in a single raised pot. In this case, both players can have hands like A6, K6, 66, and A2.

Meanwhile, we can have all of these hands in our range, along with 3 combinations of 22 for a turned set. This all gives a significant nut advantage over our opponent and makes for a great overbet spot. Oftentimes on flops, players will check-raise with the very top of their range, which sometimes can leave them exposed to having a capped range on some turns. We already know that we have the nut advantage. Suppose that we know our opponent will check-raise 66 and most of his two-pair hands on the flop.

Given this, we can go to town with a very aggressive selection of turn overbets with our value hands and bluffs. This allows us to apply maximum pressure to our opponent. Whatever way you choose to look at it, this is another great overbet spot. Sometimes even more. Optimal turn overbet sizes will largely come down to board textures. A-high boards, broadway boards, middling boards, paired boards , and monotone boards can potentially have very different optimal sizes.

These quick tips are sure to make you print money with your overbet sizings. There are so many more interesting principles to discuss on this topic like range-construction, blockers, betting rivers after overbetting the turn etc. With all this in mind, I again encourage you to check out the full module yourselves in the Upswing Lab.

Until next time, good luck at the tables!

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