presentation of research feelings

+ The Vault , Delivery , Presentation Hacks

How to Use Emotions in a Presentation (and Why They Matter)

By: Scott Schwertly

“ There’s a large body of research that shows the emotional component of a message trumps the analytical .” – Carmine Gallo, Forbes

The concept is easy to grasp and difficult to master: inserting genuine feeling into your presentation incites genuine response. This requires you to share your motivations, hopes, and fears rather than suppress them. It’s counter-intuitive when you think of the way we have been taught to approach presentations, which conjures up the image of a gray boardroom and a dozen stuffy CEOs. Trust us, any emotion this inspires is completely accidental.

Emotions captivate. We are united in our love of things that make us “feel.” Think of the times you’ve cried during a movie or held your breath along with the main character. Even though we know it’s blanketed in the magic of Hollywood, our natural empathy is kickstarted when we see other’s emotions.

“What’s my motivation?” According to Dale Carnegie , a presentation usually falls into one of four categories. It either makes something clear, impresses or convinces, incites action, or entertains. Your presentation didn’t pop out of a robot, it was crafted to share something memorable with the audience. Where did that come from within yourself? What inspired you? When deciding on what emotions to share, start with this question.

How does your motivation make you feel? After you’ve decided what fuels your presentation, list three emotions that this motivation inspires in you. “Excitement for the future,” “anger about the existing problem to solve,” or “happiness about the present” are some examples. Focus on ways to utilize these three emotions when you are speaking.

Be mindful. Using emotion doesn’t mean you have to re-enact the final scene of Titanic during your presentation. Utilize them to enhance content, not distract. For instance, show that you mean it when you describe where you came from. Also consider using expressive language when you describe where you plan to go, etc. If your emotions are genuine, you will always hit the right note.

Stories rule. The best way to insert emotion into your presentation is the most natural: a true story. If you are have trouble seeming excited in a 50 slide deck about budget, consider opening with a story about how challenging working on the project was for you.

No matter what your content or delivery style, revealing the emotion beneath the message will succeed with your audience every time.

Question: How can you use emotion in your next presentation?

Scott Schwertly

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Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

12 Proven Tips to Make an Effective Research Presentation as an Invited Speaker

Guidance from an Experienced Mentor

The evolution of my presentation skills, what is there in this post for you, research presentation tip #1: start confidently, research presentation tip #2: eye to eye contact with the audience, research presentation tip #3: welcome your audience, research presentation tip #4: adjust your voice.

Research Presentation Tip #5: Memorize your Opening Line
Research Presentation Tip #6: Use the words “ 'Think for while', 'Imagine', 'Think of', 'Close Your Eyes' ”

Research Presentation Tip #7: Story Telling

Research presentation tip #8: facts and statistics.

Research Presentation Tip #9: Power of "Pause"

Research Presentation Tip #10: Quote a Great Researcher

Research presentation tip #11: begin with a video, research presentation tip #12: avoid using filler words, side benefits of giving great research presentations, how should i dress for my invited talk at a research conference, can i share my conference presentation slides after my talk with the audience, shall i entertain questions in between my presentation as an invited speaker to a research conference, can you give some tips for a successful q&a session:.

How to handle questions where I don't know the answers in my presentation?

Introduction

In this blog post, I’ll be sharing with you some invaluable tips for delivering an effective research presentation, drawn from my own journey through academia. These tips are not just theoretical; they’re the result of my own experiences and the guidance I received along the way.

When I first embarked on my PhD journey, the prospect of presenting my research to an audience filled me with a mixture of excitement and apprehension. Like many researchers, I was eager to share my findings and insights, but I lacked the confidence and experience to do so effectively.

It wasn’t until I had been immersed in my research for nearly a year, clarifying my domain, objectives, and problem statements, that I was presented with an opportunity to speak about my work. However, despite my preparation, I found myself struggling to convey my ideas with clarity and confidence.

Fortunately, I was not alone in this journey. At the event where I was scheduled to present my research, there was another presenter—an experienced professor—who took notice of my nerves and offered his guidance. He generously shared with me a set of tips that would not only improve my presentation that day but also become the foundation for my future presentations.

As I incorporated these tips into my presentations, I noticed a remarkable improvement in my ability to engage and inform my audience. Each tip—from starting confidently to utilizing storytelling and incorporating facts and statistics—contributed to a more polished and impactful presentation style.

As an invited speaker, delivering an effective research presentation is essential to engage and inform your audience. A well-crafted presentation can help you communicate your research findings, ideas, and insights in a clear, concise, and engaging manner.

However, many presenters face challenges when it comes to delivering a successful presentation. Some of these challenges include nervousness, lack of confidence, and difficulty connecting with the audience.

In this article, we will discuss tips to help you make an effective research presentation as an invited speaker. We will cover strategies to prepare for your presentation, ways to deliver your presentation with confidence and impact, and common mistakes to avoid.

By following these tips, you can improve your presentation skills and create a compelling and engaging talk that resonates with your audience.

Tips to Make an Effective Research Presentation

Tip 1: Start confidently
Tip 2: Eye To Eye Contact With the Audience
Tip 3: Welcome Your Audience
Tip 4: Adjust your Voice
Tip 5: Memorize your Opening Line
Tip 6: Use the words “ ‘Think for while’, ‘Imagine’, ‘Think of’, ‘Close Your Eyes’ ”
Tip 7: Story Telling
Tip 8: Facts and Statistics
Tip 9: Power of “Pause”
Tip 10: Quote a Great Researcher
Tip 11: Begin with a Video
Tip 12: Avoid using Filler Words

Starting your presentation confidently is essential as it sets the tone for the rest of your presentation. It will help you grab your audience’s attention and make them more receptive to your message. Here are a few ways you can start confidently.

Begin with a self-introduction: Introduce yourself to the audience and establish your credibility. Briefly mention your educational background, your professional experience, and any relevant achievements that make you an authority on the topic. For example, “Good morning everyone, my name is John and I’m a researcher at XYZ University. I have a Ph.D. in molecular biology, and my research has been published in several reputable journals.”
Introduce the topic: Clearly state the purpose of your presentation and provide a brief overview of what you’ll be discussing. This helps the audience understand the context of your research and what they can expect from your presentation. For example, “Today, I’ll be presenting my research on the role of DNA repair mechanisms in cancer development. I’ll be discussing the current state of knowledge in this field, the methods we used to conduct our research and the novel insights we’ve gained from our findings.”
Start with a strong opening statement: Once you’ve introduced yourself and the topic, start your presentation confidently with a statement that captures the audience’s attention and makes them curious to hear more. As mentioned earlier, you could use a strong opening statement, a powerful visual aid, or show enthusiasm for your research. For example:
“Have you ever wondered how artificial intelligence can be used to predict user behaviour? Today, I’ll be sharing my research on the latest AI algorithms and their potential applications in the field of e-commerce.”
“Imagine a world where cybersecurity threats no longer exist. My research is focused on developing advanced security measures that can protect your data from even the most sophisticated attacks.”
“Think for a moment about the amount of data we generate every day. My research focuses on how we can use machine learning algorithms to extract meaningful insights from this vast amount of data, and ultimately drive innovation in industries ranging from healthcare to finance.”

By following these steps, you’ll be able to start your research presentation confidently, establish your credibility and expertise, and create interest in your topic.

Speaking confidently as an invited speaker can be a daunting task, but there are ways to prepare and feel more confident. One such way is through practising yoga. Yoga is a great tool for reducing stress and anxiety, which can be major barriers to confident public speaking.

By practising yoga, you can learn to control your breathing, calm your mind, and increase your focus and concentration. All of these skills can help you feel more centred and confident when it’s time to give your presentation.

If you’re interested in learning more about the benefits of yoga, check out our blog post on the subject YOGA: The Ultimate Productivity Hack for Ph.D. Research Scholars and Researchers .

If you’re ready to dive deeper and start your own yoga practice, be sure to download my e-book on :

Unlock Your Research Potential Through Yoga: A Research Scholar’s Companion

A large number of audiences in the presentation hall make you feel jittery and lose your confidence in no time. This happens because you are seeing many of the audience for the first time and you don’t know their background and their knowledge of the subject in which you are presenting.

The best way to overcome this fear is to go and attack the fear itself. That is come at least 10-15 minutes early to the conference room and start interacting with the people over there. This short span of connectivity with a few of the audience will release your tension.

When you occupy the stage for presenting, the first thing you need to do is gaze around the room, establish one-to-one eye contact, and give a confident smile to your audience whom you had just met before the start of the presentation.

Just gazing around the presentation hall will make you feel connected to everyone in the hall. Internally within your mind choose one of the audience and turn towards him/her make eye contact and deliver a few sentences, then proceed to the next audience and repeat the same set of steps.

This will make everyone in the room feel that you are talking directly to them. Make the audience feel that you are engaging with them personally for this topic, which makes them invest fully in your topic.

The third tip for making an effective research presentation is to welcome your audience. This means taking a few minutes to greet your audience, introduce yourself, and set the tone for your presentation. Here are a few ways you can welcome your audience:

Greet your audience: Start by greeting your audience with a smile and a warm welcome. This will help you establish a connection with your audience and put them at ease.
Introduce yourself: Introduce yourself to the audience and give a brief background on your expertise and how it relates to your presentation. This will help your audience understand your qualifications and why you’re the right person to be delivering the presentation.
Explain the purpose of your presentation: Explain to your audience why you’re presenting your research and what they can expect to learn from your presentation. This will help your audience understand the context of your research and what they can expect from your presentation.
Set the tone: Set the tone for your presentation by giving a brief overview of your presentation structure and what your audience can expect throughout your presentation. This will help your audience understand what to expect and keep them engaged.

Here are a few examples of how you can welcome your audience:

If you’re presenting to a group of industry professionals, welcome them by acknowledging their expertise and experience. This will show that you value their knowledge and experience.
If you’re presenting to a group of students or academics, welcome them by acknowledging their interest in your research area. This will help you establish a connection with your audience and show that you’re excited to share your research with them.
If you’re presenting to a mixed audience, welcome them by acknowledging their diversity and the different perspectives they bring to the presentation. This will help you set an inclusive tone and show that you’re open to different viewpoints.

Overall, welcoming your audience is an important aspect of delivering an effective research presentation. It helps you establish a connection with your audience, set the tone for your presentation, and keep your audience engaged throughout your presentation.

In my earlier days of presentations, I just used to go on stage and start my presentations without greeting anyone. Later I learned stage etiquette with the help of my fellow research scholars and underwent professional etiquette courses .

The fourth tip for making an effective research presentation is to adjust your voice. This means using your voice effectively to convey your message and engage your audience. Here are a few ways you can adjust your voice during your research presentation:

Speak clearly: Speak clearly and enunciate your words so that your audience can understand what you’re saying. Avoid speaking too fast or mumbling, which can make it difficult for your audience to follow your presentation.
Use a varied pace: Use a varied pace to keep your audience engaged. Speak slowly and clearly when you’re making important points, and speed up when you’re discussing less important points. This will help you maintain your audience’s attention throughout your presentation.
Use a varied pitch: Use a varied pitch to convey emotion and emphasize important points. Lower your pitch when you’re discussing serious or important topics, and raise your pitch when you’re excited or enthusiastic.
Use pauses: Use pauses to emphasize important points and give your audience time to reflect on what you’re saying. Pausing also helps to break up your presentation and make it easier for your audience to follow.

Here are a few examples of how you can adjust your voice during your research presentation:

If you’re discussing a complex or technical topic, speak slowly and clearly so that your audience can understand what you’re saying. Use pauses to emphasize important points and give your audience time to reflect on what you’re saying.
If you’re discussing an exciting or enthusiastic topic, raise your pitch and use a varied pace to convey your excitement to your audience. This will help you engage your audience and keep them interested in your presentation.
If you’re discussing a serious or emotional topic, lower your pitch and use a slower pace to convey the gravity of the situation. Use pauses to emphasize important points and give your audience time to process what you’re saying.

Overall, adjusting your voice is an important aspect of delivering an effective research presentation. It helps you convey your message clearly, engage your audience, and keep their attention throughout your presentation.

Many researchers are less talkative and speak with a very low voice and this makes their concepts unheard by other researchers. To overcome this drawback, they go for vocal coaching to improve their voice modulation.

Research Presentation Tip #5: Memorize your Opening Line

The fifth tip for making an effective research presentation is to memorize your opening line. This means having a powerful and memorable opening line that will grab your audience’s attention and set the tone for your presentation. Here are a few ways you can create a memorable opening line:

Use a quote or statistic: Start your presentation with a powerful quote or statistic that relates to your research. This will grab your audience’s attention and show them why your research is important.
Use a story or anecdote: Use a personal story or anecdote to illustrate the importance of your research. This will help you connect with your audience on an emotional level and show them why your research is relevant to their lives.
Ask a question: Ask your audience a thought-provoking question that relates to your research. This will help you engage your audience and get them thinking about your topic.

Once you’ve created a memorable opening line, it’s important to memorize it so that you can deliver it confidently and without hesitation. Here are a few examples of powerful opening lines:

“In the United States, someone dies of a drug overdose every seven minutes. Today, I want to talk to you about the opioid epidemic and what we can do to prevent it.”
“When I was a child, my grandmother was diagnosed with Alzheimer’s disease. Today, I want to share with you the latest research on Alzheimer’s and what we can do to slow its progression.”
“Have you ever wondered why some people are more resilient than others? Today, I want to talk to you about the science of resilience and how we can use it to overcome adversity.”

Overall, memorizing your opening line is an important aspect of delivering an effective research presentation. It helps you grab your audience’s attention, set the tone for your presentation, and establish your credibility as a speaker.

Remembering the concepts at the right time and in the right sequence is critical for every researcher. Few of my research scholars face the problem of forgetting everything once they reach the stage for presentation. To overcome this difficulty I gift them with one of my favourite books on improving memory power: “Limitless by Jim Quick” . This book has changed many lives. You can also try.

Research Presentation Tip #6: Use the words “ ‘Think for while’, ‘Imagine’, ‘Think of’, ‘Close Your Eyes’ ”

The sixth tip for making an effective research presentation is to use specific phrases that encourage your audience to think, imagine, and engage with your presentation. Here are a few examples of phrases you can use to encourage your audience to engage with your presentation:

“Think for a moment about…” This phrase encourages your audience to reflect on a particular point or idea that you’ve just discussed. For example, “Think for a moment about the impact that climate change is having on our planet.”
“Imagine that…” This phrase encourages your audience to visualize a particular scenario or idea. For example, “Imagine that you’re living in a world without access to clean water. How would your daily life be affected?”
“Think of a time when…” This phrase encourages your audience to reflect on their own experiences and relate them to your presentation. For example, “Think of a time when you felt overwhelmed at work. How did you manage that stress?”
“Close your eyes and picture…” This phrase encourages your audience to use their imagination to visualize a particular scenario or idea. For example, “Close your eyes and picture a world without poverty. What would that look like?”

By using these phrases, you can encourage your audience to actively engage with your presentation and think more deeply about your research. Here are a few examples of how you might incorporate these phrases into your presentation:

“Think for a moment about the impact that our use of plastics is having on our environment. Each year, millions of tons of plastic end up in our oceans, harming marine life and polluting our planet.”
“Imagine that you’re a scientist working to develop a cure for a deadly disease. What kind of research would you conduct, and what challenges might you face?”
“Think of a time when you had to overcome a significant challenge. How did you persevere, and what lessons did you learn from that experience?”
“Close your eyes and picture a world where renewable energy is our primary source of power. What benefits would this have for our planet, and how can we work together to make this a reality?”

Overall, using phrases that encourage your audience to think and engage with your presentation is an effective way to make your research presentation more impactful and memorable.

The seventh tip for making an effective research presentation is to incorporate storytelling into your presentation. Storytelling is a powerful way to connect with your audience, illustrate your points, and make your research more engaging and memorable.

People love stories, but your story has to be relevant to your research. You can craft a story about an experience you had and tell how you could able to define your research problem based on the experience you had. This makes your presentation both interesting and incorporates information about the work you are carrying out.

Storytelling or sharing your own experience is the best way to connect with your audience. Many researchers use this technique and it remains one of the most critical pieces to becoming an effective presenter.

Here are a few examples of how you can incorporate storytelling into your presentation:

Personal stories: Use a personal story to illustrate the importance of your research. For example, if you’re researching a new cancer treatment, you might share a story about a friend or family member who has been affected by cancer. This personal connection can help your audience relate to your research on a more emotional level.
Case studies: Use a case study to illustrate how your research has been applied in the real world. For example, if you’re researching the impact of a new educational program, you might share a case study about a school that has implemented the program and seen positive results.
Historical examples: Use a historical example to illustrate the significance of your research. For example, if you’re researching the impact of climate change, you might share a story about the Dust Bowl of the 1930s to illustrate the devastating effects of drought and soil erosion.
Analogies: Use an analogy to explain complex concepts or ideas. For example, if you’re researching the workings of the brain, you might use the analogy of a computer to help your audience understand how neurons communicate with each other.

By incorporating storytelling into your presentation, you can help your audience connect with your research on a more personal level and make your presentation more memorable. Here are a few examples of how you might incorporate storytelling into your presentation:

“When my mother was diagnosed with cancer, I felt helpless and afraid. But thanks to the groundbreaking research that is being done in this field, we now have more treatment options than ever before. Today, I want to share with you the latest research on cancer treatments and what we can do to support those who are fighting this disease.”
“Imagine for a moment that you’re a small business owner trying to grow your online presence. You’ve heard that search engine optimization (SEO) is important for driving traffic to your website, but you’re not sure where to start. That’s where my research comes in. By analyzing millions of search queries, I’ve identified the key factors that search engines use to rank websites. Using this information, I’ve developed a new algorithm that can help businesses like yours optimize their websites for better search engine rankings. Imagine being able to reach more customers and grow your business, all thanks to this new algorithm. That’s the power of my research.”

In these examples, the speaker is using storytelling to help the audience understand the real-world impact of their research in a relatable way. By framing the research in terms of a relatable scenario, the speaker is able to engage the audience and make the research feel more relevant to their lives. Additionally, by highlighting the practical applications of the research, the speaker is able to demonstrate the value of the research in a tangible way.

Here I recommend without any second thought “ Storytelling with Data: A Data Visualization Guide for Business Professionals ” by Cole Nussbaumer Knaflic. This is one of the powerful techniques to showcase data in the form of graphs and charts.

The eighth tip for making an effective research presentation is to incorporate facts and statistics into your presentation. Facts and statistics can help you communicate the significance of your research and make it more compelling to your audience.

Make your audience curious about your topic with a fact they didn’t know. Explaining the importance of your topic to your audience is essential. Showcasing data and statistics to prove a point remains a critical strategy not just at the beginning but also throughout. Statistics can be mind-numbing but if there is some compelling information that can help further the conversation.

Here are a few examples of how you might use facts and statistics in your research presentation:

Contextualize your research: Use statistics to provide context for your research. For example, if you’re presenting on the prevalence of a particular disease, you might start by sharing statistics on how many people are affected by the disease worldwide.
Highlight key findings: Use facts and statistics to highlight the key findings of your research. For example, if you’re presenting on new drug therapy, you might share statistics on the success rate of the therapy and how it compares to existing treatments.
Support your arguments: Use facts and statistics to support your arguments. For example, if you’re arguing that a particular policy change is needed, you might use statistics to show how the current policy is failing and why a change is necessary.
Visualize your data: Use graphs, charts, and other visual aids to help illustrate your data. This can make it easier for your audience to understand the significance of your research. For example, if you’re presenting on the impact of climate change, you might use a graph to show the rise in global temperatures over time.

Here’s an example of how you might use facts and statistics in a research presentation:

“Did you know that over 80% of internet users own a smartphone? That’s a staggering number when you think about it. And with the rise of mobile devices, it’s more important than ever for businesses to have a mobile-friendly website. That’s where my research comes in.

By analyzing user behaviour and website performance data, I’ve identified the key factors that make a website mobile-friendly. And the results are clear: mobile-friendly websites perform better in search engine rankings, have lower bounce rates, and are more likely to convert visitors into customers. By implementing the recommendations from my research, businesses can improve their online presence and reach more customers than ever before.”

In this example, the speaker is using statistics to provide context for their research (the high prevalence of smartphone ownership) and to support their argument (that businesses need to have mobile-friendly websites).

By emphasizing the benefits of mobile-friendly websites (better search engine rankings, lower bounce rates, and higher conversion rates), the speaker is able to make the research more compelling to their audience. Finally, by using concrete examples (implementing the recommendations from the research), the speaker is able to make the research feel actionable and relevant to the audience.

In my blog posts on the benefits of using graphs and tables in research presentations, I have presented different ways that these tools can enhance the impact and effectiveness of your research presentation. By incorporating graphs and tables, you can help your audience to engage more deeply with your research and better grasp the significance of your findings. To learn more about the benefits of using graphs and tables in research presentations, check out my blog posts listed below, on the subject.

Maximizing the Impact of Your Research Paper with Graphs and Charts
Best Practices for Designing and Formatting Tables in Research Papers

You can also refer the book “Information Visualization: An Introduction” for getting more clarity on the representation of facts and statistics.

Research Presentation Tip #9: Power of “Pause”

The ninth tip for making an effective research presentation is to use the power of “pause.” Pausing at key moments in your presentation can help you emphasize important points, allow your audience to process information, and create a sense of anticipation.

We are all uncomfortable when there is a pause. Yet incorporating pause into your presentation can be a valuable tool causing the audience to be attentive to what you are going to say next.

A pause is an effective way to grab attention. There are two ways you might use this technique. After you are introduced, walk on stage and say nothing. Simply pause for three to five seconds and wait for the full attention of the audience. It’s a powerful opening. Depending on the audience, you might need to pause for longer than five seconds.

At another point in your presentation, you might be discussing the results or you are about to provide important information, that’s when you pause to grab attention. You’ll probably feel uncomfortable when you first try this technique, but it’s worth mastering.

Here are a few examples of how you might use the power of the pause in your research presentation:

Emphasize key points: Pause briefly after making an important point to allow your audience to absorb the information. For example, if you’re presenting on the benefits of a new product, you might pause after stating the most compelling benefits to give your audience time to reflect on the information.
Create anticipation: Pause before revealing a key piece of information or making a surprising statement. This can create a sense of anticipation in your audience and keep them engaged. For example, if you’re presenting on the results of a study, you might pause before revealing the most surprising or unexpected finding.
Allow time for reflection: Pause after asking a thought-provoking question to give your audience time to reflect on their answer. This can help create a more interactive and engaging presentation. For example, if you’re presenting on the impact of social media on mental health, you might pause after asking the audience to reflect on their own social media use.
Control the pace: Use pauses to control the pace of your presentation. Pausing briefly before transitioning to a new topic can help you signal to your audience that you’re about to move on. This can help prevent confusion and make your presentation more organized.

Here’s an example of how you might use the power of the pause in a research presentation:

“Imagine being able to reduce the risk of heart disease by 50%. That’s the potential impact of my research. By analyzing the diets and lifestyles of over 10,000 participants, I’ve identified the key factors that contribute to heart disease. And the results are clear: by making a few simple changes to your diet and exercise routine, you can significantly reduce your risk of heart disease. So, what are these changes? Pause for effect. It turns out that the most important factors are a diet rich in fruits and vegetables, regular exercise, and limited alcohol consumption.”

In this example, the speaker is using the pause to create anticipation before revealing the most important findings of their research. By pausing before revealing the key factors that contribute to heart disease, the speaker is able to create a sense of anticipation and emphasize the importance of the information. By using the power of the pause in this way, the speaker is able to make their research presentation more engaging and memorable for the audience.

The tenth tip for making an effective research presentation is to quote a great researcher. By including quotes from respected researchers or experts in your field, you can add credibility to your presentation and demonstrate that your research is supported by other respected professionals.

Quoting someone who is a well-known researcher in your field is a great way to start any presentation. Just be sure to make it relevant to the purpose of your speech and presentation. If you are using slides, adding a picture of the person you are quoting will add more value to your presentation.

Here are a few examples of how you might use quotes in your research presentation:

Begin with a quote: Starting your presentation with a quote from a respected researcher can help set the tone and establish your credibility. For example, if you’re presenting on the benefits of exercise for mental health, you might begin with a quote from a well-known psychologist or psychiatrist who has researched the topic.
Use quotes to support your argument: Including quotes from experts who support your argument can help reinforce your ideas and add credibility to your presentation. For example, if you’re presenting on the importance of early childhood education, you might include a quote from a respected educational psychologist who has studied the topic.
Challenge conventional wisdom: Including quotes from experts who challenge conventional wisdom can help you make a more compelling argument and stand out from other presenters. For example, if you’re presenting on the effects of technology on social interaction, you might include a quote from a respected sociologist who argues that technology can actually improve social connections.
Add a personal touch: Including quotes from researchers who have inspired you personally can help you connect with your audience and add a more personal touch to your presentation. For example, if you’re presenting on the importance of diversity in the workplace, you might include a quote from a researcher who has inspired you to pursue your own research on the topic.

Here’s an example of how you might use a quote in a research presentation:

“As the great psychologist Abraham Maslow once said, ‘What a man can be, he must be.’ This quote perfectly captures the essence of my research on human potential. By analyzing the lives of highly successful individuals, I’ve identified the key factors that contribute to success. And the results are clear: by cultivating a growth mindset, setting ambitious goals, and surrounding yourself with supportive people, you can unlock your full potential and achieve greatness.”

In this example, the speaker is using a quote from a respected psychologist to support their argument about human potential. By including the quote, the speaker is able to add credibility to their presentation and demonstrate that their research is supported by other respected professionals in the field. By using quotes in this way, the speaker is able to make their research presentation more engaging and persuasive for the audience.

The eleventh tip for making an effective research presentation is to begin with a video. Using a video at the beginning of your presentation can capture the audience’s attention and help establish the theme of your talk

Video remains a powerful mechanism to begin a presentation. Limit your videos to 2–3 minutes. People like video, and it can capture their attention, but they can also tire of it easily. It gives the presenter and the attendees a break from each other. Sometimes, you just look for visible reactions from the audience that might provide a transition from video back to speaking. Conversely, for the attendees, the video provides a break from the speaker.

Here are a few examples of how you might use a video in your research presentation:

Introduce a new technology: Use a video to introduce a new technology or innovation that is related to your research. For example, if you’re presenting on the potential of artificial intelligence in healthcare, you might use a video that shows how AI is being used to detect cancer early.
Demonstrate a problem: Use a video to demonstrate a problem or challenge that your research is trying to solve. For example, if you’re presenting on the importance of cybersecurity in the finance industry, you might use a video that shows how easily hackers can gain access to sensitive financial information.
Showcase your research: Use a video to showcase your own research and the methods you used to conduct it. For example, if you’re presenting on a new algorithm for image recognition, you might use a video that shows how the algorithm works in action.
Add a personal touch: Use a video to share a personal story or experience that relates to your research. For example, if you’re presenting on the impact of technology on society, you might use a video that shows how technology has changed your own life.

Here’s an example of how you might use a video at the beginning of a research presentation in computer science:

“Before I dive into my research on the potential of blockchain technology in supply chain management, I want to show you a video that demonstrates the challenges that the industry currently faces. As you’ll see, there are numerous pain points that blockchain could help to address, from tracking the provenance of goods to reducing fraud and counterfeiting. By leveraging the power of blockchain, we can create a more transparent, efficient, and secure supply chain for everyone involved.”

In this example, the speaker is using a video to demonstrate a problem or challenge that their research is trying to solve. By showing the audience the current pain points in supply chain management, the speaker is able to establish the need for blockchain technology and capture the audience’s attention. By using a video in this way, the speaker is able to make their research presentation more engaging and impactful for the audience.

One sincere piece of advice while preparing the video is not to install the full video and start searching for the clip to be displayed to the audience. If you show this side or that side of the video content not relevant to the context, the audience may lose patience and drift away from the presentation. This shows your unpreparedness for the presentation. I suggest you go ahead with professional video editing software to edit your video before showing it to your audience.

When giving a research presentation, it’s important to sound confident and knowledgeable. However, using too many filler words such as “ok”, “so”, and “umms” can make you sound unsure of yourself and can distract from the content of your presentation.

Here are a few tips to help you avoid using too many filler words:

Practice your presentation: One of the best ways to reduce the use of filler words is to practice your presentation. By rehearsing what you want to say, you’ll become more comfortable with the content and won’t need to rely on filler words as much.
Use a script: If you’re prone to using filler words, consider writing out a script for your presentation. This will help you stay on track and avoid unnecessary pauses or verbal crutches.
Record yourself: Another helpful strategy is to record yourself giving your presentation. By listening back to the recording, you can identify any filler words or other verbal tics and work on eliminating them in future presentations.
Take pauses: Instead of relying on filler words to fill pauses in your presentation, try taking intentional pauses. This will help you gather your thoughts and emphasize important points.

Here’s an example of how to avoid using too many filler words in a research presentation:

“Today, I want to talk to you about the impact of machine learning on cybersecurity. Ok, so, umm, as you all know, cybersecurity is a critical issue for businesses and organizations. But did you know that machine learning can help to identify and mitigate cyber threats before they become a major problem? By using algorithms to analyze data, we can create more effective security protocols and protect sensitive information from being compromised. So, in conclusion, machine learning has the potential to revolutionize the way we approach cybersecurity.”

In this example, the speaker is using several filler words throughout the presentation, which can detract from the content and make them sound less confident. By practising their presentation and focusing on eliminating filler words, the speaker can deliver a more polished and engaging presentation that highlights the important points.

Many presenters, though have good content fail to impress the audience by using too many “ok” “so” and “umms” which shows a lack of good communication skills. This can be due to stage fear/poor preparation/happen unconsciously.

Such filler words can ruin your credibility despite how innocent they look. One tip for avoiding this annoying habit is to practice your speech or presentation multiple times beforehand in front of your supervisor/research scholars / yourself in front of the mirror. If you are hesitant then the best option is to record your speech on your mobile and check for the mistakes unconsciously you make.

Giving a good research presentation as a keynote speaker is an excellent opportunity to showcase your expertise and knowledge in your research domain. As a keynote speaker, you can communicate your research findings, methodologies, and the impact of your research to a wider audience.

A well-delivered presentation can also demonstrate your ability to engage with diverse stakeholders and effectively communicate complex ideas. This can be an advantage when looking for research consultancy work, as potential clients or employers can assess your ability to deliver quality work, understand their needs, and provide innovative solutions to their problems.

If you are interested in exploring research consultancy jobs, check out the link Research Consultancy: An Alternate Career for Researchers to discover some exciting opportunities in your research domain.

Delivering a successful research presentation requires careful planning, practice, and attention to detail. By starting confidently, making eye contact with your audience, and using effective communication techniques like storytelling and statistics, you can engage your audience and communicate your research findings in a compelling way.

Remember to adjust your voice, avoid filler words, and take intentional pauses to keep your audience engaged and focused. By following these tips and incorporating your own unique style and perspective, you can deliver a powerful and memorable research presentation that showcases your expertise and leaves a lasting impression.

Frequently Asked Questions

As a speaker at a research conference, it’s important to dress professionally and appropriately to make a positive impression on the audience and fellow researchers. Here are some general guidelines for what to wear: Business Formal Attire : Most research conferences have a business formal dress code. This typically means wearing a suit or dress pants/skirt with a collared shirt/blouse. For men, a suit with a tie is appropriate, and for women, a pantsuit or a skirt/dress with a blazer is a good choice. Neutral and Classic Colors : Stick to neutral and classic colours like black, navy, grey, or beige for a polished and sophisticated look. Avoid loud or overly bright colors and patterns that may distract from your presentation. Comfortable and Well-Fitted Clothing : Ensure that your clothing fits well and is comfortable to wear for an extended period. This will help you feel more at ease during your presentation. Appropriate Footwear : Wear closed-toe shoes that are comfortable and complement your outfit. For men, dress shoes are ideal, and for women, low-heeled pumps or flats are a good choice. Minimal Accessories : Keep your accessories simple and minimal. A wristwatch, small earrings, and a modest necklace can add a touch of elegance without being distracting. Grooming and Hygiene : Pay attention to personal grooming and hygiene. Make sure your hair is well-groomed, and avoid heavy cologne or perfume, as some attendees may be sensitive to strong scents. Bring Layers : Conference venues can sometimes be chilly due to air conditioning, so consider bringing a light sweater or jacket that complements your outfit. Check the Conference Theme : Occasionally, research conferences may have specific themes or cultural considerations. In such cases, you can subtly incorporate elements related to the theme or culture into your outfit if appropriate. You can visit my blog post on ” How to dress for academic / research conferences ” for further details.

Absolutely! Sharing your conference presentation slides with the audience after your talk can be a great way to provide additional value to those who attended your presentation and those who couldn’t make it to the event.

As an invited speaker at a research conference, it is generally expected and encouraged to entertain questions from the audience during or after your presentation. Q&A sessions are a valuable part of academic conferences as they allow attendees to engage with the speaker, seek clarifications, and gain further insights into the research being presented. However, a few speakers as well as the audience may get distracted by the questions asked during the presentation. Check your preparedness and the mood of the audience and then decide.

Tips for a Successful Q&A Session: Be Prepared : Anticipate potential questions that may arise from your presentation and be prepared to answer them. This will boost your confidence during the Q&A. Encourage Questions : After your presentation, let the audience know that you welcome their questions. Creating a supportive and inclusive environment will encourage more participation. Active Listening : Listen carefully to each question and ensure you understand it before responding. If a question is unclear, ask for clarification to provide the best possible answer. Be Respectful and Professional : Even if you receive challenging or critical questions, respond in a respectful and professional manner. Avoid becoming defensive and maintain a positive tone. Manage Time : If there’s a specific time allocated for the Q&A session, manage it effectively so that you can address as many questions as possible without exceeding the allocated time.

How to handle questions where I don’t know the answers in my presentation?

Handling a question during your presentation when you don’t know the answer is a common scenario, and it’s essential to respond gracefully and professionally. Here’s how to handle such situations: Stay Calm and Composed : Take a deep breath and remain calm. It’s okay not to know the answer to every question, and the audience understands that. Acknowledge the Question : Show appreciation for the question and the person who asked it. You can say something like, “Thank you for the question; that’s an interesting point to consider.” Be Honest : It’s best to be honest if you don’t know the answer. Avoid making up information or guessing as it can harm your credibility. Admit You Don’t Know : You can respond with a polite acknowledgement that you don’t have the information at hand. For example, say, “I’m afraid I don’t have the answer to that question right now.” Offer to Follow Up : Express your willingness to find the answer later. You can say, “I’ll make sure to look into this further and get back to you with an answer.” Redirect the Question : If appropriate, you can redirect the question to the audience or to someone who might have more expertise on the topic. Stay Positive : Maintain a positive tone throughout your response. Avoid apologizing excessively or sounding defensive. Bridge to Related Topics : If you can’t answer the specific question, try to bridge it to related topics you are familiar with. This way, you can still contribute to the discussion. Use It as a Learning Opportunity : If the question raises a valid point you haven’t considered before, acknowledge it as a learning opportunity. You can say, “That’s an excellent question, and it gives me something to think about.” Learn for the Future : After the presentation, take note of the questions you couldn’t answer and use them as a basis for further research or study. This will help you better prepare for similar situations in the future.

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Emotion Theory and Research: Highlights, Unanswered Questions, and Emerging Issues

Carroll e. izard.

Psychology Department, University of Delaware, Newark, Delaware 19716-2577; email: ude.ledu.hcysp@drazi

Emotion feeling is a phase of neurobiological activity, the key component of emotions and emotion-cognition interactions. Emotion schemas, the most frequently occurring emotion experiences, are dynamic emotion-cognition interactions that may consist of momentary/ situational responding or enduring traits of personality that emerge over developmental time. Emotions play a critical role in the evolution of consciousness and the operations of all mental processes. Types of emotion relate differentially to types or levels of consciousness. Unbridled imagination and the ability for sympathetic regulation of empathy may represent both potential gains and losses from the evolution and ontogeny of emotion processes and consciousness. Unresolved issues include psychology’s neglect of levels of consciousness that are distinct from access or reflective consciousness and use of the term “unconscious mind” as a dumpster for all mental processes that are considered unreportable. The relation of memes and the mirror neuron system to empathy, sympathy, and cultural influences on the development of socioemotional skills are unresolved issues destined to attract future research.

INTRODUCTION

This prefatory chapter, like every essay, review, or data-based article, is influenced by its author’s feelings about the topics and issues under consideration as well as the author’s personality and social and cultural experiences. To help counterbalance the effects of such influences on this article and provide some perspective on its contents, I present below the major theses that have emerged in my theorizing and research on emotions.

THEORETICAL PRINCIPLES

The key principles of differential emotions theory (DET; Izard 2007a ) have changed periodically. They change primarily because of advances in methodology and research. They may also change as a result of theoretical debates that highlight the need for some clarifications and distinctions among constructs. The current set of principles highlight distinctly different types of emotions and their roles in the evolution and development of different levels of consciousness/awareness and of mind, human mentality, and behavior. The ongoing reformulations of DET principles are facilitated by advances in emotion science, cognitive neuroscience, and developmental clinical science, as well as in social and personality psychology. For the present article, the seven principles below guided the choice of topics and the selective review of the literature on emotions and their relations to cognition, action, and consciousness. They led to a new perspective on emotion-related gains and losses from evolution and opened the door to theoretical development and research on emerging topics such as the role of the mirror neuron system in emotion experiences, empathy, and sympathy and memes and their relations to emotion schemas.

An overarching aspect of the theoretical perspective represented in the following principles and in this article is that emotion and cognition, though often treated correctly as having functionally separate features and influences (e.g., Bechara et al. 2000 , Talmi & Frith 2007 ), are interactive and integrated or mingled in the brain (cf. Lewis 2005 , Pessoa 2008 , Phelps 2006 ). This thesis is consistent with the long-standing recognition of the high degree of connectivity among the brain’s neural structures and systems. I hypothesize that emotion will have substantial and measurable effects on cognition and action when the stimulus or situation is a personally or socially significant one. The foregoing general thesis and the more specific hypothesis seem to run counter to extreme constructivist positions. Such positions (e.g., Barrett 2006 ) define or locate emotion at the level of perception and apparently have no place for the idea of interactions among distinct features of emotion (e.g., motivation/feeling) and cognition (e.g., higher-order conceptual processes). The present position may bear some similarity to componential–dynamic approaches, at least in terms of continuously changing aspects or configurations of mental processes (e.g., Ellsworth 1994 , Scherer 2000 ). However, the present position may differ from the latter in viewing emotion and cognition as always interacting and thus normally precluding pure cognitive and emotion states.

SEVEN PRINCIPLES

Emotion feeling ( a ) derives from evolution and neurobiological development, ( b ) is the key psychological component of emotions and consciousness, and ( c ) is more often inherently adaptive than maladaptive.
Emotions play a central role in the evolution of consciousness, influence the emergence of higher levels of awareness during ontogeny, and largely determine the contents and focus of consciousness throughout the life span.
Emotions are motivational and informational, primarily by virtue of their experiential or feeling component. Emotion feelings constitute the primary motivational component of mental operations and overt behavior.
Basic emotion feelings help organize and motivate rapid (and often more-or-less automatic though malleable) actions that are critical for adaptive responses to immediate challenges to survival or wellbeing. In emotion schemas, the neural systems and mental processes involved in emotion feelings, perception, and cognition interact continually and dynamically in generating and monitoring thought and action. These dynamic interactions (which range from momentary processes to traits or trait-like phenomena) can generate innumerable emotion-specific experiences (e.g., anger schemas) that have the same core feeling state but different perceptual tendencies (biases), thoughts, and action plans.
Emotion utilization, typically dependent on effective emotion-cognition interactions, is adaptive thought or action that stems, in part, directly from the experience of emotion feeling/motivation and in part from learned cognitive, social, and behavioral skills.
Emotion schemas become maladaptive and may lead to psychopathology when learning results in the development of connections among emotion feelings and maladaptive cognition and action.
The emotion of interest is continually present in the normal mind under normal conditions, and it is the central motivation for engagement in creative and constructive endeavors and for the sense of well-being. Interest and its interaction with other emotions account for selective attention, which in turn influences all other mental processes.

Elaboration and empirical support for principles 1–6 can be found in the following sources and their reference lists ( Ackerman et al. 1998 ; Izard 2002 , 2007a ; Izard et al. 2008a , b , c ; Silvia 2006 ). Principles 1–3 apply to all emotions, and 4–6 primarily concern emotion schemas. Principle 7 consists of propositions about the most ubiquitous of all human emotions—interest-excitement. Specific empirical support does not exist for the hypothesis of continual interest in the normal mind.

In this article, I discuss the issues of defining the term “emotion” and types of emotion, emotion-cognition interactions, emotions and consciousness, relations among types of emotions and types of consciousness, and note some remarkable gains and losses from the evolution of emotions and multiple levels consciousness.

This article addresses a critical need for clear distinctions between basic positive and basic negative emotions and particularly between brief basic emotion episodes and emotion schemas. Unlike basic negative emotions that occur in brief episodes and involve very little cognition beyond minimal perceptual processes, emotion schemas involve emotion and cognition (frequently higher-order cognition) in dynamic interactions ( Izard 1977 , 1984 ; cf. emotional interpretation, Lewis 2005 ).

This article also contrasts phenomenal (primary) and access (reflective) consciousness, considers the construct of levels of consciousness, and questions the integrity of current conceptualizations of the unconscious mind. Typically, psychologists ignore the concepts of phenomenal consciousness and levels of consciousness and do not distinguish these constructs from the unconscious. I conclude by identifying some unanswered questions and briefly comment on a few emerging topics—continuous emotion-cognition interactions, memes and emotions, and the mirror neuron system and empathy—that seem destined to become more prominent in psychological science in the coming years.

ON THE ORIGINS AND NATURE OF EMOTIONS

None of the many efforts to make a widely acceptable definition of emotion has proved successful ( Izard 2006 , Panksepp 2003a ). Yet, I dare once again to raise the 124-year-old storied question asked by James (1884) : What is emotion? It happens that the answer James gave to his own question has a rather popular reprieve in the annals of contemporary neuroscience. Like James, Damasio (1999) argued that brain responses constitute emotion or the body expression of emotion and that emotion feeling is a consequence of the neurobiological (body) expression. In contrast, I propose that emotion feeling should be viewed as a phase (not a consequence) of the neurobiological activity or body expression of emotion (cf. Langer 1967/1982 ).

The Origins of Emotions

Russell (2003) proposed that core affect is continuous in the brain and provides information on the pleasure/displeasure and arousal value of stimuli. In contrast, I have maintained that a discrete emotion or pattern of interacting emotions are always present (though not necessarily labeled or articulated) in the conscious brain ( Izard 1977 , ch. 6; Izard 2007a , b ). Barrett (2006) suggested that discrete emotions arise as a result of a conceptual act on core affect or as a function of “conceptual structure that is afforded by language” ( Barrett et al. 2007 , p. 304). In contrast, we have proposed that discrete emotion feelings cannot be created, taught, or learned via cognitive processes ( Izard & Malatesta 1987 ; Izard 2007a , b ). As Edelman & Tononi (2000) observed, “… emotions are fundamental both to the origins of and the appetite for conscious thought” (p. 218, cf. Izard 1977 , ch. 6). So, perceptual and conceptual processes and consciousness itself are more like effects of emotions than sources of their origin. Discrete emotion experiences emerge in ontogeny well before children acquire language or the conceptual structures that adequately frame the qualia we know as discrete emotion feelings. Moreover, acquiring language does not guarantee that emotion experiences can always be identified and communicated verbally. Even adults have great difficulty articulating a precise description of their emotion feelings (cf. Langer 1967/1982 ).

Thus, emotion feelings can be activated and influenced by perceptual, appraisal, conceptual, and noncognitive processes ( Izard 1993 ), but cannot be created by them. In describing the origins of qualia—conscious experiences that include emotion feelings— Edelman & Tononi (2000) wrote, “We can analyze them and give prescription for how they emerge, but obviously we cannot give rise to them without first giving rise to appropriate brain structures and their dynamics within the body of an individual organism” (p. 15). They maintained that such structures arise as a result of brain changes due to “developmental selection” (p. 79), an aspect of neural Darwinism. Eschewing the cognitive-constructivist approach advocated by Barrett (2006) , Edelman & Tononi (2000) concluded that “the development of the earliest qualia occurs largely on the basis of multimodal, bodycentered discriminations carried out by proprioceptive, kinesthetic, and autonomic systems that are present in the embryo and infant’s brain, particularly in the brainstem” (p. 157).

Emotion Feeling as Neurobiological Activity

Apparently consistent with the position of Edelman (2006) , Langer (1967/1982) , and Panksepp (2003a , b ), I propose that emotion feeling is a phase of neurobiological activity that is sensed by the organism. It is sensed and expressed even in children without a cerebral cortex ( Merker 2007 ). This component of emotion is always experienced or felt, though not necessarily labeled or articulated or present in access consciousness.

Emotion feeling, like any other neurobiological activity, varies from low to high levels of intensity. The autonomic nervous system may modulate the emotion feeling but does not change its quality or valence (cf. Tomkins 1962 , 1963 ). Neither a moderate nor a high level of autonomic nervous system activity is necessary for the emergence of emotion feelings. The conscious mind is capable of detecting and discriminating among slight changes in neurobiological activity and among the resultant qualia ( Edelman 2006 ) that include emotion feelings. [Contrary to earlier formulations ( Izard 1971 , Tomkins 1962 ), neural processes in observable facial expressions may or may not be a part of the critical neurobiological activity involved in emotion feeling.]

Emotion feelings arise from the integration of concurrent activity in brain structures and circuits that may involve the brain stem, amygdale, insula, anterior cingulate, and orbitofrontal cortices (cf. Damasio 2003 ; Lane et al. 1997 ; Panksepp 2003a , b ). Levels of emotion feelings, like other neurobiological activities, range from low and subtle to high and extreme. Current theory and evidence suggest that the feeling component of emotions contributed to the evolution of consciousness and to the affective, cognitive, and action processes involved in goal-oriented behavior.

Defining emotion feeling as a phase of a neurobiological process circumvents the argument that feeling is nonphysical and hence cannot be causal. A counterargument, though, is that at best, feelings are only the qualia of neurobiological processes and not neurobiological activity per se. However, even if this were true, Edelman (2006) maintains that qualia could still be described as causal because they are true representations of core thalamo-cortical activity. Thus, whether or not one accepts the present proposal that feelings are a phase of neurobiological activity, they can still be conceived as causal processes.

The present formulation of the origins and nature of emotion feelings differs from those that describe emotion feeling and emotion state (or emotion-related neurobiological activity) as separate and independent (e.g., Lambie & Marcel 2002 ). Moreover, the view of emotion feeling as a phase of the neurobiological activity or body expression of emotion differs from the idea that neurobiological or body expression must precede emotion feeling ( Damasio 1999 , p. 283). The current description of emotion feeling is tantamount to saying that it is evolved and unlearned neurobiological activity. For those who think that the idea of emotion feelings as evolved neurobiological processes is strange or unfounded, the tough questions are: Where else could emotion feelings come from? What else could they be?

Feeling is the Key Psychological Aspect of Emotion: Motivation and Information

Feeling is the dynamic component in emotion (cf. Panksepp 2003a , b ) and in two related psychobiological processes—entrainment and individuation (cf. Langer 1967/1982 ). The motivational, cue-producing, and informational functions of feelings enable them to entrain, or simplify and organize, what might become (particularly in challenging situations) an overwhelming number of impulses into focused cognitive processes and a few adaptive actions (cf. Langer 1967/1982 ). Such feeling-mediated entrainment of impulses across situations and developmental time facilitates the formation of feeling-cognition-action patterns that constitute individuation—the organization of traits and their assembly into a unique personality. However, feeling an emotion does not guarantee that it will be labeled, articulated, or sensed in reflective consciousness or at a high level of awareness. The level of awareness of an emotion feeling depends in part on its intensity and expression, and after language acquisition, on labeling, articulating, and acknowledging the emotion experience. These capacities, critical to personality and social development, depend on the neural activity and resultant processes involved in symbolization and language.

Through development, the conceptual self becomes important to the process of feeling and expressing an emotion, but a higher-order conceptual “self ” is not essential for either. Infants experience and express basic emotions long before they can provide any evidence of a self-concept ( Izard et al. 1995 ), and so do children without a cerebral cortex ( Merker 2007 ).

Motivational and cue-producing emotion-feeling provides information relevant to cognition and action ( Izard 1971 , p. 185). Others have conceptualized emotion as information, and the topic has inspired a considerable body of related research ( Clore et al. 2001 , Schwarz & Clore 1983 ). Consistent with the idea that emotion feelings are cue-producing and informational phenomena, they may also afford a kind of prescience. Feelings may predict the effect of future stimulations by anticipating the link between future critical situations and subsequent emotion experiences and needs, e.g., danger→fear→safety or loss→sadness→social support (cf. Langer 1967/1982 , Vol. 1, p. 101). Such anticipatory activities can facilitate the socialization processes associated with the learning of emotion-related social skills in an imagined or “as if ” world.

Although an emotion feeling may begin to form reciprocal relations with perception or cognition by the time that it is fully sensed, there is no reason to assume that its quality is altered by perceptual and conceptual processes ( Panksepp 2003a , b ). Actually, the particular quality of each discrete emotion feeling evolved because its effects on other senses, cognition, and action are generally adaptive (cf. Edelman & Tononi 2000 ). For all basic emotions, motivational and action processes occur in similar fashion across situations. Among emotion schemas, however, there are wide differences in motivational, cognitive, and action processes across individuals. The determinants of which particular emotion feeling and what cognitive content occurs in a specific emotion schema include individual differences, learning, culture, and the conceptual processes influenced by them ( Izard 2007a ; cf. Shweder 1994 ).

Agreement on Components and Characteristics of Emotion

Though there is no consensus on a general definition of the term “emotion” (cf. Kleinginna & Kleinginna 1981 ), many experts do agree that emotions have a limited set of components and characteristics ( Izard 2006 ). Although they do not agree in all details, they agree that emotions have an infrastructure that includes neural systems dedicated, at least in part, to emotion processes and that emotions motivate cognition and action and recruit response systems. We may also be reaching a consensus that there are different forms of emotions, e.g., basic emotions rooted and defined primarily in evolution and biology and emotion schemas that include cognitive components that differ across individuals and cultures ( Izard 2007a , Panksepp 2007 ).

Emotions as Causal Processes

Although experts agree that emotions motivate or influence cognition and action, not all agree on precisely what mediates the effects of emotions. The answer may depend on whether it is a basic emotion or an emotion schema. It may also depend on whether and how a distinction is made in the roles of emotion neurophysiology and emotion feelings (cf. Panksepp 2003a , b ).

Arguably, no one thing (even emotion) is ever the sole mediator of personally or socially significant behavior. Other person and contextual variables typically contribute to the causal processes. Yet, I propose that emotion feeling is virtually always one of the mediators of action in response to basic emotion and a mediator of thought and action in response to emotion schemas. Thus, the specific impact of emotion feeling in generating and altering behavior depends on the type of emotion involved in the causal process. Feeling in basic emotion affects action but not higher-order cognition, which has little or no presence in basic emotion processes. Feeling in emotion schemas may frequently affect action and will surely affect cognition. Thinking is a key agent in regulating (sometimes suppressing; Gross 2002 ) and guiding behavior that stems from emotion schemas.

TYPES OF EMOTIONS

Emotions can be usefully divided into two broad types or kinds—basic emotion episodes and dynamic emotion-cognition interactions or emotion schemas. Failure to make and keep the distinction between these two kinds of emotion experiences may be the biggest source of misunderstandings and misconceptions in current emotion science ( Izard 2007a , Gray et al. 2005 ). I included an update on the distinction between types of emotions here for two reasons. First, I see the fundamental nature of emotions and the closely connected issue of emotion-cognition-action processes as central to emotion science, now and for the foreseeable future. Second, I think researchers often look for the correlates and effects of basic emotions (labeled simply as emotions) when the variables in their experiments are actually emotion-cognition interactions or emotion schemas.

Basic Emotions

In the past, I have used the term “basic emotion” in referring to any emotion that is assumed to be fundamental to human mentality and adaptive behavior ( Izard 1977 ). Recently, misunderstandings and debates about its meaning led me to draw a sharp distinction between basic emotions and affective-cognitive structures or emotion schemas ( Izard 2007a ). Here, consistent with that distinction, the term “basic emotion” refers to affective processes generated by evolutionarily old brain systems upon the sensing of an ecologically valid stimulus ( Izard 2007a ).

Basic positive emotions

The basic positive emotions of interest and joy (e.g., an infant’s interest activated by the human face; Langsdorf et al. 1983 ) and joy activated by the familiar face of her mother ( Izard et al. 1995 ) are equally essential to survival, evolution, and development. However, their structure and time course may differ significantly from each other. The infant’s experiences of joy may be relatively brief by comparison with experiences of interest. The basic positive emotion of interest motivates play in early development and thus may have short or relatively long duration.

Basic positive emotions emerge in early ontogeny ( Izard et al. 1995 ). Like the basic negative emotions, they are subject to developmental changes. The most critical of these changes is mediated by the acquisition of language and emotion labels and the ability to communicate (or share) emotion experiences through symbolic processes or language ( Izard 1971 , Izard et al. 2008 ).

Basic negative emotions

Basic negative emotions (sadness, anger, disgust, fear) typically run their course automatically and stereotypically in a brief time span. The basic emotion of fear (or a fear-action episode) was described rather precisely in the earliest human records: “A man who stumbles upon a viper will jump aside: as trembling takes his knees, pallor his cheeks; he backs and backs away …” (Homer’s Iliad , c. 7000 BCE, p. 68).

Research has repeatedly demonstrated that in mammals, the experience and expression of basic fear is mediated by the amygdala ( LeDoux 1996 , Mobbs et al. 2007 ). Typically, basic negative emotions are activated by subcortical sensory-discriminative processes in response to ecologically valid stimuli ( Ekman 2003 , LeDoux 1996 , Öhman 2005 ). Perceptual processes and action usually follow and run their course rapidly and automatically to enhance the likelihood of gaining an adaptive advantage (cf. LeDoux 1996 , Öhman 2002 , Tomkins 1962 ). Because of their nature, some basic negative emotions (e.g., sadness, anger, fear) are difficult to study in the laboratory. Thus, most extant research on what are usually called emotions (most often negative emotions) actually concerns negative emotion schemas.

Basic or fundamental emotions?

The discrete emotions of shame, guilt, and contempt (sometimes called the social or self-conscious emotions) and the pattern of emotions in love and attachment may be considered basic in the sense that they are fundamental to human evolution, normative development, human mentality, and effective adaptation. After language acquisition, the emotions related to the self-concept or self-consciousness are typically emotion schemas that involve higher-order cognition (e.g., about self and self-other relationships) and have culture-related cognitive components ( Tangney et al. 2007 ).

Emotion Schemas: Dynamic Emotion-Cognition Interactions

The core idea of dynamic interaction between emotion and cognition has a long and venerable history dating back at least to the earliest written records: “… Peleus … lashed out at him, letting his anger ride in execration …” (Homer’s Iliad , c. 7000 BCE). The idea was prominently displayed in seventeenth-century philosophy ( Bacon 1620/1968 , Spinoza 1677/1957 ) and was most eloquently elaborated by Langer (1967/1982) .

In the vernacular, as well as in much of the literature of emotion science, the term “emotion” most frequently refers to what is described here as an emotion schema. An emotion schema is emotion interacting dynamically with perceptual and cognitive processes to influence mind and behavior. Emotion schemas are often elicited by appraisal processes but also by images, memories, and thoughts, and various noncognitive processes such as changes in neurotransmitters and periodic changes in levels of hormones ( Izard 1993 ). Any one or all of these phenomena, as well as goals and values, may constitute their cognitive component. Appraisal processes, typically conceived as mechanisms of emotion activation (for a review, see Ellsworth & Scherer 2003 ), help provide the cognitive framework for the emotion component of emotion schemas. Their principal motivational component of emotion schemas consists of the processes involved in emotion feelings. Emotion schemas, particularly their cognitive aspects, are influenced by individual differences, learning, and social and cultural contexts. Nevertheless, the feeling component of a given emotion schema (e.g., a sadness schema) is qualitatively identical to the feeling in the basic emotion of sadness. Though there may be some differences in their underlying neural processes, the sadness feeling in each type of emotion shares a common set of brain circuits or neurobiological activities that determine its quality (cf. Edelman 2006 , Edelman & Tononi 2000 ).

Positive and negative emotion schemas may have a relatively brief duration or continue over an indefinitely long time course. A principal reason why they can endure more or less indefinitely is because their continually interacting cognitive component provides a means to regulate and utilize them. Evidence indicates that experimentally facilitated formation of emotion schemas (simply learning to label and communicate about emotion feelings) generates adaptive advantages ( Izard et al. 2008a ; cf. Lieberman et al. 2007 ). Although we have very little data relating to their normative development, neuroscientists have begun to increase our knowledge of the substrates of emotion-cognition interactions ( Fox et al. 2005 , Gross 2002 , Lewis 2005 , Northoff et al. 2004 , Phelps 2006 ).

Emotion schemas and traits of temperament/personality

Frequently recurring emotion schemas may stabilize as emotion traits or as motivational components of temperament/ personality traits ( Diener et al. 1995 , Goldsmith & Campos 1982 , Izard 1977 , Magai & Hunziker 1993 , Magai & McFadden 1995 ; cf. Mischel & Shoda 1995 , Tomkins 1987 ). In normal development, the cognitive content of emotion schemas should enhance the regulatory, motivational, and functional capacities of their feeling components. However, in some gene X environment interactions, a cluster of interrelated emotion schemas may become a form of psychopathology (e.g., anxiety and depressive disorders: Davidson 1994 , 1998 ; J.A. Gray 1990 ; J.R. Gray et al. 2005 ; Izard 1972 ; Magai & McFadden 1995 ).

Early-emerging emotion schemas

Aside from the simple emotion-cognition connections that a prelinguistic infant forms (e.g., between her own feelings of interest and joy and a perception/image of her mother’s face), the earliest emotion schemas probably consist of attaching labels to emotion expressions and feelings. Development of emotion labeling and the process of putting feelings into words begin toward the end of the second year of life and continue during the preschool and elementary school years ( Izard 1971 ) and throughout the life span. Indeed, games and activities that promote the accurate labeling of emotion expressions and experiences have been a component of intervention processes for many years (see Domitrovich & Greenberg 2004 and Denham & Burton 2003 for reviews).

Emotion schemas or affective-cognitive units?

The concept of affective-cognitive structure or emotion schema ( Izard 1977 , 2007a ) seems quite similar to that of the affective-cognitive unit as described in the cognitive-affective personality system (CAPS) theory of personality ( Mischel & Shoda 1995 , 1998 ). One significant difference may be that in the CAPS approach, an affective-cognitive unit is conceived mainly as a stable or characteristic mediating process or part of the personality system. In DET, an emotion schema may be either a temporally stable trait-like phenomenon (affective-cognitive structure) or a brief emotion-cognition interaction that may mediate behavior in a specific situation. Compared to the CAPS approach, DET gives emotion a greater role in motivation and assumes that the emotion component of the emotion schema drives the behavior mapped or framed by perceptual-cognitive processes. DET also emphasizes that, as seen particularly clearly in early development and in emotion-based preventive interventions, connecting appropriate cognition to emotion feelings increases the individual’s capacity for emotion modulation and self-regulation ( Izard et al. 2008a ). DET and CAPS agree in assigning a significant causal role to the dynamic interplay of emotion and cognition in determining human behavior. Both approaches also conceptualize the interplay of emotion and cognitive processes as sources of data on ideographic or within-subject differences in emotion-cognition-behavior relations.

In brief, emotion schemas are causal or mediating processes that consist of emotion and cognition continually interacting dynamically to influence mind and behavior. It is the dynamic interaction of these distinct features (emotion and cognition) that enables an emotion schema, acting in the form of a situation-specific factor or a trait of temperament/personality, to have its special and powerful effects on self-regulation and on perception, thought, and action ( Izard et al. 2008a ).

Transitions from Basic Emotions to Emotion Schemas

In early development, the first steps in the transition from basic positive emotions to positive emotion schemas consists simply of the infant using her increasing cognitive and emotion processing capacities to make connections between positive emotion feelings and positive thoughts, memories, and anticipations of people, events, and situations. Through learning and experience, the same stimuli that once elicited a basic positive emotion may become stimuli for positive emotion schemas and greater expectations (cf. Fredrickson 1998 , 2007 ).

Basic negative emotions occur relatively more frequently in infancy than in later development. Moreover, the transition from basic negative emotions to basic negative emotion schemas and the regulatory advantage provided by their cognitive component may prove difficult and challenging. The transition from basic anger (protests) and sadness (withdrawal) of a toddler being separated from mom, to the interest-joy response of a four-year-old being dropped off at kindergarten, may involve several rather stressful times for many children.

For adults, transitions from a basic emotion to an emotion schema may start abruptly but finish smoothly and quickly. Simply sensing that the object in your path and just a step ahead of you is long, round, and moving may activate the basic emotion of fear and the accompanying high-intensity neurobiological reactions. However, if language, learning, and another 50 ms enable you to recognize and label the object as a harmless garden snake (i.e., construct an emotion schema), you might even take it gently into your hands rather than engage in extreme behavior. The concomitant change in neural and neuromotor circuits would constitute a paradigmatic transition across types and valences of emotion and emotion-related phenomena. In this case, one would make a transition from basic fear to interest-cognition-action sequences in a positive emotion schema.

EMOTIONS AND CONSCIOUSNESS

Whatever else it may be, emotion feeling is at bottom sensation. Thus emotion feelings, like other sensations, are by definition processes that are felt or at least accessible (in the broad sense of that term) in some level of consciousness. Level of cognitive development as well as top-down processes, such as attention shifting and focusing, may influence (or preclude) the registration of feeling in reflective or cognitively accessible consciousness ( Buschman & Miller 2007 ). When that happens, emotion feelings/experiences occur in phenomenal consciousness (or at a low level of awareness). Phenomenal consciousness of an emotion feeling, the experience itself, generally co-occurs with some level of reflective/reportable consciousness (cf. Chalmers 1996 ). Thus, I propose that there are usually interactions among the neural systems that support these two types of consciousness (cf. Pessoa 2008 ). These interactions between the two sets of neural systems enable emotion feelings to retain their functionality in influencing thought and action, even in prelingual infants ( Izard et al. 2008b ).

Factors Affecting Emotion-Consciousness Relations

Another determinant of our level of awareness of emotion is the intensity of the neurobiological activity involved in emotion feeling. Low-intensity emotion feeling (e.g., interest arousal motivating learning skills related to aspects of one’s work) would not ordinarily grab attention in the same way as a viper and might go unnoticed. In this case (and in other instances of low arousal), “unnoticed” does not mean that the feeling is “unconscious.” It may register and be fully functional at some level of consciousness (cf. Lambie & Marcel 2002 ). The development of theory and techniques to examine the operations of emotion feelings in different levels of awareness should help reduce the number of psychological processes that are currently relegated to the ambiguous concept of the unconscious ( Izard et al. 2008b ; cf. Bargh & Morsella 2008 ).

Emotion Feelings and Consciousness

As the foregoing formulation suggests, the neurobiological processes involved in emotions generate conscious experiences of feelings (emotional sensations) just as in seeing green neurobiological activities in the visual brain create the experience/sensation of greenness (cf. Humphrey 2006 ). The sensory processes involved in emotion feelings like joy, sadness, anger, and fear may represent prototypical emotion experiences. Such emotion feelings are critical to the evolution of human mentality and reflective consciousness (cf. Edelman 2006 , Langer 1967/1982 ).

Emotion experiences/sensations continue to be critical in the maintenance and functioning of consciousness. When trauma leads to damage or dysfunction of a sensory system, it affects the whole person, including the sense of self and of others as self-conscious. For example, when a dysfunctional visual cortex resulted in blindsight, the blindsighted person could guess rather accurately the location of objects in the environment and learn to navigate around them. Yet, she experienced her sensation-less vision as emotionless and reported that “seeing without emotion is unbearable” ( Humphrey 2006 , p. 68–69). She may also think of herself as “less of a self ” and one that could not feel “engaged in the ‘hereness, nowness, and me-ness’ of the experience of the moment” ( Humphrey 2006 , p. 70). In the social world, the blind-sighted person lacks a basis for empathy and for understanding the mental states of others by simulation.

Taken together, these observations on the aftermath of the loss of the visual sensory system (which provides the bulk of our incoming information) suggest that having sensations may be the starting point of consciousness ( Humphrey 2006 , pp. 66–71). The emergence of the capacity to experience and respond to emotion feelings may have been the most critical step in its evolution (cf. Langer 1967/1982 ). Discrete emotion feelings play a central role in anticipating the effects of future stimulations and in organizing and integrating the associated information for envisioning strategies and entraining impulses for targeted goal-directed cognitive processes and actions. The coalescence of the emotion-driven anticipatory processes, entrainment (organizing and integrative processes), and the resultant individuation and sense of agency may have constituted the dawn of human consciousness (cf. Edelman 2006 , Humphrey 2006 , Langer 1967/1982 ).

TYPES OF EMOTION AND TYPES OF CONSCIOUSNESS

The concepts of consciousness and awareness have received very little attention in contemporary psychology. With a few exceptions, the contributors to a recently edited volume on emotion and consciousness dealt with many interesting issues other than some critical ones on the nature of consciousness and its relation to emotions ( Barrett et al. 2005b ). Most contributors explicitly or implicitly assumed that access or reflective consciousness was either the only kind of consciousness or the only one that mattered to psychologists (cf. Lambie & Marcel 2002 , Merker 2007 ).

Basic Emotions and Phenomenal Consciousness

It is quite reasonable to assume that human infants (and all nonhuman mammals; Panksepp 2003a , b ) have some form of consciousness ( Izard et al. 2008b , Merker 2007 ). Wider acceptance of this notion should save young infants a lot of pain. Various invasive procedures (including circumcisions and needle pricks to draw blood for analyses) are still performed without analgesic. The facial expression of infants undergoing such procedures constitutes the prototypical expression of pain. With increasing age, the prototypical expression of pain in response to these procedures alternates with the prototypical expression of anger ( Izard et al. 1987 ).

Developmental data suggest that young infants experience basic emotions ( Izard et al. 1995 ). Their inability to report their emotion experiences via language rules out the idea that they experience emotions in access (verbally reportable) consciousness and suggests that their emotion feelings must occur in some other level of awareness or in phenomenal consciousness. Current conceptualizations of phenomenal consciousness, however, may not explain all emotion experiences in infancy ( Izard et al. 2008b ).

Developmental scientists have obtained evidence that shows that prelinguistic infants not only experience objects and events, but they also respond to and communicate nonverbally about objects and events in meaningful ways ( Izard et al. 2008b ). Moreover, their experience often involves emotion that is indexed by emotion-expressive behavior and other forms of action that influence the social and physical world ( Claxton et al. 2003 , Izard et al. 1995 ). Apparently, these behaviors reflect the development of different levels or complexities of awareness, and further studies of them may offer possibilities of extending current conceptualizations of ways to access phenomenological experiences. These experiences do not fit precisely into the categories of “phenomenal” or “access” consciousness as traditionally defined. Yet these experiences are surely part of the infant’s phenomenology, and the functionality of these experiential processes clearly demonstrates that they are accessible by noncognitive routes ( Izard et al. 2008b , Merker 2007 ; cf. Block 2008).

Emotion Feelings and Phenomenal Consciousness

The conceptualization of emotion feeling as a phase of a neurobiological process is congruent with the idea that emotions can be sensed and registered in phenomenal consciousness and at low levels of awareness without being perceived. Such emotion feelings are often described erroneously, I think, as unconscious emotion (cf. Clore et al. 2005 , Lambie & Marcel 2002 ). What may be unconscious is not the feeling but the perception of the feeling, and this lack of perception could account for the failure of the feeling to register in access consciousness. Insofar as emotion feeling is at bottom sensation, then generating a feeling ipso facto generates a state of consciousness. Thus, an emotion feeling always registers in phenomenal consciousness. Often, if not always, it also registers in some other level of consciousness that is accessible by various routes. After language acquisition, emotion feelings can often (but not always) be reported via symbolic processes. In prelingual infants, young children, and others with insufficient emotion vocabulary, it may be manifested in emotion-mediated behavior (cf. Izard et al. 2008b ). Evidence suggests that emotion feelings are operative and expressible via facial and body movement and other behavior even when not reportable (cf. Lambie & Marcel 2002 ).

Happily, an enormous amount of information processing proceeds very well in the realm of the unconscious, but I propose that the functionality of emotion feelings (that are not in access or reflective consciousness) might be explained better in terms of phenomenal or other levels of consciousness. The term “unconscious” emotion implies nonfelt emotion. It seems very difficult if not impossible to identify and explain the mediators of the effects of nonfelt or nonconscious emotion (e.g., de Gelder 2005 ). Much of what has been called nonconscious emotion has not met the “requirement of deliberate probing by indirect measures” ( Lambie & Marcel 2002 , p. 16). Nor have data on unconscious emotions been examined in terms of the functional correlates of hypothesized emotion feelings. Such research might suggest replacing the concept of psychological unconscious with that of phenomenal consciousness or some other level of consciousness that cannot be verbally reported.

The concept of unlabeled, unarticulated, and linguistically inaccessible emotion feeling in phenomenal consciousness or some other cognitively inaccessible level of consciousness is compatible with the notion that this component of emotion is felt and functions as a mediator of behavior (cf. Clore et al. 2005 , Izard et al. 2008b , Lambie & Marcel 2002 ). Because it is felt, the emotion feeling retains its characteristic motivational and informational qualities. To say that the feeling component of emotion can reside unfelt in phenomenal consciousness, any other level of consciousness, or the unconscious seems to be a pure non sequitur.

To acknowledge that the subjective component of emotion is felt and real in phenomenal and other cognitively inaccessible levels of consciousness may inspire theory and research on how an emotion feeling remains functional and motivational without being symbolized and made accessible in reflective consciousness via language. Evidence of the functionality of emotion feelings in prelingual infants and children without a cerebral cortex seems to support the argument for more research on the functionality of emotion feelings in phenomenal consciousness. So do the observations that patients who suffer blindsight report feelings without having corresponding visual experiences ( Weiskrantz 2001 ). On the other hand, subjects with blindsight can perceive objects and make accurate perceptual judgments without any corresponding sensation or feeling at all ( Humphrey 2006 ). The extent to which these seemingly disparate observations on people with blindsight inform normative relations among perception, sensation, and emotion feelings is not yet clear. Neither are the effects and limits of top-down control of sensation in relation to perception and to emotion feelings and their registration at some level of consciousness ( Buschman & Miller 2007 ).

Emotion Schemas and Access Consciousness

Emotion feelings can operate in phenomenal consciousness with little or no cognitive content. This fact is easy to appreciate while remembering that phenomenal experience is the modal variety in prelingual infants and nonhuman mammals. Although prelingual infants apparently demonstrate higher levels of awareness than phenomenal consciousness, they definitely cannot exhibit reflective consciousness as traditionally defined in terms of cognitive accessibility.

Once development enables emotion experiences to become connected to higher-order cognition, children begin to link emotion feelings and concepts and to form more and more complex emotion schemas. The language associated with a given emotion feeling in particular situations becomes a tool in emotion management, self-regulation, and other executive functions ( Izard et al. 2008a ).

Gains and Losses in the Evolution of Emotions and Consciousness

Darwin recognized many turns in evolution that pointed to the seeming cruelty of natural selection—life-threatening parasites, killer reptiles, and the bloody work of predators ( Dawkins 1989 ). He also recognized the adaptive advantages in positive emotions and their expressions in social interactions: “… the mother smiles approval, and thus encourages her children on the right path, or frowns disapproval” ( Darwin 1872/1965 , p. 304). Gains related in some way to the emotions and their interactions with perception and cognition may represent the finest—and possibly most challenging—products of evolution.

Among the finest and most interesting products of evolution was gaining the capacity for language and eventually the learning of vocabulary for labeling emotions and describing and sharing emotion experiences. These gains also helped enable humans to anticipate future desirable and undesirable emotion feelings. Taken together, these newly emerged capacities represent enormous gains in executive functions, particularly for understanding and managing emotions and self-regulation ( Izard 2002 , Izard et al. 2008a ). They have direct and indirect benefits for the cognitive and action processes involved in adaptive idiosyncratic and social functioning ( Izard et al. 2008b , Lieberman et al. 2007 ). Some have argued that the enormous gains that resulted from brain evolution, the acquisition of language, and the accompanying increases in cognitive abilities did not come without some accompanying losses ( Langer 1967/1982 ).

A possible loss: the evolutionary empathy-sympathy exchange

Basic empathy depends mainly on neurophysiological response systems that do not require or involve the higher-order cognitive processes involved in sympathy ( Hoffman 2000 ). Thus, long before human evolution produced language and its accompanying cognitive prowess, a high-level of ability for empathy and empathic responding emerged in nonhuman animals ( Langer 1967/1982 ). This great capacity for empathy apparently accounts for the lack of con-specific predation and cannibalism among nonhuman mammals. “Among the higher animals few, if any, of the carnivores—bears, wolves, lions and other great cats—habitually prey on their own kind” ( Langer 1967/1982 , Vol. 1, p. 141). They are restrained from predation, not by signals of appeasement or surrender, but by “a ready empathetic response, so common and effective that it takes no principle, moral or other, to safeguard the members of a species against each other’s appetites in ordinary conditions” ( Langer 1967/1982 , Vol. 1, p. 142).

The animal empathy that constitutes a safeguard against con-specific predation establishes a special kind of relationship that enables an essentially physiological transmission of the “feeling of one creature to another so it appears to the latter as its own” ( Langer 1967/1982 , Vol. 1, p. 140). In contrast, as the media are wont to remind us through blow-by-blow accounts of flagrantly aggressive and ethically and morally devious behavior, humans prey on each other with considerable frequency. And such predation often leads to death and destruction, even genocide. Furthermore, although cannibalism (a total breakdown in empathy) is generally absent among higher-order nonhuman animals, it has been observed in many human cultures.

Compared to instantaneous empathy, sympathy depends in important ways on conceptual processes (including the projected costs and benefits of helping) that are notably slower and less certain of occurrence. Sympathetic responses are also more subject to top-down control (e.g., mental manipulations stemming from biases and imagined consequences) than rapid, automatic, animal empathy. Thus, sympathetic responses may often be too little and too late for the victims of disasters, some of which result from only slightly disguised human predation exemplified in transactions between rich and poor and between high- and low-status ethnic groups. Thus, a potentially grave question remains: Does the evolutionary shift in capacities for empathy and sympathy represent a net loss or a net gain?

The pros and cons of unbridled imagination

There is also some question as to whether the evolutionary increases in the power of imagination should be judged a net gain or loss in weighing the emotion-related products of evolution. In some individuals and circumstances, unbridled imagination can facilitate tragedies on a personal as well as a national and global scale. Imagination can be fueled by either positive or negative emotion feelings or the interaction of both, and in turn, it can produce a cornucopia of both positive and negative emotion stimuli and behavioral responses (cf. Langer 1967/1982 ). Imagination doubtless played a role in the creation of nuclear weapons and still plays a role in planning their projected uses. It is also a factor in the development of factories, products, and policies that increase global warming and the pollution of the earth and the atmosphere at a dangerous rate.

In contrast, during early ontogeny the feeling-thought patterns of unbridled imagination facilitate cognitive and social development from the first moment that the young child engages in make-believe or pretend play. In these developmental processes and throughout the life span, imagination remains part emotion feeling and part cognition. It continues to add to individual and cultural accomplishments through the creative endeavors of artists and scientists.

Thus, “In the evolution of mind, imagination is as dangerous as it is essential” ( Langer 1967/1982 , Vol. 1, p. 137). Nurturing imagination through the life span with a good balance of emotion feelings and the encouragement of empathy, sympathy, and reason, and an appreciation of how these ingredients can interact and work together for the common good, ubiquitous peace, and the preservation and flourishing of the species seem equally essential.

Remarkable Gains from Linking Emotion Feelings and Language

The process of symbolizing emotion in awareness has the potential to add significantly to adaptive personality and social functioning. Language is by far the most common method of symbolization across individuals and cultures, and researchers have verified at the behavioral and neural levels the positive effects of linking words to discrete emotion expressions and feelings ( L. Greenberg & Paivio 1997 , Izard 1971 , Izard et al. 2008a , Kennedy-Moore & Watson 1999 , Lieberman et al. 2007 ). Major among the positive effects that accrue when we can use language to symbolize emotion feelings, especially in early development but also throughout the life span, are those relating to increases in emotion knowledge, emotion regulation, and emotion utilization.

Emotion utilization is the harnessing of an emotion’s inherently adaptive motivation/feeling component in constructive affective-cognitive processes and actions ( Izard 1971 , 2002 , 2007a ; Izard et al. 2008c ; cf. Mayer & Salovey 1997 ). Emotion utilization involves spontaneous as well as planned actions, and it is conceptually different from direct attempts to regulate emotion or emotion-related behavior (cf. Eisenberg & Spinrad 2004 ). Although emotion regulation and emotion utilization are different constructs, they interact dynamically. Emotion utilization may be viewed as the optimal mode of emotion regulation, and various forms of the latter enhance the former.

It would be difficult to overestimate the significance of the civilizing and socializing effects of learning to recognize, articulate, and utilize emotion feelings constructively, not only in early development but also throughout the life span. A key process here is developing connections between feelings, words, and thoughts. Unfortunately, linking emotion feelings to maladaptive thoughts like those that characterize racism, sexism, ageism, unbridled profit motives, and plans for vengeance, revenge, or terrorism can wreak extensive havoc to individuals, ethnic groups, and all of human kind. For an abundance of evidence supporting the foregoing assertion, read history and watch or listen to any daily news program.

UNRESOLVED ISSUES AND TOPICS FOR FUTURE RESEARCH

Two unresolved issues seem to impede scientific advances in the study of consciousness and levels of awareness. The first concerns the role of phenomenal consciousness and various linguistically inaccessible levels of awareness in research on mind and behavior. The second concerns the relation of phenomenal consciousness and the psychological unconscious, their similarities and differences.

Psychologists’ Neglect of Phenomenal Consciousness

Several factors may have contributed to the general neglect of phenomenal consciousness in psychological theory and research. The first is a long-standing reluctance to acknowledge the extent to which emotions drive cognition and action and the possibility that some of the driving emotions register only in phenomenal consciousness. The second is the strong tendency of mainstream psychology to neglect developmental perspectives on critical issues and thus to ignore evidence of the existence and functionality of phenomenal consciousness and other linguistically inaccessible levels of awareness in early development and probably in various forms of psychopathology. A third problem is that many psychologists think that most emotions are episodic, of limited duration, and in focal awareness. A related misconception is that once an emotion episode ends, the mind is free for purely rational processes. This notion persists despite eloquent arguments suggesting that there is no such thing as pure reason ( Creighton 1921 , Langer 1967/1982 ), especially in relation to personally or socially significant matters. Evidence suggests that in humans it may not be possible to study cognition and emotion separately ( Lewis 2005 , Phelps 2006 ). This conclusion is quite consistent with the present position, if the term “emotion” refers to emotion schemas.

A more appropriate goal would be to develop more effective ways to study emotion-cognition interactions and integration/mingling and consequent behavior change, particularly in research that involves constructs like emotion schemas ( Izard 1977 , 2007a ), emotional interpretations ( Lewis 2005 ), or affective-cognitive units ( Mischel & Shoda 1995 ). This would include most emotion research that does not focus on basic negative emotion episodes.

A final and perhaps most worrisome reason why phenomenal consciousness is still not a major concern of psychologists is that it is conflated with the psychological “unconscious.” Clearly, a vast amount of the processes of the brain and the rest of the body (blood circulation, digestion) often do occur without our awareness of them and, in normal circumstances, without direct effects on thought and action. When significant behavioral effects do occur without readily observable causes, they are often assigned to the psychological unconscious, where mechanisms are difficult to identify and explain ( Kihlstrom 1999 ).

More parsimonious and accurate explanations of unconscious behavior might accrue if we looked for mediators of thought and action (e.g., emotions) that reside in phenomenal consciousness. An example is the phenomenological (feeling) component of an unlabeled and thus unarticulated emotion experience, a feeling that you know you are experiencing but cannot specifically identify or describe. Inability to put the feeling into words bars it from linguistic accessibility and thus from access consciousness as typically defined, but not from phenomenal consciousness and various levels of awareness. An emotion feeling in phenomenal and other nonlinguistic levels of consciousness retains its properties, including its power to motivate and regulate cognition and action. Thus, conceptualizing fully functional emotion feelings as processes in phenomenal consciousness ( Panksepp 2005 ) provides an alternative way of explaining much of what has been attributed by others to the psychological unconscious (e.g., Kihlstrom 1999 , Winkielman et al. 2005 ; cf. Clore et al. 2005 , Lambie & Marcel 2002 ).

Concern about types of consciousness may stimulate further thought and research about which mental processes relate to phenomenal consciousness and which are truly unconscious. Such research could look for processes that reside at a level of awareness that is unavailable via cognitive or verbal access but not necessarily via other forms of access. Several types of nonverbal behaviors reflect the operations of mental processes that clearly are not in linguistically accessible consciousness and that may reside in phenomenal consciousness ( Izard et al. 2008b ; cf. Merker 2007 ). The lack of linguistic accessibility does not render an emotion or emotion feeling nonfunctional.

Phenomenal consciousness and other forms of linguistically inaccessible consciousness may be better concepts for psychology than is the concept of unconscious. The latter concept is notoriously vague and ill defined in the psychological literature. Dictionary definitions characterize it as not conscious as a state, without awareness, or sensation, virtually nonphysical, and thus make some uses of it very close to the domains of spookiness and Cartesian dualism.

The Psychological Unconscious: A Default Explanatory Construct?

Although there is considerable agreement on the qualities of thought processes in psychological or access (verbally reportable) consciousness, there is no consensus on the contents and processes of the unconscious (cf. Bargh & Morsella 2008 ). The behavior of prelingual infants suggests that it is not prudent to label all verbally unreportable processes as unconscious, a practice that may impede or misguide the search for causal processes. Better heuristics might come from the conceptualization of causal-process mechanisms operating at different levels of awareness and as accessible by multiple behaviors other than verbal report. Dividing the mind and all mental processes into two domains—conscious and unconscious—might be the greatest oversimplification in current psychological science. Moreover, misattribution of causal processes to the unconscious may open a Pandora’s Box replete with blind alleys and dead ends.

Four things have contributed to psychologists’ penchant for attributing causal processes to the unconscious rather than to emotion feelings, including emotion feelings in phenomenal consciousness. First, many psychologists have typically looked for nonemotion mediators to explain changes in cognition and action. Second, emotion feelings (and their roles in influencing cognitive processes) are notoriously difficult to identify and describe in words ( Creighton 1921 , Langer 1967/1982 ). However, infants and young children experience emotions and respond to them in meaningful ways long before they can label or describe emotions ( Izard et al. 2008b ). Such evidence points to the utility of assessing emotion feelings by measuring their functional correlates. Third, many psychologists remain reluctant to attribute to emotion a significant causal role in ordinary as well as critical thinking, decision making, and action despite a growing body of evidence to the contrary (e.g., Bechara et al. 2000 , DeMartino et al. 2006 , Lerner & Tiedens 2006 , Miller 2006 , Naqvi et al. 2006 ). Fourth, many psychological scientists tend to think that emotions are typically brief and that emotion feelings are always sufficiently intense to grab and hold attention. Actually, plausible arguments suggest that emotion feelings are phenomena that vary on a very wide dimension of intensity while retaining their functional/causal properties ( Izard 2007a ).

Emerging Issues: Continuous Emotion, Memes, and the Mirror Neuron System

The topics of continuous emotion or continuous emotion-cognition interaction and integration, memes, and the mirror neuron system (MNS) may prove to be critical for emotion science and to psychology in general. The idea of continuous emotion in phenomenal consciousness or access consciousness will prove difficult to address in empirical research, but that may soon change with improved technology for studying brain-emotion-behavior relations. Already there is some convergence among theorists and researchers who argue that there is no such thing as a conscious mind without emotion or affect ( Izard 2007a ; cf. Lewis 2005 , Phelps 2006 , Russell 2003 ). The other two, memes and the MNS, relate to emotion and behavior in ways not completely understood. Yet, they have already become hot topics for those interested in new approaches to understanding within- and across-generations transmission of cognitive and action structures and the neurobiological bases for the transmission of emotion feelings in empathy and the processes in empathic and sympathetic responding.

Continuous Emotion-Cognition Interaction

The notion that some emotion or emotion-cognition interaction is continuous in phenomenal or access consciousness or some level of awareness is not new (e.g., Bacon 1620/1968 ). The hypothesis implicit in that idea may prove difficult to falsify. Yet, without the attribution of causal power to emotion (feeling) and the concept of continual emotion-cognition interaction, we may have no way to explain selective attention. And selective attention is a necessary factor in the simplest forms of exploration and learning as well as in higher-order cognition and sequences of organized behavior.

I have hypothesized that the brain automatically generates the emotion of interest to capture and sustain attention to particular objects, events, and goals. This mode of operation is standard when the brain is not responding to internal or external conditions that activate other emotions, emotion schemas, or emotion-cognition-environment interactions ( Izard 2007a ; cf. Panksepp 2003a , b ).

A major challenge for future research is to understand how emotion and cognition behave in their continual interaction. One possibility is that they achieve complete integration and influence behavior as a unified force or single factor. However, I propose that although emotion and cognition continually interact, they do not lose their separate identities. They retain separate and distinct functional properties (cf. Pessoa 2008 ). Whereas emotion feeling undoubtedly contains a kind of information ( Clore et al. 2001 ) or cues for behavior ( Izard 1971 , 2007a ), emotion remains primarily about motivation. Cognition (particularly about goal concepts that typically have an emotion component) may be conceived as having a motivational aspect, but it remains primarily about knowledge.

Memes and Emotions

Memes are one of several epigenetic mechanisms that challenge the dominance of DNA as the central life force (cf. Noble 2006 ). Natural selection may operate on not only genes, DNA, or RNA. It can also act on “replicant” units (memes) that consist of cognition and action patterns, things other than biological structures that can be transmitted through imitative learning ( Dawkins 1989 ). Apparently, memes emerged to serve unique adaptive functions in social interactions.

In the course of evolution, the brain continued to evolve and increase in complexity until learning via imitation became a major tool in the human repertoire and a way of acquiring memes. Imitation and make-believe play in early development should prove a fertile ground for studying the transmission of memes. Even newborn infants can imitate simple facial behavior ( Meltzoff & Moore 1994 ) that may constitute part of the emotion expressions that they display later in infancy ( Izard et al. 1995 ). By age three years, children show great imitative skills while enjoying the fantasyland of make-believe play and learning socioemotional skills by assuming the roles of persons far beyond them in age, knowledge, skills, and experience. Thus, it was both phylogenetic transmission and the highly creative processes of ontogenetic development ( Noble 2006 ) that produced the capacity for imitative learning, which in turn essentially created a context where memes could replicate and compete ( Jablonka & Lamb 2005 ).

Though memes were originally described in terms of cognition and action patterns ( Dawkins 1989 ), the exclusion of emotion as a component may have been inadvertent. Indeed, emotion schemas seem perfect candidates for attaining status as memes. They not only have a cognitive component but also an emotion component and a kind of action component (the action tendencies in emotion states; Izard 2007a , b ). Thus, emotion schemas are well suited to emerge and operate as memes. Their emotion feeling component is often expressed through facial, vocal, and body-movement signals that are easily imitated, even by young children. In addition, imitating the expressive behavior of another person may activate neural and sensory motor processes that increase the likelihood of experiencing the emotion (and action tendencies) of the other person ( Izard 1990 , Niedenthal 2007 ). Young children’s imitation of their parents’ positive emotion expressions and interactions may contribute to the development of memes that represent significant social skills. Thus, emotion-schema memes (ESMs) as replicant units with a feeling/motivational component seem to be an expectable (epigenetic) extension of biogenetic-evolutionary processes.

Because emotions are contagious ( Hatfield et al. 1993 , Tomkins 1962 ), memes that are essentially emotion schemas can propagate profusely. They can do so for two reasons. First, such schemas have the attention-grabbing and motivational power of an emotion ( Youngstrom & Izard 2008 ). Second, they are highly functional phenomena independent of their relations to biological fitness and survival (cf. Aunger 2002 , Blackmore 1999 , Distin 2004 ). The idea that an emotion schema might form a replicant unit opens another door to investigations of the transfer of adaptive as well as maladaptive patterns of emotion, cognition, and action within and across generations.

Emotion schema memes begin to develop early in ontogeny, become plentiful, and may relate substantially to the MNS. There has been a surge of interest in the MNS, in part because it may be among the neural substrates of social perspective taking and empathy (e.g., Carr et al. 2003 , Keysers & Perrett 2004 , Rizzolatti & Craighero 2004 ).

Mirror Neuron Systems, Emotions, and Empathy

If the concept of memes becomes a staple in psychology, it may happen for two reasons. First, perhaps the most interesting and socially significant memes have an emotion component and are essentially emotion schemas whose behavioral manifestations (facial, vocal, gestural expressions of emotion) can be readily observed and analyzed. Second, they may depend in part on the MNS, which seems to mediate capabilities for perspective taking and empathy. The MNS may enable one to take the perspective of another and provide the shared emotion feeling that defines the essence of empathy (cf. Dapretto et al. 2006 , Keysers & Perrett 2004 ). The MNS apparently translates one’s sensory-perceptual experiences and accompanying conceptions of the expressions and movements of others into patterns of neural activity in the observer (cf. Langer 1967/1982 ). This neural activity and its products help the observer to understand and predict the thoughts and feelings of the observed person.

The MNS may relate to sympathy and altruism as well. The cognitive component of an emotion schema, in interaction with its feeling component, may transform empathy to sympathy. This transformation would entail a shift from a response governed primarily by neuro-physiological or motor-system contagion to one that requires conceptual processes (cf. Langer 1967/1982 ). An MNS that facilitates sympathy, altruism, and mimetic processes would facilitate highly adaptive advantages ( Miller 2008 , Talmi & Frith 2007 ).

Empathy alone is not always sufficient to motivate helping behavior ( Rosenthal 1964/1999 ). The cognition (particularly the action plans) in an ESM provides the context for its feeling component, and the interaction of the cognition and feeling in the meme can guide sympathetic actions. Dysfunction of the MNS may help account for the deficits in socialization that are observed in autism spectrum disorders ( Oberman & Ramachandran 2007 ) and in antisocial personality or perhaps in any disorder involving deficits or dysfunction in social skills ( Iacoboni 2007 ).

The possibility that the MNS and associated emotion systems mediate the generation and propagation of memes suggests the fruitfulness of studying memes that can be clearly identified as ESMs. ESMs should prove plentiful because they have an enormous appeal to forces that generate and propagate memes. The emotion component of an ESM has the motivational power to influence perception, grab attention, generate more emotion-cognition structures, and influence action. ESMs may constitute a major factor that shapes consciousness, personality and social functioning, and culture ( Youngstrom & Izard 2008 ).

CONCLUDING REMARKS

Emotion research has increased exponentially since Tomkins’s (1962 , 1963 ) landmark volumes helped bring a nascent emotion science into an unevenly matched competition with the forces of the contemporaneous revolution that produced cognitive science. The two disciplines are becoming increasingly collaborative and progressing toward becoming one. As the realization of this exciting prospect proceeds, great challenges await scientists who will seek to understand how the brain assigns weights or significance to emotion and cognition (which assumedly retain distinct functions) as they are integrated or mingled in different periods of development, personalities, and contexts. They will find equally interesting challenges in research on ways to facilitate these processes to gain adaptive advantages, bolster constructive and creative endeavors, and prevent destructive and maladaptive behavior.

SUMMARY POINTS

Emotion feelings are a phase of neurobiological activity and the key psychological/motivational aspect of emotion. They constitute the primary motivational systems for human behavior.
Emotion feelings are prime factors in the evolution, organization, and operations of consciousness and the different levels of awareness.
The ability to symbolize feelings and put them into words provides a powerful tool for emotion regulation, influencing emotion-cognition relations, and developing high-level social skills.
The term “emotion” has defied definition mainly because it is multifaceted and not a unitary phenomenon or process. Use of the unqualified term “emotion” makes for misunderstandings, contradictions, and confusions in theory and research.
Basic emotions, emotion schemas, and emotion-schema memes are distinctly different in terms of their origin, content, causes, and effects.
Transitions from basic emotions to emotion schemas and emotion-schema memes are major milestones in development and in achieving social and emotion competence.
The psychological unconscious is an ill-defined and potentially misleading term. There is no consensus regarding its contents and functions. The concept of levels of awareness may provide a better bridge to understanding human mentality and brain/mind processes.
Emotion utilization is the harnessing of an emotion’s inherently adaptive emotion motivation/feeling component in constructive affective-cognitive processes and actions. Symbolization and effective communication of emotion feelings play a key role in emotion utilization, particularly in real or simulated social interactions.
The concept of emotion-cognition interaction, well validated in neuroscience and behavioral research, suggests that the presence of functionally distinct features in the interactants would increase both the flexibility and generality of the resultant processes.

FUTURE ISSUES

Experimental validation of the hypothesis that the feeling component of some emotion or emotion schema is continuous at some level of awareness should prove an interesting challenge for future research. So should studies designed to verify the hypothesis that interest or an interest schema is the default emotion or emotion-cognition interaction.
Insights on the early development and life-span growth of emotion-schema memes should add substantially to our understanding of the contributions of social and cultural factors in mental processes and behavior.
Distinguishing between emotion regulation and emotion utilization may provide new insights on the independence and interdependence of these two constructs.
Determining how the emotion and cognitive components of emotion schemas and emotion-schema memes integrate or mingle in the brain should provide leads for translational research. The findings from such research should contribute to preventive interventions that facilitate the development of emotion and social competence and the prevention of psychopathology.

ACKNOWLEDGMENT

Work on this article was supported by National Institute of Mental Health grants R21 MH068443 and R01 MH080909.

DISCLOSURE STATEMENT

The author is not aware of any biases that might be perceived as affecting the objectivity of this review.

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[Guide] How to Present Qualitative Research Findings in PowerPoint?

By: Author Shrot Katewa

As a researcher, it is quite pointless to do the research if we are unable to share the findings with our audience appropriately! Using PowerPoint is one of the best ways to present research outcomes. But, how does one present qualitative research findings using PowerPoint?

In order to present the qualitative research findings using PowerPoint, you need to create a robust structure for your presentation, make it engaging and visually appealing, present the patterns with explanations for it and highlight the conclusion of your research findings.

In this article, we will help you understand the structure of your presentation. Plus, we’ll share some handy tips that will make your qualitative research presentation really effective!

How to Create a Structure for your Qualitative Research Presentation?

Creating the right structure for your presentation is key to ensuring that it is correctly understood by your audience.

The structure of your Research Presentation not only makes it easier for you to create the document, it also makes it simple for the audience to understand what all will be covered in the presentation at the time of presenting it to your audience.

Furthermore, having a robust structure is a great way to ensure that you don’t miss out on any of the points while working on creating the presentation.

But, what structure should one follow?

Creating a good structure can be tricky for some. Thus, I’m sharing what has worked well for me during my previous research projects.

NOTE – It is important to note that although the following structure is highly effective for most research findings presentation, it has been generalized in order to serve a wide range of research projects. You may want to take a look at points that are very specific to the nature of your research project and include them at your discretion.

Here’s my recommended structure to create your Research Findings presentation –

1. Objective of the Research

A great way to start your presentation is to highlight the objective of your research project.

It is important to remember that merely sharing the objective may sometimes not be enough. A short backstory along with the purpose of your research project can pack a powerful punch ! It not only validates the reasoning for your project but also subtly establishes trust with your audience.

However, do make sure that you’re not reading the backstory from the slide. Let it flow naturally when you are delivering the presentation. Keep the presentation as minimalistic as possible.

2. Key Parameters Considered for Measurement

Once you’ve established the objective, the next thing that you may want to do is perhaps share the key parameters considered for the success of your project.

Every research project, including qualitative research, needs to have a few key parameters to measure against the objective of the research.

For example – If the goal of your project is to gather the sentiments of a certain group of people for a particular product, you may need to measure their feelings. Are they happy or unhappy using the product? How do they perceive the branding of the product? Is it affordable?

Make sure that you list down all such key parameters that were considered while conducting the qualitative research.

In general, laying these out before sharing the outcome can help your audience think from your perspective and look at the findings from the correct lens.

3. Research Methodology Adopted

The next thing that you may want to include in your presentation is the methodology that you adopted for conducting the research.

By knowing your approach, the audience can be better prepared for the outcome of your project. Ensure that you provide sound reasoning for the chosen methodology.

This section of your presentation can also showcase some pictures of the research being conducted. If you have captured a video, include that. Doing this provides further validation of your project.

4. Research Outcomes (Presenting Descriptive Analysis)

This is the section that will constitute the bulk of the your presentation.

Use the slides in this section to describe the observations, and the resulting outcomes on each of the key parameters that were considered for the research project.

It is usually a good idea to dedicate at least 1 or more slides for each parameter . Make sure that you present data wherever possible. However, ensure that the data presented can be easily comprehended.

Provide key learnings from the data, highlight any outliers, and possible reasoning for it. Try not to go too in-depth with the stats as this can overwhelm the audience. Remember, a presentation is most helpful when it is used to provide key highlights of the research !

Apart from using the data, make sure that you also include a few quotes from the participants.

5. Summary and Learnings from the Research

Once you’ve taken the audience through the core part of your research findings, it is a good practice to summarize the key learnings from each of the section of your project.

Make sure your touch upon some of the key learnings covered in the research outcome of your presentation.

Furthermore, include any additional observations and key points that you may have had which were previously not covered.

The summary slide also often acts as “Key Takeaways” from the research for your audience. Thus, make sure that you maintain brevity and highlight only the points that you want your audience to remember even after the presentation.

6. Inclusions and Exclusions (if any)

While this can be an optional section for some of the researchers.

However, dedicating a section on inclusions and exclusions in your presentation can be a great value add! This section helps your audience understand the key factors that were excluded (or included) on purpose!

Moreover, it creates a sense of thoroughness in the minds of your audience.

7. Conclusion of the Research

The purpose of the conclusion slide of your research findings presentation is to revisit the objective, and present a conclusion.

A conclusion may simply validate or nullify the objective. It may sometimes do neither. Nevertheless, having a conclusion slide makes your presentation come a full circle. It creates this sense of completion in the minds of your audience.

8. Questions

Finally, since your audience did not spend as much time as you did on the research project, people are bound to have a few questions.

Thus, the last part of your presentation structure should be dedicated to allowing your audience to ask questions.

Tips for Effectively Presenting Qualitative Research Findings using PowerPoint

For a presentation to be effective, it is important that the presentation is not only well structured but also that it is well created and nicely delivered!

While we have already covered the structure, let me share with you some tips that you can help you create and deliver the presentation effectively.

Tip 1 – Use Visuals

Using visuals in your presentation is a great way to keep the presentations engaging!

Visual aids not only help make the presentation less boring, but it also helps your audience in retaining the information better!

So, use images and videos of the actual research wherever possible. If these do not suffice or do not give a professional feel, there are a number of resources online from where you can source royalty-free images.

My recommendation for high-quality royalty-free images would be either Unsplash or Pexels . Both are really good. The only downside is that they often do not provide the perfect image that can be used. That said, it can get the job done for at least half the time.

If you are unable to find the perfect free image, I recommend checking out Dreamstime . They have a huge library of images and are much cheaper than most of the other image banks. I personally use Dreamstime for my presentation projects!

Tip 2 – Tell a Story (Don’t Show Just Data!)

I cannot stress enough on how important it is to give your presentation a human touch. Delivering a presentation in the form of a story does just that! Furthermore, storytelling is also a great tool for visualization .

Data can be hard-hitting, whereas a touching story can tickle the emotions of your audience on various levels!

One of the best ways to present a story with your research project is to start with the backstory of the objective. We’ve already talked about this in the earlier part of this article.

Start with why is this research project is so important. Follow a story arc that provides an exciting experience of the beginning, the middle, and a progression towards a climax; much like a plot of a soap opera.

Tip 3 – Include Quotes of the Participants

Including quotes of the participants in your research findings presentation not only provides evidence but also demonstrates authenticity!

Quotes function as a platform to include the voice of the target group and provide a peek into the mindset of the target audience.

When using quotes, keep these things in mind –

1. Use Quotes in their Unedited Form

When using quotes in your presentation, make sure that you use them in their raw unedited form.

The need to edit quotes should be only restricted to aid comprehension and sometimes coherence.

Furthermore, when editing the quotes, make sure that you use brackets to insert clarifying words. The standard format for using the brackets is to use square brackets for clarifying words and normal brackets for adding a missing explanation.

2. How to Decide which Quotes to Consider?

It is important to know which quotes to include in your presentation. I use the following 3 criteria when selecting the quote –

Relevance – Consider the quotes that are relevant, and trying to convey the point that you want to establish.
Length – an ideal quote should be not more than 1-2 sentences long.
Choose quotes that are well-expressed and striking in nature.

3. Preserve Identity of the Participant

It is important to preserve and protect the identity of the participant. This can be done by maintaining confidentiality and anonymity.

Thus, refrain from using the name of the participant. An alternative could be using codes, using pseudonyms (made up names) or simply using other general non-identifiable parameters.

Do note, when using pseudonyms, remember to highlight it in the presentation.

If, however, you do need to use the name of the respondent, make sure that the participant is okay with it and you have adequate permissions to use their name.

Tip 4 – Make your Presentation Visually Appealing and Engaging

It is quite obvious for most of us that we need to create a visually appealing presentation. But, making it pleasing to the eye can be a bit challenging.

Fortunately, we wrote a detailed blog post with tips on how to make your presentation attractive. It provides you with easy and effective tips that you can use even as a beginner! Make sure you check that article.

7 EASY tips that ALWAYS make your PPT presentation attractive (even for beginners)

In addition to the tips mentioned in the article, let me share a few things that you can do which are specific to research outcome presentations.

4.1 Use a Simple Color Scheme

Using the right colors are key to make a presentation look good.

One of the most common mistakes that people make is use too many colors in their presentation!

My recommendation would be to go with a monochromatic color scheme in PowerPoint .

4.2 Make the Data Tables Simple and Visually Appealing

When making a presentation on research outcomes, you are bound to present some data.

But, when data is not presented in a proper manner, it can easily and quickly make your presentation look displeasing! The video below can be a good starting point.

Using neat looking tables can simply transform the way your presentation looks. So don’t just dump the data from excel on your PowerPoint presentation. Spend a few minutes on fixing it!

4.3 Use Graphs and Charts (wherever necessary)

When presenting data, my recommendation would be that graphs and charts should be your first preference.

Using graphs or charts make it easier to read the data, takes less time for the audience to comprehend, and it also helps to identify a trend.

However, make sure that the correct chart type is used when representing the data. The last thing that you want is to poorly represent a key piece of information.

4.4 Use Icons instead of Bullet Points

Consider the following example –

This slide could have been created just as easily using bullet points. However, using icons and representing the information in a different format makes the slide pleasing on the eye.

Thus, always try to use icons wherever possible instead of bullet points.

Tip 5 – Include the Outliers

Many times, as a research project manager, we tend to focus on the trends extracted from a data set.

While it is important to identify patterns in the data and provide an adequate explanation for the pattern, it is equally important sometimes to highlight the outliers prominently.

It is easy to forget that there may be hidden learnings even in the outliers. At times, the data trend may be re-iterating the common wisdom. However, upon analyzing the outlier data points, you may get insight into how a few participants are doing things successfully despite not following the common knowledge.

That said, not every outlier will reveal hidden information. So, do verify what to include and what to exclude.

Tip 6 – Take Inspiration from other Presentations

I admit, making any presentation can be a tough ask let alone making a presentation for showcasing qualitative research findings. This is especially hard when we don’t have the necessary skills for creating a presentation.

One quick way to overcome this challenge could be take inspiration from other similar presentations that we may have liked.

There is no shame in being inspired from others. If you don’t have any handy references, you can surely Google it to find a few examples.

One trick that almost always works for me is using Pinterest .

But, don’t just directly search for a research presentation. You will have little to no success with it. The key is to look for specific examples for inspiration. For eg. search for Title Slide examples, or Image Layout Examples in Presentation.

Tip 7 – Ask Others to Critic your Presentation

The last tip that I would want to provide is to make sure that you share the presentation with supportive colleagues or mentors to attain feedback.

This step can be critical to iron out the chinks in the armor. As research project manager, it is common for you to get a bit too involved with the project. This can lead to possibilities wherein you miss out on things.

A good way to overcome this challenge is to get a fresh perspective on your project and the presentation once it has been prepared.

Taking critical feedback before your final presentation can also prepare you to handle tough questions in an adept manner.

Final Thoughts

It is quite important to ensure that we get it right when working on a presentation that showcases the findings of our research project. After all, we don’t want to be in a situation wherein we put in all the hard-work in the project, but we fail to deliver the outcome appropriately.

I hope you will find the aforementioned tips and structure useful, and if you do, make sure that you bookmark this page and spread the word. Wishing you all the very best for your project!

Home Blog Presentation Ideas How to Create and Deliver a Research Presentation

How to Create and Deliver a Research Presentation

Every research endeavor ends up with the communication of its findings. Graduate-level research culminates in a thesis defense , while many academic and scientific disciplines are published in peer-reviewed journals. In a business context, PowerPoint research presentation is the default format for reporting the findings to stakeholders.

Condensing months of work into a few slides can prove to be challenging. It requires particular skills to create and deliver a research presentation that promotes informed decisions and drives long-term projects forward.

Table of Contents

What is a Research Presentation

Key slides for creating a research presentation, tips when delivering a research presentation, how to present sources in a research presentation, recommended templates to create a research presentation.

A research presentation is the communication of research findings, typically delivered to an audience of peers, colleagues, students, or professionals. In the academe, it is meant to showcase the importance of the research paper , state the findings and the analysis of those findings, and seek feedback that could further the research.

The presentation of research becomes even more critical in the business world as the insights derived from it are the basis of strategic decisions of organizations. Information from this type of report can aid companies in maximizing the sales and profit of their business. Major projects such as research and development (R&D) in a new field, the launch of a new product or service, or even corporate social responsibility (CSR) initiatives will require the presentation of research findings to prove their feasibility.

Market research and technical research are examples of business-type research presentations you will commonly encounter.

In this article, we’ve compiled all the essential tips, including some examples and templates, to get you started with creating and delivering a stellar research presentation tailored specifically for the business context.

Various research suggests that the average attention span of adults during presentations is around 20 minutes, with a notable drop in an engagement at the 10-minute mark . Beyond that, you might see your audience doing other things.

How can you avoid such a mistake? The answer lies in the adage “keep it simple, stupid” or KISS. We don’t mean dumbing down your content but rather presenting it in a way that is easily digestible and accessible to your audience. One way you can do this is by organizing your research presentation using a clear structure.

Here are the slides you should prioritize when creating your research presentation PowerPoint.

1. Title Page

The title page is the first thing your audience will see during your presentation, so put extra effort into it to make an impression. Of course, writing presentation titles and title pages will vary depending on the type of presentation you are to deliver. In the case of a research presentation, you want a formal and academic-sounding one. It should include:

The full title of the report
The date of the report
The name of the researchers or department in charge of the report
The name of the organization for which the presentation is intended

When writing the title of your research presentation, it should reflect the topic and objective of the report. Focus only on the subject and avoid adding redundant phrases like “A research on” or “A study on.” However, you may use phrases like “Market Analysis” or “Feasibility Study” because they help identify the purpose of the presentation. Doing so also serves a long-term purpose for the filing and later retrieving of the document.

Here’s a sample title page for a hypothetical market research presentation from Gillette .

2. Executive Summary Slide

The executive summary marks the beginning of the body of the presentation, briefly summarizing the key discussion points of the research. Specifically, the summary may state the following:

The purpose of the investigation and its significance within the organization’s goals
The methods used for the investigation
The major findings of the investigation
The conclusions and recommendations after the investigation

Although the executive summary encompasses the entry of the research presentation, it should not dive into all the details of the work on which the findings, conclusions, and recommendations were based. Creating the executive summary requires a focus on clarity and brevity, especially when translating it to a PowerPoint document where space is limited.

Each point should be presented in a clear and visually engaging manner to capture the audience’s attention and set the stage for the rest of the presentation. Use visuals, bullet points, and minimal text to convey information efficiently.

Executive Summary slide in a Research Presentation

3. Introduction/ Project Description Slides

In this section, your goal is to provide your audience with the information that will help them understand the details of the presentation. Provide a detailed description of the project, including its goals, objectives, scope, and methods for gathering and analyzing data.

You want to answer these fundamental questions:

What specific questions are you trying to answer, problems you aim to solve, or opportunities you seek to explore?
Why is this project important, and what prompted it?
What are the boundaries of your research or initiative?
How were the data gathered?

Important: The introduction should exclude specific findings, conclusions, and recommendations.

Action Evaluation Matrix in a Research Presentation

4. Data Presentation and Analyses Slides

This is the longest section of a research presentation, as you’ll present the data you’ve gathered and provide a thorough analysis of that data to draw meaningful conclusions. The format and components of this section can vary widely, tailored to the specific nature of your research.

For example, if you are doing market research, you may include the market potential estimate, competitor analysis, and pricing analysis. These elements will help your organization determine the actual viability of a market opportunity.

Visual aids like charts, graphs, tables, and diagrams are potent tools to convey your key findings effectively. These materials may be numbered and sequenced (Figure 1, Figure 2, and so forth), accompanied by text to make sense of the insights.

Data and Analysis slide in a Research Presentation

5. Conclusions

The conclusion of a research presentation is where you pull together the ideas derived from your data presentation and analyses in light of the purpose of the research. For example, if the objective is to assess the market of a new product, the conclusion should determine the requirements of the market in question and tell whether there is a product-market fit.

Designing your conclusion slide should be straightforward and focused on conveying the key takeaways from your research. Keep the text concise and to the point. Present it in bullet points or numbered lists to make the content easily scannable.

Conclusion Slide in a Research Presentation

6. Recommendations

The findings of your research might reveal elements that may not align with your initial vision or expectations. These deviations are addressed in the recommendations section of your presentation, which outlines the best course of action based on the result of the research.

What emerging markets should we target next? Do we need to rethink our pricing strategies? Which professionals should we hire for this special project? — these are some of the questions that may arise when coming up with this part of the research.

Recommendations may be combined with the conclusion, but presenting them separately to reinforce their urgency. In the end, the decision-makers in the organization or your clients will make the final call on whether to accept or decline the recommendations.

Recommendations slide in Research Presentation

7. Questions Slide

Members of your audience are not involved in carrying out your research activity, which means there’s a lot they don’t know about its details. By offering an opportunity for questions, you can invite them to bridge that gap, seek clarification, and engage in a dialogue that enhances their understanding.

If your research is more business-oriented, facilitating a question and answer after your presentation becomes imperative as it’s your final appeal to encourage buy-in for your recommendations.

A simple “Ask us anything” slide can indicate that you are ready to accept questions.

1. Focus on the Most Important Findings

The truth about presenting research findings is that your audience doesn’t need to know everything. Instead, they should receive a distilled, clear, and meaningful overview that focuses on the most critical aspects.

You will likely have to squeeze in the oral presentation of your research into a 10 to 20-minute presentation, so you have to make the most out of the time given to you. In the presentation, don’t soak in the less important elements like historical backgrounds. Decision-makers might even ask you to skip these portions and focus on sharing the findings.

2. Do Not Read Word-per-word

Reading word-for-word from your presentation slides intensifies the danger of losing your audience’s interest. Its effect can be detrimental, especially if the purpose of your research presentation is to gain approval from the audience. So, how can you avoid this mistake?

Make a conscious design decision to keep the text on your slides minimal. Your slides should serve as visual cues to guide your presentation.
Structure your presentation as a narrative or story. Stories are more engaging and memorable than dry, factual information.
Prepare speaker notes with the key points of your research. Glance at it when needed.
Engage with the audience by maintaining eye contact and asking rhetorical questions.

3. Don’t Go Without Handouts

Handouts are paper copies of your presentation slides that you distribute to your audience. They typically contain the summary of your key points, but they may also provide supplementary information supporting data presented through tables and graphs.

The purpose of distributing presentation handouts is to easily retain the key points you presented as they become good references in the future. Distributing handouts in advance allows your audience to review the material and come prepared with questions or points for discussion during the presentation.

4. Actively Listen

An equally important skill that a presenter must possess aside from speaking is the ability to listen. We are not just talking about listening to what the audience is saying but also considering their reactions and nonverbal cues. If you sense disinterest or confusion, you can adapt your approach on the fly to re-engage them.

For example, if some members of your audience are exchanging glances, they may be skeptical of the research findings you are presenting. This is the best time to reassure them of the validity of your data and provide a concise overview of how it came to be. You may also encourage them to seek clarification.

5. Be Confident

Anxiety can strike before a presentation – it’s a common reaction whenever someone has to speak in front of others. If you can’t eliminate your stress, try to manage it.

People hate public speaking not because they simply hate it. Most of the time, it arises from one’s belief in themselves. You don’t have to take our word for it. Take Maslow’s theory that says a threat to one’s self-esteem is a source of distress among an individual.

Now, how can you master this feeling? You’ve spent a lot of time on your research, so there is no question about your topic knowledge. Perhaps you just need to rehearse your research presentation. If you know what you will say and how to say it, you will gain confidence in presenting your work.

All sources you use in creating your research presentation should be given proper credit. The APA Style is the most widely used citation style in formal research.

In-text citation

Add references within the text of your presentation slide by giving the author’s last name, year of publication, and page number (if applicable) in parentheses after direct quotations or paraphrased materials. As in:

The alarming rate at which global temperatures rise directly impacts biodiversity (Smith, 2020, p. 27).

If the author’s name and year of publication are mentioned in the text, add only the page number in parentheses after the quotations or paraphrased materials. As in:

According to Smith (2020), the alarming rate at which global temperatures rise directly impacts biodiversity (p. 27).

Image citation

All images from the web, including photos, graphs, and tables, used in your slides should be credited using the format below.

Creator’s Last Name, First Name. “Title of Image.” Website Name, Day Mo. Year, URL. Accessed Day Mo. Year.

Work cited page

A work cited page or reference list should follow after the last slide of your presentation. The list should be alphabetized by the author’s last name and initials followed by the year of publication, the title of the book or article, the place of publication, and the publisher. As in:

Smith, J. A. (2020). Climate Change and Biodiversity: A Comprehensive Study. New York, NY: ABC Publications.

When citing a document from a website, add the source URL after the title of the book or article instead of the place of publication and the publisher. As in:

Smith, J. A. (2020). Climate Change and Biodiversity: A Comprehensive Study. Retrieved from https://www.smith.com/climate-change-and-biodiversity.

1. Research Project Presentation PowerPoint Template

A slide deck containing 18 different slides intended to take off the weight of how to make a research presentation. With tons of visual aids, presenters can reference existing research on similar projects to this one – or link another research presentation example – provide an accurate data analysis, disclose the methodology used, and much more.

Use This Template

2. Research Presentation Scientific Method Diagram PowerPoint Template

Whenever you intend to raise questions, expose the methodology you used for your research, or even suggest a scientific method approach for future analysis, this circular wheel diagram is a perfect fit for any presentation study.

Customize all of its elements to suit the demands of your presentation in just minutes.

3. Thesis Research Presentation PowerPoint Template

If your research presentation project belongs to academia, then this is the slide deck to pair that presentation. With a formal aesthetic and minimalistic style, this research presentation template focuses only on exposing your information as clearly as possible.

Use its included bar charts and graphs to introduce data, change the background of each slide to suit the topic of your presentation, and customize each of its elements to meet the requirements of your project with ease.

4. Animated Research Cards PowerPoint Template

Visualize ideas and their connection points with the help of this research card template for PowerPoint. This slide deck, for example, can help speakers talk about alternative concepts to what they are currently managing and its possible outcomes, among different other usages this versatile PPT template has. Zoom Animation effects make a smooth transition between cards (or ideas).

5. Research Presentation Slide Deck for PowerPoint

With a distinctive professional style, this research presentation PPT template helps business professionals and academics alike to introduce the findings of their work to team members or investors.

By accessing this template, you get the following slides:

Introduction
Problem Statement
Research Questions
Conceptual Research Framework (Concepts, Theories, Actors, & Constructs)
Study design and methods
Population & Sampling
Data Collection
Data Analysis

Check it out today and craft a powerful research presentation out of it!

A successful research presentation in business is not just about presenting data; it’s about persuasion to take meaningful action. It’s the bridge that connects your research efforts to the strategic initiatives of your organization. To embark on this journey successfully, planning your presentation thoroughly is paramount, from designing your PowerPoint to the delivery.

Take a look and get inspiration from the sample research presentation slides above, put our tips to heart, and transform your research findings into a compelling call to action.

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How to not be nervous for a presentation — 13 tips that work (really!)

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Why do I get nervous before presenting?

How not to be nervous when presenting, 5 techniques to control your nerves, quotes for inspiration, speak with confidence.

If you feel nervous or scared about talking to someone new, giving a speech, or being on stage, rest assured: you’re not alone.

Experiencing symptoms of performance anxiety like an increased heart rate, trembling hands, or excessive sweating is perfectly normal. In fact, people often fear public speaking . But the more you’re immersed in these types of situations, the more comfortable you’ll become .

We’ll explore how to not be nervous for a presentation and offer inspirational quotes to help you step out of your comfort zone.

Man Speaking Through A Microphone In Dark Conference Hall-1

Based on data from the National Social Anxiety Center, fear of public speaking is the most common phobia . The official term for this fear is glossophobia, colloquially termed stage fright.

Stage fright typically arises from the perception that when you're in front of a group of people, they'll judge you. The brain’s frontal lobe aids in memory, and when we’re stressed, increased stress hormones temporarily shut that region down . This is what causes us to freeze up and stop talking.

There’s nothing wrong with being nervous. We all have different social comfort zones, communication styles, and presentation skills. But we can expand and improve our skills if we’re cognitively flexible .

Cognitive flexibility plays a big role in our behavior and attitudes and impacts our performance. You can use your fears as a catalyst for growth and learning — including giving a great presentation.

The following techniques will help you shift your thinking from reactive to proactive to combat nerves throughout the presentation experience:

Before the presentation:

Student girl preparing for presentation writing notes in her computer at home-how-to-not-be-nervous-for-a-presentation

1. Know your topic

Don’t wing it when it comes to presenting any topic. The better you understand your subject matter, the more confident you’ll feel. You can answer questions right away and won’t have to rely on your notes.

If there are a few points or any information you think might arise during the presentation or Q&A, research it and become comfortable speaking to the subject.

Here are a few ways to study:

Break down concepts onto notecards
Practice answering questions (especially the hard ones you hope no one asks)
Explain complex information to peers and colleagues

2. Be organized

Take time to thoroughly plan each aspect of the presentation. Often, that means designing PowerPoint slides or other visual aids like videos. Clarify with the organizer what format and technology you’ll be using.

If it’ll be virtual, get your background and room organized, too. This ensures the presentation will go smoothly, in turn reducing stress. Consider the following preparations:

Invite your support network to the event
Arrive early to set up tech and get comfortable in the space
Practice timing your presentation with the time tracker you’ll use day-of
Bring a water bottle and a snack
Contact your manager or venue staff to discuss any accessibility or tech concerns

3. Practice, practice, practice

Whether you’re rehearsing in front of a mirror, family member, or pet, you can never practice enough. Ask for feedback about your body language , eye contact , and how loudly you project your voice.

If you’ll be giving the presentation on a video conference, record it on the platform to see how you look and sound.

4. Visualize your success

Thinking through possible outcomes is a great way to prepare — but it can also backfire on you. If you obsess over negative what-ifs, this failing mentality might become a self-fulfilling prophecy.

The more often you fill your mind with positive thoughts and visualize your success, the more automatic they’ll be. Positive self-talk can make a big difference to your confidence. Run through the presentation — successfully — in your head.

During the presentation:

Businesswoman speaking from a podium to an audience in a conference-how-to-not-be-nervous-for-a-presentation

5. Focus on your material, not the audience

Your audience is there for your presentation — not to assess you. They’ll be looking at your colorful slides and listening to what you’re saying. Don’t let your mind fill with insecurities .

6 . Don't fear silence

If your mind suddenly goes blank, that’s okay. It may seem like an eternity to you as you try to figure out what to say next, but it’s only a few seconds at most.

Pausing isn’t a bad thing, anyway. You can use dramatic breaks advantageously to draw attention before the most important bits.

7 . Speak slowly

Presentation anxiety often causes nervous energy, so we speak faster than normal. This might make you fumble your words or forget important details.

Slow down. Audience members will be thankful since they can understand you , and drawing out your speech will give you time to calm down, ground yourself , and stay organized.

8 . Take deep breaths and drink water

Breathing delivers oxygen to your brain, allowing you to think more clearly. Drinking water ups your energy, and also gives you a moment to pause.

Smiling is a simple yet effective way to soothe your nerves. Doing so releases endorphins, helping you physically feel more confident. And a friendly face will make the audience more open to what you’re saying.

10 . Remember the three "audience truths"

These include: 1) for the duration of the presentation, the audience believes you’re the expert, 2) they’re on your side, and 3) they don’t know when you make a mistake.

After the presentation:

Businessman giving a talk to a group at a convention center lunch-how-to-not-be-nervous-for-a-presentation

11. Recognize your success

Giving a presentation is something worth being proud of — celebrate it! In addition to family, friends, and coworkers, you deserve a high five from yourself, too.

1 2. Collect feedback

Feedback is a wonderful gift if you use it as a tool to help you do even better next time. Ask some of your audience members what they liked and what they didn’t. Remember, you can learn a lot from your mistakes .

1 3. Don't beat yourself up

You did the best you could, and that’s all anyone — including you — can ask for.

Nervousness is perfectly normal, but sometimes our symptoms hold us back from doing — and enjoying — scarier tasks. Here are five tips for overcoming nerves:

1. Practice impression management

Impression management requires projecting an image that contradicts how you actually feel. It’s essentially a “fake it ‘til you make it” strategy. Let’s say you’re about to make a corporate-wide presentation and feel worried you’ll forget important information. You’ll counteract this worry by imagining yourself remembering every detail and delivering it entertainingly.

Learn from this practice by noting the information chosen in your hypothetical and how you expressed it effectively.

2. Talk to someone

Emotions are contagious. We absorb others’ positive vibes . Chatting with people who are excited about and confident in our presentation abilities rubs off on us.

Before a presentation, call a cheerleader in your life — someone who’s on your side and understands your nerves. Be specific, discussing which parts of presenting are nerve-wracking and what you need from them.

3. Do breathing exercises

Mindful breathing is when you pay attention to the sensation of inhaling and exhaling while controlling and deepening breath length. Breathwork has several health benefits, including reducing stress and anxiety and improving memory, attention, and focus.

Before the presentation, find a quiet and solitary space. Breathe deeply for at least a minute, focusing on sensation and depth. This practice brings you into your body and out of your mind (away from nerve-wracking thoughts).

4. Practice reframing

Reframing is a technique used in cognitive behavior therapy (CBT) to improve negative automatic thought patterns over time. One such pattern is viewing certain emotions as bad, and others as good. Nervousness feels the same in the body as excitement. Instead of panicking even more when realizing you’re nervous, reframe your impression of nerves as excitement for what you’re about to do.

This excitement will propel you forward with confidence and pride for stepping out of your comfort zone and doing something scary.

Here are seven inspirational quotes to help you feel confident and excited when doing something you’re nervous about:

“You can speak well if your tongue can deliver the message of your heart.” John Ford

“ When speaking in public, your message — no matter how important — will not be effective or memorable if you don't have a clear structure. ” Patricia Fripp

“The most precious things in speech are the pauses.” Sir Ralph Richardson

“The way you overcome shyness is to become so wrapped up in something that you forget to be afraid.” Lady Bird Johnson

“It’s what you practice in private that you will be rewarded for in public.” Tony Robbins

“The worst speech you’ll ever give will be far better than the one you never give.” Fred Miller

Like any other skill, learning how to not be nervous for a presentation takes time and practice. Acknowledging this hurdle is the first step to making a change in the right direction. Facing your fears will empower you to take on scarier — and more fulfilling — goals and enjoy the experience along the way. You don’t have to start with a TED Talk. Tackle small challenges like presenting an idea to your manager or practicing a short speech with a friend. We won’t sugarcoat it — it’s hard to change our minds and habits. But if you’re willing to put in the effort, you’ll be rewarded with increased confidence and new experiences.

Elevate your communication skills

Unlock the power of clear and persuasive communication. Our coaches can guide you to build strong relationships and succeed in both personal and professional life.

Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

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6 presentation skills and how to improve them, how to make a presentation interactive and exciting, reading the room gives you an edge — no matter who you're talking to, how to give a good presentation that captivates any audience, the self presentation theory and how to present your best self, josh bersin on the importance of talent management in the modern workplace, 8 clever hooks for presentations (with tips), the 11 tips that will improve your public speaking skills, similar articles, how to disagree at work without being obnoxious, 8 tip to improve your public speaking skills, fear of public speaking overcome it with these 7 tips, power poses: how to feel more confident with body language, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

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Presenting Your Research

First Online: 01 January 2012

Cite this chapter

Lindsey L. Cohen PhD 2 ,
Laurie Greco PhD 3 &
Sarah Martin MA 2

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When you consider submitting your research for a conference presentation, it is wise to weigh the costs and benefits of the endeavor. The benefits include disseminating information to appreciative audiences, such as professors, students, clinicians, teachers, and other professionals interested in new ideas to assist them in their own work. As a personal gain, your audience may provide feedback on your research findings which may be invaluable to you in the development of your research program. Presenting research at conferences also allows for the opportunity to meet potential future advisors, employers, collaborators, and/or colleagues. Conferences are ideal settings for networking and, in fact, many conferences have forums organized for this exact purpose (e.g., job openings listed on a bulletin board and networking luncheons). The costs include the time commitment of writing and constructing the presentation, the potential for rejection from the reviewers, the cost of attending the conference, the anxiety inherent in formal presentations, and the time and expenses of traveling to the meeting. Although we do believe that the benefits of presenting at conferences outweigh the costs, you should consider the specific pros and cons for you, your research, the specific meeting, and your particular situation before embarking on this experience.

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Lindsey L. Cohen PhD & Sarah Martin MA

Chalmers P. Wylie Veterans Affairs Ambulatory Care Center, Department of Specialty and Acute Care, Pain Service, Columbus, OH, 43219, USA

Laurie Greco PhD

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Mitchell J. Prinstein

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Cohen, L.L., Greco, L., Martin, S. (2013). Presenting Your Research. In: Prinstein, M. (eds) The Portable Mentor. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3994-3_9

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8 Ways to Deliver a Great Presentation (Even If You’re Super Anxious About It)

Joel Schwartzberg

Know your point, always.

Feeling anxious about a presentation? It’s likely about a fear of public humiliation rather than of public speaking.

Shift the spotlight from yourself to what you have to say.
Reject the voice in your head trying to destroy your confidence.
Knowing what matters – and what doesn’t – will help you succeed.

Where your work meets your life. See more from Ascend here .

I recently worked closely with a 24-year-old client — let’s call him Martin — who was tapped to deliver a five-minute presentation at his company’s annual town hall meeting. Martin had never given a public speech in his professional life, but his accomplishments impressed his supervisors, and they wanted Martin to share his success with the rest of the organization.

JS Joel Schwartzberg oversees executive communications for a major national nonprofit, is a professional presentation coach, and is the author of Get to the Point! Sharpen Your Message and Make Your Words Matter and The Language of Leadership: How to Engage and Inspire Your Team . You can find him on LinkedIn and X. TheJoelTruth

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How to Present Your Research (Guidelines and Tips)

Published on 01 Feb 2023

Presenting at a conference can be stressful, but can lead to many opportunities, which is why coming prepared is super beneficial.

The internet is full to the brim with tips for making a good presentation. From what you wear to how you stand to good slide design, there’s no shortage of advice to make any old presentation come to life.

But, not all presentations are created equal. Research presentations, in particular, are unique.

Communicating complex concepts to an audience with a varied range of awareness about your research topic can be tricky. A lack of guidance and preparation can ruin your chance to share important information with a conference community. This could mean lost opportunities in collaboration or funding or lost confidence in yourself and your work.

So, we’ve put together a list of tips with research presentations in mind. Here’s our top to-do’s when preparing to present your research.

Take every research presentation opportunity

The worst thing you could do for your research is to not present it at all. As intimidating as it can be to get up in front of an audience, you shouldn’t let that stop you from seizing a good opportunity to share your work with a wider community.

These contestants from the Vitae Three Minute Thesis Competition have some great advice to share on taking every possible chance to talk about your research.

Double-check your research presentation guidelines

Before you get started on your presentation, double-check if you’ve been given guidelines for it.

If you don’t have specific guidelines for the context of your presentation, we’ve put together a general outline to help you get started. It’s made with the assumption of a 10-15 minute presentation time. So, if you have longer to present, you can always extend important sections or talk longer on certain slides:

Title Slide (1 slide) - This is a placeholder to give some visual interest and display the topic until your presentation begins.
Short Introduction (2-3 slides) - This is where you pique the interest of your audience and establish the key questions your presentation covers. Give context to your study with a brief review of the literature (focus on key points, not a full review). If your study relates to any particularly relevant issues, mention it here to increase the audience's interest in the topic.
Hypothesis (1 slide) - Clearly state your hypothesis.
Description of Methods (2-3 slides) - Clearly, but briefly, summarize your study design including a clear description of the study population, the sample size and any instruments or manipulations to gather the data.
Results and Data Interpretation (2-4 slides) - Illustrate your results through simple tables, graphs, and images. Remind the audience of your hypothesis and discuss your interpretation of the data/results.
Conclusion (2-3 slides) - Further interpret your results. If you had any sources of error or difficulties with your methods, discuss them here and address how they could be (or were) improved. Discuss your findings as part of the bigger picture and connect them to potential further outcomes or areas of study.
Closing (1 slide) - If anyone supported your research with guidance, awards, or funding, be sure to recognize their contribution. If your presentation includes a Q&A session, open the floor to questions.

Plan for about one minute for each slide of information that you have. Be sure that you don’t cram your slides with text (stick to bullet points and images to emphasize key points).

And, if you’re looking for more inspiration to help you in scripting an oral research presentation. University of Virginia has a helpful oral presentation outline script .

A PhD Student working on an upcoming oral presentation.

Put yourself in your listeners shoes

As mentioned in the intro, research presentations are unique because they deal with specialized topics and complicated concepts. There’s a good chance that a large section of your audience won’t have the same understanding of your topic area as you do. So, do your best to understand where your listeners are at and adapt your language/definitions to that.

There’s an increasing awareness around the importance of scientific communication. Comms experts have even started giving TED Talks on how to bridge the gap between science and the public (check out Talk Nerdy to Me ). A general communication tip is to find out what sort of audience will listen to your talk. Then, beware of using jargon and acronyms unless you're 100% certain that your audience knows what they mean.

On the other end of the spectrum, you don’t want to underestimate your audience. Giving too much background or spending ages summarizing old work to a group of experts in the field would be a waste of valuable presentation time (and would put you at risk of losing your audience's interest).

Finally, if you can, practice your presentation on someone with a similar level of topic knowledge to the audience you’ll be presenting to.

Use scientific storytelling in your presentation

In scenarios where it’s appropriate, crafting a story allows you to break free from the often rigid tone of scientific communications. It helps your brain hit the refresh button and observe your findings from a new perspective. Plus, it can be a lot of fun to do!

If you have a chance to use scientific storytelling in your presentation, take full advantage of it. The best way to weave a story for your audience into a presentation is by setting the scene during your introduction. As you set the context of your research, set the context of your story/example at the same time. Continue drawing those parallels as you present. Then, deliver the main message of the story (or the “Aha!”) moment during your presentation’s conclusion.

If delivered well, a good story will keep your audience on the edge of their seats and glued to your entire presentation.

Emphasize the “Why” (not the “How”) of your research

Along the same lines as using storytelling, it’s important to think of WHY your audience should care about your work. Find ways to connect your research to valuable outcomes in society. Take your individual points on each slide and bring things back to the bigger picture. Constantly remind your listeners how it’s all connected and why that’s important.

One helpful way to get in this mindset is to look back to the moment before you became an expert on your topic. What got you interested? What was the reason for asking your research question? And, what motivated you to power through all the hard work to come? Then, looking forward, think about what key takeaways were most interesting or surprised you the most. How can these be applied to impact positive change in your research field or the wider community?

Be picky about what you include

It’s tempting to discuss all the small details of your methods or findings. Instead, focus on the most important information and takeaways that you think your audience will connect with. Decide on these takeaways before you script your presentation so that you can set the scene properly and provide only the information that has an added value.

When it comes to choosing data to display in your presentation slides, keep it simple. Wherever possible, use visuals to communicate your findings as opposed to large tables filled with numbers. This article by Richard Chambers has some great tips on using visuals in your slides and graphs.

Hide your complex tables and data in additional slides

With the above tip in mind: Just because you don’t include data and tables in your main presentation slides, doesn’t mean you can’t keep them handy for reference. If there’s a Q&A session after your presentation (or if you’ll be sharing your slides to view on-demand after) one great trick is to include additional slides/materials after your closing slide. You can keep these in your metaphorical “back pocket” to refer to if a specific question is asked about a data set or method. They’re also handy for people viewing your presentation slides later that might want to do a deeper dive into your methods/results.

However, just because you have these extra slides doesn’t mean you shouldn’t make the effort to make that information more accessible. A research conference platform like Fourwaves allows presenters to attach supplementary materials (figures, posters, slides, videos and more) that conference participants can access anytime.

Leave your audience with (a few) questions

Curiosity is a good thing. Whether you have a Q&A session or not, you should want to leave your audience with a few key questions. The most important one:

“Where can I find out more?”

Obviously, it’s important to answer basic questions about your research context, hypothesis, methods, results, and interpretation. If you answer these while focusing on the “Why?” and weaving a good story, you’ll be setting the stage for an engaging Q&A session and/or some great discussions in the halls after your presentation. Just be sure that you have further links or materials ready to provide to those who are curious.

Conclusion: The true expert in your research presentation

Throughout the entire process of scripting, creating your slides, and presenting, it’s important to remember that no one knows your research better than you do. If you’re nervous, remind yourself that the people who come to listen to your presentation are most likely there due to a genuine interest in your work. The pressure isn’t to connect with an uninterested audience - it’s to make your research more accessible and relevant for an already curious audience.

Finally, to practice what we preached in our last tip: If you’re looking to learn more about preparing for a research presentation, check out our articles on how to dress for a scientific conference and general conference presentation tips .

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Your child’s brain is developing rapidly, making them more susceptible to the harms of social media. And though they might put on a brave face, they could be hurting underneath. It’s time to unmask the harms of social media.

Up to 95% of youth ages 13–17 report using a social media platform opens in a new tab , with more than a third saying they use social media “almost constantly.”

There is growing concern for children and teens using social media. Social media can be incredibly harmful for youth. Kids need less screen time for healthy growth and development. We can work together to establish social media boundaries, model healthy social media use, and teach children how to use it safely.

Social Harms Parent PowerPoint Presentation image

The harms of social media

Teens who spent more than 3 hours per day on social media faced double the risk of experiencing poor mental health outcomes.

Nearly half of teens ages 13 to 17 said using social media makes them feel worse .

Almost 60% of teenage girls say they’ve been contacted by a stranger on social media platforms in ways that make them feel uncomfortable.

According to a survey of 8th and 10th graders, the average time spent on social media is 3.5 hours per day and almost 15% (1 in 7) spends 7+ hours per day on social media .

More than 60% of teens are regularly exposed to hate-based content .

Excessive social media use has been linked to sleep problems, attention problems, and feelings of exclusion among teenagers.

In a review of 36 studies, a consistent relationship was found between cyberbullying on social media and depression among children of all ages.

In a national survey of girls ages 11 to 15, one-third or more say they feel “addicted” to a social media platform .

More than half of teens report that it would be hard to give up social media .

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What do Utah parents think about social media?

It can be scary and intimidating raising kids in a world filled with technology—predators, inappropriate content, bullying, and a distorted reality are just some of the concerns you might have. But you’re not alone! We asked Utah parents what they thought about social media, its effects on their children, and what they’re doing to help protect their kids.

88% believe social media has a detrimental impact on children and youth.
63% were concerned about social media impacting their child’s mental health.
60% were concerned about social media impacting their child’s body image.
94% enforce boundaries with their children’s social media usage, like enforcing time limits, content restrictions, and setting age limits.
84% encourage their children to unplug from social media and participate in other activities.

What can you do to protect your child?

Governor Cox speaking at the Harms of Social Media press conference

Reconsider allowing your child to have social media and encourage them to wait to use it until they are an adult.

Governor Spencer J. Cox

Create a family media plan. Agreed-upon expectations can help establish healthy technology boundaries at home – including social media use. A family media plan opens in a new tab can promote open family discussion and rules about media use and include topics such as balancing screen/online time, content boundaries, and not disclosing personal information.
Create tech-free zones and encourage children to foster in-person relationships. Electronics can be a distraction after bedtime and can interfere with sleep. Consider restricting the use of phones, tablets, and computers for at least 1 hour before bedtime and through the night. Keep family mealtimes and in-person gatherings device-free to build social bonds and engage in a two-way conversation. Help your child develop social skills and nurture his or her in-person relationships by encouraging unstructured and offline connections with others and making unplugged interactions a daily priority. Learn more from the American Academy of Pediatrics opens in a new tab .
Model responsible social media behavior. Children often learn behaviors and habits from what they see around them. Parents can set a good example of what responsible and healthy social media use looks like by limiting their own use and being mindful of social media habits.
Teach kids about technology and empower them to be responsible online participants at the appropriate age. Discuss with children the risks of social media as well as the importance of respecting privacy and protecting personal information in age-appropriate ways. Have conversations with children about who they are connecting with, their privacy settings, their online experiences, and how they are spending their time online. Encourage them to seek help should they need it. Learn more from the American Academy of Pediatrics Center of Excellence on Social Media and Youth Mental Health opens in a new tab and American Psychological Association Health Advisory on Social Media Use in Adolescence opens in a new tab .
Report cyberbullying and online abuse and exploitation. Talk to your child about cyberbullying and what to do if they are being harassed through email, text message, online games, or social media. Make sure they understand the dangers of being contacted by an adult online, especially if they are being asked to share private images or perform intimate or sexual acts.
Work with other parents to help establish shared norms and practices and to support programs and policies around healthy social media use. Despite what your kids may say, you’re not the only parent who won’t let their children have social media or who sets family rules about phones and technology.

In 2023, the Utah State Legislature passed Senate Bill 152 opens in a new tab and opens in a new tab House Bill 311 , enacting the Utah Social Media Regulation Acts. Learn more about the laws here opens in a new tab .

Research & resources

Gabb: What is Sextortion? Everything You Need to Know
Gabb Study: When Teens Take a Break from Social Media opens in a new tab
The Common Sense Census: Media Use by Tweens and Teens, 2021 opens in a new tab
U.S. Surgeon General’s Advisory: opens in a new tab Social Media and Youth Mental Health
The Atlantic: All Work and No Play: Why Your Kids Are More Anxious, Depressed
American Academy of Pediatrics: National Center of Excellence on Social Media and Youth Mental Health opens in a new tab
American Academy of Pediatrics: Media and Young Minds opens in a new tab
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Infographic : The Brain A user's Guide To Emotions
Science of Emotion: The Basics of Emotional Psychology
[Infographic] Emotions: 5 points to work on
The CBT Model of Emotions
Emotions and Types of Emotional Responses
Overview of the 6 Major Theories of Emotion

VIDEO

RESEARCH METHODOLOGY (PRESENTATION)
Feelings Presentation
Borcelle University Thesis Defense Presentation by Estelle Darcy
Feelings after presentation #share #ramadan #subscribe #comedy #engliahspeaking
feelings and emotions
Awareness of yourself 🧠💢 #motivation #lesson #brain #feelings #entrepreneur #motivationalspeech

COMMENTS

Almost Confessional: Managing Emotions When Research Breaks Your Heart
Presentations using data from this project, therefore, were always prefaced with a trigger warning about content. There was one incidence, however, where Kate presented a paper at a university some distance from home. ... Pawlowska B (2020) Emotions in research and everyday life. From feeling to acting, editorial for special issue. Qualitative ...
Presenting With Confidence
The tools provided in this article can help you develop a presentation that will be meaningful and impactful to your audience. It is a great feeling when audience members come to you after your presentation to share with you how much they enjoyed and learned from your talk. With practice, your presentations can make a difference.
How to Use Emotions in a Presentation (and Why They Matter)
"There's a large body of research that shows the emotional component of a message trumps the analytical." - Carmine Gallo, Forbes The concept is easy to grasp and difficult to master: inserting genuine feeling into your presentation incites genuine response. This requires you to share your motivations, hopes, and fears…
Nervous During Presentations? Reframe How You Think of Them
Reframe How You Think of Them. When you get anxious during a presentation, focusing on your feelings will only make things worse. Research shows that being kind and generous reduces our stress ...
How to Make a Successful Research Presentation
Presentations with strong narrative arcs are clear, captivating, and compelling. Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story.
Improving Qualitative Research Findings Presentations:
The qualitative research findings presentation, as a distinct genre, conventionally shares particular facets of genre entwined and contextualized in method and scholarly discourse. Despite the commonality and centrality of these presentations, little is known of the quality of current presentations of qualitative research findings.
12 Proven Tips to Make an Effective Research Presentation
By following these tips, you can improve your presentation skills and create a compelling and engaging talk that resonates with your audience. Tips to Make an Effective Research Presentation. Tip 1: Start confidently. Tip 2: Eye To Eye Contact With the Audience. Tip 3: Welcome Your Audience.
Presenting your research effectively
Taking this perspective can make presenting your research much less stressful because the focus of the task is no longer to engage an uninterested audience: It is to keep an already interested audience engaged. Here are some suggestions for constructing a presentation using various multimedia tools, such as PowerPoint, Keynote and Prezi.
PDF Arlie Hochschild: The Presentation of Emotion
Friends can act as feeling props as well. Hochschild gives us the example of a woman who is trying not to love a man. She might intentionally tell her friends that the man is horrible and mean. Her friends, then, could act as a check on her emotions if she ever felt herself "falling" for the man.
The Importance of Feelings and Emotions
Emotional memory models are explained demonstrating their importance for information and motivation as they act independently of the stream of conscious worded dialogue we call 'thinking.'. Neuroscience and clinical research shows how feelings and 'emotional intelligence' processes contribute to cognition.
How to Look and Sound Confident During a Presentation
To look confident, make eye contact, keep an open posture, and use gestures to emphasize your message. To sound confident, eliminate filler words, take time to pause before important messages, and ...
How to Calm Your Nerves Before a Big Presentation
Save. Buy Copies. It's not easy getting ready for a big presentation. The stakes can feel high, and in our desire for things to go well, the anticipation builds. Fear, anxiety, or even paralysis ...
Bodies, Representations, Situations, Practices: Qualitative Research on
The papers in this special issue demonstrate how qualitative psychological research on affect, emotion and feeling has come of age. In their collective vibrancy, their diversity, the variety of methods and analyses, the range of ways and circumstances in which data was collected, and in the impressive spread of conceptual and theoretical resources mobilised, the papers testify to the ...
Student fears of oral presentations and public speaking in higher
Previous research by Nash, Crimmins, and Oprescu (Citation 2016), indicated that the first-year students who completed pre- and post-public speaking exercises and assessments identified greater feelings of satisfaction and less fear, indecision, and confusion in relation to public speaking and public speaking assessments.
Emotion Theory and Research: Highlights, Unanswered Questions, and
Emotion feeling is a phase of neurobiological activity, the key component of emotions and emotion-cognition interactions. ... Nor have data on unconscious emotions been examined in terms of the functional correlates of hypothesized emotion feelings. Such research might suggest replacing the concept of psychological unconscious with that of ...
[Guide] How to Present Qualitative Research ...
Here's my recommended structure to create your Research Findings presentation -. 1. Objective of the Research. A great way to start your presentation is to highlight the objective of your research project. It is important to remember that merely sharing the objective may sometimes not be enough.
How to Create and Deliver a Research Presentation
In the case of a research presentation, you want a formal and academic-sounding one. It should include: The full title of the report. The date of the report. The name of the researchers or department in charge of the report. The name of the organization for which the presentation is intended.
Free Google Slides & PowerPoint templates about emotions
Emotion Management: Cry and Sadness. Download the Emotion Management: Cry and Sadness presentation for PowerPoint or Google Slides and start impressing your audience with a creative and original design. Slidesgo templates like this one here offer the possibility to convey a concept, idea or topic in a clear, concise and visual way, by using ...
How to not be nervous for a presentation
And a friendly face will make the audience more open to what you're saying. 10. Remember the three "audience truths". These include: 1) for the duration of the presentation, the audience believes you're the expert, 2) they're on your side, and 3) they don't know when you make a mistake.
Presenting Your Research
Poster presentations are the most common medium through which researchers disseminate findings. In this format, researchers summarize their primary aims, results, and conclusions in an easily digestible manner on a poster board. Poster sessions vary in duration, often ranging between 1 and 2 h.
8 Ways to Deliver a Great Presentation (Even If You're Super Anxious
It's likely about a fear of public humiliation rather than of public speaking. Shift the spotlight from yourself to what you have to say. Reject the voice in your head trying to destroy your ...
How to Present Your Research (Guidelines and Tips)
Discuss your findings as part of the bigger picture and connect them to potential further outcomes or areas of study. Closing (1 slide) -If anyone supported your research with guidance, awards, or funding, be sure to recognize their contribution. If your presentation includes a Q&A session, open the floor to questions.
Feeling versus acting like an impostor: Real feelings of fraudulence or
In the Impostor Phenomenon, people experience feelings of inadequacy and fraudulence. Although theory predicts that impostors should report that others view them more positively than they view themselves, recent research has failed to support this hypothesis and suggests instead that impostorism may be used as a self-diminishing self-presentation strategy. In the present work, 253 students ...
Unmask the dangers of social media
It's time to unmask the harms of social media. Up to 95% of youth ages 13-17 report using a social media platform, with more than a third saying they use social media "almost constantly.". There is growing concern for children and teens using social media. Social media can be incredibly harmful for youth. Kids need less screen time for ...