Instances in which we cannot retrieve information immediately but know that the information might be retrieved later are subjective states that accompany retrieval failure. These are expressed in feeling-of-knowing (FOK) and Tip-of-the-tongue (TOT) experiences. In Experiment 1, participants with Parkinson's disease (PD) and older adult controls were given general questions and asked to report when they experienced a TOT state and to give related information about the missing word. The PD group experienced similar levels of TOTs but provided less correct peripheral information related to the target when in a TOT state. In Experiment 2, participants were given a Semantic (general knowledge questions) and an Episodic (word pairs) FOK task. PD patients failed to accurately predict their future memory performance (FOK) in response to both episodic and semantic cues. Results are interpreted in the context of recent frameworks of memory and metacognition.

The emotional part of a museum experience is being debated and there is research pointing towards the affective part of learning. The purpose of this study is to examine how museum pedagogues reason about the usage of affective learning in their work and to investigate whether they consider affective pedagogy is a part of their work or not. Furthermore how they consider themselves working, or not working, with feelings in their pedagogy. A key factor in this study has been to work interdisciplinary with both museum pedagogy and social science with theoretical perspectives of feelings such as happiness, sadness, anger, disgust and fear, and with theories such as Feelings & materiality and Pedagogy of Feeling. Methodologically a qualitative interview study museum pedagogues have been used together with observation of four Swedish state- and country museums. In this thesis it is shown that the interviewed museum pedagogues indeed have acknowledged the fact that the museum is an affective place, but the interviewed had different way of make use of feelings. They all agree on the fact that feelings can support the learning process, and that all the different feelings have their own effect on learning. Also that the museum pedagogues have some influence on the feeling that the exhibitions are to emit, which could be used in the pedagogues favor if the exhibition consists of hard and problematic feelings. However, in contrast to this it seems that few of the museum pedagogues discuss the affective influence of a upcoming exhibition or program, or evaluate a project in what feeling the visitors experienced during the visit. This is a two years master’s thesis in Archive, Library and Museum studies.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-31T14:03:00Z No. of bitstreams: 1 helderzimmermanndeoliveira.pdf: 2045615 bytes, checksum: 5fef0c84b93c5dca91d7d3e8f46cdef7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:57:46Z (GMT) No. of bitstreams: 1 helderzimmermanndeoliveira.pdf: 2045615 bytes, checksum: 5fef0c84b93c5dca91d7d3e8f46cdef7 (MD5) / Made available in DSpace on 2016-04-24T02:57:46Z (GMT). No. of bitstreams: 1 helderzimmermanndeoliveira.pdf: 2045615 bytes, checksum: 5fef0c84b93c5dca91d7d3e8f46cdef7 (MD5) Previous issue date: 2013-03-20 / O objetivo desta pesquisa foi identificar os motivos pelos quais jovens atletas praticam o basquetebol baseado na Teoria da Auto-determinação, e também identificar e analisar as 9 Dimensões do Flow-Feeling e compará-las com a literatura existente. Para isto foram desenvolvidos três artigos. Em todos os estudos a amostra foi constituída de 59 jovens atletas praticantes da modalidade basquetebol, pertencentes a 5 clubes diferentes, sendo 2 desses considerados clubes de alto nível. No primeiro estudo buscou-se compreender a maneira como ocorre o processo de motivação segundo a Teoria da Autodeterminação. No segundo foi feita uma análise qualitativa dos aspectos do flow-feeling buscando compreender de que forma a modalidade basquetebol influencia nas dimensões do estado de flow. O terceiro artigo teve como objetivo compreender a relação da idade e do tempo de prática no estado de flow. De acordo com os resultados conclui-se que para a amostra estudada a motivação predominante é intrínseca e os atletas possuem baixos níveis de desmotivação. Com relação ao sentimento de fluidez as dimensões mais recorrentes no discurso foram Controle absoluto das ações; Experiência autotélica; Equilíbrio desafio-habilidade; Objetivos claros; Concentração Intensa na tarefa. Sendo que a primeira dimensão pode sofrer interferência do tempo de prática do atleta. As dimensões menos citadas foram : Perda da noção do tempo; Fusão entre ação e atenção; Perda da autoconsciência, feedback claro e imediato, bem como o flow total pode sofrer interferência da idade do atleta. / The aim of this research was to identify the reasons that young athletes to practice basketball based on the Self-determination theory and also identify and analyze the 9 Dimensions of Flow-Feeling and compare them with the existing literature. To answer such questions were developed three articles. In all studies, the sample consisted of 59 young basketball athletes belonging to 5 different teams, 2 of those being considered elite team. In the first study, it sought to understand how the motivation process occurs according to the Self-Determination Theory. The second was a qualitative analysis of the flow-feeling aspects of trying to understand how the basketball influence on the dimensions of flow state. The third study aimed to understand the relationship of age and time to practice in the state of flow. According to the results it is concluded that the sample is studied motivation predominant intrinsic and athletes have low levels of desmotivation. Regarding the Flow-feeling, the dimensions were most frequently in the speech of sense of control; autotelic experience, challenge-skill balance, clear goals; Concentration on the task hand. Since the first dimension may be interfered practical time the athlete. The dimensions quoted less was loss transformation of time; action-awareness mergim, loss of self-consciousness, unambiguous feedback as well as the total flow can suffer interference from the age of the athlete.

This is a project-based thesis focusing on the investigation of topics related to human newborns and the factors found in their surrounding environment that need to be assessed so as to provide them with a feeling comfort. The objective is to boost their emotional development by the means of light in a close relation to sound so as to provide them with a type of intelligence allowing them to normally interact within a society during their adult life, reassuring social equality and eliminating potential social exclusion due to unexpected behaviours. After researching topics to have a better understanding of the newborn baby and its enclosing environment, a luminaire design solution -functioning with a reactive scheme performed with integrated sound sensors- provided further results to the main topic investigation. The conceptual scheme for the product development was inspired by the connection between the newborn and their life-giver, closely linked to the cross-modality of sensory development before and after birth. Additional results were obtained with light measurement assessments and a parent survey targeting both the intended light quality subjective evaluations and the marketing strength of the designed product. This survey was used -along with other means- as a design evaluation tool at the final stage of the design process. Potential further improvements as well as considerations for a distinct spatial application are discussed in the final part of the thesis. The sustainability aspect covered within this degree project is closely linked to good physical and mental health aspects, clean energy use and efficiency achieved by the integration of input sound sensors and controls, and conscious production and consumption by the proposal of low global footprint materials for the luminaire design. In the conclusions, an overall summary of the thesis outcomes is presented and further research is proposed regarding both the main topic investigation as well as a greater user category that can be related to the light metric assessments that were carried out for this research.

No description available.

The present study investigated parental attachment insecurity, specifically Insecure-Anxious and Avoidant attachment styles, and their relationship to children’s ADHD symptoms of hyperactivity, inattention and aggression. The study used a between­ subjects, correlational (cross­sectional) design and quantitative data was collected using reliable and valid self-report questionnaires. Data was analysed using SPSS 19.0. There were no significant differences in attachment insecurity or attachment styles between parents of ADHD and non-ADHD children. However a highly significant association was found between parental attachment insecurity and child aggression, and a moderate association with hyperactivity. There was no significant effect of attachment style, but the study was underpowered and a larger sample size may have differentiated specific effects of parental attachment style. The study used a largely non-clinical sample, with children who were low risk and significantly less impaired than the ADHD participants. A higher risk population would have potentially brought some of the trends of association between parental attachment and child symptoms to significant levels. The study concluded that parental insecure attachment, specifically Dual/Disorganised attachment style, contributes to the emotional environment that increases risk of child aggression and hyperactivity, however methodological limitations were acknowledged. Clinical implications were drawn and recommendations made for future research.

Clinicians are encouraged to use metaphors in Acceptance and Commitment Therapy (ACT). This study aimed to investigate the types of metaphors that occurred within an ACT therapy group and how they were used within on-going dialogue. Naturally occurring data was gathered from an ACT therapy group. Therapy sessions were audio-recorded across the course of the therapy group and discourse analysis was applied to the transcriptions. Various systematic metaphors were identified in relation to the therapeutic discourse of managing emotions. These included protective containers, handling objects, moving passed impediments, and emotions as fellow travellers. Between the group members and the facilitators various power dynamics were identified that influenced how the metaphors were negotiated and appropriated. These findings highlight differences between traditional metaphors of therapy and ACT-specific metaphors, differences between metaphor use by clinicians and clients, and some of the challenges associated with more directive approaches to therapy. Practitioner points • A number of different metaphors can be used to conceptualise how emotions can be managed. • Awareness of the metaphors that occur implicitly within therapy can inform how ACT-specific extended metaphors are used. • Appropriation of metaphors introduced by clinicians can be a potential therapy outcome, and clinicians may need to consider how they are negotiated.

This study aimed to determine whether there are significant relationships between fibromyalgia syndrome (FMS), social cognition, and adult insecure attachments. It was also hypothesised that social cognition would mediate the relationship between insecure attachment style and FMS. A quantitative, cross-sectional design was employed to compare experiences of 105 individuals with FMS and 172 healthy controls (HC). A correlation and a mediation analysis were used to explore relationships between insecure attachment, social cognition, and FMS symptoms. Data were obtained via self-report measures filled in either in paper form or via on-line questionnaire. The relationships between anxious and avoidant attachment styles and FMS were confirmed. The significance of the relationship between social cognition and FMS varied depending on the measure used. When ability to recognise emotions in others was tested (Reading the mind in the eyes test) there were no significant differences between FMS and HC. However, the mentalization measure- Reflective Function Questionnaire, which additionally tests the ability to recognise one’s own feelings, showed a significant relationship with FMS. The relationship of FMS with both insecure attachment styles as well as with mentalization were strongly mediated by psychological distress. Social cognition was not shown to mediate the relationship between insecure attachment and FMS. Although causality cannot be inferred, psychological distress was strongly related to FMS and significantly influenced the way FMS is related to insecure attachment and poor social cognition. Implications for clinical practice and future research are discussed.

Syftet med denna självstudie är att erhålla kunskap om hur ögonblickets interpretation, dvs. känslan av varande i nuet uppnås inför och under sceniska framträdanden. Studiens frågeställningar är: Vilka tillvägagångssätt används för att uppnå det mentala tillstånd som gör att en känsla varande i nuet infinner sig? Vilka insikter behövs för att en sådan känsla ska infinna sig? Studien utgår från ett hermeneutiskt perspektiv och metod är observation med hjälp av videoinspelning och loggbok. Resultatet presenteras utifrån tre teman: Strävan efter innehållslig förståelse, Insikter av betydelse och Ökad medvetenhet. I diskussionskapitlet vägs resultatet mot den litteratur och tidigare forskning som presenteras i bakgrundskapitlet. / The purpose of this study is to obtain knowledge about how the present moment in music, i.e., the feeling of being in the present moment is achieved before and during musical performances. The study is based on a hermeneutic perspective and the method of choice is video recording and logbook. The results are presented according to three themes: The quest for contextual understanding, insights of importance and increased awareness. In the discussion the result is measured to the literature and previous research presented in the background chapter.

Section A: summarises theory and research relevant to the role of compassion in the work of psychological therapists. Two approaches that are thought to cultivate compassion, namely, mindfulness meditation and loving-kindness meditation (LKM), are introduced and their potential for fostering compassion in therapists is explored. Following this, extant empirical studies examining the effects of mindfulness-based and loving-kindness interventions on compassion are critically evaluated. Limitations and gaps in the existing evidence base are discussed, and the need for further research, such as studies using LKM with therapists, is outlined. Section B: Objectives. Emerging research suggests that loving-kindness meditation (LKM) increases well-being and compassion whilst being difficult to engage with. Since there is a need to cultivate self-care and compassion in trainee therapists (TT), this study aimed to explore how TT experience a course of LKM. Design. A qualitative design using Interpretative Phenomenological Analysis was applied in order to gain a detailed understanding of the experience of LKM and the meaning participants gave to it. Methods. Twelve TT who had previously attended a mindfulness-based cognitive therapy course took part in a six-session long LKM course and were interviewed about their experience. Results. Five master themes were identified ‘Engaging with the practice’, ‘Impact on self’, ‘Impact on relationships’, ‘Bringing compassion into the therapy room’, and ‘Integrating LKM into life’. Participants perceived LKM to have led to increased self-awareness, compassion for self and others, and therapeutic presence and skills. At the same time, LKM was experienced as emotionally challenging. Conclusions. LKM may be a useful tool for enhancing self-care and compassion in TT. Further research is needed to extend the findings and implications for the use of LKM with TT and other populations are discussed. Section C: summarises critical reflections on the process of conducting this research study, including the researcher‟s learning experience, implications for training and clinical practice, and further research.