Current research proposes that rumination, perseverating on thoughts about one's feelings and problems, predicts the severity, likelihood, and duration of depression (Nolen-Hoeksema, 2000; Spasojevic & Alloy, 2001). One factor that might affect rumination outcomes is the level of abstraction one adopts when thinking about negative experiences. A growing body of research demonstrates that adopting a non-abstract, concrete perspective (e.g., focusing on specific details and sensations) reduces rumination (e.g., Watkins, Baeyens, & Read, 2009). Additionally, some empirical evidence suggests that abstract thinking (e.g., focusing on values, meaning, and general concepts) increases rumination when focusing on negative content (e.g., Watkins, 2004). In contrast, other experimental studies suggest that there are types of abstract processing that reduce rumination (Kross & Ayduk 2008; Rude, Mazzetti, Pal, & Stauble, 2011). This study built on the research supporting positive effects of abstract processing. The primary aim of this study was to determine if there are types of abstract processing that, when used in conjunction with concrete processing, can reduce rumination and can do so to a greater extent than concrete processing alone. Participants were asked to examine negative experiences that were particularly bothersome and write about them from one of three perspectives: a) a mixed condition that encouraged participants to explore their abstract values and connect them to concrete thoughts and actions; b) a concrete condition that encouraged thinking only about concrete thoughts and actions; and c) a control condition that directed participants to write about their daily routines. A sample of 252 college students completed measures of rumination, OGM, and depression at pre-intervention, post-intervention, and a two week follow-up. Results indicated that the treatment effects significantly interacted with initial depression, such that participants who had high initial levels of depression had significantly lower rumination and depression in the mixed and concrete conditions compared to the control condition following the intervention. Findings suggest that treatment differences in depression were meditated by changes in rumination. The limitations and implications of the results are discussed in the context of the current literature. / text

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Susan Shepherd, Frederick J. DiCamilla, Jonathan R. Eller. Includes vitae. Includes bibliographical references (leaves 90-94).

This thesis presents a study on how fourth graders can learn and use metaphor to create meaningful and expressive artworks. It is intended to investigate how students can understand the idea of metaphor and how they can use it to illustrate their own thoughts and ideas within their artworks. Jean Piaget believes much abstract thinking does not occur until the Formal Operations Stage of eleven to thirteen years of age. This study sought to question the ideas of Piaget by introducing the abstract thought of metaphor to fourth graders who are at the approximate age of nine. It set out to demonstrate that students may understand the idea of metaphor while applying it to create meaningful artworks that demonstrate their own opinions, thoughts and beliefs. Concepts about metaphor were introduced to the students through a number of interactive lessons to develop their ability to implement metaphor into their own artworks. This unit taught students how to interpret metaphor and apply the use of metaphor to their own artworks.

This thesis presents a study on how fourth graders can learn and use metaphor to create meaningful and expressive artworks. It is intended to investigate how students can understand the idea of metaphor and how they can use it to illustrate their own thoughts and ideas within their artworks. Jean Piaget believes much abstract thinking does not occur until the Formal Operations Stage of eleven to thirteen years of age. This study sought to question the ideas of Piaget by introducing the abstract thought of metaphor to fourth graders who are at the approximate age of nine. It set out to demonstrate that students may understand the idea of metaphor while applying it to create meaningful artworks that demonstrate their own opinions, thoughts and beliefs. Concepts about metaphor were introduced to the students through a number of interactive lessons to develop their ability to implement metaphor into their own artworks. This unit taught students how to interpret metaphor and apply the use of metaphor to their own artworks.

Indiana University-Purdue University Indianapolis (IUPUI) / Over the course of five weeks, three children were engaged in various exercises involving the observance and creation of metaphors. Before and after the exercises, the children were asked a series of questions designed to determine their understanding of and ability to express their understanding of five abstract concepts. It was found that working with metaphor enhanced their abilities to grasp the concepts, in various and surprising ways. It was also found that their abilities to express their understanding was enhanced subtly.

Made available in DSpace on 2016-04-27T16:33:09Z (GMT). No. of bitstreams: 1 Patricia Tanganelli Lara.pdf: 3531709 bytes, checksum: 83be276fadcc821c68dcc173018d4542 (MD5) Previous issue date: 2016-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The inclusion of students with intellectual disabilities requires the development of educational proposals for learning the content established in school. The guidelines established by PMSP seek operationalize the teaching strategies geared towards students with disabilities included in regular education classes through the support of Regent's professor of Follow-up and support room the inclusion. Whose current instrument is the document entitled "Evaluation Referential About Student Learning with Intellectual Disabilities Elementary School I" (São Paulo, 2008), based on "Curriculum Guidelines Preposition of Expectations of Learning Elementary School I" (2007). This document is intended to support the evaluation of the teacher of the classroom, have students with intellectual disabilities, to analyse the learning process and propose actions for the resizing of the pedagogical practices. This research aims to analyze the guidelines, conceptions and theoretical and practical propositions contained in this Benchmark, by matching them with those contained in the guidelines for Curriculum students considered normal. The analysis of the data collected and organized, the documents cited above, was based on the contributions of Vygotsky (1997, 2001, 2005, 2007, 2008, 2009), in particular the concepts of zone of proximal development, mediation processes and exploration of abstraction ability of students with intellectual disabilities. The main findings of the investigation can be thus described: 1) that the suggested adaptations Express, by lentificação and reduction of content, the prospect of impossibility of access to written language, but that expectations of school content learning (Oral Language, mathematics, science, geography and history) promote generally the development of abstract thought, which shows that the prospect of irreversibility of mental deficiency lies especially in relation to the field of written language; 2) the constant reiteration that indicated expectations can only be met with support from the teacher or more experienced colleagues are damaging to the development of abstract thought, which meets with the vygostskyana perspective, that the document claims to be its theoretical basis / A inclusão dos alunos com deficiência intelectual requer o desenvolvimento de propostas educacionais para a aprendizagem dos conteúdos estabelecidos na escola. As orientações estabelecidas pela PMSP procuram operacionalizar as estratégias de ensino voltadas para alunos com deficiência incluídos em classes do ensino regular através do apoio do professor regente da Sala de Apoio e Acompanhamento à Inclusão SAAI, cujo instrumento atual é o documento intitulado Referencial de Avaliação sobre a Aprendizagem do Aluno com Deficiência Intelectual RAADI Ensino Fundamental I (São Paulo, 2008), baseado nas Orientações Curriculares Preposição de Expectativas de Aprendizagem Ensino Fundamental I (São Paulo, 2007). Este documento tem o objetivo de subsidiar a avaliação do professor da sala de aula comum, que tenham alunos com deficiência intelectual, para analisar o processo de aprendizagem e propor ações para o redimensionamento das práticas pedagógicas. Esta pesquisa teve o objetivo de analisar as orientações, as concepções e proposições teórico-práticas contidas nesse Referencial, cotejando-as com aquelas contidas nas Orientações Curriculares destinadas aos alunos considerados normais. A análise dos dados colhidos e organizados, dos documentos citado acima, foi realizada com base nas contribuições de Vygotsky (1997, 2001, 2005, 2007, 2008, 2009), em especial os conceitos de zona de desenvolvimento proximal, processos de mediação e exploração da capacidade de abstração dos alunos com deficiência intelectual. Os principais achados da investigação podem ser assim descritos: 1) que as adaptações sugeridas expressam, pela lentificação e redução do conteúdo, a perspectiva de impossibilidade de acesso à língua escrita, mas que as expectativas de aprendizagem dos demais conteúdos escolares (Linguagem Oral, Matemática, Ciências, Geografia e História) favorecem, de maneira geral, o desenvolvimento de pensamento abstrato, o que revela que a perspectiva de irreversibilidade da deficiência mental reside especialmente em relação ao domínio da língua escrita; 2) a reiteração constante de que as expectativas indicadas só podem ser cumpridas com apoio do professor ou de colegas mais experientes prejudicam o desenvolvimento do pensamento abstrato, o que vai de encontro com a perspectiva vygostskyana, que o documento afirma ser sua base teórica