Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2006. / Vita. Includes bibliographical references (leaves 178-193).

Thesis (Ph.D.)--Ohio University, August, 2005. / Includes bibliographical references (leaves 156-175)

Dissertation (Ph.D.)--University of Toledo, 2010 / Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Psychology." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 78-93.

Thesis (M.S.)--Ohio University, August, 2004. / Title from PDF t.p. Includes bibliographical references (p. 74-82)

Made available in DSpace on 2015-03-03T11:52:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-06-06Bitstream added on 2015-03-03T12:06:48Z : No. of bitstreams: 1 000810414.pdf: 1199758 bytes, checksum: 10f322303828afdb625388b855e932c6 (MD5) / Muitos alunos participantes de programas de apoio à aprendizagem na escola apresentam significações negativas sobre si e o processo de aprendizagem, sobretudo em situações nas quais o erro está presente. Pesquisas sobre o tema são importantes, pois seus resultados podem ajudar na reflexão a respeito de novas intervenções educativas que venham desvendar o mito de que são sujeitos sem capacidade para aprender. Nessa perspectiva, as questões que nortearam nossa pesquisa foram: Existe relação entre os sentimentos dos alunos sobre o erro e as significações presentes na sala de apoio? De que modo as diferentes interações e atividades escolares participam das significações dos alunos? Situações de autorregulação podem favorecer a construção de novas significações sobre os erros? Embasada na teoria de Piaget, este estudo teve como objetivo geral investigar sentimentos e inferências presentes nas significações de alunos do 6º ano do Ensino Fundamental que frequentam a sala de apoio de uma escola da cidade de Londrina-PR. Por meio dos objetivos específicos buscou-se: conhecer os sentimentos dos alunos da sala de apoio em diferentes situações e interações com o erro; propor para os alunos que frequentam a sala de apoio, valendo-se de jogos interativos de regras, situações promotoras da autorregulação de suas significações diante das situações de erro. A pesquisa caracterizou-se como qualitativa, aplicada por meio do método clínico crítico piagetiano. Como tese, esta investigação, pautada no método clínico, promoveu a construção de espaços interativos, a fim de que os alunos se sentissem afetivamente acolhidos e ressituados enquanto sujeitos da aprendizagem. O plano para coleta de dados foi distribuído em três etapas: E1- Realização de uma entrevista com 15 alunos da sala de apoio para escolha de quatro participantes. E2 - Aplicação de quatro estratégias... / Many participants of learning support rooms programs present negative representations of themselves and the learning process, especially when facing situations where errors are recognized. The development of researches on this field is important as their findings may provide valuable insights into educational interventions that would unravel the myth that those subjects are unable to learn. Under this perspective, the questions that guided our study were: Is there a relationship between students' feelings about the error and the representations present in the resource room? What is the role of the different interactions and school activities in generating student's representations? May self-regulatory contexts favor the production of new representations concerning errors? Taking Piaget's theory as its main support, this study aimed to investigate the feelings and inferences present in the representations of 6th grade elementary students who attend learning support rooms in Londrina (PR/ Brazil). More specifically, the study attempted to identify the feelings of the students in the learning support rooms in different errors situations and interactions, to promote self-regulating contexts in the face of errors situations through the use of interactive games with rules. This is a qualitative research applied through Piaget’s critical-clinical method. The investigation promoted the creation of interactive spaces where students could feel welcome and able to conceive themselves as subjects of the learning process. Data collection was divided into three stages: E1 interview of 15 students from learning supporting room in order to select four participants, E2 application of four self-regulating strategies to stimulate reflection about the representations E3, a semi-structured interview (a tool to trigger feelings and representations) carried out with the four previously chosen participants to identify...

Orientadora: Mário Sérgio Vasconcelos / Banca: Luciene Regina Paulino Tognetta / Banca: Ana Ruth Starepravo / Banca: Valéria Amorim Arantes Araújo / Banca: Leonardo Lemos de Souza / Resumo: Muitos alunos participantes de programas de apoio à aprendizagem na escola apresentam significações negativas sobre si e o processo de aprendizagem, sobretudo em situações nas quais o erro está presente. Pesquisas sobre o tema são importantes, pois seus resultados podem ajudar na reflexão a respeito de novas intervenções educativas que venham desvendar o mito de que são sujeitos sem capacidade para aprender. Nessa perspectiva, as questões que nortearam nossa pesquisa foram: Existe relação entre os sentimentos dos alunos sobre o erro e as significações presentes na sala de apoio? De que modo as diferentes interações e atividades escolares participam das significações dos alunos? Situações de autorregulação podem favorecer a construção de novas significações sobre os erros? Embasada na teoria de Piaget, este estudo teve como objetivo geral investigar sentimentos e inferências presentes nas significações de alunos do 6º ano do Ensino Fundamental que frequentam a sala de apoio de uma escola da cidade de Londrina-PR. Por meio dos objetivos específicos buscou-se: conhecer os sentimentos dos alunos da sala de apoio em diferentes situações e interações com o erro; propor para os alunos que frequentam a sala de apoio, valendo-se de jogos interativos de regras, situações promotoras da autorregulação de suas significações diante das situações de erro. A pesquisa caracterizou-se como qualitativa, aplicada por meio do método clínico crítico piagetiano. Como tese, esta investigação, pautada no método clínico, promoveu a construção de espaços interativos, a fim de que os alunos se sentissem afetivamente acolhidos e ressituados enquanto sujeitos da aprendizagem. O plano para coleta de dados foi distribuído em três etapas: E1- Realização de uma entrevista com 15 alunos da sala de apoio para escolha de quatro participantes. E2 - Aplicação de quatro estratégias... / Abstract: Many participants of learning support rooms programs present negative representations of themselves and the learning process, especially when facing situations where errors are recognized. The development of researches on this field is important as their findings may provide valuable insights into educational interventions that would unravel the myth that those subjects are unable to learn. Under this perspective, the questions that guided our study were: Is there a relationship between students' feelings about the error and the representations present in the resource room? What is the role of the different interactions and school activities in generating student's representations? May self-regulatory contexts favor the production of new representations concerning errors? Taking Piaget's theory as its main support, this study aimed to investigate the feelings and inferences present in the representations of 6th grade elementary students who attend learning support rooms in Londrina (PR/ Brazil). More specifically, the study attempted to identify the feelings of the students in the learning support rooms in different errors situations and interactions, to promote self-regulating contexts in the face of errors situations through the use of interactive games with rules. This is a qualitative research applied through Piaget's critical-clinical method. The investigation promoted the creation of interactive spaces where students could feel welcome and able to conceive themselves as subjects of the learning process. Data collection was divided into three stages: E1 interview of 15 students from learning supporting room in order to select four participants, E2 application of four self-regulating strategies to stimulate reflection about the representations E3, a semi-structured interview (a tool to trigger feelings and representations) carried out with the four previously chosen participants to identify... / Doutor

The study was designed to examine the hypothesis that psychopathy is associated with an affective deficit. Subjects were 42 incarcerated offenders divided into nonpsychopathic and psychopathic groups based on their scores on the Hare Revised Psychopathy Checklist (Hare, 1991). Facial expressions, central and peripheral physiological activity, and subjective ratings of affective valence and arousal were measured during exposure to a series of slides and film clips designed to elicit either positive or negative affective states. The results indicate that psychopaths do not differ from criminal controls in their affective self-report, autonomic nervous system response, or observed facial expressions to emotional stimuli. However, with respect to cerebral asymmetry, psychopaths failed to show relative right frontal activation during exposure to the disgust film. This result is discussed in relation to recent attempts to explain psychopathy in terms of lateralized cerebral dysfunction. / Arts, Faculty of / Psychology, Department of / Graduate

Are there aspects of affect that can be generalized across different languages? Are there consistent patterns of associations between self-reported affect and personality across groups speaking different languages? In the present dissertation, I explore these two questions in five different language samples. Studies of current self-reported affect in English suggest that Russell's (1980), Thayer's (1989), Larsen and Diener's (1992), and Watson and Tellegen's (1985) models of affect variables can be integrated and summarized by a two-dimensional space defined by Pleasant vs Unpleasant and Activated vs Deactivated axes. To assess the cross-language generalizability of this integrated structure, data on translations of the English affect scales (N for Spanish = 233, N for Chinese = 487, N for Japanese = 450, N for Korean = 365) were compared with the structure in English ON = 535). Systematic and random errors were controlled through multi-format measurements (Green, Goldman, & Salovey, 1993) and structural equation modeling. Individual measurement models as defined in English received support in all five languages, although revisions of these scales in non-English samples provided an even closer approximation to the two-dimensional structure in English. In all five languages, the two dimensions explained most, but not all, of the reliable variance in other affect variables (mean = 88%). The four structural models fit comfortably within the integrated two-dimensional space. In fact, the variables fell at different angles on the integrated space, suggesting a new circumplex structure. In prior studies conducted in English, the personality traits of Neuroticism and Extraversion were most predictive of affect and they aligned with the Pleasant Activated and Unpleasant Activated states. To clarify and extend the previous findings, participants in all five samples also completed NEO FFI (Costa & McCrae, 1992), a measure for the Five Factor Model of personality (FFM). Again, Neuroticism and Extraversion were most predictive of affect, accounting for, on average, 10% of the variance. The remaining three factors of the FFM contributed, on average, 2%. In all five languages, the FFM dimensions did not align with the two predicted affective dimensions. Rather, they fell all around the upper half of the twodimensional space. / Arts, Faculty of / Psychology, Department of / Graduate

Since the 1950's, researchers have sought unsuccessfully to identify a consensual psychometric structure of self-reported affect. One unresolved question, central to any psychometric model, is whether the structure includes bipolar or unipolar dimensions. For example, are positive and negative affect two ends of the same bipolar dimension or are they better represented by separable unipolar dimensions? In contrast to what has been assumed in previous analyses, a bipolar model is presented that distinguishes between two forms of bipolarity, each with its own conceptual definition, operational definition, and statistical properties. It is shown both conceptually and empirically that the two forms of bipolarity lead to different results when examined by traditional psychometric methods such as exploratory factor analysis, confirmatory factor analysis, and the linear correlation. Furthermore, when the bipolar model is applied to previous analyses, the psychometric evidence that has suggested unipolar dimensions can be interpreted as evidence suggesting bipolar dimensions. Two studies were conducted to examine specific predictions of the bipolar model. Study 1 examined judgements of the hypothesized opposites of hot-cold and happy-sad. Study 2 examined judgments of affect terms based on a circumplex model of affect characterized by orthogonal valence and activation dimensions. In both studies the bipolar model is strongly supported. Furthermore, the analyses highlighted specific problems with current methods that emphasize sophisticated techniques based on the correlation coefficient and demonstrated the utility of more simple descriptive statistics. / Arts, Faculty of / Psychology, Department of / Graduate

M.A. (Counselling Psychology) / Gray proposed two psycho-neurobiological systems, namely the behavioural approach system (BAS) and the behavioural inhibition system (BIS) which are respectively related to positive affectivity and negative affectivity. The literature does not currently indicate any specific positive emotional traits related to the BAS scale with certainty, although happiness, elation and hope have been suggested as possibilities. Curiosity, empathy and hope were chosen as positive emotional traits to study in relation to the BAS, as these positive emotional traits can each be related to the three factors of the BAS, namely drive, fun seeking and reward responsiveness. Fredrickson’s broaden-and-build theory explains that each emotion evokes a thought-action tendency and when positive emotions are experienced, the types of possible behavioural responses are broadened. It is expected that this broadened response repertoire should be detected in the behavioural approach system, which is responsible for organising behaviour in response to stimuli that signal rewards or no punishment. Fredrickson’s broaden-and-build theory is thus a useful framework to utilise in the conceptualisation of the study. The purpose of the study was to determine the extent to which curiosity, empathy and hope act as predictors for the variance in the BAS. The sample consisted of 130 first year mathematics students at the University of Johannesburg. Psychometric instruments utilised for the study included Carver and White’s BIS/BAS scales, the Curiosity and Exploration Inventory (CEI), the short form of the Empathy Quotient (EQ-short) and the Adult Dispositional Hope Scale. A standard multiple regression was conducted to investigate the nature of the relationships between the BAS and curiosity, empathy and hope. The results indicate the total variance in the BAS levels explained by curiosity, empathy and hope simultaneously was 16.8 percent. Hope made the largest unique contribution by accounting for 6.8 percent of the variance in the total BAS scores while curiosity also made a statistically significant contribution by accounting for 3.2 percent of the variance in the total BAS scores. Empathy did not make a statistically significant unique contribution to the variance in the total BAS scores. Future studies of this nature should consider a larger sample size. The prefrontal cortex was identified as a neural counterpart that might be related to Fredrickson’s broaden-and-build theory of positive emotions, but future research could explore this further.