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...

Mass destruction imagery within the science fiction film genre is not a new cinematic development. However, a swell of destruction-centred films has emerged since the proliferation of digital technologies and computer-generated imagery that reflect concerns that extend beyond notions of spectacle. Through illusionistic realism techniques, the aesthetics of mass destruction imagery within science fiction cinema can be seen as appropriating the implied veracity of other film traditions in order to create a baseline of visual credibility, even to the extent of associating its own fantastical fictions with recent historic destruction events. This thesis investigates the representation of mass destruction across the spectrum of contemporary science fiction films emerging from around the world by examining the various methods employed to affect the spectator. The study is divided into four sections: realism, spectacle, sublimity, and correlation. It is structured so as to escalate from the establishment of a baseline of vraisemblance of the spectator’s empirical understanding of the world, to new representations of death and destruction, whereby visual aesthetic correlations emerge between science fiction and historical fact. My study attempts to contribute to the current discourse on science fiction cinema by focusing on the relationship between the aesthetics of realism and spectacle and their impact on spectatorial affect. By re-defining notions of film realism and the cinematic sublime, and through close textual analyses of a number of contemporary science fiction films, the intent of this paper is to present a greater understanding of the complicated inherencies borne by mass destruction spectacle.

abstract: The present study examined daily survey data collected from married couples over the course roughly 14 days. I investigated the relationships of the morning quality ratings of three distinct spousal interactions conversation (physical affection, and sexual activity) reported in mornings on later-day positive and negative affect, as well as next-day intensity of negative somatic symptoms (e.g. headaches, dizziness, aches and pains). Hierarchical linear modeling was used to estimate path models for both husbands and wives. Direct and indirect effects were observed. Results showed that quality of conversation and physical affection increased later-day positive mood for both husbands and wives; however, positive quality activity increased later-day positive affect for wives only. Quality of sexual activity decreased later-day negative affect for wives only. Less later-day negative affect decreased next-day intensity of symptoms for both husbands and wives. Lastly, quality of sexual activity decreased later-day negative affect, which decreased next-day somatic symptoms for wives. This was the only significant indirect effect. Implications are that high marital quality is important for maintaining psychological health for both spouses, and physical health, particularly for wives. / Dissertation/Thesis / M.S. Psychology 2012

This dissertation seeks to articulate how early modern texts formalize their affective qualities in instances of ambiguity. Positioned within the recent turn away from humoral theories of the passions and toward the rhetorical underpinnings of affect in early modern criticism, my project offers an interpretive strategy that privileges the perspective of the text by attending to the vulnerabilities of first-person perspectives in ambiguous rhetorical structures and figures. I argue that these forms signal more than sites of critical debate encoded in the text, as Shoshanna Feldman has suggested; they also privilege textual perspective and reveal affect to be a feature of form. I argue that textual ambivalence may be approached through the logic of catachresis in order to examine how these instances may be read in ways that maintain the strangeness of their didactic and disruptive capability. Reorienting how one approaches ambiguity, I suggest, exposes the potential of often ignored textual elements and suggests that early modern literature models an interpretive agenda dependent upon vulnerable perspectives. Reconceiving the interpretive strategies solicited by each text, I argue that early modern literature embraces the benefits of individual and collective vulnerability. I examine how Marlowe’s Edward II disrupts the binary structure of the king’s two bodies in order to turn an accusation of weakness against authority itself. I turn to Donne’s poetry and prose to argue that it models a hospitable interpretive method that uses form to manage ambiguity from the perspectives of his textual voices while orienting readers to welcome the strangeness of his contradictions. I then pursue an analysis of Shakespeare’s Henry IV, Part I that reorients Falstaff’s function in the play as its unlikely focal perspective, a position that stages a resistance to the play’s power structures. Finally, I briefly consider how my analysis bears on familial and rhetorical conventions in Shakespeare’s Tempest and Webster’s Duchess of Malfi. Attending to the formal practices that construct literary affect, this project reconsiders the ways in which early modern English literature navigates the intersections of vulnerability that articulate a text’s orientation to the cultural networks in which it was produced.

Doctor of Philosophy / Department of Human Ecology-Personal Financial Planning / Martin Seay / Little is known about the relationships between personality characteristics and financial satisfaction. This dissertation examines three questions. First, what are the relationships between personality characteristics and financial satisfaction at the American state level? Second, what are the relationships between personality characteristics and financial satisfaction at the individual level? Third, what are the relationships between personality characteristics and financial satisfaction among financially strained households? Essay one utilizes data aggregated at the state level from two nationally representative datasets in order to examine the relationships between Big Five personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) and financial satisfaction at the American state level. Results from bivariate analyses and a two-block hierarchical regression model indicate that conscientiousness is negatively associated with financial satisfaction and extraversion is positively associated with financial satisfaction at the American state level. Essay two utilizes data from the 2012 wave of the Health and Retirement Study (HRS) to examine relationships between personality characteristics (Big Five personality traits and positive/negative affect) and financial satisfaction at the individual level. Results from a three-block ordinal logistic regression model indicate that personality characteristics are important predictors of financial satisfaction. Extraversion is positively associated with financial satisfaction while neuroticism and agreeableness are negatively associated with financial satisfaction when Big Five personality traits were the only personality characteristics incorporated into the model. However, when positive affect and negative affect were added to the model, only agreeableness remained negatively associated with financial satisfaction, while both positive and negative affect were positively and negatively associated with financial satisfaction, respectively. Essay three utilizes data from the 2012 wave of the HRS to examine relationships between personality characteristics (Big Five personality traits and positive/negative affect) and financial satisfaction among individuals in households exhibiting both objective and subjective indicators of financial strain. Results from a series of ordinal logistic regressions indicate that individual level associations between personality characteristics and financial satisfaction remained largely the same among households exhibiting financial strain, though evidence suggests that interventions aimed at influencing positive affect may be an effective means to enhancing well-being among financially strained populations. Overall, personality characteristics were found to be important predictors of financial satisfaction which have been largely overlooked in prior models of financial satisfaction. Going forward, a better understanding of the relationships between personality characteristics and subjective measures of economic well-being will be needed in order to determine how consumer well-being can be most effectively promoted.

abstract: Maternal intrusiveness is an important predictor of child mental health problems. Evidence links high levels of maternal intrusiveness to later infant negativity, and child internalizing problems. However, children also influence the manner in which parents interact with them. For example, infants that show more negative emotionality elicit less positive parenting in their caregivers. Infant affect is also associated with later child internalizing difficulties. Although previous research has demonstrated that maternal intrusiveness is related to infant affect and child internalizing symptomatology, and that infant affect is a predictor of internalizing problems and parenting, no studies have looked at the transactional relations between early maternal intrusiveness and infant affect, and whether these relations in infancy predict later childhood internalizing symptomatology. The present study investigates young children's risk for internalizing problems as a function of the interplay between maternal intrusiveness and infant affect during the early infancy period in a low-income, Mexican-American sample. Participants included 323 Mexican-American women and their infants. Data were collected when the infants were 12, 18, 24, and 52 weeks old. Mothers were asked to interact with their infants in semi-structured tasks, and mother and infant behaviors were coded at 12, 18, and 24 weeks. Maternal intrusiveness was globally rated, and duration of infant negative- and positive affect was recorded. Mother reports of child Internalizing symptomatology were obtained at 52 weeks. Findings suggest that there are transactional relations between early maternal intrusiveness and infant negative affect, while the relations between infant positive affect and maternal intrusiveness are unidirectional, in that infant positivity influences parenting but not vice versa. Further, findings also imply that neither maternal intrusiveness, nor infant affect, influence later toddler internalizing symptomatology. Identifying risk processes in a Mexican-American sample adds to our understanding of emerging infant difficulties in this population, and may have implications for early interventions. / Dissertation/Thesis / Masters Thesis Psychology 2014

abstract: ABSTRACT What does it mean to feel an emotion? The nature of emotional experience has often been described in terms overall conscious experience, termed affect. However, even within affective research there are multiple contradicting theories about the nature and structure of affect. I propose that these contradictions are due to methodological issues in the empirical research examining these underlying dimensions. Furthermore, I propose that subjective emotional experience should be examined separately from overall affect. The current study attempts to address past methodological issues by focusing solely on emotional experiences, developing a comprehensive list of emotion items, and including a broad range of emotional experiences. In Study 1, participants were asked to recall an emotional experience and then report their experience of 76 different emotions during that experience. A factor analysis of the emotion ratings revealed a 5-factor categorical structure with categories of Joy, Anger, Sadness, Fear, and Shame/Jealousy. In Study 2, the 76 emotion words from Study 1 were compared in a semantic space derived from a large collection of text samples in an attempt to compare to the results of Study 1. A semantic space derived from a broad range of texts would reflect relationships of emotional concepts. Study 2 revealed a 1-factor structure, drastically different from the structure in Study 1. The implications from Study 2, however, are limited because of the limited range of literature that was used to create the semantic space in which the words were compared. Overall, the results from these studies suggest that subjective emotional experience should be treated as categorical. / Dissertation/Thesis / Doctoral Dissertation Psychology 2014

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