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The present work is an attempt to combine two traditions of communication study: referential communication approach and sociolinguistic approach. The purpose was to examine how children ages 5 and 7 years learn to give instructions to each other in a peer collaborative problem solving situation. In an effort to identify interaction patterns and possible developmental progressions, various coding and categorization schemes were developed to analyze the processes of: negotiation of themes, establishing a common perspective toward the task, co-constructing messages and shared names. A comparison was made between the children's development of spatial terms for a stationary referent and a moving referent. The analysis shows that 7-year-olds shared themes more actively, using explicit means, compared to 5-year-olds. The older children's instructions were more informative and made in the task-appropriate referential perspective. For the purpose of establishing shared names, the older children engaged themselves in the naming process less often because they used names that can be more easily shared. The development of spatial terms for a moving referent seems to lag behind the development of those for a stationary referent. The children gradually learned, across ages and sessions, to participate to maximize the team effectiveness. Finally, dynamic changes in instructional messages were analyzed using a mode of graphic representation.

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1998. / Includes bibliographical references (leaves 178-192).

Thesis (D. Min.)--Covenant Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 133-137).

The Interactive and Discursive View of Violence and Resistance proposes the existence of four-discursive-operations that “(i) conceal violence, (ii) mitigate perpetrators’ responsibility, (iii) conceal victims’ resistance, and (iv) blame or pathologize victims” (Coates & Wade, 2004, p.500). These linguistic operations produce incorrect representations of violence that ignore the unilateral nature of acts of violence and, instead focus on pathologizing victims (Coates & Wade, 2004). Examining how violence, victims, perpetrators, and responsibility for the violence are represented in therapy transcripts in which the presenting issue is violence, will allow us to see if linguistic strategies that are used to discredit victims in everyday talk are also used in therapy by therapists. Analysis of 19 therapy transcripts found that the four-discursive-operations were used in each of the transcripts and that therapists often initiated the use of these inaccurate representations or encouraged the perpetrator’s use of four-discursive-operations. / xii, 228 leaves ; 29 cm.

Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000. / "Submitted for the degree of Doctor of Philosophy, Faculty of Education, University of Western Sydney, Nepean." "June 2000" Bibliography: leaves 276 - 302.

Diss. (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 4 uppsatser.

Thesis (M.A.)--Kutztown University of Pennsylvania, 1993. / Source: Masters Abstracts International, Volume: 45-06, page: 2778. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 34-39).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 227-238). Also available via the Internet.

Thèse (M.Ps.) -- Université du Québec à Chicoutimi, 2006. / "Mémoire présenté présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières." CaQTU Comprend des réf. bibliogr. : f. [111]-133. Document électronique également accessible en format PDF. CaQTU