Bereavement is an important research area as it can result in grief reactions that lead to serious psychological and health consequences, particularly for the at-risk group of emerging adults (Arnett, 2000; Balk, Walker, & Baker, 2010; Fisher, Murray, & Frazer, 1985; Stroebe, Schut, & Stroebe, 2007). Expressive writing is a well-researched intervention for trauma and adjustment, yet research repeatedly has revealed null results with the classic Pennebaker paradigm as a bereavement intervention (Stroebe et al., 2002; Stroebe, Schut, & Stroebe, 2006). It may be premature, however, to conclude expressive writing is ineffective for the bereaved due to limitations in extant research. For example, Pennebaker’s paradigm is based on the premise that participants freely choose the stressful topic to write about, whereas expressive writing bereavement studies have required participants to write about their loss (Collison & Gramling, manuscript in preparation). The present study reports on data from a larger study (Konig, Eonta, Dyal, & Vrana, 2014; N=246) that assessed psychological and physiological outcomes in college students who wrote about a traumatic stressor using Pennebaker’s paradigm. This provided the opportunity to rigorously test it with bereavement and compare death loss to other forms of trauma. Analyses examined the impact of expressive writing with the bereaved who freely identified death loss as the traumatic stressor (n=69) and were randomly assigned to either emotional disclosure or control writing on outcome measures of physical symptoms (PILL), event-related distress (DTS), and depression (CES-D). Linguistic Inquiry and Word Count (LIWC; Pennebaker, Mayne, & Francis, 1997) and Latent Semantic Analysis (LSA; Campbell & Pennebaker, 2003) results were also used to compare these groups. Exploratory analyses investigated potential differences between the bereaved and those who endorsed a non-bereavement trauma (“other trauma”; n=71) using outcome measures and text analytic techniques (i.e., PILL, DTS, CES-D; LIWC, LSA). Results were consistent with findings from previous expressive writing studies with the bereaved, in that the intervention resulted in no detectable benefits when compared with control writing. No remarkable differences between the bereaved and “other trauma” participants emerged. Researchers’ time may be better spent examining more clinically relevant writing exercises for bereavement interventions.

ABA has demonstrated utility with a number of populations. One population that has had limited research devoted toward them is neurotypical adults. While there is much research on job satisfaction and what causes employees to be unhappy (mostly miscommunication), there is little research that explores what can be done to change the lack of satisfaction in the workplace. Through surveys designed to assess a variety of participants’ levels of expressive language and psychological flexibility, this study aims to determine if there are statistically signification relationships between expressive language abilities, psychological flexibility, and job satisfaction. This study found that there are statistically significant, positive correlations between job satisfaction, relational responding rates, and psychological flexibility. Additionally, this study explores potential treatment and trainings to combat employee dissatisfaction in the workplace.

Vibrato and portamento constitute two expressive devices involving continuous pitch modulation and is widely employed in string, voice, wind music instrument performance. Automatic extraction and analysis of such expressive features form some of the most important aspects of music performance research and represents an under-explored area in music information retrieval. This thesis aims to provide computational and scalable solutions for the automatic extraction and analysis of performed vibratos and portamenti. Applications of the technologies include music learning, musicological analysis, music information retrieval (summarisation, similarity assessment), and music expression synthesis. To automatically detect vibratos and estimate their parameters, we propose a novel method based on the Filter Diagonalisation Method (FDM). The FDM remains robust over short time frames, allowing frame sizes to be set at values small enough to accurately identify local vibrato characteristics and pinpoint vibrato boundaries. For the determining of vibrato presence, we test two alternate decision mechanisms-the Decision Tree and Bayes' Rule. The FDM systems are compared to state-of-the-art techniques and obtains the best results. The FDM's vibrato rate accuracies are above 92.5%, and the vibrato extent accuracies are about 85%. We use the Hidden Markov Model (HMM) with Gaussian Mixture Model (GMM) to detect portamento existence. Upon extracting the portamenti, we propose a Logistic Model for describing portamento parameters. The Logistic Model has the lowest root mean squared error and the highest adjusted Rsquared value comparing to regression models employing Polynomial and Gaussian functions, and the Fourier Series. The vibrato and portamento detection and analysis methods are implemented in AVA, an interactive tool for automated detection, analysis, and visualisation of vibrato and portamento. Using the system, we perform crosscultural analyses of vibrato and portamento differences between erhu and violin performance styles, and between typical male or female roles in Beijing opera singing.

Cette thèse s'inscrit dans le thème du rendu expressif qui vise à définir des outils de création et de traitement d'images ou d'animations stylisées. Les applications concernent tous les métiers nécessitant une représentation visuelle plus stylisée qu'une photographie : création artistique (jeux vidéo, film d'animation, dessins animés), restitution archéologique, documentation technique, etc. Un critère fondamental de qualité d'une image est l'absence d'artefacts visuels. Cette considération a toujours existé, mais elle est particulièrement importante dans le cas de l'informatique graphique. En effet, la nature même de l'image – des pixels discrets – est source d'artefacts. Les artefacts sont encore plus visibles lorsque l'on s'intéresse aux animations, des artefacts temporels s'ajoutant aux artefacts spatiaux. L'objectif de cette thèse est d'une part de formaliser et mesurer ces artefacts en tenant compte de la perception humaine, et d'autre part de proposer de nouvelles méthodes de stylisation interactive d'animations 3D. Nous présentons tout d'abord un ensemble de techniques pour créer et assurer la cohérence de dessins au trait extraits de scènes 3D animées. Nous proposons ensuite deux méthodes de stylisation des régions de couleur permettant la créations d'un grand nombre de motifs. Le point commun à toutes ces approches est la représentation du médium simulé (pigment d'aquarelle, coup de crayon ou de pinceau...) par une texture évoluant au cours de l'animation. Nous décrivons enfin deux expériences utilisateurs visant à évaluer perceptuellement la qualité des résultats produits par ce type de techniques. / This PhD thesis deals with expressive rendering, a sub-field of computer graphics which aims at defining creation and processing tools to stylize images and animations. It has applications in all the fields that need depictions more stylized than photographs, such as entertainment (e.g., video games, animated films, cartoons), virtual heritage, technical illustration, etc. A crucial criterion to assert the quality of an image is the absence of visual artifacts. While already true for traditional art, this consideration is especially important in computer graphics. Indeed the intrinsic discrete nature of an image can lead to artifacts. This is even more noticeable during animations, as temporal artifacts are added to spatial ones. The goal of this thesis is twofold: (1) To formalize and measure these artifacts by taking into account human perception; (2) To propose new interactive methods to stylize 3D animations. First we present a set of techniques to ensure the coherence of line drawings extracted form 3D animated scenes. Then we propose two methods to stylize shaded regions, which allow to create a wide variety of patterns. The shared ground layer of all these approaches is the use of temporally varying textures to represent the simulated media (e.g., watercolor pigments, brush strokes). Finally we describe two user studies aiming at evaluating the quality of the results produced by such techniques.

Descartes’ Compendium musicae and Lamy’s La Rhétorique ou l’art de parler, both published in English translation in London in the late seventeenth century, suggest approaches to period performance practice that support expressive intonation as a rhetorical device. Descartes’ unique perspective on musical pitch and intervals provides a methodology for understanding inflected intonation in performance. Closely aligned with Descartes’ epistemological perspective, Lamy’s treatise provides an understanding of expressive intention as essential to effective rhetorical delivery. These approaches are applied to musical examples from trio sonatas of Arcangelo Corelli, John Ravenscroft and Henry Purcell, demonstrating that expressive intonation using subtle pitch inflection can be explained as a rhetorical practice. These subtle pitch inflections, related as they are to both rhetorical delivery and intonation systems, are not reflected in notation but realized only as music is heard in time. It is in performance contexts that pitch inflection can be realized as an expressive device. A supplemental audio file contains five short examples demonstrating pitch deviation applied to selected intervals.

This thesis defends the claim that reason-giving is a discrete type of speech act (of an expressive kind) that has a distinctive value. It further argues that this value is best understood in terms of recognition, rather than justification, and that it is intrinsic to reason-giving. Its main aim is to argue against the commonly-held view that the main, sometimes the only, value to reason-giving lies in its capacity to provide justification (and in the related claim that if reasons cannot justify, then reason-giving has no value). The argument presented is intended to support that recognition (of a certain type) is a value that reason-giving has independently from any other value that it might or might not have – including justification; and hence, that reason-giving has a certain distinctive value that is not predicated upon a capacity for actually achieving justification. In particular, this thesis argues, based on speech act theory and on the concept of recognition, that this value is best understood as consisting in the expression of a particular type of recognition for the other. To establish this claim, in chapter one, it begins by setting out the standard view: that the value of reason-giving lies in its capacity to justify, and analyses some of the moves that have been made in the literature when the connection between reason-giving and justification breaks down. In chapters two to four, it uses speech act theory to analyse the acts of arguing and reason-giving, and to argue that reason-giving is a discrete speech act that has features in common with but is not reducible to arguing. Finally, in chapter five, it defends the claim that reason-giving has an intrinsic value, and that this value is best understood as an expressive value: namely, the expression of recognition for the other as a rational being (which is a valuable feature of the other’s humanity); and that it has this value regardless of whether the reasons in question are “good” from a justificatory standpoint.

Throughout human history, music has served as a coping mechanism when people have endured extreme hardships in life. Music and songs in prisons have been written and sung to express the pain of the incarceration. Research has suggested that songwriting is a powerful educational and therapeutic catalyst, and that songwriting may facilitate the processing of difficult emotions. The purpose of this study was to gain a greater understanding of the emotions expressed in the songs of incarcerated men, and how songwriting as an outlet for emotional expression influenced the writers. Data collected for this study included 47 songs written by 17 incarcerated men, written observations and reflections by participants and three facilitators, transcriptions of four workshop sessions, and sound recordings/transcriptions of 16 spoken introductions and 13 songwriter-performed pieces. An additional 32 songs were collected from a case-study participant for examination. All data were collected using ethnographic methods. Modified grounded theory techniques, including initial coding, focused coding, and memo writing were used to analyze the data. Findings revealed that although the lyric themes categorized expressed more happy than sad emotions, the most frequently expressed emotion was desperation, and desperation was usually expressed in songs with a context of incarceration. In addition, songs that expressed humor were often a way to cope with incarceration, and songwriting was also a way express the pain of addiction. Examining the songs of the case-study participant revealed that his writing changed over time. His most frequently expressed emotion in 2008 was fear, and song concepts usually involved sinister, otherworldly figures. In 2011, his most frequently expressed emotion was closeness, and song concepts focused on determination to build a better life. Throughout the workshop sessions, the men experienced feelings of psychological comfort in routines established over time. Data analyses indicated that group interactions and opportunities to perform were primary motivators in participants' decisions to participate in the Songwriters' Workshop. For most men, group response processes generated new ideas for songs, and greater song quality. Some of the men further stated that participating in the Songwriters' Workshop helped them to foster better relationships, and re-envision their futures. Difficulties that occasionally arose were both pedagogical and social in nature. Based upon these findings, I suggest that aspects of Cohen's Theory of Interactional Choral Singing Pedagogy pertains to songwriting contexts. I propose a theory of the expressive community, in which the community influences individuals, and individuals influence the community. I further suggest collective-actualization, in which individuals in a group realize their collective potentials, capabilities, and talents, and seek the achievement of these potentialities.

Delays in communication are one of the defining characteristics of Autism Spectrum Disorder (ASD). Educators have begun using technology to teach students with ASD to label different items. However, more research needs to be conducted with technology (such as iPads and other tablets) to find the most effective teaching procedures. We wanted to find the most effective way to teach children with ASD age-appropriate action verbs, such as drawing and painting. Five preschool-aged students with ASD participated in this study. We taught these participants to label action verbs using pictures and short video clips, to test which method was the most effective. With two of the five participants, we wanted to see if the action verbs we taught as pictures generalized to video clips, and vice versa. With these same two participants, we asked if they remembered all of the verbs two weeks later, to see if the skill maintained. At the end of the study, we conducted an assessment with the participants to see if they preferred learning action verbs with pictures or video clips. The results show that all of the preschoolers with ASD learned to identify verbs both as pictures and video clips.

<p>Den amerikanske psykologen James W. Pennebaker introducerade på 1980- talet en ny metod där man skulle hantera sina känslor genom att skriva - att ”skriva sig frisk”. Metoden kallas ”Expressive Writing”.</p><p>Med hjälp av metoden ”Expressive Writing” har jag i en empiristyrd studie fått inblick i psykologistuderandes expressiva material. Syftet med föreliggande studie är att beskriva innehållet i det expressiva materialet och undersöka om det förekommer könsskillnader i texternas innehåll och sättet att skriva. Sju deltagare, tre kvinnor och fyra män, fick i uppgift att på en avskild plats skriva ner sina innersta och djupaste tankar tre dagar i följd. Varje skrivsession varade i 20 minuter. Med hjälp av tematisk analys togs följande teman fram: förändring och existentiella frågor, att jämföra sig med andra, relationer, skuld, kontroll, samhällsfrågor, omsorg, ensamhet. I resultatdelen sammanfattas respektive tema. Teman som bäst belyser det expressiva materialet var förändring och att jämföra sig med andra. Möjliga könsskillnader kan finnas gällande att fatta beslut och på vilket sätt man jämför sig med andra. Samt temana omsorg och samhällsfrågor som enbart männen skrev om.</p><p> </p>

This study used the largest and youngest cohort of hearing impaired (HI) children to investigate the effect age at implantation had on the trajectories of expressive and receptive language, and externalizing behavior problems. In addition, the temporal relationship between language and externalizing behavior problems was examined in children implanted before and after the age of 2. Univariate latent difference score analyses were conducted to test the effect of age at implantation on each trajectory and bivariate difference score analyses were conducted to test the temporal effect between language and externalizing behavior problems. Results showed that age at implantation had an effect on the initial level and growth of expressive and receptive language trajectory and an effect on the initial level of externalizing behavior problems. Expressive language was found to have an influence on the changes in externalizing behavior problems for both groups, children implanted before and after the age of 2. However, the relationship between receptive language and externalizing behavior problems differed between the two age groups. The effect was bidirectional for the younger group but unidirectional for the older group, with externalizing behavior problems influenced the change in receptive language. Future research and potential interventions to improve behavior difficulties in deaf children are discussed.