Naming refers to encountering a new word and subsequently being able to use it both expressively and receptively. Sometimes, this can happen in as little as a single experience. Several recent studies have explored factors that influence the acquisition of naming in adults. However, these studies used familiar stimuli for which the participants already had names. In these studies, preexisting stimulus-response relations with the stimuli could have impeded the acquisition of new names for some participants. In contrast, the present study used unfamiliar ("arbitrary") stimuli. In addition, an equivalence test was used to validate the findings because some theorists have claimed that naming is required for equivalence. The results revealed some advantages to teaching naming with arbitrary stimuli. Interestingly, a subset of participants had high scores on equivalence tests without having high scores on expressive tests. This indicates that, contrary to naming theory, naming may not be necessary for equivalence and match-to-sample tests may not be the best test of equivalence. These findings support the independence of the expressive and receptive repertoires both in the development of naming and equivalence.

Thesis (doctoral)--La Salle University, 2005. / ProQuest dissertations and theses ; AAT 3227734 Includes bibliographical references (leaves 36-42)

Bakgrund: Beröring är en integrerad del av det mänskliga beteendet och kan öka välbefinnandet samt ge en stunds lugn och ro. Inom omvårdad har intresset för kompletterande och alternativa behandlingar ökat för att behandla demensrelaterade symtom, såsom agitation och aggressivitet. Expressiv beröring är av intresse då det är kostnadseffektivt och biverkningarna är få. Syfte: Att undersöka vilka effekter expressiv beröring har på agiterat och aggressivt beteende hos personer med demenssjukdom. Metod: Litteraturöversikt innehållande tio vetenskapliga artiklar med kvantitativ ansats. Artiklarna söktes i databaserna CINAHL, MEDLINE och PubMed. Resultat: I studierna där handmassage och akupressur erhölls minskade agitation och aggressivitet signifikant. I studier där mjukmassage och fotmassage erhölls framkom varierade resultatet och både minskningar och ökningar av agitation och aggressivitet sågs. Slutsats: Då inte alla studier var av tillräckligt hög kvalitet, var det svårt att dra slutsatser och generalisera resultatet om beröringens effekt. Det fanns dock en trend vad gäller minskat agiterat och aggressivt beteende när personer med demenssjukdom blev berörda. Klinisk betydelse: Kunskap och information om beröringens effekter för att minska agiterat och aggressivt beteende hos personer med demenssjukdom saknas. Att som sjuksköterska ha kunskap om beröringens effekter är därför av betydelse. / Background: Touch is an integral part of human behavior and can improve well-being and provide a moment of peace and quiet. In nursing, an interest in complementary and alternative therapies has increased to treat dementia-related symptoms, such as agitation and aggression. Expressive touch in the form of massage and acupressure are of interest since these treatments are cost-effective and side effects are limited. Aim: To examine the effects of expressive touch on agitated and aggressive behavior in people with dementia. Method: Literature review containing ten scientific articles with quantitative approach. Articles were searched in the databases CINAHL, MEDLINE and PubMed. Result: The findings demonstrate that when receiving hand massage and acupressure, agitation and aggression were significantly decreased. When soft massage and foot massage were received results varied, agitation and aggression both decreased and increased. Conclusion: Since not all studies were of adequate quality, it was difficult to draw conclusions and generalize the results of the power of touch. However, a trend in decreased agitated and aggressive behavior was observed when people with dementia were touched. Clinical significance: Knowledge and information about the effects of expressive touch to reduce agitated and aggressive behavior in people with dementia are missing. To have knowledge about the effects of touch are therefore of importance as a nurse.

O trabalho discute o conceito de performance na esfera pedagógica, que ficou submetido a uma racionalidade instrumental e objetivista, incidindo na pedagogização dos processos formativos e na orientação para uma educação técnica. Investigar a performance docente, problema pouco estudado sob o ponto de vista teórico e prático, é, portanto, possibilitar a superação da apática limitação do próprio conceito, proveniente da sua redução ao princípio da identidade cientificista e da autoridade didática. Em vista dessa exigência, pretendemos lançar um olhar hermenêutico-reconstrutivo com o intuito de repensar os equívocos nos rumos do debate para sugerir sua compreensão como forma de fazer com que a multiplicidade interpretativa possa interagir de modo comunicativo entre formadores, formandos e interlocutores pedagógicos, aperfeiçoando a competência comunicativa na formação de professores. A tese analisa a dimensão performativa reconstruída pela via da racionalidade comunicativa de Jürgen Habermas e Paulo Freire, em diálogo com outros pensadores, reconhecendo a interdependência das várias formas de argumentação e de inter-relações formativas para justificar a singularidade do trabalho pedagógico, tendo em vista a possibilidade realizadora da fala na educação, que integra e inclui a verdade do mundo objetivo, o moralmente prático e o esteticamente expressivo. Ensinar não consiste apenas num dizer, mas num fazer, num agir, no sentido ético, estético e técnico, isto é, produtivo, formativo e expressivo da comunicação humana. Tal racionalidade poderia satisfazer as demandas estéticas e sociais frente aos reducionismos intelectuais, abrindo espaço à pluralidade e à contingência da prática cotidiana, admitindo justificações argumentadas pelo enfoque performativo que assegura validades em favor de um mundo da ação intersubjetiva, dialógica e humana, que é sempre suscetível de refutação. Tal proposta exigiria entre outras modificações, desenvolver o saber linguístico-expressivo dos professores, a ser construído durante o processo formativo, relativizando as concepções positivistas de competência em benefício de uma racionalidade aprendente, performativa e mais alargada de compreensão do mundo. / This work discusses the concept of teacher’s performance in the educational sphere, which was subjected to an instrumental and objective rationality, focusing on the pedagogization of formative process and orientation for technical education. The investigation of teaching performance - a problem poorly studied from the theoretical and practical point of view - is, therefore, a means of enabling the overcome of apathetic limitation of the concept itself, descendant of its reduction to a principle of scientific identity and didactic authority. Given this requirement, we intend to cast a hermeneutic-reconstructive glance in order to rethink the mistakes in the debate course to suggest its understandings as a way of making the interpretative multiplicity interact in communicative manners among educators, apprentices and pedagogical interlocutors, improving communicative competence in teacher’s formation. The thesis examines the performative dimension reconstructed by the communicative rationality of Jürgen Habermas and Paulo Freire, in dialogue with other intelectuals, recognizing the interdependence of the various forms of argumentation and formative inter-relations to justify the singularity of the educational work, raising the possibility of speech in education, which integrates and includes the truth of the objective world, the morally practical and aesthetically expressive. Teaching is not only a telling, but rather a doing, an act in an ethic, aesthetic and technical sense, that is, productive, formative and expressive of human communication. Such rationality could satisfy the aesthetic and social demands in face of intellectual reductionism, giving space for plurality and contingency in daily practice, assuming justifications argued by performative approaches which ensure validity in favor of a world of intersubjective action, dialogic and human, which is always susceptible to refutation. This proposal would require, among other changes, the development of linguistic-expressive knowledge of teachers, which should be built during the formative process, relativizing the positivist conceptions of competence in favor of a rationality learner, with a performative and broader comprehension of the world.

O presente trabalho objetiva discorrer acerca do potencial semântico-expressivo do predicativo, bem como de seu perfil modalizador. Enxergamos essa função sintática como um elemento modalizante em essência, já que, em muitos casos, o falante consegue demonstrar sua opinião por meio de seu uso, agregado a escolhas lexicais convenientes. Em muitas partes da dissertação, a semântica e a estilística conseguem explicar melhor o fenômeno modal do predicativo. A sintaxe não dá conta disso sozinha. Falamos ainda da topicalização do predicativo como um recurso modalizador, bem como da noção de balizamento.Usamos também como exemplos um corpus exemplificativo heterogêneo para mostrar que o predicativo, topicalizado ou não, funciona como recurso modalizador, semântico e expressivo / This paper aims to discuss about the expressive semantic-predicative potential, and his modalizator profile. We see this syntactic function as a modalizating element "in essence, because, in many cases, the speaker can show his/her opinion using it, connected with lexical convenient choices. In many parts of the dissertation, semantics and stylistics can better explain the phenomenon of predicative modal form. Syntax does not make it herself. We still talk about predicative topicalization as a modalizator resource and also talk about the concept of "marking". We also use heterogeneous corpus examples to show that predicative, topicalizated or not, works as a modalizator, semantic and expressive resource

O presente trabalho objetiva discorrer acerca do potencial semântico-expressivo do predicativo, bem como de seu perfil modalizador. Enxergamos essa função sintática como um elemento modalizante em essência, já que, em muitos casos, o falante consegue demonstrar sua opinião por meio de seu uso, agregado a escolhas lexicais convenientes. Em muitas partes da dissertação, a semântica e a estilística conseguem explicar melhor o fenômeno modal do predicativo. A sintaxe não dá conta disso sozinha. Falamos ainda da topicalização do predicativo como um recurso modalizador, bem como da noção de balizamento.Usamos também como exemplos um corpus exemplificativo heterogêneo para mostrar que o predicativo, topicalizado ou não, funciona como recurso modalizador, semântico e expressivo / This paper aims to discuss about the expressive semantic-predicative potential, and his modalizator profile. We see this syntactic function as a modalizating element "in essence, because, in many cases, the speaker can show his/her opinion using it, connected with lexical convenient choices. In many parts of the dissertation, semantics and stylistics can better explain the phenomenon of predicative modal form. Syntax does not make it herself. We still talk about predicative topicalization as a modalizator resource and also talk about the concept of "marking". We also use heterogeneous corpus examples to show that predicative, topicalizated or not, works as a modalizator, semantic and expressive resource

O trabalho discute o conceito de performance na esfera pedagógica, que ficou submetido a uma racionalidade instrumental e objetivista, incidindo na pedagogização dos processos formativos e na orientação para uma educação técnica. Investigar a performance docente, problema pouco estudado sob o ponto de vista teórico e prático, é, portanto, possibilitar a superação da apática limitação do próprio conceito, proveniente da sua redução ao princípio da identidade cientificista e da autoridade didática. Em vista dessa exigência, pretendemos lançar um olhar hermenêutico-reconstrutivo com o intuito de repensar os equívocos nos rumos do debate para sugerir sua compreensão como forma de fazer com que a multiplicidade interpretativa possa interagir de modo comunicativo entre formadores, formandos e interlocutores pedagógicos, aperfeiçoando a competência comunicativa na formação de professores. A tese analisa a dimensão performativa reconstruída pela via da racionalidade comunicativa de Jürgen Habermas e Paulo Freire, em diálogo com outros pensadores, reconhecendo a interdependência das várias formas de argumentação e de inter-relações formativas para justificar a singularidade do trabalho pedagógico, tendo em vista a possibilidade realizadora da fala na educação, que integra e inclui a verdade do mundo objetivo, o moralmente prático e o esteticamente expressivo. Ensinar não consiste apenas num dizer, mas num fazer, num agir, no sentido ético, estético e técnico, isto é, produtivo, formativo e expressivo da comunicação humana. Tal racionalidade poderia satisfazer as demandas estéticas e sociais frente aos reducionismos intelectuais, abrindo espaço à pluralidade e à contingência da prática cotidiana, admitindo justificações argumentadas pelo enfoque performativo que assegura validades em favor de um mundo da ação intersubjetiva, dialógica e humana, que é sempre suscetível de refutação. Tal proposta exigiria entre outras modificações, desenvolver o saber linguístico-expressivo dos professores, a ser construído durante o processo formativo, relativizando as concepções positivistas de competência em benefício de uma racionalidade aprendente, performativa e mais alargada de compreensão do mundo. / This work discusses the concept of teacher’s performance in the educational sphere, which was subjected to an instrumental and objective rationality, focusing on the pedagogization of formative process and orientation for technical education. The investigation of teaching performance - a problem poorly studied from the theoretical and practical point of view - is, therefore, a means of enabling the overcome of apathetic limitation of the concept itself, descendant of its reduction to a principle of scientific identity and didactic authority. Given this requirement, we intend to cast a hermeneutic-reconstructive glance in order to rethink the mistakes in the debate course to suggest its understandings as a way of making the interpretative multiplicity interact in communicative manners among educators, apprentices and pedagogical interlocutors, improving communicative competence in teacher’s formation. The thesis examines the performative dimension reconstructed by the communicative rationality of Jürgen Habermas and Paulo Freire, in dialogue with other intelectuals, recognizing the interdependence of the various forms of argumentation and formative inter-relations to justify the singularity of the educational work, raising the possibility of speech in education, which integrates and includes the truth of the objective world, the morally practical and aesthetically expressive. Teaching is not only a telling, but rather a doing, an act in an ethic, aesthetic and technical sense, that is, productive, formative and expressive of human communication. Such rationality could satisfy the aesthetic and social demands in face of intellectual reductionism, giving space for plurality and contingency in daily practice, assuming justifications argued by performative approaches which ensure validity in favor of a world of intersubjective action, dialogic and human, which is always susceptible to refutation. This proposal would require, among other changes, the development of linguistic-expressive knowledge of teachers, which should be built during the formative process, relativizing the positivist conceptions of competence in favor of a rationality learner, with a performative and broader comprehension of the world.

O trabalho discute o conceito de performance na esfera pedagógica, que ficou submetido a uma racionalidade instrumental e objetivista, incidindo na pedagogização dos processos formativos e na orientação para uma educação técnica. Investigar a performance docente, problema pouco estudado sob o ponto de vista teórico e prático, é, portanto, possibilitar a superação da apática limitação do próprio conceito, proveniente da sua redução ao princípio da identidade cientificista e da autoridade didática. Em vista dessa exigência, pretendemos lançar um olhar hermenêutico-reconstrutivo com o intuito de repensar os equívocos nos rumos do debate para sugerir sua compreensão como forma de fazer com que a multiplicidade interpretativa possa interagir de modo comunicativo entre formadores, formandos e interlocutores pedagógicos, aperfeiçoando a competência comunicativa na formação de professores. A tese analisa a dimensão performativa reconstruída pela via da racionalidade comunicativa de Jürgen Habermas e Paulo Freire, em diálogo com outros pensadores, reconhecendo a interdependência das várias formas de argumentação e de inter-relações formativas para justificar a singularidade do trabalho pedagógico, tendo em vista a possibilidade realizadora da fala na educação, que integra e inclui a verdade do mundo objetivo, o moralmente prático e o esteticamente expressivo. Ensinar não consiste apenas num dizer, mas num fazer, num agir, no sentido ético, estético e técnico, isto é, produtivo, formativo e expressivo da comunicação humana. Tal racionalidade poderia satisfazer as demandas estéticas e sociais frente aos reducionismos intelectuais, abrindo espaço à pluralidade e à contingência da prática cotidiana, admitindo justificações argumentadas pelo enfoque performativo que assegura validades em favor de um mundo da ação intersubjetiva, dialógica e humana, que é sempre suscetível de refutação. Tal proposta exigiria entre outras modificações, desenvolver o saber linguístico-expressivo dos professores, a ser construído durante o processo formativo, relativizando as concepções positivistas de competência em benefício de uma racionalidade aprendente, performativa e mais alargada de compreensão do mundo. / This work discusses the concept of teacher’s performance in the educational sphere, which was subjected to an instrumental and objective rationality, focusing on the pedagogization of formative process and orientation for technical education. The investigation of teaching performance - a problem poorly studied from the theoretical and practical point of view - is, therefore, a means of enabling the overcome of apathetic limitation of the concept itself, descendant of its reduction to a principle of scientific identity and didactic authority. Given this requirement, we intend to cast a hermeneutic-reconstructive glance in order to rethink the mistakes in the debate course to suggest its understandings as a way of making the interpretative multiplicity interact in communicative manners among educators, apprentices and pedagogical interlocutors, improving communicative competence in teacher’s formation. The thesis examines the performative dimension reconstructed by the communicative rationality of Jürgen Habermas and Paulo Freire, in dialogue with other intelectuals, recognizing the interdependence of the various forms of argumentation and formative inter-relations to justify the singularity of the educational work, raising the possibility of speech in education, which integrates and includes the truth of the objective world, the morally practical and aesthetically expressive. Teaching is not only a telling, but rather a doing, an act in an ethic, aesthetic and technical sense, that is, productive, formative and expressive of human communication. Such rationality could satisfy the aesthetic and social demands in face of intellectual reductionism, giving space for plurality and contingency in daily practice, assuming justifications argued by performative approaches which ensure validity in favor of a world of intersubjective action, dialogic and human, which is always susceptible to refutation. This proposal would require, among other changes, the development of linguistic-expressive knowledge of teachers, which should be built during the formative process, relativizing the positivist conceptions of competence in favor of a rationality learner, with a performative and broader comprehension of the world.

Embracing the symbolic interactionist view of the notion of self, applying dramaturgical theories of self-presentation, this study unpacks the linkage between leaders’ lifestyle behaviours (in athletic endeavours) and the formation of their sense of self as occupants of the leadership role from a self-expressive perspective.  I conducted a study of a group of sporty top managers in Sweden. With interviews and observations, I anchored the research focus in verbal expressions within storytelling and in performative expressions of the top managers. Drawing on social interpretations of sport and athleticism and with a dramaturgical analytical frame, I examine how the sporty top managers interpret their athletic endeavours to express important values, beliefs and concerns to express ‘whom they want to become’ as occupants of the leadership role. The analysis shows that lifestyle behaviours in athletic endeavours serve as a new source of self-meanings with which the sporty top managers create and express wishful notions about themselves as occupants of the leadership role. By incorporating athletic values with their distinctive understanding of a ‘good leader’, the top managers seek to present themselves with an idealized image of ‘athletic leaders’. In this process, the top managers outline a role-script that is mainly characterized with self-disciplinary qualities and masculine values, they define the leadership context with athleticism in the centre, and they express an overt intent to elevate some people and exclude others in organizational processes based on athletic values in which they personally believe. Hence, the process of formation of self as ‘athletic leaders’ is not only ‘self-relevant’, but it is personally, interpersonally and socially (organizationally) meaningful. The analysis also shows that the top managers seek to give legitimacy and an elitist status to the idealized view of self by using expressive strategies to appropriate their appearances, regulate emotions and bodily senses, and mould a gendered self-image.   This thesis contributes to leadership studies in several ways. First, the study expands on extant literature theorizing the linkage between lifestyle behaviours and the formation of sense of self as occupants of the leadership role from a new angle. It contends that lifestyle behaviours such as athletic endeavours have become a prime site where business leaders express creative narratives regarding an idealized view of themselves. Second, this study further advocates that the formation of sense of self of leaders is not a simple outcome of different forms of regulative discursive regime.  Rather, this process involves creative self-reflexive activities that address individuals’ personally held values, their distinctive pursuits in becoming an idealized leader, relations with others, and some prevailing leadership notions that they believe to be closely associated with the nature of lifestyle behaviours in which they engage and commit. Third, this study confirms the notion that the formation of the understanding of self of leaders is not only a function of verbal expressive devices, but that it also involves individuals’ performative strategies in ‘expressive control’ (e.g. Down & Reveley, 2009; Goffman, 1959). This thesis adds to understanding this point of view through a discussion of self-presentational practices in non-work related activities. Finally and most importantly, this study suggests that the process of formation of the sense of self of business leaders is expressive of meanings on personal, interpersonal and social dimensions in its own right. That is, through creating new self-meanings in micro-level practices in lifestyle behaviours, the occupants of the leadership role define the situational characteristics (the leadership context), express intentions to enact the power feature of inclusion and exclusion of others; generate new understanding of the leadership role, and they reproduce and strengthen some prevailing leadership ideals.

Philosophiae Doctor - PhD / This study investigates the use of expressive writing in the L2 classroom as the mainstay approach to help students improve their writing skills. This study focuses on literacy pedagogy as it is manifested in the understanding and experiences by tertiary L2 students engaging in the practice of expressive writing on a longitudinal basis. This qualitative case study design, guided by interpretive epistemology, was used to collect students’ views, perceptions, and suggestions on their experiences in writing. This study has been prompted by the fact that tertiary L2 students have a huge problem expressing themselves on paper. This study consists of two groups of students, one being the noticeable group and the other being the distinguished group. The aim of this study was to identify the kinds of strategies that could assist L2 students with English Language writing tasks. Academic writing requires a conscious effort and much practice in composing, developing, and analysing ideas. At a tertiary institution in the Western Cape, L2 students have the daunting task of not only dealing with new subjects at the university, but they also have to deal with writing in English which is a challenging endeavour for most them. This presents them with social and cognitive challenges related to second language acquisition. Since L2 students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting changes in their L2 writing pedagogy. In light of this, my study investigated the language proficiency and competence as the cornerstone of the ability to write in the L2 in a fundamental way. I not only used an open-ended procedure in my classroom that promoted interaction in the classroom but also paved the way for contact between literature of daily living/evolutionary nature and experience. Strategy development and language skill development should be taken into account when working with L2 students. I used a descriptive design when dealing with the qualitative methodology and a verbal and written protocol analysis method to analyse my data. I conducted interviews with the 14 participating L2 students. My research questions were designed to investigate what instructional approaches motivated and engaged my participants to persist in successive writing performance. The findings suggest that the students benefited from the use of various activities to promote creative writing, tentative understanding, provisional interpretation and enjoyment of texts related to daily living. I believe that the exam score supports these indications. Based on the low fail rate, I believe that literature of an evolutionary nature has motivated, challenged and encouraged students to gain confidence in their writing. When I ponder on the holistic view of my findings, this study endorses the use of expressive writing in the educational practice of expressive writing. Expressive writing as an educational practice can lay the ground work for students to become better writers, thinkers and citizens.