<p>Syftet med min studie har varit att undersöka kärlekens spelregler och värderingar utifrån Judith Butlers tankar kring imiterandet av kön. Jag har valt att studera den kvinnliga och manliga diskursens verkan under kärleksspelets tidigaste fas. Materialet består utav fem skilda intervjuer utförda på två kvinnor och tre män, samtliga mellan 20 och 26 år gamla. I analysen har två tydligt uppdelade könsroller kunnat uttydas och en patriarkal makthierarki har uppenbarats. Jag började mitt arbete med större förhoppningar än vad resultatet kom att påvisa angående eventuella förändringar i genussystemet. Kärleksspelets strikta imiterande efter de kvinnliga och manliga könsrollerna kan dock fungera som ett stabiliserande utav dessa i en allt hastigare samhällsprocess.</p>

This study of one echolalic boy with autism assessed the effects of interlocutor directiveness (high and low) and knowledge of the lexical items (known and unknown) on the frequency of occurrence of immediate verbal imitations (IVIs). The occurrence of IVIs produced in response to the condition in which unknown items were presented with a high directive style differed significantly (p < .05) from the occurrence of IVIs produced in response to the other conditions. This finding suggests that previous studies attributing increases in IVIs solely to either linguistic or social variables did not account for interaction effects. A visual display of the data indicated that the first presentation of a lexical item accounted for most of the increases in IVIs relative to subsequent presentations of the same item. This observation is in line with the interpretation of Leonard, Schwartz, Folger, Newhoff, & Wilcox, (1979), that normal children imitate the most "informative" items.

The standard works on Renaissance literary criticism in Italy devote little space to the period before 1530; and though they recognise the importance of the imitation of literary models in Quattrocento literature, they concentrate on the statements on imitation by Petrarch and Poliziano, and consider only theory. This thesis challenges that traditional view by examining the substantial contributions to imitation theory made by humanists between Petrarch and Poliziano and by adopting a comprehensive approach which embraces both theory and practice, both Latin and vernacular works. The main objective of this research is to demonstrate that imitation is the key to literary theory and practice in the period, and to suggest that literary criticism in the Quattrocento is worthy of more detailed attention. After an initial chapter on the Trecento, Chapters Two to Four consider the role of imitation in the first half of the Quattrocento, examining the works of Bruni; the contributions of educators such as Vergerio, Barzizza, Antonio da Rho (whose De Imitationibus Eloquentie is studied here for the first time in its full version) and Guarino; and the polemic between Poggio and Valla, which marks a crucial stage in the development of Ciceronianism. Chapters Five and Six are devoted to the rise of vernacular humanism between 1430 and 1480, dealing with imitation in the works of Alberti and Landino, who outline a programme of development for the volgare based on the imitation of both the content and the stylistic techniques of Latin authors. Chapters Seven to Nine study the three major literary disputes between 1480 and 1530, showing that the two polemics on imitation between Poliziano and Cortese and between G.F.Pico and Bembo are linked with the quarrel between Barbaro and G.Pico on eloquence and philosophy. An analysis of each dispute both in relation to the other polemics and in the context of the other works of each participant permits a modification of the received view of Cortese as the first Ciceronian; illustrates the proximity rather than the divergence of the views of Pico and Barbaro; and by examining a little-known letter of G.F.Pico demonstrates that his views on imitation are developed about a decade before his exchange with Bembo. Finally, after illustrating Bembo's application of Ciceronianism to his vernacular works and to his Historia Veneta, the thesis concludes by suggesting that with Bembo one stage of the imitation debate comes to a close.

This study was undertaken to investigate the facilitating effects of imitation procedures upon a traditional behavior modification program. A "token economy" was instituted within a workshop setting.

The purpose of this study was to examine the efficacy of an ancillary procedure, the Mowrer imitation paradigm, in conjunction with an ongoing generalized imitation program. It was hypothesized that the ancillary program would accelerate the acquisition of vocal imitation relative to a situation In which the generalized imitation procedure was employed alone.

Thesis advisor: John F. Baldovin / Abstract This dissertation grows from our experience of the perennial problem of violence and conflict witnessed at a great scale in Sub-Saharan Africa. In many parts of Africa, especially south of the Sahara, now even worse in the north, there are recurrent bloody conflicts, violence and wars. Ordinarily, one would be lured to argue that what Heraclitus said is the real experience of Africa: where it seems "war is father and king of all things."1 In this trend of thought war, bloody conflicts and violence are mere symptoms of the underlying belligerent nature of the universe. In Heraclitus' philosophical view any change (physical, social, political, economic) can only arise out of war or violent conflict. On the other hand, in reading and hearing stories from all over the world it reveals to us that violence, conflict and the difficulty of establishing lasting peace is a universal problem, not only African. This realization triggered this study to see if we could establish common roots to the problem of violence in the world and at the same time to seek ways of reconciling people in the aftermath or even during the conflict. Therefore although the African situation provoked the thought, our research covers the anthropological roots to the universal problem of recurrent violence that has immersed our world into a culture of death. However in the last chapter we will specifically draw our attention to the nature and mission of the Church of Africa in its social context in order to ascertain the foundational causes of the persistent violence and so seek ways to reconciliation. Employing René Girard's mimetic anthropology and trinitarian/eucharistic theology we argue that reconciliation is a Divine-Human self-emptying event because the one who initiates reconciliation must be ready to surrender to the offending other and become the price of that reconciliation. The Trinity and the gift of the Eucharist just before the paschal mystery presents to us that God, the offended other but loving other, in Jesus became the price of our reconciliation. Therefore every work of reconciliation is an imitation of a self-emptying God in Christ Jesus. / Thesis (STD) — Boston College, 2013. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

Theatre as mimesis, the actor as mimic: can we still think in these terms, two and a half millennia after antiquity? The Meaning in Mimesis puts canonical texts of acting theory by Plato, Diderot, Stanislavsky, Brecht, and others back into conversation with their informing paradigms in philosophy and aesthetics, in order to trace the recurring impulse to theorize the actor's art and the theatrical experience in terms of one-to-one correspondences. I show that, across the history of ideas that is acting theory, the familiar conception of mimesis as imagistic representation entangles over and over again with an "other mimesis": mimesis as the embodied attunement with alterity, a human capacity that bridges the gap between self and other. When it comes to the philosophy of the theatre, it is virtually impossible to consider the one-to-one of representation or re-enactment without at the same time grappling with the one-to-one of identification or vicarious experience.

The present thesis aimed to examine if children with ASD process emotions comparably to TD children or if they show emotion processing difficulties, with particular focus on the recognition- and imitation of facial emotional expressions and on processing human faces. Furthermore, the thesis sought to contrast the performance of children (both with- and without ASD) with that of neurotypical adult participants to establish the typical level of emotion processing and to investigate if emotion processing capabilities improve with age from childhood to adulthood. Experiment 1 tested the recognition of the six basic emotions (anger, disgust, fear, happiness, sadness and surprise, and also neutrality) under timed conditions, when restricted stimulus presentation length- (1200ms, 200ms, no limit) and increased pressure to respond were introduced (1200ms limit, no limit), as well. In addition, the experiment compared participants’ performance from human facial expressions and from the expressions of animated characters. The Animated Characters Stimulus Set has been developed and validated before the main experiment. The overall performance of children with ASD was comparable to that of TD children, whose superiority only emerged with the introduction of additional task demands through limiting the length of stimuli presentation or applying a temporal restriction on the response window. Using animated characters to present emotions, instead of human actors, however, improved emotion recognition and alleviated the difficulty of additional task demands, especially for children with ASD, when facial expressions were only briefly presented. Experiment 2 tested the effects of face inversion and in-plane rotations (from 0° to 330°, in 30° increments) on the recognition of the six basic emotions (and neutrality). Children with ASD and TD children recognised emotions with comparable accuracy, while neurotypical adults have outperformed the two child groups. Overall, emotion recognition decreased gradually as rotations approached full inversion; although, this pattern was most prominent in typical adults, whereas the emotion recognition of TD children and especially children with ASD varied considerably across rotations. In contrast to adults and TD children, inversion effects were only found in children with ASD when they observed negative- or more complex emotions, thereby showing evidence both for the availability of configural face processing and for the use of feature-based strategies. Experiment 3 tested imitative behaviour by comparing performance on emotional facial expressions (reflecting anger, disgust, fear, happiness, sadness and surprise, and also neutrality), and non-emotional facial gestures and bilateral bodily actions/movements, presented in short video clips. The style of the imitation was also examined (subtle- vs strong stimulus intensity). A video stimulus set was developed and validated for the purpose of the experiment with a series of pilot studies. Results showed that the imitations of children with ASD were less intense than those of TD children and typical adults only when the participants were copying emotional facial expressions but not when they reproduced non-emotional facial and bodily actions. Moreover, children with ASD were less able to copy the style of the presented actions (only for the imitation of emotional facial expressions) than the two neurotypical groups. Overall, the present thesis demonstrated that the emotion processing of children with ASD was consistently comparable to TD children’s, when their performance was contrasted in experimental, facial emotion recognition and face processing tasks, and in a behavioural study, which assessed their imitations of emotional facial expressions. On the other hand, it was also shown that the emotion processing of children with ASD involved atypical features both when they were recognising- and reproducing emotions. Compared to TD children, they showed increased sensitivity to the negative effects of additional task difficulties and their advantage in utilising featural face processing strategies seemed to be greater, as well, while they were less able to imitate the exact style of the presented emotional facial expressions. These findings support a number of theoretical approaches; however, the notion of an early deficit in social motivation seems to be both appealing and promising in studying and developing socio-emotional functioning in ASD as its perspective could be beneficial to reflect on and possibly affect multiple underlying features.

<p>Enligt forskning har matematikkunskaperna blivit allt sämre i den svenska skolan (Lithner, 2001) och därför finner vi det intressant att undersöka någon faktor som kan bidra till detta. Vi har undersökt vilka matematiska resonemang som krävs för att lösa uppgifter ur en lärobok på gymnasiet. Detta har vi gjort genom att klassificera uppgifterna i läroboken med hjälp av ett ramverk som beskriver olika typer av matematiska resonemang. Antingen går uppgifterna att imitera från läroboken eller så behöver man konstruera ett eget matematiskt resonemang som bygger på de matematiska egenskaperna hos de komponenter som finns i lösningsresonemanget. Resultaten visade att 73% av uppgifterna gick att lösa genom att på ytliga grunder identifiera liknande exempel, definitioner eller text i boken och imitera den där givna lösningsproceduren. Det kan ge negativa konsekvenser för elevernas matematiska förståelse, eftersom de bara lär sig en lösningsprocedur och då sällan behöver tänka kreativt eller beakta relevanta matematiska egenskaper för att lösa matematiska problem.</p>

<p>Föreliggande examensarbete behandlar det retorikdidaktiska begreppet imitatio som undervisnings- och lärandemetod. Syftet är att undersöka vad imitatio (efterbildning) kan betyda i didaktisk mening, hur det skiljer sig gentemot det svenska begreppet imitation och hur lärare tillika retorikstudenter förhåller sig till det i sin undervisning och i sin kompetensutveckling. Med utgångspunkt i syftet har två metoder använts; telefonintervjuer med fyra lärare som vidareutbildat sig i den retorikdidaktiska kursen Progymnasmata samt en litterturstudie. Telefonintervjuerna bidrar med ett praktiskt didaktiskt underlag från yrkesverksamma didaktiker, och litteraturstudien ligger till grund för undersökningen av imitatios retoriska ursprung och didaktiska relevans samt imitationsbegreppets olika tvärvetenskapliga innebörder. Resultatet visar att imitatio som retorikdidaktiskt begrepp i betydelsen medveten efterbildning har ett begränsat inflytande i samtida didaktisk forskning, trots dess över tvåtusen år långa historia med omfattande tillämpning. Imitation figurerar dock alltjämt i didaktisk forskning, men som en beskrivning av en omedveten och oreflekterad handling i lärandeprocesser. En central slutsats är att imitatiobegreppet har blivit föremål för en begreppsglidning och fått anmärkningsvärt lite utrymme i didaktisk forskning som en alternativ undervisnings- och lärandemetod.</p>