Olika forskningsdiscipliner har i över 60 år studerat attribution. Dock finns ett kunskapsglapp då de flesta studier har gjorts på vuxna människor. Undersökningen koncentrerades därför till att studera attribution hos förskolebarn och söka reda på deras spontana reaktioner på sagofigurer och porträtt, samt deras bedömning av olika egenskaper hos dem. Deltagare var 16 förskolebarn, varav 9 flickor, vilka intervjuades i 45 minuter var. En innehållsanalys genomfördes vilken resulterade i olika teman och kategorier, därefter genomfördes en separat analys för barnens bedömning av tjocka respektive smala personer. Huvudresultatet visade att kategorier som var kopplade till utseendet var mer betydande än andra kategorier, samt att tendensen att föredra smala personer över tjocka påvisades. Resultaten diskuterades utifrån olika synvinklar på hur dessa resultat speglar samhället, och utifrån olika teorier om utveckling, samt vad detta kan tänkas ha för inverkan på både individen och samhället.

Thesis (M.T.S.)--Catholic Theological Union at Chicago, 1993. / Vita. Includes bibliographical references (leaves [101]-103).

Thesis (S.T.L.)--Catholic University of America, 1990. / Includes bibliographical references (leaves 162-166).

Thesis (Ph. D.)--Oregon State University, 1993. / Typescript (photocopy). Includes bibliographical references (leaves 56-71). Also available on the World Wide Web.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed July 21, 2009). PDF text: x, 209 p. : ill. ; 7 Mb. UMI publication number: AAT 3350011. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.

Thesis (Ph. L.)--Catholic University of America, 2004. / Includes bibliographical references (leaves 67-69).

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Amy L. Baylor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Sept. 15, 2006). Document formatted into pages; contains xiv, 242 pages. Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-08-30Bitstream added on 2014-06-13T19:25:29Z : No. of bitstreams: 1 mizusaki_rac_me_prud.pdf: 847979 bytes, checksum: 0611b83cd84721035135f89120d91983 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta pesquisa investigou as representações sociais e os julgamentos morais sobre injustiças que alunos(as) de escolas particulares e públicas do município de Presidente Prudente (SP) fizeram em situações escolares verificando a influência, nessas cognições, de diferentes pertinências sociais (idade, sexo, escolas particulares ou públicas). Para análise teórica, foram utilizadas as abordagens da Psicologia do Desenvolvimento Moral de Piaget, Kohlberg e Gilligan e das Representações Sociais criada por Moscovici. Como procedimentos metodológicos, foram realizadas observações em salas de quinta série do ensino fundamental e primeira do ensino médio e foi aplicado um questionário que continha várias indagações sobre injustiças na escola. Como resultados das observações, verificou-se que queixas espontâneas de injustiças que ocorrem no interior da escola foram freqüentes tanto em meninos quanto em meninas. Considerando como queixas de injustiças aquelas queixas dos alunos que se incluíam nos diferentes tipos de injustiças apontados por Piaget, quais sejam, injustiça legal, retributiva, distributiva e social, verificamos que na escola particular na 5ª. série as queixas identificadas foram, em primeiro lugar, do tipo distributiva e, em menor proporção, queixas do tipo retributiva. Na escola pública foram comuns queixas do tipo distributiva. Na escola particular, na 1ª. série do ensino médio, foram freqüentes queixas do tipo distributivo, e, em menor proporção, queixas do tipo retributiva. Na escola pública, nesta série, não foram identificadas queixas de injustiças que se enquadrassem nas categorias de injustiças propostas por Piaget e Kohlberg. Apareceram, também, queixas, tanto em escolas particulares quanto na pública, que apontaram o descontentamento dos(as) alunos(as) em relação aos aspectos pedagógicos. / This research investigated the social representations and the moral judgements about injustices that private and public schools students (boys and girls) of the municipal district of Presidente Prudente (SP) did in school situations, verifying the influence, in those cognitions, of different social pertinences (age, sex, private or public schools). For theoretical analysis, it were utilized the approaches of the Moral Development Psychology of Piaget, Kohlberg and Gilligan, and of the Social Representations created by Moscovici. As methodological procedures, observations were accomplished at rooms from 5th grade of the fundamental school and first of the high school, and it was applied a questionnaire that contained several inquiries about injustices at school. As results of the observations, it was verified that spontaneous complaints of injustice that happen inside the school were frequent both in boys and in girls. Considering as injustice complaints those students complaints that included in the differents injustices types indicated by Piaget, which are, legal injustice, retributive, distributive and social, verified at private school on the 5th grade the complaints identified were, in first place, distributive and, in smaller proportion, complaints of the retributive type. At public school were usual complaints of the distributive type. At private school, on the 1 th grade of the high school, were frequent complaints of the distributive type, and, in smaller proportion, complaints of the retributive type. At public school, in on this grade, were not identified injustice complaints that framed in the injustice categories proposed by Piaget and Kohlberg. Appeared, also, complaints, both at private schools and at public school, that indicated the students dissatisfaction in relation to the pedagogic aspects.