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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
151

Análise do conceito de eu em James e Skinner / Analysis of the concept of self in James and Skinner

Dentello, Frederico 30 September 2009 (has links)
Realizamos um estudo comparativo entre os conceitos de eu tal como formulados pelos psicólogos William James (1842-1910) e B. F. Skinner (1904-1990). No caso de James, a fonte foi o capítulo A consciência do eu de sua obra Os princípios de psicologia, a partir do qual relatamos os constituintes do eu empírico, a reflexão do autor sobre o ego puro e a descrição dos sentimentos, emoções e ações do eu. No caso de Skinner, as fontes foram a seção O indivíduo como um todo da obra Ciência e comportamento humano e o capítulo Pensamento da obra Comportamento verbal, além de alguns outros artigos; discutimos os conceitos de autocontrole e de pensamento conforme o behaviorismo radical, para em seguida definir o eu como um sistema organizado de respostas. Então traduzimos o conceito de eu de James em referências a contingências de reforço: o eu material em termos de filogênese e ontogênese, o eu social em termos de controle de estímulo, o eu espiritual como repertório modelado pela comunidade verbal e o ego puro no contexto dos três níveis de seleção do comportamento humano. Discutimos possíveis influências de James sobre Skinner a partir de relações entre suas teorias psicológicas: a conceituação de eus múltiplos, a rejeição da consciência como substância, a afinidade do empirismo radical com o behaviorismo radical e a ideia de evolução da cultura. Refletimos sobre a atitude de James e Skinner quanto a relacionar dados empíricos a princípios gerais, sobre ambos classificarem a psicologia no conjunto das ciências naturais e sobre as razões de uma suposta morte da psicologia jamesiana e do behaviorismo radical. Finalmente, sugerimos questões para pesquisas posteriores. / This is a comparative study of the concepts of self as formulated by the psychologists William James (1842-1910) and B. F. Skinner (1904-1990). The source for James concept was the chapter The consciousness of self of his book The principles of psychology, from which I described the constituents of the empirical self, the authors reflection on the pure ego, and the feelings, emotions and actions of the self. In Skinners case, the sources were the section The individual as a whole of the book Science and human behavior, the chapter Thinking of the book Verbal behavior, and a few other articles; I discussed the concepts of self-control and thinking according to radical behaviorism in order to define the self as an organized system of responses. Then I translated James concept of self into references to contingencies of reinforcement: the material self in terms of phylogenesis and ontogenesis, the social self in terms of stimulus control, the spiritual self in terms of a repertoire shaped by the verbal community, and the pure ego in terms of the three levels of selection of human behavior. I proposed possible influences of James on Skinner, based on relations between their psychological theories: the conception of multiple selves, the rejection of the conscience as a substance, the affinity of radical empiricism and radical behaviorism, and the idea of evolution of culture. I reflected on the attitude of James and Skinner towards relating empirical data to general principles, on their classification of psychology among the natural sciences, and on the reasons for a supposed death of Jamesian psychology and radical behaviorism. Finally, I suggested some questions to further investigations.
152

Análise do conceito de eu em James e Skinner / Analysis of the concept of self in James and Skinner

Frederico Dentello 30 September 2009 (has links)
Realizamos um estudo comparativo entre os conceitos de eu tal como formulados pelos psicólogos William James (1842-1910) e B. F. Skinner (1904-1990). No caso de James, a fonte foi o capítulo A consciência do eu de sua obra Os princípios de psicologia, a partir do qual relatamos os constituintes do eu empírico, a reflexão do autor sobre o ego puro e a descrição dos sentimentos, emoções e ações do eu. No caso de Skinner, as fontes foram a seção O indivíduo como um todo da obra Ciência e comportamento humano e o capítulo Pensamento da obra Comportamento verbal, além de alguns outros artigos; discutimos os conceitos de autocontrole e de pensamento conforme o behaviorismo radical, para em seguida definir o eu como um sistema organizado de respostas. Então traduzimos o conceito de eu de James em referências a contingências de reforço: o eu material em termos de filogênese e ontogênese, o eu social em termos de controle de estímulo, o eu espiritual como repertório modelado pela comunidade verbal e o ego puro no contexto dos três níveis de seleção do comportamento humano. Discutimos possíveis influências de James sobre Skinner a partir de relações entre suas teorias psicológicas: a conceituação de eus múltiplos, a rejeição da consciência como substância, a afinidade do empirismo radical com o behaviorismo radical e a ideia de evolução da cultura. Refletimos sobre a atitude de James e Skinner quanto a relacionar dados empíricos a princípios gerais, sobre ambos classificarem a psicologia no conjunto das ciências naturais e sobre as razões de uma suposta morte da psicologia jamesiana e do behaviorismo radical. Finalmente, sugerimos questões para pesquisas posteriores. / This is a comparative study of the concepts of self as formulated by the psychologists William James (1842-1910) and B. F. Skinner (1904-1990). The source for James concept was the chapter The consciousness of self of his book The principles of psychology, from which I described the constituents of the empirical self, the authors reflection on the pure ego, and the feelings, emotions and actions of the self. In Skinners case, the sources were the section The individual as a whole of the book Science and human behavior, the chapter Thinking of the book Verbal behavior, and a few other articles; I discussed the concepts of self-control and thinking according to radical behaviorism in order to define the self as an organized system of responses. Then I translated James concept of self into references to contingencies of reinforcement: the material self in terms of phylogenesis and ontogenesis, the social self in terms of stimulus control, the spiritual self in terms of a repertoire shaped by the verbal community, and the pure ego in terms of the three levels of selection of human behavior. I proposed possible influences of James on Skinner, based on relations between their psychological theories: the conception of multiple selves, the rejection of the conscience as a substance, the affinity of radical empiricism and radical behaviorism, and the idea of evolution of culture. I reflected on the attitude of James and Skinner towards relating empirical data to general principles, on their classification of psychology among the natural sciences, and on the reasons for a supposed death of Jamesian psychology and radical behaviorism. Finally, I suggested some questions to further investigations.
153

Interação social e comunicação na primeira infância / Social interaction and communication in early childhood

Sestini, Ana Elisa 23 April 2008 (has links)
Esta pesquisa parte da visão da criança como agente ativo de seu próprio desenvolvimento. Buscou-se investigar a interação criança-criança, os processos formadores de \"cultura\" no grupo de brinquedo e o papel dos modos de comunicação verbal e não-verbal nestes processos de co-construção de significados compartilhados. Foram estudados os estilos de brincadeiras das crianças, as parcerias preferenciais entre elas e as mudanças nas formas de comunicação durante o período estudado. Os sujeitos foram crianças de 1 a 3 anos de idade, acompanhados semanalmente, durante 1 ano e meio, numa creche em São Paulo. Foram realizadas filmagens das crianças em momentos de atividade lúdica livre (com pouca interferência das educadoras), utilizando-se os métodos de amostragem \"focal\" e \"varredura instantânea\". Além disso, foram feitas sessões de observação semicontrolada, filmando-se, separadamente, duplas de crianças com maior ou menor afinidade social, brincando com 10 pares de objetos pré-selecionados. Os resultados mostram que as crianças comunicaram-se mais entre si do que com adultos, tanto de modo verbal quanto não-verbal. Do período inicial de coleta de dados para o final, houve uma diminuição significativa de comportamentos não-verbais indicativos de comunicação e um aumento significativo de episódios de verbalização. No período inicial, houve uma freqüência significativamente maior de verbalizações em contextos de interações agonísticas e imperativas, e no período final houve uma freqüência significativamente maior de verbalizações de convite para interação. Verificou-se um aumento da comunicação verbal quando as crianças estavam com idades entre 1 ano e 10 meses (a mais nova) e 2 anos e 6 meses (a mais velha). Quanto ao comportamento não-verbal, as crianças se comunicaram mais por olhares e expressões faciais, no entanto, no período inicial houve uma freqüência significativamente maior de vocalizações, no período intermediário houve uma freqüência significativamente maior de gestos e acenos e, no período final, de imitações. A imitação foi considerada como um meio das crianças compartilharem significados e de iniciarem ou manterem interações sociais. A situação de duplas foi favorecedora de episódios de imitação e ocorreu maior freqüência de interações sociais após imitação principalmente quando as crianças estavam com idades próximas a 3 anos. Em relação aos estilos de brincadeiras, duplas com maior afinidade social apresentaram freqüência significativamente maior de brincadeiras de contingência social do que duplas com menor afinidade; duplas formadas apenas por meninas brincaram mais de faz-de-conta, duplas formadas somente por meninos brincaram mais de brincadeiras paralelas e duplas mistas brincaram mais de brincadeiras do tipo \"física\". Quando em grupo, as meninas brincaram mais com outras crianças do que sozinhas, diferentemente dos meninos. Foram identificadas e descritas qualitativamente algumas formas de brincadeiras particulares do grupo estudado. A conclusão foi que crianças dessa faixa etária são capazes de construir e compartilhar significados no grupo, mesmo antes de dominarem a comunicação verbal. Porém, também há indícios de que a fala facilite os processos de compartilhamento e persistência de significados no grupo e favoreça o aumento da complexidade das brincadeiras entre as crianças. / This research is based on the view of the child as an active agent of his/her own development. It aimed to investigate the child-child interaction, the processes of \"culture\" creation within the playgroup and the role of verbal and nonverbal forms of communication in those processes of joint construction of shared meanings. The style of the children\'s play, the preferential partnerships between them and the changes in the forms of communication during the study period were examined. The subjects were 1-to-3-year-old children, weekly monitored over a year and a half at a daycare center in São Paulo. The children were videorecorded during free-play activity (with little interference from the educators), and the \"focalsubject\" and \"scan-sampling\" methods were used. In addition, semi-controlled observation sessions were conducted, and pairs of children with greater or smaller social affinity were separately recorded playing with ten pairs of pre-selected objects. Results show that the children communicated more between themselves than with adults, both verbally and nonverbally. From the period the data started to be collected to the end of the study, a significant decrease in nonverbal behaviors indicative of communication and a significant increase in verbalization episodes were observed. A significantly higher frequency of verbalizations in contexts of agonistic and imperative interactions was observed in the initial period, whereas a significantly higher frequency of verbalizations of invitation to interaction was observed in the final period. The verbal communication increased when the children were 1 year and 10 months old (youngest child) to 2 years and 6 months old (oldest child). As for nonverbal behavior, the children\'s communication was predominantly through looks and facial expressions, however there has been a significantly higher frequency of vocalizations in the initial period, a significantly higher frequency of gestures and nods and waves in the intermediary period and of imitations in the final period. Imitation was considered a means through which children share meanings and start or maintain social interactions. The situation of pairs favored episodes of imitation and social interactions were more frequent after imitation mainly when the children were near 3 years of age. Concerning play styles, pairs with greater social affinity produced a significantly higher frequency of social-contingency play than pairs with smaller affinity; pairs formed only by girls did more make-believe play, pairs formed only by boys did more parallel play and mixed pairs did more \"physical\" play. When the girls were in group, they played more with other children than when they were alone, differently from the boys. Some forms of play particular to the studied group were identified and qualitatively described. The research concluded that children in this age bracket are able to build and share meanings within the group, even before mastering the verbal communication. However, there are also signs that the speech facilitates the sharing processes and the persistence of meanings within the group and leads to more complex play between the children.
154

Formas arquitetônicas clássicas em edifícios religiosos do Período Bizantino / Classical Architectural Forms in Religious Buildings During the Byzantine Period

Rezende, Regina Helena 16 March 2007 (has links)
Este trabalho tem como objetivo a identificação e o estudo da permanência de formas arquitetônicas greco-romanas, ditas clássicas, nas primeiras igrejas cristãs, em uma fase inicial do seu estabelecimento na região da Palestina, desde o governo de Constantino, na primeira metade do século IV d. C., até o final do século VI d. C. Nesse intervalo de quase três séculos procuramos identificar as formas arquitetônicas essenciais que serão constitutivas das igrejas cristãs em seu momento inicial de organização e estudar de que maneira elementos da cultura clássica foram recuperados e usados nesses espaços. Buscamos ir além da análise estritamente material desses edifícios, que evidenciam em suas formas idéias e valores antigos em contraposição a novos elementos que são adotados nesse momento de mudança, produtos concretos de uma nova cultura que se configura nessa época, conhecida como Período Bizantino. / The goal of this dissertation is the identification and study of Graeco-roman architectural forms - classical forms - that were preserved in early Christian churches built in the Palestinian area. The chronological scope is from the first half of the IVth. century, under Constantine\'s rule, to the end of the VIth. century AD. Studying these three centuries, we tried to recognize which basic architectural shapes had been part of early Christian churches and which classical shapes were preserved. We tried to go beyond the building materials, looking for ancient ideas and values still in use in this age of transformation, called Byzantine Period, when the new concepts of an arising culture were starting to achieve material forms.
155

Aplicação do Early Social Communication Scale (ESCS) em bebês de 9 a 15 meses: um estudo sobre atenção compartilhada

Dorigon, Lygia T 11 August 2017 (has links)
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-17T12:52:14Z No. of bitstreams: 1 Lygia T. Dorigon.pdf: 4701921 bytes, checksum: 194373550c9bc450f5931fe475b95365 (MD5) / Made available in DSpace on 2017-08-17T12:52:14Z (GMT). No. of bitstreams: 1 Lygia T. Dorigon.pdf: 4701921 bytes, checksum: 194373550c9bc450f5931fe475b95365 (MD5) Previous issue date: 2017-08-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Joint attention is a term, used by cognitive and developmental literature, to refer to a set of behaviors (which could involve gestures and eye contact) that permits an individual to engage in triadic relations in between a social peer and an object of common interest, in order to share experiences. The presence of joint attention behaviors in babies has been correlated with the subsequent development of language and other symbolic behaviors. Deficit in joint attention behaviors has been considered a reliable marker of Autism Spectrum Disorder. The development of objective assessment measures is fundamental to the identification as early as possible of deficits in behaviors considered crucial to the infant human development. The absence of behavior analytic assessments, especially designed to investigation of joint attention behaviors let to the selection of an assessment instrument of prevocal behaviors, developed by developmental researchers and designed to the identifications of behaviors in babies before one year of age. The purposes of this study are (a) to analyze the contingencies involved in tasks of the assessment manual Early Social Communication Scale, (b) to investigate the development of joint attention behaviors in eight babies, between 9 to 15 months of age and (c) to propose a set of tasks to assess joint attention behaviors. The results of the instrument analysis indicated that tasks designed to the Initiation Joint Attention category presented less explicitly evocative conditions than to the Responding Joint Attention category and some of the behaviors assessed by the Initiation Joint Attention category didn’t accomplish the criterions to that inclusion. The performance of participants in the Responding to Joint Attention category progressively increased during the months assessed. And in the Initiation Joint Attention Category this data was identified only to the pointing behavior. To the others, it was not observed a regular pattern of behavior development, but it’s considered the influences of features related to the behavior classification and to the tasks. A set of tasks proposed considered the assessment of behaviors from the speaker and listener categories, with tasks that establish evocative conditions for all of behaviors in evaluation / A atenção compartilhada é o termo utilizado, pela literatura do desenvolvimento e cognitivista, para se referir a um conjunto de comportamentos (que envolvem gestos e contato visual), que permite ao indivíduo se engajar em relações triádicas, entre um par social e um objeto de interesse comum, a fim de compartilhar experiências. A identificação de comportamentos de atenção compartilhada em bebês tem sido correlacionada com o desenvolvimento posterior de linguagem e de outros comportamentos simbólicos. A falha na emissão de comportamentos de atenção compartilhada tem sido considerada um indicador confiável do Transtorno do Espectro Autista. O desenvolvimento de medidas objetivas de avaliação é fundamental para que se identifique o mais precocemente possível déficits em comportamentos considerados cruciais no desenvolvimento infantil de humanos. A ausência de avaliações analíticocomportamentais, especialmente delineadas para a investigação dos comportamentos de atenção compartilhada levou a seleção de um instrumento de avaliação de comportamentos pré-vocais, desenvolvido por pesquisadores do desenvolvimento e delineado para a identificação de comportamentos, antes de um ano de idade. Os objetivos deste estudo foram (a) analisar as contingências envolvidas nas tarefas do instrumento de avaliação Early Social Communication Scale, (b) investigar o desenvolvimento de comportamentos de atenção compartilhada em oito bebês, de 9 a 15 meses e (c) propor um conjunto de tarefas para avaliação de comportamentos de atenção compartilhada. Os resultados da análise do instrumento indicaram que tarefas delineadas para a categoria Iniciar Atenção Compartilhada apresentavam condições evocativas menos explícitas que para a categoria Responder à Atenção Compartilhada e que alguns dos comportamentos avaliados na categoria Iniciar Atenção Compartilhada não cumpriam com os requisitos para esta inclusão. O desempenho dos participantes na categoria Responder à Atenção Compartilhada diferenciou-se nos meses avaliados. E na categoria Iniciar Atenção Compartilhada este dado foi identificado apenas para o comportamento de apontar. Para os demais, não se observou padrão regular no desenvolvimento dos comportamentos, mas considera-se a influência de questões relativas a classificação dos comportamentos e das tarefas. O conjunto de tarefas proposto avalia os comportamentos nas categorias falante e ouvinte com tarefas que estabelecem condições evocativas para todos os comportamentos em avaliação
156

Social or environmental labelling- Consumers’ knowledge, attitudes and preferences

SALMI, MILLA January 2014 (has links)
Social or environmental labelling- Consumers’ knowledge, attitudes and preferencesEngelska nyckelord: labelling, social or environmental labelling, eco-labelling, sustainability, transparency, fashion consumer, visual/verbal communication, consumer buying behaviour, green consumerism.Sammanfattning på engelska: In the recent years the Swedish fashion retailers have increased their range of various social or environmental labels on their garments which in return has created confusion amongst the fashion consumers. Currently, there are approximately fourteen different third-party labelling standards in Sweden and a diverse range of self-controlled labelling standards. The reason for this increase can partly be explained by the increasing pressure from various actors to act more sustainably and ethically, and companies having realized a competitive advantage by adopting sustainable strategies. This study provides a preliminary exploration into the types of social and environmental labels that are available on the Swedish market and consumers’ knowledge, attitudes and preferences regarding these labels. Based on two focus group discussions held at two different occasions, respondents indicated that environmental labelling of clothing could influence their purchase decision positively if product related attributes (design and quality) have the same standard as non-sustainable clothing. Although consumers’ knowledge about the social or environmental labels is relatively low, they have an increased interest to learn more about the various labels and the potential environmental impact the fashion industry may cause. However, the growing involvement of taking social or environmental issues into consideration does not always lead to consumers actually purchasing eco-friendlier clothes, and thus these two “identities” are not yet compatible with each other.Additionally, consumers respond differently to positive and negative labelling, where negative labelling seems to have a stronger effect on their feelings and may influence their purchase decision. When it comes to the design of the label, visual and verbal communications are additives and a label should also have a numerical rating system, which states how sustainable a garment is in comparison to other garments. Furthermore, the logo should be more coherent with the fashion industry in terms of colours and illustrations. Moreover, consumers think that there is a lack of information at the point of purchase regarding the social and environmental labels and this should be addressed with either QR-code or by providing a simple brochure. / Program: Textilt management, fashion management
157

L'enseignement-apprentissage de la parole par les pratiques artistiques en classe de Français langue étrangère au Yémen / Non communiqué

Zaid, Nawal 06 December 2013 (has links)
Ce travail de recherche propose de mener une réflexion qui s’articule autour de deux axes : le premier axe consiste à observer, à partir d’une enquête de terrain, l’enseignement-apprentissage de l’oral dans le milieu universitaire yéménite, en particulier, au sein du département de français de Ta’izz. Ce travail d’observation est mené dans le but d’identifier les raisons de la passivité verbale des apprenants de cette institution. L’hypothèse sur laquelle repose cette réflexion est que la passivité verbale des apprenants yéménites en classe est en lien étroit avec leur insécurité langagière en français. Le deuxième axe de notre réflexion consiste à réfléchir sur les contributions que peut apporter la pratique théâtrale pour le développement de l’expression orale en classe de FLE, notamment dans la gestion de l’insécurité des apprenants face à l’acte de parler en français. L’hypothèse de notre recherche est qu’un projet de théâtre visant à un « accès esthétique à la parole en langue étrangère» et impliquant l’apprenant dans sa globalité (geste, voix, créativité, rapport à soi et à autrui) peut aider l’apprenant yéménite dans la construction d´une nouvelle énonciation en français langue étrangère. / This research work proposes to undertake a project based on two axes: the first axis revolves around a field study to observe the oral teaching and learning in Yemeni universities, in particular, at the heart of the French department of Ta’izz. The purpose of this monitoring is to identify the reasons why learners are verbally passive in this institution. The hypothesis for this assumption is that the verbal passivity of Yemeni learners in class is closely linked to their insecurity in speaking French. The second axis of our research is to think about the benefits of drama in the development of oral [verbal] expression in FLE classes, especially in managing the insecurity of learners when having to speak French. The hypothesis of our research is that a theater project aimed at an « aesthetic access to speech in a foreign language » and involving the learner in his entirety (gesture, voice, creativity, relation to self and to others) could help the Yemeni learner in building a new enunciation in French as a foreign language.
158

Interação social e comunicação na primeira infância / Social interaction and communication in early childhood

Ana Elisa Sestini 23 April 2008 (has links)
Esta pesquisa parte da visão da criança como agente ativo de seu próprio desenvolvimento. Buscou-se investigar a interação criança-criança, os processos formadores de \"cultura\" no grupo de brinquedo e o papel dos modos de comunicação verbal e não-verbal nestes processos de co-construção de significados compartilhados. Foram estudados os estilos de brincadeiras das crianças, as parcerias preferenciais entre elas e as mudanças nas formas de comunicação durante o período estudado. Os sujeitos foram crianças de 1 a 3 anos de idade, acompanhados semanalmente, durante 1 ano e meio, numa creche em São Paulo. Foram realizadas filmagens das crianças em momentos de atividade lúdica livre (com pouca interferência das educadoras), utilizando-se os métodos de amostragem \"focal\" e \"varredura instantânea\". Além disso, foram feitas sessões de observação semicontrolada, filmando-se, separadamente, duplas de crianças com maior ou menor afinidade social, brincando com 10 pares de objetos pré-selecionados. Os resultados mostram que as crianças comunicaram-se mais entre si do que com adultos, tanto de modo verbal quanto não-verbal. Do período inicial de coleta de dados para o final, houve uma diminuição significativa de comportamentos não-verbais indicativos de comunicação e um aumento significativo de episódios de verbalização. No período inicial, houve uma freqüência significativamente maior de verbalizações em contextos de interações agonísticas e imperativas, e no período final houve uma freqüência significativamente maior de verbalizações de convite para interação. Verificou-se um aumento da comunicação verbal quando as crianças estavam com idades entre 1 ano e 10 meses (a mais nova) e 2 anos e 6 meses (a mais velha). Quanto ao comportamento não-verbal, as crianças se comunicaram mais por olhares e expressões faciais, no entanto, no período inicial houve uma freqüência significativamente maior de vocalizações, no período intermediário houve uma freqüência significativamente maior de gestos e acenos e, no período final, de imitações. A imitação foi considerada como um meio das crianças compartilharem significados e de iniciarem ou manterem interações sociais. A situação de duplas foi favorecedora de episódios de imitação e ocorreu maior freqüência de interações sociais após imitação principalmente quando as crianças estavam com idades próximas a 3 anos. Em relação aos estilos de brincadeiras, duplas com maior afinidade social apresentaram freqüência significativamente maior de brincadeiras de contingência social do que duplas com menor afinidade; duplas formadas apenas por meninas brincaram mais de faz-de-conta, duplas formadas somente por meninos brincaram mais de brincadeiras paralelas e duplas mistas brincaram mais de brincadeiras do tipo \"física\". Quando em grupo, as meninas brincaram mais com outras crianças do que sozinhas, diferentemente dos meninos. Foram identificadas e descritas qualitativamente algumas formas de brincadeiras particulares do grupo estudado. A conclusão foi que crianças dessa faixa etária são capazes de construir e compartilhar significados no grupo, mesmo antes de dominarem a comunicação verbal. Porém, também há indícios de que a fala facilite os processos de compartilhamento e persistência de significados no grupo e favoreça o aumento da complexidade das brincadeiras entre as crianças. / This research is based on the view of the child as an active agent of his/her own development. It aimed to investigate the child-child interaction, the processes of \"culture\" creation within the playgroup and the role of verbal and nonverbal forms of communication in those processes of joint construction of shared meanings. The style of the children\'s play, the preferential partnerships between them and the changes in the forms of communication during the study period were examined. The subjects were 1-to-3-year-old children, weekly monitored over a year and a half at a daycare center in São Paulo. The children were videorecorded during free-play activity (with little interference from the educators), and the \"focalsubject\" and \"scan-sampling\" methods were used. In addition, semi-controlled observation sessions were conducted, and pairs of children with greater or smaller social affinity were separately recorded playing with ten pairs of pre-selected objects. Results show that the children communicated more between themselves than with adults, both verbally and nonverbally. From the period the data started to be collected to the end of the study, a significant decrease in nonverbal behaviors indicative of communication and a significant increase in verbalization episodes were observed. A significantly higher frequency of verbalizations in contexts of agonistic and imperative interactions was observed in the initial period, whereas a significantly higher frequency of verbalizations of invitation to interaction was observed in the final period. The verbal communication increased when the children were 1 year and 10 months old (youngest child) to 2 years and 6 months old (oldest child). As for nonverbal behavior, the children\'s communication was predominantly through looks and facial expressions, however there has been a significantly higher frequency of vocalizations in the initial period, a significantly higher frequency of gestures and nods and waves in the intermediary period and of imitations in the final period. Imitation was considered a means through which children share meanings and start or maintain social interactions. The situation of pairs favored episodes of imitation and social interactions were more frequent after imitation mainly when the children were near 3 years of age. Concerning play styles, pairs with greater social affinity produced a significantly higher frequency of social-contingency play than pairs with smaller affinity; pairs formed only by girls did more make-believe play, pairs formed only by boys did more parallel play and mixed pairs did more \"physical\" play. When the girls were in group, they played more with other children than when they were alone, differently from the boys. Some forms of play particular to the studied group were identified and qualitatively described. The research concluded that children in this age bracket are able to build and share meanings within the group, even before mastering the verbal communication. However, there are also signs that the speech facilitates the sharing processes and the persistence of meanings within the group and leads to more complex play between the children.
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Successful social skills : designing a way of learning non-verbal communication skills : a thesis submitted for the degree of Master of Design, Massey University, Wellington, New Zealand

Blair, Tracey January 2007 (has links)
This research identifies, and respond to, the particular challenges of teaching social skills to children with autistic characteristics, specifically in this case Asperger’s Syndrome (AS). For most children the process of understanding and developing non-verbal communication begins early in childhood. For children with AS this is not the case and non-verbal communication needs to be taught to them. This project provides support for the educators of children who require assistance in the social skills area. This has been achieved with a structured interactive computer prototype. This prototype has been designed with consideration for the unique cognitive attributes and sensory issues that AS individuals encounter. A visual language has been used to identify the routine of an everyday event, and to introduce the concept of change within this routine. The result provides these individuals with the most productive environment for learning.
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Samtalsanalys som intervention med en ungdom som använder bliss

Björnestrand, Sophia, Kindstrand, Caroline January 2011 (has links)
Conversation Analysis (CA) is a tool to facilitate analysis of everyday conversations. A small number of studies have used CA as an intervention for people with aphasia and have seen positive effects as an outcome of the intervention. The authors of the present study have not found any other studies where CA was used as an intervention in other target groups. The purpose of this study was to investigate if CA may be used in intervention with an adolescent who uses Bliss. The main participants in the present study, which the intervention was based upon, were a sixteen year old girl who communicates through Bliss, and her assistant. The participants were filmed in everyday situations. The video recordings were transcribed and primarily analysed according to CA principles by the authors. The authors of the present study observed both well functioning and not so well functioning communication patterns. The three interventions were based on video recordings, transcriptions and analyses. During the interventions, the authors of the study discussed patterns in communication with the participants. The participants were then given information about selected transcriptions, video recordings and analyses that the authors considered contained interesting patterns. Focus of each intervention was on turn-taking, repair, topic and non-verbal communication. The results of the intervention showed that certain communication patterns that the authors had previously regarded to be less functioning had subsequently improved in certain aspects. Comparisons made before and after the intervention showed that the girl had been given more emancipation to decide topic of conversation and take own initiative in the communication after the intervention. The results also showed that CA can be used to find new Bliss symbols that could be used in addition to the Swedish Bliss standard chart. In regard to turn-taking, repairs and non-verbal communication, similar patterns were observed prior to and after the intervention was carried out. / Conversation Analysis (CA) tillhandahåller verktyg för att analysera samtal i vardagen. Ett fåtal studier har använt CA i intervention med personer med afasi och har sett positiva effekter av interventionen. Författarna till föreliggande studie har inte funnit några andra studier där CA används som intervention för andra målgrupper. Syftet med föreliggande studie var att undersöka om CA kan användas vid intervention med en ungdom som använder sig av bliss i kommunikationen. Huvuddeltagarna i studien, som interventionen baserades på, var en 16-årig flicka som kommunicerar genom bliss, samt hennes assistent. Deltagarna filmades i vardagliga situationer. Videoinspelningarna transkriberades och analyserades huvudsakligen enligt CAs principer av uppsatsförfattarna. Kommunikationsmönster, både välfungerande och mindre välfungerande, konstaterades. Videoinspelningarna, transkriptionerna och analyserna låg sedan till grund för de tre interventionstillfällena där nya videoinspelningar utfördes mellan interventionerna. Under interventionerna diskuterade uppsatsförfattarna, tillsammans med deltagarna, mönster i kommunikationen. Deltagarna fick då ta del av utvalda transkriptioner, videoinspelningar samt analyser som ansågs ha intressanta mönster. De områden som interventionerna fokuserade på var turtagning, reparation, samtalsämne och icke-verbal kommunikation. Resultatet av interventionen i studien visar att vissa mönster i kommunikationen, som uppsatsförfattarna innan interventionen ansåg fungerade mindre bra, nu hade förbättrats i vissa avseenden. Jämförelserna innan samt efter intervention visade att flickan givits mer utrymme att bestämma samtalsämne och ta egna initiativ i kommunikationen efter intervention. Resultatet visade även att CA kan användas för att upptäcka vilka nya blissymboler som skulle behövas som komplement till standardblisskartan. Inom områdena turtagning, reparation och icke-verbal kommunikation konstaterades liknande mönster både före samt efter intervention.

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