Thesis (Ed.D.)--Teachers College, Columbia University. / Joint project with Wright, William Mckinley. Typescript. Sponsor: Esther Lloyd-Jones. Dissertation Committee: Phil Lange, Raymond Patouillet, . Type C project. Includes bibliographical references (leaves 64-69).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.) -- Memorial University of Newfoundland. / Typescript. Bibliography : leaves 109-110. Also available online.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Amelia D. Adkins, Wayne A. Benenson, Ramona Lomeli. Includes bibliographical references (leaves 160-162) and abstract. Also available in print.

Orientador: Mario Sérgio Vasconcelos / Banca: Elizabeth Piemonte Constantino / Banca: José Sterza Justo / Banca: Luís Guilherme Coelho Buchianeri / Banca: Denise de Camargo / Resumo: O jogo se configura numa das mais antigas atividades humanas. Repleto de significados foi incorporado na linguagem, na arte, na religião e na cultura em geral. Seus estudiosos se estendem pela Filosofia (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), História (ARIÈS, 1978; CAILLOIS, 1958), Teoria da Comunicação (POSTMAN, 1994), Antropologia (GEERTZ, 1989; MALINOWSKI, 1978) e inevitavelmente pela Educação e Psicologia. Embora nos reportemos com freqüência as demais ciências, nosso trabalho se insere numa tradição psicológica. Buscamos nas teorias do psicólogo russo Lev Vygotsky (1896-1934) e do psicanalista inglês Donald Winnicott (1896-1971) uma alternativa para a compreensão do jogo infantil e seu significado na produção da subjetividade. Partimos da apresentação dos autores e suas respectivas biografias intelectuais, detalhando suas concepções de indivíduo, sujeito e meio (social, ambiental e cultural), para em seguida explorarmos conceitualmente zonas de sentido entre suas teorias. Na direção metodológica encaminhamos a discussão a partir da Epistemologia Qualitativa desenvolvida por Gonzalez Rey, criando zonas de sentido entre as concepções de ambiente e jogo infantil. Diante da morte precoce de Vygotsky e a consequente interrupção das suas pesquisas sobre o jogo, buscamos nas teorias dos seus alunos e colaboradores - principalmente Leontiev e Elkonin - os princípios ontogenéticos do jogo infantil complementares à explanação vigotskiana. Defendemos que uma teoria do jogo infantil deve buscar origens nas relações sociais mais primitivas do indivíduo, bem como no uso mais precoce que este faz dos objetos. Tais relações foram amplamente detalhadas por Winnicott na sua teoria dos fenômenos e objetos transicionais e acreditamos que podem ser relevantes para a compreensão do jogo protagonizado, tal qual desenvolvido por Elkonin e Vygotsky / Abstract: The game is set in one of the oldest human activities. It was full of meanings embedded in language, art, religion, and culture in general. His scholars extend the Philosophy (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), History (ARIÈS, 1978; CAILLOIS, 1958), Communication Theory (POSTMAN, 1994), Antropology (GEERTZ, 1989; MALINOWSKI, 1978) and inevitably for Education and Psychology. Although we refer frequently to other sciences, our work is part of a psychological tradition. We seek theories of the Russian psychologist Lev Vygotsky (1896-1934) and the English psychoanalyst Donald Winnicott (1896-1971) an alternative to the understanding of children's play and its significance in the production of subjectivity. We start from the presentation of the authors and their intellectual biographies, detailing their conceptions of individual, subject and the environment (social, environmental and cultural), then to conceptually explore areas of meaning between their theories. Following toward a methodological discussion, we discuss the Qualitative Epistemology developed by Gonzalez-Rey, creating zones of meaning between the concepts of environment and children's game. Given the early death of Vygotsky and the consequent disruption of their research into the game, we turn to the theories of his students and collaborators - mostly Leontiev and Elkonin - with the principles ontogenetic children's game, a complementary explanation to Vygotsky's theory. We argue that a theory of children's play should seek origins in more primitive social relations of the individual as well as the earlier use of objects that he makes. Such relationships have been widely detailed by Winnicott in his theory of phenomena and transitional objects, and we believe may be relevant to understanding the game played in children, as it was developed by Eldkonin and Vygotsky / Doutor

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The behavior role-playing task (BRPT) has become a popular method of assessing assertive behavior. However, current research suggests that situational factors can affect the outcome of such assessments, independently of the subject's level of assertiveness. The present study investigated the effects of one such factor: the type of prompt delivered during the BRPT. It was hypothesized that subjects would respond more assertively to provocatively prompted scenes than to neutral scenes. Twenty nursing students were exposed to BRPTs involving both provocative and neutral role-player prompts. The results revealed that while provocative BRPTs generated significantly greater amounts of self-reported anger and anxiety than did the neutral BRPTs, there were no significant differences in response latency, duration, or assertive content between the two conditions.

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Most extended instrumental playing techniques are still deprived of a conventional method of notation. In order to facilitate the utilisation of these unconventional musical elements, a coherent and consistent notation system is developed in this thesis. It comprises chapters on string instruments, wind instruments, percussion instruments, plucked instruments and keyboard instruments. A systematic notation of unconventional instrumental playing techniques has not yet been attempted, nor have all tech-niques subject to this work yet been explained in detail. In order to coherently depict unconventional playing techniques, a set of criteria is defined. These criteria postulate that all developments are supposed to be 1. As exact as possible and 2. As simple as possible while the system may 3. Not be contradictory to traditional notation, but should instead extend and be closely related to it. Further, in order to guarantee that the additions are consistent, they need to be compatible with, and distinct from, all other signs of the system. Each unconventional playing technique is classified and explained in detail. Subsequently, previous methods of its notation are presented and discussed with regard to the previously defined criteria. Finally, a suggestion for the notation that agrees with the postulations is provided. In the next step the application of the developments is then described by presenting examples from compositions that were either produced during the writing of the thesis or revised by replacing old methods of notation with the developments from this thesis. Altogether examples from eight instrumental works that employ the new methods are displayed.