Thesis (Psy. D.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 38-45).

The present study is part of a larger project currently in progress, which addresses the interface between epistemology and method. The work of the philosophers Paul Ricoeur, Hans-Georg Gadamer and Jurgen Habermas constitute secondary sources in the master project which is focussed on the process of discovery in the works of Darwin, Marx and Freud. The specific aim of the present study may be stated as an attempt to explicate the conditions which make possible the interpretation of meaningful human action; this endeavour is approached by means of a critical investigation of Ricoeur's theory of, and methodological proposals for, the interpretation of action. Ricoeur's central thesis for the social sciences is that a literary text is analogous to the object of these sciences, namely meaningful human action. The validity of this analogy for the discipline of socio-psychology is investigated in the present study in terms of the primary dialectic which Ricoeur proposes between 'distanciation' and 'appropriation'. Thus Ricoeur's hermeneutical theory serves as the main data base in the present study. Other data bases include video-recordings of mother-child transactions during problem solving tasks (in this sense the tasks represent, for the dyad, an object of interpretation); the transcript of a discussion between the author and a mother who also formed part of a problem-solving dyad; and the transcript of a discussion between four analysts engaged in the process of interpreting mother-child dyads during their engagement in problem-solving activity. Ricoeur's proposals for the interpretation of action are applied to the above data bases and the outcome is presented and discussed. While Ricoeur's theory provides certain methodological insights, particular problems are encountered with regard to the application of the theory to socio-psychological data. These problems focus on the role of an actor's intentions in the process of the interpretation of action and on the relevance of the socio-historical circumstances. in which the action investigated is produced, and in which the interpretative act proceeds. In concluding the project, proposals for a theory-method of the interpretation of action are presented in which Ricoeur's methodological proposals and the conclusions reached in the present study, are integrated. / Thesis (M.A.)-University of Natal, Durban, 1987.

The ability related differences and the role of peer interaction in preschool children's planning skill on a sociocultural task was investigated. Shopping routes through a model grocery store were planned by 50 children ranging in age from 3 years, 2 months to 5 years, 11 months. There were 30 children with average ability (Differential Ability Scales GCA score 85-115) and 20 children with high ability (DAS scores above 120). All subjects planned a total of five shopping trips. The first and last trips were completed alone, while the three middle trips were either completed alone, with a same-ability peer, or with a mixed-ability peer.Data were analyzed with a series of multivariate analyses of variance (MANOVA) with a within-subjects factor representing the measures of planning skill across Lists 2, 3, and 4. Preschool-aged children did not differ in planning skill on the basis of cognitive ability at the onset of the task. Dyads planned more efficient routes than individuals and also employed a more mature item location strategy. Children of average ability improved in planning performance from List One to List Five regardless of the ability level of their partner during Lists 2, 3, and 4. High ability preschoolers performed equally well when working alone, with a peer of same ability, or with a peer of less ability.Dyads of average children working together engaged in arguments and disagreements concerning the task but planned less efficient routes than did dyads of high-ability children. Mixed-ability dyads and those of high ability peers planned more efficient routes but engaged in little discussion. Thus, average children working together may have experienced growth in social competence as a result of social conflict concerning the social problem solving task. Such advances were most likely minimal for children in mixed-ability and high ability dyads. Advances in social competence may be of primary importance for preschool aged children. Future research should seek to clarify the relationship between ability and peer interaction in an effort to identify the features of social interaction which are necessary for cognitive growth. / Department of Educational Psychology

In South Africa, many health and social problems such as HIV/AIDS, substance abuse, teenage pregnancy, truancy and violence are constantly on the increase. Measures to combat these problems have until now proved unsuccessful. As a result the social functioning of young people become detrimentally affected. Therefore it is necessary to find new ways of preventing these pathological phenomena, since the future demography of the country depends on the physical, psychological, emotional and cognitive aspects of the present generation. The study was undertaken to assess life-skills education at schools. The researcher felt that it is important because inadequate life-skills education make children vulnerable to social pathologies. The major tools used for data collection were questionnaires and literature reviews. A sample of 43 schools was drawn in the North-West and Mpumalanga Provinces. The findings revealed that the schools and parents do not prepare children for life. That is schools do not offer Life-Skills education or the time spent on Life Skills education is minimal and educators are insufficiently equipped to offer Life-Skills education programmes. It is also found that children receive their sex education from their peers. This shows that parents do not play their role with regard to the proper socialisation of children. The study suggests that life-skills education programmes and more in-service training be organised for educators so that they can offer effective Life-Skills education to learners. Finally, the study submits that, to be successful, prevention should focus on comprehensive team approach. Prevention is not a limited function of educators, social workers or health professionals, but it can be provided in a concerted effort by all these professionals, parents as well as the community. Through this, the increase of health and social problems can be minimised among young people. / (M. SWK.) North-West University, Mafikeng Campus, 2003

Thesis (M. Ed.)--Kutztown University, 1989. / Source: Masters Abstracts International, Volume: 45-06, page: 2749. Abstract precedes title page. Typescript. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph.D.)--University of Western Sydney, Nepean, 1997. / Includes appendices. Bibliography: leaves 362-391.

Thesis (PhD) -- University of Western Sydney, Nepean, 1999. / "A thesis submitted for the degree of Doctor of Philosophy in Education" Bibliography : leaves 234-256.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [104]-122).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 132-139). Also available on the Internet.