Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2006. / Gregory D. Abowd, Committee Chair ; Mark Guzdial, Committee Member ; Blair MacIntyre, Committee Member ; James Landay, Committee Member ; William N. Schilit, Committee Member.

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references.

The subject of recollection of traumatic collective memories resulting from a single, unexpected event is still a new phenomenon in the trauma-related literature, especially in the context of exiled political refugees. The focus of this research is to explore the nexus between Chilean exiles' personal meanings of Pinochet's unexpected arrest and release in England, and the construction of group memories of traumatic life experiences triggered by these events. To access the individual and collective meaning experiences of the members of this community, this study used narrative inquiry. The participants created individual narratives of these events, and they shared them in a group format. Through sharing these experiences in a group setting, the participants created a "cultural group narrative." This embodied their individual and collective experiences, their lived experiences of exile, their adaptation to a new culture and their re-experiencing of traumatic memories and life events when hearing the news of Pinochet. Because the researcher is also Chilean and because Latin American culture is collective in nature, she played a dual role as both investigator and participant. This study has several implications for counselling practice, education and supervision. It provides further knowledge and understanding of the historical, political and cultural issues related to traumatic experiences in both individuals and groups, as well as further understanding of the events or situations that trigger the re-appearance of traumatic memories. The results of this research also provide important information for therapists working in the areas of cross-cultural counselling and the development and improvement of therapeutic approaches for dealing with traumatic memories among political refugees and immigrant populations. In a broader context, this study enhances the understanding of similar processes in other ethnic communities. Finally, this study contributes to the documentation of the collective trauma processes of the Chilean community in Vancouver, Canada. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

The problem of this experimental study is to determine to what extent visual information may dominate over audio information. Additionally, the experimental design addresses problems with previous research in this area and emphasizes simplified approaches to the study of channel condition effects. The study does not include investigations of learning theory or short-term memory, but processes of listening and long-term memory are incorporated into the design. A stimulus of sound effects and slides was utilized in one audio and two audio-visual channel conditions, and results showed a high recall among all subjects in all three conditions. The study concludes that channel condition has little effect at low levels of information.

On my good days, I find that I am often generous with my species. I let the driver in the Hummer merge into my lane with a wave, pick up litter, open doors for stragglers, and give loose change to beggars. On my bad days, I too easily curse (quietly) at the rude and the clueless, keep my hands in my pockets, my head down, and my shoulders hunched. My gait becomes slightly simian. That I can swing with graceful agility from one orientation to the other (often without anyone actually knowing) used to disturb me. I suppose I grew up believing I had to be one kind of person or the other. Not anymore. Perhaps I'm finally reconciled to the fact that I am human; that is, a creature with a consciousness, a being of sometimes-exhausting contradictions, a repository of living memories, an almost-virtuous and curious animal. I've landed, finally, in gray territory, which is where, as it turns out, I always hoped I would. The personal essays in this thesis explore this fluid nature of my (our) creatureliness. As a Catholic priest and a writer, my intention was to use the sacraments of the Catholic Church (Baptism, Eucharist, Confession, Confirmation, Holy Matrimony, Holy Orders, and Anointing of the Sick) as points of departure, and to allow each sacrament to provide me a lens and a perch through which (and from which) I might see our species anew. Aware that these seven sacraments mark the life--from birth to death--of a Catholic, I saw them as a useful and invisible thread that would give these essays thematic cohesion. Recognizing that this exploration was going to be more spelunking than mountain climbing, this sacramental thread became a rope with which I could jump down into some fascinating dark places without getting lost or stranded. In the end, these seven essays attempt to get at a few questions that have haunted me for years: Why have I not given up on my species yet? Why do I still believe in the innate goodness of human creatures? From where do I draw the strength to go spelunking into the darkest warrens of the human heart? These essays eschew the easy answers. They rather delight instead in dark places, illuminated, for a second, by one shaky candle.

This paper investigated whether retrieval may be facilitated by a process in which one learns to retrieve in a manner analogous to learning to learn as demonstrated by both Harlow's (1965) work with monkeys and Postman's and Keppel's (1966; Keppel, Postman, & Zavortnik, 1968) work in verbal recall. While the major focus of this study was to demonstrate this phenomenon, and the analogies cited suggest that the process will remain unspecified, an attempt was made to indicate and analyze the processes involved in the facilitation.

No description available.

The present study explored the interaction of reconstructive and reproductive memory processes in children’s recall for stories. Specifically, kindergartners, second-graders, and fourth-graders were compared on accuracy measures of both recall structure and content as a function of the form of the presented story and the recall instructions provided. Forty-six kindergartners, 45 second-graders, and 48 fourth-graders listened to four two-episode stories. In two of the stories, the episodes were presented separately (standard story form); in the remaining two stories, propositions from the first and second episodes alternated (interleaved story form). Following a distractor task, children were asked to retell the story either, 1) exactly as they heard it, 2) making a “good” story out of it, or 3) without specific instructions. Multiple measures of structural and content recall accuracy were obtained. The general findings contradict those of Mandler and DeForest (1979) in suggesting that older children adopt a non-schematic (reproductive) recall strategy with regard to story structure. Further, the results for the content accuracy measures show that second- and fourth-graders remember fewer presented words verbatim and produce more theme-relevant elaborations, substitutions, and inferences than younger children. Clearly both story structure and content must be considered in evaluating developmental trends in reconstructive and reproductive recall. / M.S.