In this essay, the novel Beloved, by Toni Morrison is observed using a working psychoanalytical approach. Story is observed as an important factor in engaging the reader on a personal level with the experience of trauma. By surveying Morrison’s use of imagery and language, this essay will examine how Morrison employs literary methods that imitate the psychological processes regarding how trauma is communicated to the waking state from the unconscious. The resulting testimony of the novel that arises as the result of these processes is also observed. This essay concludes that Morrison’s use of these literary methods functions to obligate the reader to involve themselves in the process of trauma and its resolution.

A warning signal that precedes an imperative stimulus by a certain length of time (the foreperiod) can accelerate responses (foreperiod effect). Plotting reaction time (RT) as a function of foreperiod results in a “U”-shape curve when the foreperiod is fixed in a trial block but manipulated across blocks. When the foreperiod is varied within a block, the foreperiod-RT function is usually negative, with the foreperiod effect modulated by both the current foreperiod and the foreperiod in the prior trial (sequential foreperiod effect). This sequential effect was found to be robust at the shorter foreperiod while diminished at the longer foreperiod. Capizzi et al. (2015) used a non-aging foreperiod distribution and found an increasing foreperiod-RT function (consistent with that in a fixed-foreperiod paradigm) and a sequential effect equal for different foreperiods. They thus proposed a repetition priming account for the sequential foreperiod effect. I conducted three experiments, aiming to test this repetition priming account and to rebuild the connection between the fixed- and variable-foreperiod paradigms. Experiment 1 attempted to replicate Capizzi et al. in a choice-reaction task scenario and found an increasing foreperiod-RT function but a larger sequential effect at the shorter foreperiod. Experiment 2 examined the priming account in a short-foreperiod context and found a decreasing foreperiod-RT function with a larger sequential effect at the shorter foreperiod. Experiment 3 detected a larger sequential effect in general by increasing the difference in duration between the foreperiods that were used in Experiment 2. The current study provided converging evidence that with a non-aging foreperiod distribution the foreperiod-RT function in a variable-foreperiod paradigm shares the same direction as that in a fixed-foreperiod paradigm. However, instead of following Capizzi et al.’s account, the size of the sequential foreperiod effect in general was found to be modulated by the difference in duration between the foreperiods while the relative sizes were determined by the proportions of different foreperiods.

Syftet med detta examensarbete är att ta reda på vilket syfte lärare har med sin högläsning och hur de beskriver att de arbetar med högläsning i klassrummet. Denna studie har en kvalitativ forskningsdesign och består av tio semistrukturerade intervjuer. De medverkande i studien är tio lärare som arbetar inom årskurserna 1-3 och har olika lång yrkeserfarenhet samt gått skilda lärarutbildningar. En tematisk analys genomfördes för att få fram de teman och underteman som resultatet bygger på. Resultatet visade att lärarna har två separata syften med sin högläsning. Dels att skapa en mysig stund för eleverna och dels ett specifikt lärandesyfte med fokus på att utveckla vissa förmågor hos eleverna så som ordförråd, hör- och läsförståelse samt kunskaper om texters struktur. De arbetssätt som lärarna beskrev att de använder i samband med högläsning är planering av högläsning, den interaktiva högläsningen, modellering samt repetition i form av sammanfattning och återberättande. Lärarna berättade att de inte alltid hinner planera sin högläsning, men beskrev att det är en viktig faktor för att kunna uppnå en så lyckad högläsning som möjligt. De hade därmed en önskan om att prioritera mer tid till att förbereda arbetet med högläsning. Vår slutsats är att lärare arbetar med högläsning på ett varierat sätt och arbetssättet baseras till stor del på vilket syfte lärarna har med sin högläsning.

As the population of Spanish-English bilingual children in the United States steadily grows, the importance of accurately assessing and diagnosing developmental language disorder (DLD) has also grown. Understanding a child's underlying language learning system is critical in this process. Several studies have demonstrated the efficacy of nonword repetition (NWR) tasks in bilingual children across a wide range of development, however there is little information regarding guidelines for interpretation of NWR performance or analyzing error patterns. This study was conducted to address these gaps in the research. A sample of 26 Spanish-English bilingual school aged children (6;0-9;4) were administered English and Spanish NWR, recalling sentences, and narrative tasks. Total errors, as well as errors of omission and substitution were examined across tasks, languages, and language group (typically developing-TD and developmental language disorder- DLD). Descriptive statistics revealed that DLD children made a higher number of errors across language tasks in Spanish and English than their TD peers. Group membership predicted total errors in the Spanish NWR task while controlling for age and language proficiency. Language proficiency was not a significant predictor for any of the error types above and beyond group membership. Therefore, when age and language input/output were controlled for, language ability was best predictor of the number of errors. Additionally, results showed stronger correlations between Spanish across all three language tasks in TD children and in English across two language tasks in DLD children. According to the results of the current study, total errors is the only effective error measure of language ability. However, looking at error patterns across language and language group can be informative regarding bilingual children's language learning systems. Future research should be conducted to repeat the study with a larger sample size and investigate the difference in error patterns between languages in TD and DLD children.

Nonword repetition (NWR) has demonstrated significant potential as a less-biased language assessment measure for dual language learners (DLLs). However, there are currently no available guidelines for the use of NWR in a clinical setting. The purpose of this preliminary study is to develop initial recommendations for the clinical use of NWR tasks by determining the diagnostic accuracy and optimal cut-off scores for two NWR tasks and scoring methods, and to evaluate the clinical feasibility of NWR as an assessment measure. Participants included 23 DLL students with and without language disorder between the ages of 6 and 8. Spanish and English NWR tasks were administered in school classrooms and scored by percent phonemes correct (PPC) and number of whole words correct. Optimal cut-off scores resulting in the best sensitivity and specificity were calculated for each task and scoring method. Diagnostic accuracy was then compared for each task, combination of tasks, and scoring method. English PPC, Spanish PPC, and combined whole word scores yielded acceptable levels of sensitivity and specificity. Combined PPC scores resulted in excellent specificity, but inadequate sensitivity. Whole word scores for the tasks individually did not approach acceptable diagnostic accuracy. The current findings suggest that NWR can be feasibly implemented in the clinical setting and yield accurate results. English-Spanish whole word scores show potential as an accurate assessment measure for DLL children but should be investigated further. English-Spanish PPC scores appear to be appropriate for ruling out a language disorder, but are insufficient for ruling one in. These results provide preliminary support for the use of NWR tasks in the clinical assessment of DLLs as well as initial recommendations for their administration and interpretation.

To address the needs of the growing number of Spanish-English bilingual children in the United States, Nonword Repetition (NWR) tasks were created to reduce testing bias in the assessment and diagnosis of children with developmental language disorder (DLD). Several studies have shown promising results in the use of NWR tasks; however, fewer studies have addressed questions such as the use of different scoring methods or analyzing error patterns. Thus, this study was conducted to address these gaps in the research. An English and a Spanish NWR task were administered to 26 Spanish-English bilingual school aged children (6;0-9;4). Two different scoring methods (percent phoneme correct and whole word scoring) were compared for diagnostic accuracy and the types and frequency of errors were analyzed. Both scoring methods showed statistically significant differences between groups (participants with DLD and those with typically developing language). Whole word scoring in Spanish had the best diagnostic accuracy, according to sensitivity, specificity, and likelihood ratio measures. However, due to the small number of nonwords that any participant repeated correctly, this may not be a clinically practical scoring method. The Spanish NWR task was a better measure than the English NWR task in identifying children with DLD, suggesting that Spanish NWR could be used to assess DLD in bilingual children. Participants with DLD produced more consonant, vowel, substitution, and omission errors than those with typically developing language. There was no difference between groups for addition errors. Significantly more omission errors were made in Spanish, likely due to the longer nonwords. The longer nonwords may be key in distinguishing between typically developing children and those with DLD. These results have the potential to inform future clinical practices in selecting, scoring, and analyzing NWR tasks.

This essay is one part of my Bachelor's degree project, the other part being the work LOOPAR that was premiered in January of 2021 at Stockholm University of the Arts. The text expands and articulates the thinking processes and conversations in relation to the work. The aim of the text is to acknowledge and reflect the thoughts around the work with other people, dancers, and thinkers, and to scrutinize the main questions of the work: How can we think of repetition in relation to subject formation? And how does repetition and looping construct and affect world making? The essay begins by introducing the main concepts of the work such as 'performativity’, ’subject’, ‘storytelling’, ‘branding’, ‘repetition’ and ‘looping’. In the text, loops can be seen as actions, habits, repeated thinking processes, understandings of norms or different kinds of interactions, which change and transform our perception and understanding constantly about ourselves and the world we live in through persistent repetition. The essay observes how our experiences of ourselves and the world are affected by multiple contexts and felt-sensed experiences and interactions. It further explores the potentialities to decentralize the focus of the individualistic point of views of world making and it moves towards relational ways of thinking. The main references and conversation partners to many of the topics discussed in the essay are Argentine feminist philosopher and activist María Lugones, American professor of Feminist studies, Philosophy and History of Consciousness with a Ph.D. in Physics Karen Barad, and American philosopher and gender theorist Judith Butler. Further the essay reflects the work and methods used in praxis in relation to the thinking processes introduced in the text. At the end the essay asks the two following questions: How we can practice active consciousness and responsibility towards a subject’s positionality and interactions in dancing? And how can dancing together and alone be understood as entangled and overlapped?

While a single residential move is a common experience for many families with children, residential moves that occur in higher frequency may serve as disruptive events in a child’s life. The present study draws upon data from the Fragile Families and Child Wellbeing Study of children from birth to 15 years of age to examine associations between residential moves and five measures of health and cognition: emergency room utilization, body mass index, incidence of asthma attack or asthma episode, repeated school grades, and scores on the Peabody Picture Vocabulary Test. Age-dependent, cumulative, and differential associations by sex and race are explored. Finally, the present study examines potential moderation of these associations by neighborhood context of a child’s city of birth. Cumulative analyses from the present study suggest that residential mobility is significantly associated with increased emergency room utilization over time, decreased body mass index over time, and a higher likelihood of a experiencing a repeated grade over time, and an increase in PPVT score over time. Age-dependent analyses of all children suggest that mobility in early childhood is significantly associated with emergency room usage and body mass index outcomes, while moves later in life are associated with increased body mass index and higher odds of repeating a school grade. The study further reveals significant sex and racial differences in both age-dependent and cumulative analyses. Evidence for age-dependent and cumulative associations between mobility and odds of an asthma attack emerged only when sex differences were examined. Several racial differences were observed in analyses. Notably, mobility was not a significant predictor of emergency room utilization for Black children at any time point examined nor in longitudinal analyses. Finally, evidence of consistent moderation effects by a child’s birth city neighborhood context was not found; however, significant moderation effects by neighborhood context were found for associations between mobility and emergency room utilization at age 1, BMI at age 3 and BMI at age 5. A central aim of the present study is to contribute to the growing body of empirical research about housing mobility and correlates to developmental outcomes for children. Results from the present study’s analysis can help inform housing-centered strategies to mitigate adverse outcomes for children from families experiencing housing hardship.

My feet are my transportation while living in the college town of Provo, Utah. When walking, I am drawn to designs found at construction sites and office workplaces, methods of labor that are executed sequentially. These designs lead me to think about laborious jobs that I have had and time performing mundane, repetitive tasks. Walking, photographing, gathering, and transporting used material to a workspace are the preliminary actions for my art practice. Creation emerges by relating material from varying environments through their inherent patterns, sizes, and shapes. I organize elements of the everyday in a new harmonious context with each other. At the core of my art practice, I present an altered way of looking at commonplace materials.

La dyade mère-fille est traversée par quelque chose tenant de l’ordre du désir et du sexuel. L’idée d’un même, d’un identique rapprochant la mère et la fille ainsi que la notion de répétition qui englobe certaines de leurs relations dans un contexte de violence sexuelle intrafamiliale nous interpellent dans notre pratique en tant que clinicienne. A partir de l’apport des travaux de Sigmund Freud et de ceux de Jacques Lacan – particulièrement sur le ravage concernant ce dernier – nous souhaitons savoir quelle place peuvent subjectivement occuper les filles du point de vue de leurs mères quand ces dernières sont elles-mêmes issues de familles à transactions violentes et/ou incestueuses? Dans ces situations, nous nous interrogeons et nous penchons sur la nature de ce qui est transmis entre mère et fille. Nous ne faisons pas simplement référence à l’inceste père-fille, nous nous employons à observer aussi d'autres formes d'inceste impliquant d'autres personnes de l'entourage ainsi que ce qui est appelé l’inceste de deuxième type (selon Françoise Héritier) et l’incestuel (comme décrit par Paul-Claude Racamier). Ainsi, cette étude prend en compte ce qu’il y a derrière la confusion des rôles, des générations et de « langue » entre mère et fille dans le contexte d’inceste. Notre recherche s’articule dans le champ de l'anthropologie psychanalytique, tel qu’il est développé par Paul-Laurent Assoun et Markos Zafiropoulos (2002), qui prend en compte l'Autre social pour comprendre le sujet de l'inconscient chez Freud et Lacan. Aussi, la relation mère-fille et ses résonances sur les plans social, symbolique et psychique, ainsi que la question de l’inceste et de l'incestuel seront les fils conducteurs de notre travail. Nous proposons de parcourir la relation mère-fille dans un contexte incestuel avec ou sans passage à l’acte à travers la clinique psychanalytique en nous appuyant sur des études de cas. L’ambivalence entre l’amour et la haine, déjà présente « naturellement » dans la relation mère-fille, s’amplifie dans le contexte d’inceste. Nous tentons d’analyser en profondeur les racines de la mise en acte violente des mères lorsqu'elles « échouent » dans leur fonction protéctrice, perturbant le lien mère-fille d’une manière encore plus ravageante en reprenant ce terme au sens lacanien du mot ravage. Ces circonstances où la mère et la fille sont dans une véritable impasse témoignent d'un lien d’emprise qui nous amène à nous interroger sur le travail de transmission entre elles. / The mother-daughter dyad is crossed by something from the order of the desire and sexuality. The notion of a double, an equal, a repetition that encompasses some relationships between mothers and daughters in a context of intra-familial sexual violence is one question that challenges us in our clinical practice. From what Sigmund Freud and Jacques Lacan teach us - the latter specially about the devastation - we ask ourselves what is the place that daughters occupy in the subjectivity of mothers from families with history of incest ? What will be passed from mother to daughter ? We do not refer only to the father-daughter incest, but also to other forms of incest, involving others in the family circle, as well to what we call incest of second type (according to Françoise Héritier) and the incestual (as descibed by Paul-Claude Racamier). Thus, our research deliberates on what is behind the confusion of roles, generations and « language » between mother and daughter in the incest’s domain. The work is linked to the field of psychoanalytic anthropology as developed by Paul-Laurent Assoun and Markos Zafiropoulos (2002) which approaches the social Other to undestand the unconsciouns subject in Freud and Lacan’s theory. The mother-daughter relationship and its resonance in the social, symbolic and psychic arenas, in conjunction with the question of the incest and the incestual are the core os this work. We propose to investigate the mother-daughter relationship in a incestuous context with or without passage to the act through psychoanalytical reference supported by clinical case studies. The ambivalence between love and hate, which is « naturally » present in the mother-daughter relationship, is amplified in the incest situation. We try to analyze in depth the roots of violent action when mothers « fail » in their protective role, disturbing the mother-daughter relationship in an even more devastating way, as per the Lacanian term devastation. These circumstances in which mother and daughter are in a profound impasse reveal a relationship of domination and make us question how the transmission works between them.