O presente trabalho tem como objetivo estudar a origem do desenvolvimento da função intelectual de acordo com as formulações elaboradas por Freud em suas primeiras obras. Para alcançarmos esse objetivo, empregamos como metodologia a pesquisa bibliográfica e o arcabouço teórico redigido por Freud. Embora Freud não tenha escrito um texto específico sobre o tema, foi se referindo ao pensamento que ele abordou as questões relativas às funções intelectuais e à aquisição do conhecimento. Ao se ocupar dos processos de pensamento, ele procurou entender como o sujeito pensa e como se organizam as estruturas que permitem essa função. Por essa via, Freud recuperou o lugar daquelas funções conhecidas como processo intelectuais superiores, que incluem a reflexão, a inferência, a recordação, a associação, a percepção, bem como a capacidade da atenção. Ao estender a noção de processos de pensamento às mais diversas formas de expressões psíquicas pensamento cognitivo, pensamento onírico, pensamento artístico , Freud marcou a originalidade de sua concepção. Pois faz todas as formas de pensamento citadas, derivarem dos processos inconscientes. É nesse sentido que Freud teoriza a existência de um processo primário que dá lugar ao processo secundário e a possibilidade desse último considerar a realidade externa. Mas, se por um lado, o pensamento cognitivo decorre da inibição dos processos primários, por outro lado, isso não significa que ele tenha renunciado ao princípio do prazer, sem desejo não é possível conhecimento. Assim, essa pesquisa aponta para a consideração fundamental dos desejos originários como a força propulsora dos processos de pensamento. / The purpose of the current paper is study the origin and development of intellectual function according to formulations by Freud in his first works. To reach this goal, a bibliographical research was used and also Freuds theoretical framework. Even though Freud did not write a specific text over this issue, it was referring to the thought that he approached issues concerning intellectual functions and knowledge acquisition. When dealing with Thinking process, he tried to understand how a subject thinks and how the structures are organized to enable this function. This way, Freud recovered the place of those functions known as superior intellectual processes which include the reflection, inference, remembrance, association, perception, as well as attention ability. When broadening the thinking process to different psychic expressions cognitive thinking, oniric thinking, artistic thinking Freud set the originality of his conception because he makes all of way of thinking to derive from unconscious processes. It is this way that Freud theorizes over the existence of a primary process that gives place to a secondary process and the possibility of the latter to consider the outer world. However, if on one side, the cognitive thinking comes from inhibition of primary processes, on the other side, that does not mean that he has abdicated the pleasure principle, without desire it is not possible to have knowledge. Therefore, this research aims the fundamental consideration of originating desires as the drive of thinking processes.

Thesis advisor: Diana C. Pullin / Framed in the context of increased media attention focused on a shortage of qualified candidates for the superintendency of public school districts, this study examines the thought process of educational leaders who are in a position to pursue the superintendency. A review of the literature explored the increasing challenges of the position itself, and examined business and psychology literature concerning applicant attraction and the concept of fit including the factors that may attract and deter potential applicants. Qualitative research methods were used to illuminate the thought process that accompanies consideration of the superintendency. The following research questions were considered: what factors, including job desirability and accessibility, influence the pursuit intentions of individuals qualified to be superintendent, and, how does the mix of motivators and inhibitors impact the decision to pursue or not to pursue the position? Twelve in-depth interviews were conducted with graduates of a doctoral program in educational leadership, all currently working as educational leaders in public school districts. Coded transcripts from the interviews highlighted the importance of perceived positional and organizational fit, the use of a common mental checklist to conceptualize fit, and the weight that is applied to different factors. Data also pointed to the ways in which female and racial/ethnic minorities experience the pursuit process differently, especially in terms of their access to pipeline networks. Recommendations are made for professional associations of educational leaders, search agencies and school districts, and higher education. / Thesis (EdD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

A presente pesquisa se debruça sobre as práticas científicas contemporâneas em uma abordagem distinta dos pressupostos circulantes na modernidade. Tal proposta decorre da constatação, no campo de pesquisa em ensino de ciências, de uma ampla preocupação em tomar a ciência como fenômeno cultural. Com essa premissa em vista, colocamos alguns dos preceitos das ciências em variação a partir do encontro com modos de pensamento distintos. Pautamo-nos nas provocações de Friedrich Nietzsche para transtornar a noção de verdade. Tal movimento confrontaria as ciências com outros pressupostos, permitindo abrir a questão do conhecimento a partir de formas de conhecimento não científicas. Na qualidade de uma prática de conhecimento como outras, aproximamos as ciências de uma filosofia da antiguidade, o estoicismo, bem como da literatura russa do século XIX. Essa escolha se fundamenta na presença, nos textos estoicos, de exercícios visando ao encontro com a natureza. A literatura russa, por sua vez, aproximaria a questão das existências a uma radical implicação entre tempo e vida. Portanto, um encontro entre três frentes de pensamento distintas as práticas científicas contemporâneas, a filosofia estoica e a experiência literária russa seria um meio para discutir a imanência na prática científica. Visando explorar os modos de conhecimento contemporâneos, nos apropriamos dos discursos de quatro pesquisadores docentes de universidades públicas do Estado de São Paulo. A partir da noção de anonimato discursivo discutida por Michel Foucault, concebemos as práticas desses agentes institucionais como acontecimentos discursivos que remeteriam aos modos de pesquisa do presente. As práticas científicas atuais e a filosofia estoica compõem, concomitantemente, modulações do conhecimento atitudes ligadas aos modos de vida e a uma ambiência do pensamento característica de diferentes tempos. A composição e a discussão dessas modulações visam à afirmação de uma prática do conhecimento pautada na imanência. O principal eixo desses deslindes seria a simbiose da relação estabelecida entre homem e mundo. Nossa pesquisa aponta para um íntimo enredamento entre o estilo existencial dos cientistas e o tipo de conhecimento produzido. No limite, uma imanência entre modos de vida e conhecimento estaria em jogo nas narrativas contemporâneas, na literatura russa e na filosofia estoica. Uma tensão constante entre diferentes modos de conhecer permeando um mesmo tempo afirmaria uma perspectiva das práticas de conhecimento implicando a vida dos pesquisadores e suas investigações. O tempo produz as condições para as tensões do ato de conhecer. Apontamos, portanto, uma física temporal e ambígua das práticas de conhecimento. / Our research attacks the contemporary scientific practices in an approach different from those from modernity. Such proposal was made after we noticed, in the field of science teaching, the presence of a wide attention towards sciences as a cultural phenomenon. With that assumption in our view, we made some of sciences precepts vary in the encounter with different forms of thought. We based our arguments in Friedrich Nietzsches defiance toward the notion of truth. This movement would lead science into a new set of principles, able to get into account complex interactions with other styles of thought, besides the premises of progress in sciences. As a manner of knowledge as any other, we approach sciences towards an antique philosophy, stoicism, as well as towards Russian literature from the XIX century. Such choice is based in the presence, in stoic texts, of exercises centered in the knowledge of nature. Russian literature, meanwhile, would answer the question of existences and the implication between physics and men in a radical way. Hence, the encounter between three different ways of thought contemporary practices of science, ancient philosophy and Russian literature would be a guide to make immanence show up in scientific practice. To explore contemporary styles of thought, we investigated the discourses of four professors in public universities in São Paulo State. From the notion of discursive anonymity created by Michel Foucault, we conceived these agents practices as discursive happenings that remit to research styles of present time. Current scientific practices and stoic philosophy make up, simultaneously, knowledge modulations postures tied to life styles and an atmosphere of thought characteristic from different historical epochs. The main axis of those displacements would be immanence of the act of knowing and the symbiosis of the relationship between men and world. Our research aims to an intimate entanglement between the existential style of the agents of knowledge and the kind of knowledge produced. On the limit, an immanence between life styles and knowledge would be at stake in our contemporary scientific narratives, in Russian literature and in ancient philosophy. A constant tension between different styles of knowledge which permeate a single time would affirm the immanence of existence of the researchers and knowledge. In the end, time would contain and produce the conditions of existence of the tensions of the act of knowledge. We point out, finally, a temporal physics and an ambiguous practice of knowledge.

Estudo sobre a relação entre qualidade e matéria na imagem dinâmicaluminosa, realizado sob o ponto de vista das Poéticas Visuais. Tendo os estados perceptivos e as passagens afetivas como objeto para o pensamento, buscou-se estabelecer relações entre as diferentes expressões de espaço, tempo, duração, consistência, opacidade e transmutação no meio videográfico. Foram realizados seis experimentos em vídeo por meio da variação de pontos de vista em relação a um objeto. Como resultado, a visão em paralaxe tornou-se método e inspiração para a aventura poética do observatório periocular. A fabulação de paisagens, personagens, cenários criam zonas de vizinhança entre seres de natureza diversa, capazes de dissolver as formas cristalizadas e de recriar, por toda parte, uma visão inventora de blocos de sensação em perpétua metamorfose. Assim, essa pesquisa registra o plano conceitual em que as obras se projetam, se refletem e se multiplicam. / This work focuses on the relation between quality and matter in luminousdynamic image, accomplished from Visual Poetics point of view. Considering the perceptive states and the affective passages as reflection object, it intended to establish relations between different expressions of space, time, duration, consistency, opacity and transmutation in videographic medium. Six experiments are presented in videos by the variation of points of view in relation to an object. As a result, parallax vision became a method and a guide for the poetic adventure of the periocular observatory. The fable of landscapes, characters, scenes, creates vicinity zones between beings from various kinds, capable of dissolving crystallized forms and recreating, everywhere, an inventive vision of sensation blocks in endless metamorphosis. Therefore this research traces the conceptual plan which the works project, reflect and multiply.

The purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Bering and colleagues (2004, 2005) reported that the expectation that conscious mental states cease with the onset of death (discontinuity reasoning) emerges developmentally, and discontinuity reasoning for some states (emotions, desire, epistemic) remains lower than for others (psychobiological, perceptual). Cormier (2005) reported very similar findings for the context of sleep and proposed a modular explanation of these effects (“intentional persistence”) and suggested that intentional persistence represents an evolved adaptation designed to maintain vigilance and behavioral preparedness while in the presence of animals of ambiguous agency status (e.g., death, sleep, hibernation, feigned death). The current study extended this line of research to realistic animal characters. Although results revealed patterns of discontinuity reasoning and intentional persistence that were consistent with those of previous studies, the prediction that intentional persistence would be more pronounced for predators was not fulfilled. A newly proposed evolutionary product, “Cooptation,” was introduced to further explain the results. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The general goal of this dissertation is to clarify and discuss several topics that are, in some way or other, related to the language of thought hypothesis, put forward most forcefully by Jerry Fodor. The language of thought hypothesis is a hypothesis about the nature of mental representations. It says that mental representations have a linguistic structure. This is the same as saying that, just like sentences in a natural language, mental representations have primitive constituents (with syntactic and semantic properties), which combine to form syntactically and semantically complex symbols. The language of thought hypothesis is closely related to the representational and computational theories of mind. I discuss them and compare them to some opposing philosophical views of the mind. I then discuss the productivity and the systematicity arguments for the language of thought. Finally, we will see different ways to conceive the relation between the language of thought and the natural languages. / O objetivo geral desta tese é esclarecer e discutir diversos tópicos relacionados, de um modo ou de outro, à hipótese da linguagem do pensamento, formulada de maneira mais elaborada por Jerry Fodor. A hipótese da linguagem do pensamento é uma hipótese sobre a natureza das representações mentais. Ela diz que representações mentais têm uma estrutura linguística. Isso é o mesmo que dizer que, tal como sentenças em uma língua natural, representações mentais têm constituintes primitivos (com propriedades sintáticas e semânticas), que se combinam para formar símbolos sintática e semanticamente complexos. A hipótese da linguagem do pensamento está profundamente relacionada à teoria representacional e à teoria computacional da mente. Discutirei essas teorias e as compararei com algumas visões filosóficas opostas da mente. Em seguida, discutirei os argumentos da produtividade e da sistematicidade, em favor da linguagem do pensamento. Finalmente, veremos diferentes modos de conceber a relação entre a linguagem do pensamento e as línguas naturais.

Esta tese tem como objeto investigar, no pensamento republicano, como as categorias políticas conflito e interesse foram tratadas. Foram analisadas as obras Os Discursos sobre a Primeira Década de Tito Lívio, de Maquiavel, Oceana, de Harrington, O Contrato Social de Rousseau, Que é o Terceiro Estado?, de Sieyes, O Espírito das Leis, de Montesquieu, Os Artigos Federalistas, de Madison, Hamilton e Jay, e Da Revolução, de Hannah Arendt. Nessa análise, verificou-se que o conflito e o interesse estiveram juntos, no interior da política, no caso de Maquiavel, e fora dela, no caso de Harrington, Rousseau, Sieyes e Montesquieu. Com os Federalistas, conflito e interesse se dissociaram, com o interesse permanecendo no interior da república e o conflito dando lugar à pluralidade. Hannah Arendt preservou a pluralidade, mas retirando novamente o interesse da política. Com isso, verificamos que o conflito deixou de ser uma categoria relevante no pensamento político republicano, enquanto a pluralidade ocupou um lugar definitivo. / This dissertation\'s subject is to research, in the republican thought, how the cathegories conflict and interest have been considered. The work was focused on the following classical books: Discorsi,Oceana, The Social Contract, Rousseau, What is the Third State?,The Spirit of Laws, The Federalist Papers, On Revolution. Analysing them, it was verified that conflict and interest have had been together and in the politics with Machiavelli, an out of politics with Harrington, Rousseau, Sieyes and Montesquieu. With Hamilton, Madison and Jay, conflict and interest were divorced: interest stood in the politics and conflict was left out of it, being replaced by plurality, which become the central political cathegory. Hannah Arendt confirmed it, but her politics is without interests. Despite of this, the final result is conflict as a less relevant cathegory in republican political thought, and plurality as the most important one.

People gesture every day and everywhere. They gesture in communication, speech, and for themselves while thinking. A large number of studies have explored the gestures in speech and communication under a variety of conditions. However, gestures for thinking did not draw much attention, yet they are natural and spontaneous behaviors of the human being and can reveal the way people process information. Gestures in thinking are also believed to be beneficial in comprehension and memory. Previous studies have demonstrated that people gesture for spatial thinking tasks such as map reading and text navigation test. Theories on embodied cognition and grounded cognition claim that gestures are needed when people visualize the models in mind. What if the models are not inherently spatial? Will people gesture for abstract information? Or on the contrary, what if the models are already presented in visual spatial form that you can simply copy the image, not build one on your own? Will people gesture for diagrams and maps? If so, what kind of gestures will they use? Will gesture improve comprehension and memory? This work provides evidence that people gesture for not inherently spatial models and spatial models that are presented in diagrammatic format. For information that is not inherently spatial, participants use representational gestures to facilitate the visualization. For instance, a temporal schedule can be visualized into a two-dimension table. For linear order text, people create a list of items that are organized by a certain order. When the spatial and not inherently spatial models are presented in maps or diagrams, representational gestures were still observed and beneficial for the memory test. Due to the limited sample size and other limitations of the lab setting experiment, these studies did not provide strong results that support the hypotheses that gestures help people comprehend and memorize information. Gestures were found beneficial for only one type of stimuli (mechanical systems) and an overall effect on memory test scores across text and diagram stimuli. Even though the effect of gestures was not significant between different types and formats of stimuli, it was in the right direction. Future research with more sensitive measurements could further explore gestures for thinking.

The Self-Regulatory Executive Function (S-REF) model (Wells & Matthew, 2015) states that psychological disorder results from an unhelpful thinking style called the Cognitive Attentional Syndrome (CAS). The CAS incorporates worry/rumination, threat monitoring and unhelpful thought control strategies and is controlled by erroneous metacognitive beliefs. The contribution of the S-REF model to the understating of rumination (paper one) and suicidal ideation (paper two) is evaluated within this thesis. Rumination is one component of the CAS. According to the S-REF model, its execution is guided by metacognitive beliefs. Paper one describes a systematic review and meta-analysis that was undertaken to establish the nature and strength of the relationships between rumination and metacognitive beliefs. Robust relationships, of moderate strength, were observed between rumination and beliefs about its benefits and between rumination and beliefs about its negative consequences. Future research should aim to delineate causality in the observed relationships and consider confounder variables. In paper two it is argued that the S-REF conceptualisation represents a promising new approach to the understanding of suicidal ideation. The importance of considering CAS processes was supported by the study findings. Worry and punishment-related thought control strategies, alongside rumination, predicted suicidal ideation. Distraction, social control and reappraisal strategies negatively predicted suicidal ideation. Some evidence that CAS processes were controlled by erroneous metacognitive beliefs was also obtained. However, this was not conclusive and should be considered again in a larger sample. Paper three describes the development of papers one and two in more detail, highlighting and justifying the important decisions made. Further reflections on methodology are also provided to demonstrate the learning achieved.