The unique linguistic experience of bilingualism purportedly produces cognitive control advantages. Although there is a significant body of evidence supporting this view, there are also several recently published research studies that failed to replicate bilingual advantages. Furthermore, there is some evidence of a publication bias that favors findings supporting a bilingual advantage. The purpose of this study was to address this discrepancy in the literature by examining performance of bilinguals and monolinguals on a variety of cognitive control tasks. A second purpose was to determine how bilinguals are able to achieve better performance if they do indeed have an advantage. Specifically, we were interested in whether there were differences in the tendency for bilinguals and monolinguals to mind wander, a phenomenon associated with poorer cognitive control performance. We hypothesized that bilinguals would demonstrate better performance than monolinguals on Operation Span, Numerical Stroop, SART, Color- Shape, and Letter Memory tasks, which are measures of working memory, proactive inhibition, reactive inhibition, shifting, and updating, respectively. We further hypothesized that if bilinguals outperformed monolinguals on these tasks, this would be associated with less mind wandering for bilinguals. Participants completed all measures of cognitive control and were probed periodically throughout the tasks for mind wandering. Accuracy and reaction times where appropriate were recorded for each task, and data from 52 monolinguals and 52 bilinguals were analyzed. The results did not reveal any bilingual advantages. For all tasks, performance of the two groups was equivalent with the exception that monolinguals had faster reaction times for Numerical Stroop, SART, and Color-Shape tasks. There were also no differences between language groups in mind wandering tendencies. Secondary analyses examining age of acquisition (i.e., early versus late) and similarity of languages (i.e., same-script versus differentscript) did not change the overall pattern of no bilingual advantages. The lack of a bilingual advantage supports recent calls to temper bilingual advantage claims and shows a need for future research to address which underlying factors of bilingualism may or may not have an effect on cognitive control.

This core work is a mutual comparison approach, which relates to the internal character and motives of the three specific forms of travel: pilgrimage, wandering and hiking. They are presented in chronological order, with an emphasis on comparison, resources, development and continuity of individual approaches. Regarded as the basic motive of these three ways which one sets out of the home; the author considers the human need for change, a desire for knowledge and an escape from everyday life, which are presented in more detail. In addition, being discussed is the concept of looking at these forms of travel as a kind of ritual transition when a person away from their normal environment becomes an individual that is on the border, detached from his past and his future already changed thanks to the newly acquired experiences and expertise - a man who returns is never the same. Pilgrimage, wandering and hiking are presented as activities in which by their own way often enable an individual to abandon everyday life. The level and manner of this work are expressed via a culturally and historical contingent and subject to further transformation. The oldest and most important form of travel is pilgrimage, which is the starting point for the other two forms mentioned. Pilgrimage gradually provides a platform for...

Shame is a complex emotion and often discussed with reluctance; these feelings are usually incapacitating and unbearable. In this thesis, four studies explored aspects of shame vulnerability and shame management. First, a cross-sectional study (n = 240) was carried out to assess factors contributing to the experience of shame. This study demonstrated that negative self-judgment and submissive coping strategies accounted for a significant variance in shame above and beyond the effects of recall of adverse childhood experiences, and that negative self-judgment fully mediated the relationship between recall of childhood experiences and shame. The second study (n = 140 and n = 415) examined the underlying factor structure of a new measure: the Acceptance of Shame and Embarrassment Scale (ASES). Factor analysis in both samples revealed that the ASES had good internal consistency and construct validity. Thirdly, a cross sectional study (n = 159) considered self-compassion and mindfulness as methods of shame management and demonstrated that mindful and self-compassionate were significantly and negatively correlated with the experience of shame. In addition, this study showed that self-compassion fully mediated the mindfulness-shame relationship. The final experimental study (n = 120) assessed the effect of shame on mind wandering. Participants were assigned to shame, pride, or control conditions, and mind wandering during a subsequent reading task was measured using retrospective and behavioural methods. Inducing feelings of shame did not have a significant effect on mind wandering. Overall, these studies suggested that (a) adverse childhood experiences were significantly associated with negative self-judgment and shame, (b) adopting submissive coping strategies is likely to increase the chance of shame vulnerability, (c) the Acceptance of Shame and Embarrassment Scale had promising psychometric properties for assessing acceptance of shame and embarrassment experiences, (d) self-compassion mediated the relationship between mindfulness and shame, and (e) inducing feelings of shame did not have a significant effect on mind wandering.

Les contes merveilleux présentent des parcours dont l’issue semble systématiquement jouée d’avance : l’idée communément admise est que l’histoire de leurs héros se terminerait forcément par un dénouement du type « ils furent heureux et eurent beaucoup d’enfants ». Ces récits auraient ainsi un charme désuet, à l’aspect rétrograde particulièrement marqué concernant les personnages féminins : comment pourrait-on trouver une image de la femme d’aujourd’hui dans des schémas traditionnels aussi stéréotypés ? Notre hypothèse est que cette analyse repose sur un malentendu qui privilégie le point d’arrivée des héroïnes à la succession d’images fortes qui parsèment le récit et le rendent beaucoup plus subversif. Loin de rester sagement assises au coin du feu à s’occuper de travaux domestiques qui incombent d’ordinaire aux femmes dans les sociétés traditionnelles, nombre de personnages féminins dans les contes prennent la route, pour fuir dans un premier temps le royaume du père et sa sécurité illusoire. S’ensuit une période d’errance, dans la forêt ou dans un autre lieu figurant une plongée dans un autre monde, phase initiatique dans laquelle les personnages apprennent à se connaître eux-mêmes, sont en harmonie avec la nature, et dépassent les limites que leur avaient imposées la société. Ces étapes sont particulièrement marquées dans trois contes-types : Peau d’âne (conte-type AT 510B), Les Souliers usés à la danse (conte-type AT 306), A La Recherche de l’époux disparu (conte-type AT 425). Certes, la fin conduit généralement à une resocialisation par le mariage, mais que la transgression des héroïnes au fil du récit éclaire différemment. En comparant des versions de différents pays, de différentes époques, en les croisant avec d’autres supports (légendes, films, romans), on prend conscience que c’est une vision complexe de la femme qu’offre le conte merveilleux, susceptible de parler au monde contemporain. / Wondertales display a sequence of events whose ending systematically seems to be a foregone conclusion: the commonly admitted idea is that the outcome of their heroes’ story should only be of the type “they were happy and had many children”. Such tales are thus regarded as quaintly old-fashioned and retrograde particularly where female characters are concerned: how then could an image of contemporary women ever be found in traditional patterns whose nature is so obviously stereotyped? Our hypothesis is that this analysis rests upon a wrong perception which bestows more significance on the manner the adventures of heroines end up than on the succession of strong images which are met with all along the narration and make the story much more subversive. Far from sitting quietly by the fire and performing domestic chores which in traditional societiesordinarily devolve on women, a number of female characters in the tales take to the road in order to flee from the kingdom of their father as well as from the safety it is wrongly supposed to provide. The resultis a period of erratic wandering either in a forest or any other place emblematic of a plunge into another world, this being a phase of initiation in which the characters learn to know themselves, are in harmony with nature and go beyond the limits set up on them by society. Such stages are particularly obvious in three tale-types: Peau d’Asne (tale-type AT 510B), The Dance-out Shoes (tale-type AT 306), The Search of the lost husband (tale-type AT 425). True, with the ending there generally comes about re-socialization, which is made possible through a wedding. But the heroines’ transgression all along the narration throws a different light on that. By comparing versions from different countries and periods and setting them along side those of other media (legends, films, novels), one becomes aware of the complexity of the vision of women to befound in wonder tales and and the extent to which it is likely to appeal to the contemporary world.

There is no consensus on the relationship between working memory resources and mind wandering. The purpose of the current study is to investigate whether mind wandering requires working memory resources to be sustained. The resource-demanding view is that mind wandering requires working memory resources to sustain an internal train of thought (Smallwood, 2010). The resource-free view is that mind wandering is a result of executive control failures and this internal train of thought proceeds in a resource-free manner (McVay & Kane, 2010). Participants were presented with thought probes while they performed a Simon task in single and dual task conditions. From the resource-demanding view, individuals with high WMC should experience more Task unrelated thought (TUT) in single and dual task conditions compared to those with low WMC. From the resource-free view, individuals with high WMC should experience fewer TUT compared to low WMC individuals. Results indicated that, WML eliminated the Simon effect for high WMC and reduced it for low WMC group. Mind wandering was decreased in dual task conditions however there was no effect of working memory capacity on mind wandering. Also, mind wandering correlated with task performance measures for the low WMC but not high WMC group. The results of the current study do not provide strong support for either a resource-demanding or resource-free view and are discussed in terms of a context dependent relationship between WMC and mind wandering

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The purpose of this study was to describe how three pupils in the senior room of Wandering Spirit Survival School in Toronto responded behaviorally to the cultural and academic experiences provided. Participant observation was used to collect data for the study during the period of September 10 to November 15, 1981. Information concerning pupil behavior was gathered during: periods of total-class instruction and periods of individual instruction by the regular classroom teacher; individually-assigned task time; class sessions with visiting resource persons; free time; Ojibway and French language instruction; instruction at Winchester Public School; Sacred Circle feasts; and recess. Pupil seatwork was collected and studied. Additional information was obtained through interviews with the three Subjects and with the director.<p>The study was conducted over a period of ten weeks and totalled ninety-seven hours fifty-one minutes of observation time. The Subjects were students in the senior room of Wandering Spirit Survival School, an alternative school for native children in Toronto, and their class consisted of thirteen pupils from grades five to eight. The procedures of this study yielded descriptive data of each Subject's behavior during the various types of activities observed. From the behavioral data, an account described each S's behavior over the ten-week study period, as it occurred in various situations and with various instructors/resource persons.' Frequency of behavior and changes in behavior were noted. The behavior of Ss was also discussed in light of the cultural and academic goals of the school. The data suggested that the school was partially meeting its cultural goals and was failing to meet its academic goals in the case of the three Ss studied.<p>Wandering Spirit Survival School aimed at providing a safe, nonthreatening environment for its pupils. The atmosphere of the school and the cultural activities of the Sacred Circle, feasts, and Ojibway language instruction were found to be useful in creating a sense of pride in being Indian for the three Ss of the study. More could have been done in providing pupils with a knowledge and understanding of native heritage, native history, and contemporary native issues. Although Ojibway language was taught three times a week, the three Ss of the study had not learned to read, write, or speak any of the language during the ten weeks of this study.<p>A second goal of Wandering Spirit Survival School was to prepare pupils academically so that, if they chose, they could successfully continue their education beyond grade eight. Observations suggested that the three Ss of the study were not being academically prepared for high school according to this study. The Ss spent a great deal of class instruction time engaged in other activities: talking, drawing pictures, walking around, playing with articles at their desks, leaving the room Their behavior was the same regardless of who the instructor was. The Ss were most attentive during audio-visual presentations and during lessons involving activity on the part of pupils. However, the teaching done at the school involved, for the most part, the use of textbooks and workbooks.<p>The teacher appeared to hold higher expectations for Jim than for Donald and Agnes. These expectations were reflected in the small amount<br> [Abstract truncated. Pages iv - v missing from thesis.]

Previous research on mind wandering has used subjective verbal reports as a means to acquire the frequency and rate of its occurrence. I proposed the use of eye movements as an objective measure of mind wandering while participants attempted a reading task. Participants were placed in a self-classified probe-caught mind wandering paradigm while their eye movements were recorded. They were randomly probed every 2-3 minutes and were required to indicate whether their mind had been wandering before they were allowed to continue reading. The overall pattern showed that eye movement behaviour was slower and less frequent when participants reported mind wandering episodes, with duration and frequency of within-word regressions reaching levels of statistical significance. It may be that the cognitive processes that normally guide eye movements during reading exert less control during mind wandering episodes. Other implications and limitations are discussed.

Previous research on mind wandering has used subjective verbal reports as a means to acquire the frequency and rate of its occurrence. I proposed the use of eye movements as an objective measure of mind wandering while participants attempted a reading task. Participants were placed in a self-classified probe-caught mind wandering paradigm while their eye movements were recorded. They were randomly probed every 2-3 minutes and were required to indicate whether their mind had been wandering before they were allowed to continue reading. The overall pattern showed that eye movement behaviour was slower and less frequent when participants reported mind wandering episodes, with duration and frequency of within-word regressions reaching levels of statistical significance. It may be that the cognitive processes that normally guide eye movements during reading exert less control during mind wandering episodes. Other implications and limitations are discussed.

The purpose of this study was to describe how three pupils in the senior room of Wandering Spirit Survival School in Toronto responded behaviorally to the cultural and academic experiences provided. Participant observation was used to collect data for the study during the period of September 10 to November 15, 1981. Information concerning pupil behavior was gathered during: periods of total-class instruction and periods of individual instruction by the regular classroom teacher; individually-assigned task time; class sessions with visiting resource persons; free time; Ojibway and French language instruction; instruction at Winchester Public School; Sacred Circle feasts; and recess. Pupil seatwork was collected and studied. Additional information was obtained through interviews with the three Subjects and with the director.<p>The study was conducted over a period of ten weeks and totalled ninety-seven hours fifty-one minutes of observation time. The Subjects were students in the senior room of Wandering Spirit Survival School, an alternative school for native children in Toronto, and their class consisted of thirteen pupils from grades five to eight. The procedures of this study yielded descriptive data of each Subject's behavior during the various types of activities observed. From the behavioral data, an account described each S's behavior over the ten-week study period, as it occurred in various situations and with various instructors/resource persons.' Frequency of behavior and changes in behavior were noted. The behavior of Ss was also discussed in light of the cultural and academic goals of the school. The data suggested that the school was partially meeting its cultural goals and was failing to meet its academic goals in the case of the three Ss studied.<p>Wandering Spirit Survival School aimed at providing a safe, nonthreatening environment for its pupils. The atmosphere of the school and the cultural activities of the Sacred Circle, feasts, and Ojibway language instruction were found to be useful in creating a sense of pride in being Indian for the three Ss of the study. More could have been done in providing pupils with a knowledge and understanding of native heritage, native history, and contemporary native issues. Although Ojibway language was taught three times a week, the three Ss of the study had not learned to read, write, or speak any of the language during the ten weeks of this study.<p>A second goal of Wandering Spirit Survival School was to prepare pupils academically so that, if they chose, they could successfully continue their education beyond grade eight. Observations suggested that the three Ss of the study were not being academically prepared for high school according to this study. The Ss spent a great deal of class instruction time engaged in other activities: talking, drawing pictures, walking around, playing with articles at their desks, leaving the room Their behavior was the same regardless of who the instructor was. The Ss were most attentive during audio-visual presentations and during lessons involving activity on the part of pupils. However, the teaching done at the school involved, for the most part, the use of textbooks and workbooks.<p>The teacher appeared to hold higher expectations for Jim than for Donald and Agnes. These expectations were reflected in the small amount<br> [Abstract truncated. Pages iv - v missing from thesis.]