A presente dissertação investigou a relação entre estilo cognitivo verbal-visual, recordação e expressão narrativa de eventos autobiográficos. Cento e quatro estudantes universitários realizaram as seguintes tarefas: 1) Relato de Evento Autobiográfico; 2) Questionário de Memória Autobiográfica (QMA); 3) Questionário Verbalizador-visualizador (QVV); e 4) versão reduzida do Bett´s Questionnarie Upon Mental Imagery. A análise fatorial do Estudo I distinguiu dois níveis da recordação de eventos pessoais: 1) processos cognitivos pouco dependentes de recursos reflexivos e concomitantes ao ato de recordar, como a vivacidade de imagens; e 2) processos reflexivos, nos quais se destacam as avaliações e juízos acerca da importância do evento. O Estudo II indicou a inconsistência empírica do fator visual do QVV e a adequação psicométrica do fator que avalia preferências cognitivas verbais. O Estudo III não confirmou a expectativa de correlação entre preferências cognitivas (por palavras ou por imagens) e memória autobiográfica (tanto na recordação quanto no relato de eventos pessoais). No entanto, o teste t revelou diferenças significativas (p>0,01) entre dois grupos (Psicologia e Letras versus Odontologia e Biomedicina) quanto às variáveis: escore em estilo verbal, número de palavras e coerência narrativa. O grupo Psicologia e Letras apresentou os maiores escores nas três variáveis. Os resultados sugeriram a existência de um construto que abarca tanto estilo cognitivo verbal quanto características narrativas: perfil cognitivo verbalnarrativo. A análise quantitativa/qualitativa do Estudo IV apontou a proporção equilibrada entre descritores objetivos e subjetivos como condição para a obtenção de alta coerência narrativa. Além disso, verificou-se que características verbais e narrativas estavam alicerçadas em habilidades imaginativas. Este achado contradiz a freqüente concepção de que preferências verbais e imaginativas seriam polaridades excludentes, indicando interação entre estes dois processos cognitivos. / This research investigated the relationship among verbalizer-visualizer cognitive style, recall, and narrative expression of autobiographical events. One hundred and four undergraduate students were asked to complete four tasks: 1) Report of an Autobiographical Event; 2) Autobiographical Memory Questionnaire (AMQ); 3) Verbalizer-visualizer Questionnaire (VVQ); 4) Bett´s Questionnarie Upon Mental Imagery – Short Version. Factorial Analisys of Study I distinguished two factors in recalling of personal events: 1) pre-reflexive cognitive processes (poorly dependent on reflexive resources, such as imagery vivacity); 2) reflexive cognitive processes (such as evaluations concerning the event significance). Outcomes of Study II highlighted an empirical inconsistency of the visual factor of VVQ and appropriate psychometric properties of its verbal scores. In Study III the expected correlation between cognitive preferences (for words or images) and autobiographical memory (for recall and report of personal events) was not confirmed. However, a t test analysis indicated significant difference (p>0,01) between two groups (Psychology and Languages versus Odontology and Biomedicine) concerning the following variables: verbal scores, narrative coherence and narrative volume. Psychology and Languages students presented higher scores in such variables. A new construct is suggested in order to explain both verbal cognitive style and narrative characteristics: the verbal-narrative cognitive profile. Qualitative/quantitative analysis in Study IV indicated that a similar balance between objective and subjective narrative descriptors is needed to achieve high levels of narrative coherence. Moreover, it was observed that verbal and narrative characteristics depend upon imaginative skills. Thus, outcomes contradict the ordinary assumption that verbal and imaginative preferences should be taken as excluding polarities: an interaction between these two cognitive processes was found.

Roteiros de vida são um protótipo de trajetória de vida construído socialmente e com partilhado pelos membros de uma cultura e pode influenciar como indivíduos avaliam experiôncias anteriores e projetam seu futuro. Os participantes (384 brasileiros univcr sitú.rios) responderam quais sete eventos mais importantes acontecerão na vida de uma criança hipotética de sua cultura. A análise mostrou um roteiro de vida com alta coin cidência dos eventos citados, cúrnulo de eventos positivos esperados para acontecer entre 15 e 30 anos, além da predominância. de eventos positivos. Comparando os resultados com estudos realizados na Dinamarca, Estados Unidos: Turquia e Holanda, encontrou se uma estrutura semelhante em todos, mas também diferenças no conteúdo referentes a particularidades culturais O roteiro de vida brasileiro ó mais semelhante ao americano Apenas categorias de eventos relacionadas à morte foram consideradas negativas nessa amostra. Estudos futuros podem investigar variações nos roteiros de vida para diferentes grupos na população. / Life scripts are schcrnatic reprcscntations of the lifc history that are socially built and shared by the members of a cultnre and inflnences the way people evaluate their previons and prcsent cxperiences, and how thcy plan their future, A samplc of 384 Brazillians undergnuinates, answered which seven most important events are expected to happen in the life of a newborn in their own culture. Data showed a life script with an overlap of the evcnts: an a.ccurnulation of positivc cvents cxpected to happen bctween thc 15 and 30 ycars of age, anel a prcdominance of positive cvcnts. Comparing this results with previous international studics took placc in Dcnmark, thc Unitcd Statcs, Turkcy: and the Netherlands, a. similar life script structure wa.s fonnd, as well as some content differences refcrring to particular cultural aspccts The brazillian lifc script is more similar to the anwrican life script Only death related event categories \' :ere considered negative by this sample. Futurc studies may investigatc variations on the life seripts for differcnt groups in the population.

O relato a seguir retrata o entrecruzar de percursos do autor pesquisador e o autor viajante na busca de novos caminhos para compreender as práticas corporais no campo da saúde pública. O autor pesquisador, profissional de educação física, que há mais de quinze anos trabalha com práticas corporais na Saúde, vive, briga e se indigna com sua própria formação que o conduziu para um mundo prescritivo, com regras e leis bem específicas: o olhar da atividade física na prevenção de doenças num corpo segmentado. O autor viajante parte num veleiro em busca de novos ventos fazendo uso de alegorias com textos metafóricos, imagens, poesia, música e cartas. O resultado dessa mescla de percursos é um texto cartográfico com base no programa De Bem com a Vida (DBV) de São Bernardo do Campo que discute o conceito de atividade física e de práticas corporais a partir da noção de experiência de John Dewey. Avança pela intimidade na debilidade da linguagem e apresenta a ideia de espaço conceitual que norteou a implementação do programa. Em seguida, com a contribuição dos relatos autobiográficos dos educadores sociais do DBV, discute o processo de implementação do programa, seus nós, tangências e saídas e aponta características importantes para os espaços de práticas corporais. Ao final chama a atenção para o espaço de relações e para o espaço do \"entre\" como potenciais para integrar os diversos profissionais de saúde. O \"entre\" é um espaço dinâmico que nos aproxima do mundo por meio da brincadeira, do jogo sem regras, inventivo, criativo que sempre se renova e nos faz sonhar com as inúmeras possibilidades da vida. É nesse espaço que ocorrem os beijos molhados, os abraços apertados, os olhares atentos e onde, eu e você, vamos nos encontrar... Boa leitura. / The following report depicts the interweaving between the experiences of both authors in relation to their trajectory as researcher and voyager, in search of new ways to understand body practices in the field of public health. The author acting as researcher, who specializes in physical education and has worked with body practices in health for more than fifteen years, lives, fights and is angered by his experience in education which led him to a prescriptive world, with very specific rules and laws: the perspective of physical activity on diseases prevention in a segmented body. The author acting as voyager sails through allegories made with metaphorical texts, pictures, poetry, music and letters. The result of this blend of trajectories is a cartographic text based on the De Bem com a Vida (DBV) program of São Bernardo do Campo, which discusses the concept of physical activity and body practices based on John Dewey\'s notion of experience. It addresses the intimacy in the frailty of language and introduces the idea of conceptual space that guided the implementation of the program. Then, with the contribution of the autobiographical narration by the social educators of the DBV, it discusses the process of implementation of the program, its knots, tangents and outputs, and points out important aspects for the spaces of body practices. By the end, it draws attention to the space of relations and to the space of the \"in-between\" as potential features to integrate the various health professionals. The \"in-between\" is a dynamic space that brings us closer to the world through games without rules, which are inventive, creative and always renewing themselves, making us dream about the possibilities of life. It is in this space that wet kisses, tight hugs and attentive looks occur, and it is also where we are going to meet... Have a good reading.

Com base na teoria semiótica greimasiana e em seus desdobramentos na gramática tensiva, são analisados diferentes gêneros autobiográficos produzidos no Brasil, como a autobiografia literária em prosa, os poemas de caráter autobiográfico e os memoriais acadêmicos. Um dos objetivos deste trabalho é examinar a construção desses gêneros em relação com as esferas da comunicação de que participam: a esfera literária e a esfera acadêmica. Além disso, são analisadas as formas de adesão do enunciatário aos discursos, uma vez que, em cada gênero e mesmo em cada texto, o enunciador, ao apresentar retrospectivamente a sua vida, regulamenta de forma singular a entrada de grandezas no campo de presença do enunciatário. A análise do corpus permite propor duas formas discursivas de memória como categoria analítica dos discursos autobiográficos: a memória do acontecido e a memória-acontecimento. Mais da ordem do inteligível, a primeira manipula o enunciatário por meio de estratégias que privilegiam a legibilidade do texto, enquanto a segunda promove uma experiência, predominantemente, sensível. Os diversos gêneros que compõem o corpus desta pesquisa tendem a favorecer uma combinação específica entre essas duas formas da memória. Isso possibilita que eles sejam organizados num gradiente, que tem num dos extremos os memoriais acadêmicos e, no outro, os poemas de caráter autobiográfico. As autobiografias literárias em prosa se encontram entre as duas pontas, ora tendendo para um, ora para outro extremo. / Based on the French Semiotics theory and its segments in the tensive Grammar, this study analyses different sorts of autobiographical genres written in Brazil, such as the literary autobiographies in prose, autobiographical poems and academic autobiographies. One of the aims of this study is to examine the building up process of these genres and how they relate with the communication spheres they participate in: the literary sphere and the academic sphere. Moreover, as the enunciator uniquely regulates the introduction of objects in the enunciatees presence field while recollecting past moments of his life, this study also analyses the different ways how the enunciatee adheres to the discourses in each genre and even in each text. The analysis of the corpus allows this study to propose two discursive types of memory as an analytical category: the memory of past event and the event memory. Being more intelligible, the former captures the enunciatee through strategies which highlight the legibility of the text, whereas the latter promotes an essentially sensitive experience. The different genres which compose the corpus of this research contribute to a particular combination between these two types of memory. Such combination leads to the organization of the autobiographical genres in a gradient which presents the academic autobiographies at one end and the autobiographical poems at the other. The literary autobiographies in prose lie between both ends, tending alternatively to one or another end.

Graphic Intimacies: Identity, Humor, and Trauma in Autobiographical Comics by Women of Color examines works of comics art about the lived experience of the comics’ creator. These graphic narratives address racialized difference and the construction of identity while also using humor to negotiate their narrations of traumatic events. I argue that these creators employ the structure of comics to replicate the fragmentary nature of memory. Comics allow for the representation of trauma as being intimately linked to corporeality. The comics medium allows creators to make visible and present fractured versions of the self, a product of traumatic fragmentation. Drawing traumatic memories becomes a symbolic enactment of transformation. Comics become a way of coping with the fragmentary nature of traumatic memory, permitting a consolidation of memory even when a totality is impossible. Graphic Intimacies examines representative texts by four autobiographical cartoonists: Lynda Barry, Belle Yang, MariNaomi, and Whit Taylor. Each of these cartoonists engages in critiques of social issues through the negotiation of a multilayered identity. For instance, Barry’s One Hundred Demons (2002) explores her identity as a white-passing Filipino American growing up in a low-income neighborhood. In Forget Sorrow: An Ancestral Tale (2011), Yang a Taiwanese born Chinese American artist, tells the story of her father’s family in order to heal from the trauma of intimate partner abuse. Biracial Japanese American artist MariNaomi explores her disconnection from her Japanese heritage while chronicling her experiences working in Japanese-style hostess bars in Turning Japanese (2016).

Self-focused information processing has become a central aspect of cognitive explanations of social anxiety disorder. Indeed, Clark and Wells (1995) theorized that the key feature of the disorder is the processing of the self as a social object. It is proposed that when socially anxious individuals enter feared situations, they shift their attention to a detailed monitoring of themselves. Such self-focused attention triggers recollections of negative experiences from the past and directs attention towards signs of threat. This interferes with the processing of the situation and leads to misinterpretation of others' behaviours. Although there is now considerable support for the Clark and Wells' model from research on imagery, post-event and anticipatory processing, there is surprisingly little evidence for memory disturbance. Unlike mood disorders, to date, deficits in accessing autobiographical memories have not been found for social anxiety. In this thesis it is argued that a possible reason for the lack of evidence of memory deficits in social anxiety is that researchers have not attempted to manipulate participants' levels of self-focus in conducting research on autobiographical memory. The focus of this thesis was on the accessibility and quality of the autobiographical memories of socially anxious and non-socially anxious individuals obtained under conditions of self-focus in comparison to responses obtained when not self-focused. The present research utilized a two-phase quasi-experimental design with a sample of 144 adults taken from an initial pool of 203 volunteers. The final sample comprised 30 men and 114 women, ranging in age from 17 to 67 years (M = 26, SD = 11.91, median age = 20 years). The sample consisted of 292 undergraduates and community participants recruited via advertisements. Group membership was based on selection criteria from a measure of social anxiety, the Social Phobia and Anxiety Inventory (SPAI; Turner, Beidel, Dancu & Stanley, 1989b), depression and general anxiety from the Depression, Anxiety and Stress Scale (DASS; Lovibond & Lovibond, 1995), and the anxiety disorder interview schedule (ADIS-IV-L; Di Nardo, Brown & Barlow, 1994). Initial respondents were allocated to socially anxious (SA), socially anxious depressed (SAD), and non-socially anxious (NSA) groups, with the SAD group forming a further control group of respondents with high scores in SPAI social anxiety and DASS depression. Approximately half of each group was primed to Self-focus, by making an impromptu speech which was videotaped and replayed to each participant individually, following an adaptation of a priming methodology by Perowne and Mansell (2002). The other half of the participants was not self-focused. Rather, they viewed video tape of a confederate giving a speech so as to Other-focus. The priming was prior to participants' provision of written responses to positive and negative (social anxiety) cue words using Williams' (2002) Autobiographical Memory Test. The quality of the memories was measured according to overgenerality for positive and negative cues. Reaction time was recorded for memories to the same valenced cues. The incidence of anxiety and depression content in the memories was determined using coding schemes devised by Gottschalk and Gleser (1969). As hypothesised, the results confirmed that greater levels of generality and longer reaction time to positive cues (not for negative cues) were evident when comparing self-focused SA with self-focused non-socially anxious (NSA) individuals, reflecting findings for other emotional disorders such as depression. Self-focused socially anxious (SA) individuals responded with greater levels of generality and longer reaction times for memories for valenced cues, particularly positive ones, than other-focused SA individuals. Further analysis for generality found that self-focused SA respondents were more general than other-focused socially anxious with comorbid depression (SAD) individuals for memories for positive cues. However, both groups were similar for negative memory cues. As confirmation for memory deficits as a function of the priming manipulation, greater generality and longer reaction times for memories for positive cues occurred when comparing self-focused SA individuals, to all control groups (NSA groups and other-focused SAD individuals). Without priming, SA individuals did not demonstrate autobiographical memory deficits in quality or accessibility compared to NSA controls. Exploration of the autobiographical memory content indicated that SA (compared to SAD and NSA) individuals, irrespective of focus, reported more depression than anxiety content in their memories. Additionally, self-focused SA in contrast to other-focused SA individuals, experienced heightened depression content in their memories, although none of the individual categories of depression was prominent. Predictions of SPAI social anxiety and DASS depression scores from the significant predictors associated with the memories, were undertaken separately for self- and other-focused individuals. Reaction time to positive cues was found to be the only stable predictor of both social anxiety and depression for the self-focused respondents. For the other-focused condition, only total anxiety content theme was found to predict social anxiety, albeit poorly. Overall, the present thesis established that the self-focusing manipulation unearthed a memory processing deficit in socially anxious individuals, similar to that found in most emotional disorders in terms of quality, accessibility, and content, of the memories. This result was particularly apparent in relation to responses to positive cues. The findings are consistent with the Clark and Wells' (1995) model of the disorder emphasising the role of the views of the self as the core element of the disorder. The results also show that the processing deficits of social anxious individuals are confined to the self-focus condition. It is suggested that more attention should be placed on the self-role in social anxiety and that mindfulness-based cognitive therapy, efficacious in mood disorders by reducing the overgenerality effects, is also relevant to social anxiety disorder. Future longitudinal research should be conducted with clinical groups of socially anxious patients, using a self-focus manipulation, to ascertain if the results of the present can be replicated and extended. Pre- and post-treatment measurements of the autobiographical memories of socially anxious patients should be measured and compared, to ascertain whether the deficits can be repaired through the use of mindfulness-based cognitive therapy (MBCT; Williams, Teasdale, Segal & Soulsby, 2000). Self-focus priming could also be used with other anxiety disordered individuals such as generalised anxiety disorder and panic individuals, as they too, appear to be likely candidates for the ruminative self-focus which has contributed to the memory processing deficits established in the autobiographical memories in social anxiety disorder.

<p>Syftet var att undersöka livsmål hos yngre män och kvinnor (20-30 år) utifrån ett autobiografiskt minnesperspektiv. Mätinstrumentet bestod av en enkät med tio frågor baserade på tidigare forskning. Resultatet visade på få skillnader mellan män och kvinnor gällande mål utifrån ett autobiografiskt perspektiv. Skillnaderna var att kvinnor generade fler mål än män i målkategorierna ekonomi och nära relationer inom tidsperspektivet 1 år framåt i tiden samt i målkategorierna nära relationer och hälsa inom tidsramen 5-10 år framåt i tiden. Inom tidsramen 1 år bakåt genererade kvinnor fler mål än män, i målkategorin socialt liv. Kvinnorna angav återigen fler mål än männen, men i målkategorin hälsa, inom tidsramen 5-10 år bakåt i tiden. Ingen signifikant skillnad fanns mellan könen gällande grad av målinriktning. Respondenternas åsikter (oberoende av kön) angående hur stor kontroll de har över sina mål (1 år framåt respektive 5-10 år framåt) samt hur sannolikt de tror att det är att dessa mål kommer att inträffa, visade på signifikanta skillnader mellan de olika tidsperspektiven samt måltyperna (minst vs. mest sannolikt att de inträffar).</p> / <p>The aim was to investigate the life goals of young men and women (20-30 years) from an autobiographical memory approach. The measuring instrument consisted of a survey of ten questions based on previous research. The results indicated few differences between men’s and women’s goals from an autobiographical perspective. However, women compared to men generated more economy and close relationships related goal in a 1 year forward time perspective, and close relationships and health related goals in a time frame of 5-10 years ahead. In the time frame of 1 year back in time, women generated more social life goals than did men, and in the time frame of 5-10 years back in time women generated more health goals than did men. No significant difference between the sexes was found concerning level of goal-orientation. The views of the respondents (gender-independent) concerning level of goal control (1 year ahead, 5-10 years ahead), and their views of the probability of goal-fulfillment indicated significant differences between the time perspectives and types of goals.</p>

This qualitative study draws on the traditions of narrative inquiry and arts-based research to explore the intricate puzzle of the experience of writing in a grade nine English Language Arts classroom, with a particular group of participants engaged in a creative autobiographical writing project. This case study of a small rural classroom, where 10 of 12 students participated as writers in the research, explores both the teachers and the students experiences. As a participant-researcher, I designed a three-cycle writing project spanning nine weeks, where all participants engaged in conversations about writing. One specific feature of the classroom setting was that both the teacher and the researcher were themselves active writers and deliberately and systematically offered stories of their own writing practice as part of the teaching about writing process, while undertaking the same writing tasks as the students. The data collected and analyzed in this dissertation includes students group conversations in class time, participants drafts and final writing, entry and exit drawings of how students saw themselves as writers, and individual reflective private conversations. From this data, I created portraits of the participants as writers and of the instructional moments. The drawings which were shaped by a participants historical relationship with writing, their broader personal, social and educational context, and the study provided insight into the individuals relationship to and with writing, providing access to a participants knowledge and experience at times unavailable through more traditional forms of data. Two main themes that emerged were resistance to writing and students complex relationship with revision. Their resistance manifested itself in a variety of forms, including one instance of plagiarism and a total absence of writing with another. An exploration of revision practices revealed a tangled process that often failed to improve the quality of students writing, where revision became, for example, a matter of excision with the delete key or serial first drafting. This study complicates the common school use of autobiographical writing prompts, by documenting the many forms of participant resistance and task subversion. Further, the interpretation of autobiographical as necessarily entailing only the true proved an area of tension.

Thesis (Ph.D.)--Ohio University, June, 2006. / Title from PDF t.p. Includes bibliographical references (p. 235-241)

Syftet var att undersöka livsmål hos yngre män och kvinnor (20-30 år) utifrån ett autobiografiskt minnesperspektiv. Mätinstrumentet bestod av en enkät med tio frågor baserade på tidigare forskning. Resultatet visade på få skillnader mellan män och kvinnor gällande mål utifrån ett autobiografiskt perspektiv. Skillnaderna var att kvinnor generade fler mål än män i målkategorierna ekonomi och nära relationer inom tidsperspektivet 1 år framåt i tiden samt i målkategorierna nära relationer och hälsa inom tidsramen 5-10 år framåt i tiden. Inom tidsramen 1 år bakåt genererade kvinnor fler mål än män, i målkategorin socialt liv. Kvinnorna angav återigen fler mål än männen, men i målkategorin hälsa, inom tidsramen 5-10 år bakåt i tiden. Ingen signifikant skillnad fanns mellan könen gällande grad av målinriktning. Respondenternas åsikter (oberoende av kön) angående hur stor kontroll de har över sina mål (1 år framåt respektive 5-10 år framåt) samt hur sannolikt de tror att det är att dessa mål kommer att inträffa, visade på signifikanta skillnader mellan de olika tidsperspektiven samt måltyperna (minst vs. mest sannolikt att de inträffar). / The aim was to investigate the life goals of young men and women (20-30 years) from an autobiographical memory approach. The measuring instrument consisted of a survey of ten questions based on previous research. The results indicated few differences between men’s and women’s goals from an autobiographical perspective. However, women compared to men generated more economy and close relationships related goal in a 1 year forward time perspective, and close relationships and health related goals in a time frame of 5-10 years ahead. In the time frame of 1 year back in time, women generated more social life goals than did men, and in the time frame of 5-10 years back in time women generated more health goals than did men. No significant difference between the sexes was found concerning level of goal-orientation. The views of the respondents (gender-independent) concerning level of goal control (1 year ahead, 5-10 years ahead), and their views of the probability of goal-fulfillment indicated significant differences between the time perspectives and types of goals.