Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 May 31

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The purpose of the study was to gain an in-depth understanding of the emotional expression in the narration of autobiographical stories of Chinese international students in their respective languages (i.e., Mandarin and English). It addressed the methodological limitations of previous research on bilinguals' emotional expression and autobiographical memory recall. A phenomenological approach with Conversation Analysis was used to examine the bilingual lived experience of 8 graduate students from mainland China through an individual 60-minute bilingual semi-structured interview. The participants were asked to share stories before and after their arrival in the United States, as well as to self-reflect on their use of their respective languages during the interview and in their daily life. Several strategies were employed to establish four areas of trustworthiness in the qualitative data. Four major themes and related sub-themes emerged from the bilingual interview data including Mandarin as the Base Language, Affective Repertories of Mandarin (Use of Chinese Idioms and Proverbs, Use of Analogy, and Use of Repetition), Code-Switching as an Additional Communication Resource (Mixed Attitudes Towards Code-Switching, Non-Affective Functions of Code-Switching, and Affective Functions of Code-Switching), and Emotional Representation of the Bilingual Self (Open versus Reserved and Formal versus Casual). Finally, research limitations, future directions, and implications for bilingual counseling are discussed.

De acordo com uma perspectiva sociocultural, é no contexto das conversações em que os pais relembram com a criança as suas experiências que esta aprende um modo de avaliar e de lidar com as experiências que envolvem emoções, e desenvolve uma compreensão de si mesma. O objetivo desse estudo foi investigar a influência da conversação familiar sobre experiências envolvendo emoções na maneira do pré-adolescente lidar com esse tipo de experiência. A amostra foi constituída por 189 famílias de classe média com um filho com idade de 10 a 13 anos. Foram realizados três estudos: o primeiro objetivou conhecer o espaço de conversação familiar e nele, o lugar das experiências envolvendo emoções; já o segundo e o terceiro estudos enfocaram a maneira do pré-adolescente lidar com experiências envolvendo emoções, cujo acesso se obteve por meio de narrativas ficcionais e de narrativas autobiográficas, respectivamente. Os resultados mostraram que a maioria dos pré-adolescentes costuma compartilhar suas experiências em casa com a família e que as emoções conduzem a esse tipo de conversação. Em comparação com os pré-adolescentes que não costumam conversar em casa sobre suas experiências, aqueles que têm esse costume desenvolveram mais as habilidades para lidar com situações que envolvem raiva, para selecionar experiências self-relevantes e as encaixar em uma linha de continuidade, e também apresentaram um maior conhecimento sobre o próprio self. Esses resultados indicam que a conversação familiar sobre experiências envolvendo emoções é um contexto que favorece o desenvolvimento de estratégias de regulação e da coerência na narrativa autobiográfica. Considerando que a narrativa autobiográfica reflete o grau de integração do self, pode-se dizer ainda que esse contexto forma uma base para o desenvolvimento da identidade que virá a seguir, na adolescência. / From a sociocultural perspective, it is through conversations in which parents reminisce their children‟s experiences that the latter learn how to evaluate and deal with their own emotional experiences and to better understand themselves. The objective of this study was to investigate the influence of family conversations on emotions, with a focus on the way preadolescents deal with this type of experience. The sample comprised 189 middle-class families with one son or daughter aged 10 to 13 years. Three investigations were conducted: 1) the first one aimed to describe the context of conversational interaction and the place occupied by emotions within such conversations; the second and third studies focused on the way preadolescents deal with emotional experiences, based on the analysis of fictional and autobiographical narratives, respectively. The results showed that most preadolescents share their experiences with their families and that emotions usually lead to this type of conversation. A comparison between preadolescents who did not talk about their experiences at home and those who did showed that the latter were more able to develop abilities to deal with situations involving anger and to select self-relevant experiences and fit them into a line of continuity; also, preadolescents who shared their emotional experiences presented an improved knowledge of their own selves. These results suggest that family conversation about emotional experiences promote the development of emotions regulation strategies and improve the coherence of autobiographical narratives. Moreover, if we take into consideration that autobiographical narratives provide information on the level of integrated self, it is possible to infer that family conversations about emotional experiences form the basis for identity development in the subsequent adolescence years.

LIMA, Denise Noronha. O espaço da memória em José Saramago: literatura e autobiografia. 2017. 392f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-04-25T12:37:12Z No. of bitstreams: 1 2017_tese_dnlima.pdf: 7758414 bytes, checksum: 3c4712fb0914c5293d2338a31efae057 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-02T18:06:21Z (GMT) No. of bitstreams: 1 2017_tese_dnlima.pdf: 7758414 bytes, checksum: 3c4712fb0914c5293d2338a31efae057 (MD5) / Made available in DSpace on 2017-05-02T18:06:21Z (GMT). No. of bitstreams: 1 2017_tese_dnlima.pdf: 7758414 bytes, checksum: 3c4712fb0914c5293d2338a31efae057 (MD5) Previous issue date: 2017 / Critical studies involving the work of José Saramago have mostly favored novels, beginning from Memorial do Convento (1982). Choosing a genre (the novel) and a phase (the writer's maturity) as the main object of its analysis, the literary critique ends up neglecting both its production prior to the 1980s and the autobiographical genre cultivated by the author. The latter assumes in the work of Saramago mainly the forms of diary (Cadernos de Lanzarote, Diaries I to V, 1994-1998) and childhood memories (As Pequenas Memórias, 2006). Considering this production, we intend to confront it with his prose of fiction, especially the novel Manual de Pintura e Caligrafia (1977), to hybrid texts like his chronicles (Deste Mundo e do Outro, 1971 and A Bagagem do Viajante, 1973), besides his poems, works of the first phase of the writer, in which the autobiographical element is more evident. Our intention is to investigate, through this comparison, how the work of Saramago developed in parallel with his personal and aesthetic formation, within a space whose fundamental element is the memory (personal, tradition, history and imaginary) eventually revealing , in any of the genres, an image of the author, deliberately and coherently constructed. / Os estudos críticos envolvendo a obra de José Saramago têm privilegiado, em sua maioria, os romances, partindo geralmente de Memorial do Convento (1982). Elegendo um gênero (o romance) e uma fase (a maturidade do escritor) como principal objeto de análise, a crítica acaba por negligenciar tanto a sua produção anterior à década de 1980 quanto o gênero autobiográfico cultivado pelo autor. Este último assume na obra de Saramago principalmente as formas de diário (Cadernos de Lanzarote, Diários I a V, 1994-1998) e memórias da infância (As Pequenas Memórias, 2006). Considerando essa produção, pretendemos confrontá-la com sua prosa de ficção, especialmente o romance Manual de Pintura e Caligrafia (1977), e com textos híbridos como as crônicas (Deste Mundo e do Outro, 1971 e A Bagagem do Viajante, 1973), além de seus poemas, obras da primeira fase do escritor, em que o caráter autobiográfico é mais evidente. Nosso intuito é investigar, através desse cotejo, como a obra de Saramago desenvolveu-se paralelamente a sua formação pessoal e estética, dentro de um espaço cujo elemento fundamental é a memória (pessoal, da tradição, da História e do imaginário) acabando por revelar, em qualquer dos gêneros, uma imagem do autor, deliberada e coerentemente construída.

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.

This paper is a theoretical and aesthetic exploration of my MFA thesis film- an autobiographical documentary. This documentary was entirely shot in China, with both high-definition footage and Super 8 film; it takes a journey in my hometown to discuss the contemporary housing problem across generations in modern China. By focusing on ordinary family life, the film attempts to reveal the tension and conflicts arising between Chinese people's need for roots and the shifting socioeconomic system. The first part of the paper addresses the highly contrasted filmic textures that establish various temporal dimensions in the film. Taking an autobiographical approach, the first person perspective is employed to connect these times and spaces. The second part of the paper will examine the subjectivity in the film and discuss how the self functions as a storyteller, an outsider and a family member at the same time. The following chapter will visit the physical familiar space. The lens searches for marks and signs left by everyday practices, in order to trace the change of the concept of home in Chinese culture after the invasion of industrialization and consumerism. Such an enormous socioeconomic transformation has eventually given birth to a wave of nostalgia in contemporary China. This nostalgia answers a cultural need that counters the irresistible process of modernization, urbanization and commercialization in the transitional China.

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.

A presente pesquisa se insere na área de Educação Musical, especificamente no âmbito da Escola Básica e buscou compreender, a partir das narrativas das crianças, o significado atribuído à dança nas aulas de música. Participaram desta pesquisa 18 estudantes do quinto ano do Ensino Fundamental I de uma escola da rede privada de uma cidade da grande Porto Alegre/RS, que oferece regularmente Educação Musical do segundo ao quinto ano, sendo a dança um dos componentes da Educação Musical. A base teórica da pesquisa apoia-se no método autobiográfico, adotando-se principalmente Jean Clandinin e Michael Connelly (2008) como orientação metodológica; Dornelles e Bujes (2012) no atendimento às especificidades da pesquisa com crianças. Contribuíram na realização deste trabalho principalmente os autores Strazacappa (2001), Schiller e Meiners (2012), que referenciam teoricamente a aprendizagem através do movimento corporal e da dança; e Maffioletti (2008, 2012), Campbel (2011) e Torres (2003) no que se refere à Educação Musical. As narrativas foram capturadas em sessões de discussões em grupo, sendo uma realizada imediatamente após a experiência corporal e duas imediatamente após a execução da flauta doce, num total de três sessões. As dimensões das análises foram extraídas do próprio material, tendo em vista do seu significado dentro do que é narrado. Os resultados mostram que o contexto escolar, familiar e social estão presentes nas narrativas das crianças, sendo a dança reconhecida nesses espaços como importante forma de interação. O significado de dançar nas aulas de música está relacionado ao prazer vivido com o corpo e às sensações de alegria, satisfação e leveza que o movimento propicia. As crianças consideram que dançando é possível conhecer outras culturas, entender melhor o ritmo das músicas e tocar flauta doce com maior facilidade. A importância desta pesquisa está em tornar visível o significado das experiências das crianças sobre o movimento corporal como instância da aprendizagem musical. / This research falls within the field of music education, specifically within the Primary School and sought to understand, from the narratives of children, the meaning assigned to dance in music classes. 18 students from the fifth grade of elementary school I in a private school participated in this research in a big city in great Porto Alegre / RS, which offers regular musical education from the second to fifth grade, being the dance a component of the Music Education. The theoretical basis of the study is based on the autobiographical method, adopting mainly Jean Clandinin and Michael Connelly (2008) as a methodological orientation; Dornelles and Bujes (2012) in addressing the specificities of research with children. Contributed in this work mainly Strazacappa (2001), Schiller and Meiners (2012) authors, which theoretically refer to learning through body movement and dance; and Maffioletti (2008, 2012), Campbell (2011) and Torres (2003) in relation to music education. The narratives were captured in group discussion sessions, one held immediately after the bodily experience and two immediately after the execution of the recorder, a total of three sessions. The dimensions of the analysis were extracted from the material itself, in view of its significance within what is narrated. The results show that the school, family and social context are present in the narratives of children, and dance is being recognized in these spaces as an important form of interaction . The meaning of dance in music classes is related to the pleasure experienced with the body and the feelings of joy, satisfaction and lightness that the movement provides. Children believe that dancing can learn about other cultures and better understand the rhythm of the music and playing the recorder with greater ease. The importance of this research is to make visible the meaning of children's experiences on body movement as an instance of musical learning.

Capturing life as it is lived is an important goal in psychology, and diary methods are commonly used for this purpose. They capture events near the time of their occurrence and are less prone to retrospective biases associated with questionnaire, interview and survey methods. However, participants in diary studies must remember to carry the diary with them, and find it convenient to make entries in timely fashion. New approaches, replacing paper diaries with technology (e.g. personal digital assistants), can overcome forgetting to make entries and retrospective filling of data. However, until recently technology had its own problems (e.g. unreliability and cost of devices, the need for training, biases of technical competence, etc.). The research described in this dissertation arose from the anticipation that the rapid, worldwide growth of smartphone ownership would overcome many of these limitations since participant-owned smartphone diaries can eliminate associated costs and facilitate increased rates of compliance. Six diary studies were conducted on two transient cognitive phenomena. Initially, a smartphone app was developed and compared with a paper diary in the study of involuntary autobiographical memories. Although participants in the smartphone-diary condition demonstrated significantly better compliance than those in the paper-diary condition by reliably carrying their smartphones, and promptly completing diary entries in the app, they recorded significantly fewer events than paper diary users. To test that this unexpected finding was not specific to involuntary autobiographical memories, the method was tested with everyday memory failures, and the same unexpected finding was obtained. Further studies manipulated the length of diary-keeping period and demonstrated a diary entry rate reduction effect with longer diary keeping periods, an effect seen in both paper- and participant-owned smartphone-diaries. For involuntary autobiographical memories, the effect was demonstrated by comparing 1-day and 7-day diaries, and also by using a 30-40 minutelong digital audio recording method. With everyday memory failures, the effect was demonstrated by comparing 7-day and 28-day diaries. The audio recording method was used to capture involuntary autobiographical memories while driving. It was also used on a campus walk and compared with a 1-day paper diary within-subjects, finding a higher rate of recording in the shorter period, and consistency of memory counts across two modes of recording. This novel audio-recording method facilitated much more detailed analysis of involuntary memory cues and chaining and enabled the evaluation of potential instances of priming. Finally, a telephone and postal-based diary study of everyday memory failures demonstrated the feasibility of recruitment and measurement of participants remotely, which can be particularly useful with older adults. Taken together, the results of this research make a significant methodological contribution to research on transient everyday cognitive phenomena by showing that (1) care is needed when using participant-owned smartphone diaries, (2) paper diaries may be more reliable than currently given credit, and (3) diary-recording periods can be substantially reduced without compromising the quantity and the quality of data obtained. In addition, results increase our theoretical understanding of two specific phenomena studied in this dissertation: involuntary autobiographical memories and everyday memory failures. The findings indicate that involuntary memories are much more frequent than previously thought, may represent a stable characteristic of a person and, in addition to immediately present cues, can be elicited by internal memory chaining process and more distant priming of events and thoughts. Finally, the absence of age effects in the frequency and nature of recorded everyday memory failures, together with significant negative age effects in laboratory tests of memory and cognition, is a novel finding that has significant implications for research on cognitive ageing.