Dans la confiance, l'infans scotomise psychiquement le chaos sonore qu'il ne peut pacifier autrement. Le vide sonore, né de cette rétraction volontaire de son attention, sera un espace impensable mais aussi le réservoir de créations psychiques à venir. Comme le potier "créé" le vide de son vase tout en le cachant, l'infans focalise ensuite son attention sur des sons privilégiés afin de voiler-dévoiler le vide de sa scotomisation. C'est une prosodie (entendue pour la première fois comme musicale) qui focalisera sur elle son attention ainsi libérée, et donnera forme à "ce vase" psychique. Sa réception de la prosodie d'un autre Sujet, enveloppant un vide étranger mais identique au sien, permet à un point de doute de percer la belle Confiance de l'infans, dont le restant ne sera plus dès lors qu'une Croyance. L'enfant peut enfin inventer dans l'échange avec cet autre Sujet ses premiers signifiants-musicaux prosodiques non verbaux, puis les charger -ensuite- d'affects au fur et à mesure de ses "associations d'idées". Pour le présent écrit, ce qui de l'affect n'est pas musicalisable est le premier objet de désir de l'inconscient du petit humain. Inconscient qui restera toujours structuré comme un langage musical. / Trust allows the infant to scotomise chaos's noises. Thus, he forms a void, born of a retraction of his attention. It is an unthinkable space. It is also the base for future mental creations. As the potter "creates" and "hides" simultaneously the emptiness of his vase, the infant will focus his attention on privileged sounds to generate (and hide) his scotomisation. Those human sounds will transform this "deaf hole" in a musical silence. The present doctoral study purpose is to investigate how a prosody can allow a subjectification of the infant, from a vacuum, when he heard it for the first time as a musical language. Therefore, the present dissertation argues that a prosody can create a Belief in the infant mind. Then, the Belief itself allows to bring into existence musical-signifiers, creating the desire. And creating also the unconscious of the child subjectivated. Unconscious formed as a musical language for ever.

Since the early days of psychology, practitioners have recognised that metacognition - or the act of thinking about one's own thinking - is intertwined with our experience of the world. In the last decade, scientists have started to understand metacognitive signals, like judgments of confidence, as precise mathematical constructs. Confidence can be conceived of as an internal estimate of the probability of being correct. As such, confidence influences both advice seeking and advice taking while allowing people to optimally combine their views for joint action and group coordination. This work begins by exploring the idea that confidence judgments are important for monitoring not only uncertainty associated with one's performance but also, thanks to their positive covariation with accuracy, the reliability of social advisers, particularly when objective criteria are not available. I present data showing that, when adviser and advisee's judgments are independent, people are able to detect subtle variations in advice information, irrespective of feedback presence. I also show that, when such independence is broken, the use of subjective confidence to track others' reliability leads to systematic deviations. I then proceed to explore the differences existing between static and dynamic social information exchange. Traditionally, social and organisational psychology have investigated one-step unidirectional information systems, but many real-life interactions happen on a continuous time-scale, where social exchanges are recursive and dynamic. I present results indicating that the dynamics of social information exchange (recursive vs. one-step) affect individual opinions over and above the information that is communicated. Overall, my results suggest a bidirectional involvement of confidence in social inference and information exchange, and highlight the limits of the mechanisms underlying it.

110f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-15T14:51:54Z No. of bitstreams: 1 Dissertacao Carlos Coelho Netoseg.pdf: 368379 bytes, checksum: 2c9ad4cfd6bb8d760c541ac931d2a6be (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-18T13:20:11Z (GMT) No. of bitstreams: 1 Dissertacao Carlos Coelho Netoseg.pdf: 368379 bytes, checksum: 2c9ad4cfd6bb8d760c541ac931d2a6be (MD5) / Made available in DSpace on 2013-04-18T13:20:11Z (GMT). No. of bitstreams: 1 Dissertacao Carlos Coelho Netoseg.pdf: 368379 bytes, checksum: 2c9ad4cfd6bb8d760c541ac931d2a6be (MD5) Previous issue date: 2008 / Esta Dissertação tem por objetivo analisar a noção de crença sob o ponto de vista da epistemologia contida nas obras: Tratado da Natureza Humana e Investigações Sobre o Entendimento Humano. Visamos particularmente a ressaltar a questão da constituição da crença enquanto condição para que haja alguma “evidência” na esfera dos fatos. Tendo em vista a ruptura entre necessidade e contingência por sua crítica à noção de causalidade, seria preciso mais que os fundamentos consolidados pela razão para garantir alguma evidência acerca do mundo. A razão consegue conceber claramente o fato contrário àquele revelado constantemente pela experiência, não havendo contradição na esfera da experiência. Dessa forma, é preciso procurar outros caminhos que possam explicar o fato de ainda termos alguma convicção a respeito dos fatos, apesar de não podermos mais contar com bases semelhantes às oferecidas pelas ciências matemáticas. Desse modo, procuramos nesta Dissertação reconstruir a trilha teórica que permitiu a Hume estabelecer uma epistemologia pautada numa particular constituição da experiência, na qual a necessidade não tem lugar e a garantia de certeza e conhecimento se sustenta em princípios gerais (princípios associativos) próprios da natureza humana e em uma faculdade (o hábito), capaz de levar a mente de um estado imediato, vinculado aos dados do sentido e da memória, a projeções futuras. Vem daí a capacidade da mente de esperar que os acontecimentos se dêem de uma maneira; tal expectativa é o que Hume denominou crença. / Salvador

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-25T13:11:17Z No. of bitstreams: 1 Soares, Ilma.pdf: 1222867 bytes, checksum: 41cb961bcda1597431d3198fe6016199 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T14:41:59Z (GMT) No. of bitstreams: 1 Soares, Ilma.pdf: 1222867 bytes, checksum: 41cb961bcda1597431d3198fe6016199 (MD5) / Made available in DSpace on 2013-05-17T14:41:59Z (GMT). No. of bitstreams: 1 Soares, Ilma.pdf: 1222867 bytes, checksum: 41cb961bcda1597431d3198fe6016199 (MD5) Previous issue date: 2005 / Esse estudo analisa as crenças de quatro professoras das séries inicias do Ensino Fundamental público, do Município de Salvador-BA, no ano de 2004, sobre a ludicidade e as atividades lúdicas. Tem a pesquisa qualitativa como opção metodológica e a observação, a entrevista e a (auto)biografia como instrumentos investigativos. A questão básica que norteou esse trabalho foi: quais as crenças que os professores têm elaborado sobre a ludicidade e as manifestações lúdicas? Diante da compreensão de que as crenças compõem um sistema que se organiza de forma a sustentar e justificar as demais, tornou-se necessário, também, analisar algumas convicções sobre educação, escola, aluno e trabalho docente, de forma a compreender onde as convicções sobre ludicidade e atividades lúdicas se alicerçam. Ainda em relação às crenças, opta-se por utilizar os vocábulos convicções e ?certezas? com o mesmo sentido, diante do seu credo intenso, mesmo sem um conhecimento mais sistematizado do sujeito que crê. O conceito de ludicidade que permeia este trabalho baseia-se nos estudos de Cipriano Luckesi, que a entende como a vivência de uma experiência plena. Em relação às atividades lúdicas, buscou-se perceber com que perspectivas se encontravam presentes os jogos e brincadeiras no processo pedagógico. A partir da análise das convicções sistematizadas, conclui-se ser importante conhecer e efetivar um trabalho em relação às crenças das professoras, se quisermos que a dialogicidade, o prazer, a alegria, a inteireza, a espontaneidade, a formulação de vínculos significativos perpassem o processo educativo. Constata-se, ainda, que a incorporação do elemento lúdico na escola requer que se mexa em várias convicções sobre a função da escola, o papel exercido por professores/as e alunos, o que de alguma forma, justifica a resistência desses/as profissionais a um trabalho pautado na ludicidade. Diante dessa resistência, secundariza-se o papel da ludicidade e das atividades lúdicas e, quando esses aspectos se encontram presentes, trazem o caráter de reforço ou avaliação de conteúdos. O fato de a escola pesquisada ser voltada para a formação das crianças das camadas populares também é um aspecto que, a partir das convicções das professoras, limita ou inviabiliza a vivência lúdica nesse espaço educativo. No estudo das crenças de professores, esse trabalho contribui ao acrescentar três características relacionadas às convicções: a inter-relação dos aspectos pessoais e profissionais; o seu caráter de generalização e a sua influência na criação de estereótipos. / Salvador

By using the theoretical framework developed by Schaefer and Moos (1998), this study examined the mechanisms through which personal beliefs in ultimate justice affect posttraumatic growth in female survivors of sexual assault. Problem solving, spiritual coping, and meaning making were examined as potential mediators between beliefs in ultimate justice and posttraumatic growth through a path analysis. In total, 144 female community survivors, psychology students, and other participants were recruited from a large mid-western university (mean age = 29.3). The online survey was composed of a demographic questionnaire, the Revised Sexual Experiences Survey (Koss et al., 2007), Emotion Thermometer (Mitchell, 2001), Posttraumatic Growth Inventory (Tedeschi & Calhoun, 1996), Belief in Immanent and Ultimate Justice Scale (Maes, 1998), Trauma Resilience Scale (Madsen & Abell, 2010), and the Meaning in Life Questionnaire (Steger, Frazier, Oishi, & Kaler, 2006). Results indicate that problem solving and spirituality significantly mediated the relationship between belief in ultimate justice and posttraumatic growth. Search for meaning significantly mediated the relationship between beliefs in ultimate justice and distress. Implications for practice and research are discussed. Keywords: sexual assault, posttraumatic growth, belief in a just world, meaning making, coping

Background: Type II diabetes, which is known as non-insulin dependent diabetes, has become an epidemic worldwide. In the United States, diabetes affects 25.8 million people which represent 8.3% of the population. Out of 25.8 million, 23.22 million people have Type II diabetes. According to the National Statistics Vital Report, Type II diabetes was the number seven cause of death in the USA and it can be prevented. The primary purpose of this study was to assess the overall knowledge and health beliefs about Type II diabetes among a sample of undergraduate students; the second purpose was to assess the relationship between the overall knowledge and health belief subscale. Methods: A cross-sectional and descriptive survey design was used. An existing knowledge and health belief instruments was adapted. In the 2014 spring semester, a non- random convenience sample of over 200 undergraduate students who enrolled in Foundation of Human Health 101- class were surveyed in order to assess knowledge and health belief about Type II diabetes. The Health Belief Model provided the theoretical framework for this study. Results: Overview of the participants in this study was provided through conducting a descriptive analysis. Majority of the participant were female, aged between eighteen and twenty, and Caucasian. Data analysis revealed that the overall knowledge about Type II diabetes among participants was low. For the individual health beliefs, perceived susceptibility, perceived severity, and perceived barriers to Type II diabetes were low; however, perceived benefits to engaging in healthy behaviors was high. Having other problems more important than worrying about diet and exercise, and not knowing the appropriate exercise to perform to reduce the risk of developing Type II diabetes were the major barriers among participants. A positive, weak, statistically significant correlation was found between overall knowledge and total belief of benefits to engaging in healthy actions. At the same time, a negative, weak, statistically significant correlation was found between overall knowledge and total belief of barriers to engaging in health lifestyles. Results from multiple regression revealed that knowledge was best predicted by race/ethnicity. Family history, stress level, and level of exercise were the best predictors of perceived susceptibility, perceived benefits, and perceived barriers, respectively. Perceived severity was not predicted by any of the independent variables.

Research based on children's performance on standard false-belief reasoning tasks indicates that theory of mind (ToM) understanding, (i.e. the ability to represent, conceptualize, and reason about one's own and others' mental states) is initially absent and develops around the age of four years (Wellman et al., 2001). Recently, researchers have investigated the relationship between language and ToM development. According to de Villiers & Pyers (2002) understanding of embedded complement structures is necessary for children to be able to understand false belief, because both require the ability to handle misrepresentation. Following Perner (1991), Smith et al. (2003) argued (contra De Villiers & Pyers) that the developmental link between embedded clauses and false belief reasoning skills stems instead from a requirement to handle metarepresentation. They proposed that children's aptitude with double-event relative clauses predicts their false-belief reasoning ability. Previous research on linguistic precursors of false belief understanding has focused largely on English speaking children. The current research hypothesized that crosslinguistic differences in the emergence of ToM understanding could result because of the potential for a developmental link between ToM understanding and other linguistic properties (e.g. scrambling), found in free word order languages, such as Russian. The current research sought to determine whether there is a correlation between the development of false belief reasoning skills and the acquisition of relativization in monolingual Russian speaking children; and to find out whether the acquisition of scrambled word orders (e.g. OVS) is a better predictor of false belief reasoning in child Russian. The participants of the study were 36 monolingual Russian children: 18 3-year-olds (Mean age = 3;6) and 18 4-year-olds (Mean Age= 4;6). We assessed the children's false belief understanding using the unexpected contents task and the unexpected transfer task and their ability to handle relative clauses and scrambled (OVS) word order through a Truth-Value judgment (TVJ) act-out task (Crain & Thornton, 1998). Our results confirm the previously established link between age and false belief reasoning. However, the results failed to support previous findings regarding the status of relative clauses as a linguistic precursor for the development of False Belief reasoning. The results also failed to confirm our predictions regarding the privileged role of scrambling (i.e. OVS sentences) in Russian children's ToM development. Our findings suggest that OVS sentences might be more difficult for Russian children to handle compared to relative clauses with the canonical SVO order, regardless of age the Russian children performed better on relative clauses than on scrambled OVS sentences -- this leads us to conclude -- "Syntax is easy! Pragmatics is hard!" Also there were no age related differences in relation to either relative clauses or scrambled word order sentences. Additionally, for child Russian, de Villiers & Peyers proposal regarding the privileged role of embedded complement clauses as a linguistic precursor to TOM development cannot yet be ruled out.

AN ABSTRACT OF THE DISSERTATION OF VICTOR NOLLEN WHITE, for the Doctor of Philosophy degree in Health Education, presented On November 14, 2014, at Southern Illinois University Carbondale. Title: THE USE OF THE EXPANDED HEALTH BELIEF MODEL (EHBM) TO EVALAUTE OSTEOPOROSIS ATTITUDES, KNOWLEDGE, BELIEFS AND SELF-EFFICACY OF NEZ PERCE TRIBAL AND NON NEZ PERCE TRIBAL MEMBERS IN NEZ PERCE COUNTY, IDAHO. Major Professor: Dr. Dhitinut Ratnapradipa According to the State of Idaho, the National Osteoporosis Foundation, and the U.S. Department of Health and Human Services, osteoporosis is a public health concern nationally among non-Native American (NNA) and Native American (NA) populations. The purpose of this research project is to obtain written survey data on osteoporosis attitudes, knowledge, beliefs, and self-efficacy among male and female members of the Nez Perce Tribe (Nimiipuu) and non-Tribal members, aged 18 and over via voluntary completion of a written survey questionnaire based on the expanded health belief model (EHBM). The study was conducted in Nez Perce County, ID. The research involved determining whether or not there is a statistically significant difference in osteoporosis attitudes, knowledge, beliefs and self-efficacy among males and females, aged 18 and over Nez Perce Tribal members as compared to Non-Tribal members in Nez Perce County, ID. Non-Nez Perce tribal members are individuals whom are 1) Native Americans who are not members of the Nez Perce Tribe and 2) all Non-Native Americans in the research study. Exercise self-efficacy and gender seem to be the most significant variables showing evidence against the null hypotheses and in favor of the research hypothesis (Null Hypothesis: H0: Native American=Non-Native American. Research Hypothesis: H1: Native American ≠ Non-Native American). Age also shows evidence against the null hypothesis and in favor of the research hypothesis, but not as strongly as exercise and gender. Seriousness of osteoporosis was the most concern to all respondents and female Native Americans perceived the greatest barrier to preventing osteoporosis was being unable to access dietary calcium on a regular basis.

Astrology is a belief system that has existed for almost 2,500 years. This enduring form of belief has not been effectively studied by scholars and thus we know little about why beliefs commonly stigmatized as superstitions continue to appeal to people today. My research, based on fieldwork and interviews with astrologers in the Portland, Oregon area, demonstrates that the longevity of this belief system may be attributed to its ability to provide meaning and purpose to people. Throughout history, astrology has been adapted to and has evolved within the cultures in which it exists, and its latest adaptation reveals a close connection to the New Age movement. Astrological worldviews, which assume a correlation between predictable celestial cycles and human activity, are rooted in a premise of fatalism, but this analysis reveals a nuanced view of fate that often is empowering rather than limiting.

Modern philosophy is often said to privilege rationality over received wisdom, but to some extent this is an ideal which we pursue under a measure of uncertainty. It is not always obvious what rationality requires. Nor is it clear how rationality is to be traded against other ideals. This dissertation seeks to clarify both questions as they pertain to the rationality of belief. The choice of topic is apposite, since many argue that the case of belief illustrates that what is rational and what there is most reason to do is one and the same thing. In particular, so-called evidentialists often argue that to believe what the evidence indicates is both to believe rationally and to believe what one has most reason to believe, since (i) rationality consists in responding to reasons, and (ii) only evidence that p can be a reason to believe that p. My first objective is to challenge this thesis. I do so by arguing that the class of reasons that rationalise a belief does not coincide with the class of reasons there are to have the belief all things considered. To equate the two classes would be to conflate the psychological issue of how we respond to reasons with the ontological issue of what reasons there are. My case against evidentialism does not depend on pragmatism being true, however. Even if Pascal was wrong to claim that the expected benefit of believing can be a reason to believe, it does not follow that evidentialism is true. Some non-pragmatic form of anti-evidentialism may still be true. The latter half of the dissertation explores this possibility in greater detail. There I argue that there is at least one class of beliefs which is not subject to common evidentiary strictures. When we use practical reasoning to form intentions about what to do in the future, we typically also form beliefs about what we will do. Yet, those beliefs are not based on evidence about what we will do, I argue. Typically, we do not predict what we do based on what we intend to do. Nor should we. When it is up to us whether we will perform an action, our intentions do to not carry enough weight as evidence that we must use them to predict what we will do. In the last part of the dissertation, I use this point to elucidate how we acquire self-knowledge and how belief relates to truth.