The purpose of this study is to determine the concepts held by college students in the Air Force Reserve Officer Training Corps concerning leadership. An attempt will be made to indicate the relative importance of these concepts of leadership as determined by the college students. Also, the opinions of the different classes--freshmen, sophomores, juniors, and seniors concerning these concepts will be obtained.

This study sought to determine whether any differences existed in the degree of relationship between the self-concepts of Negro and white college freshmen as measured by the mean scores achieved by them on the Tennessee Self Concept Scale and the nature of their performance in written expression as measured by the mean evaluations received by them for certain aspects of their written work.

The relationship of two sexist attitude questionnaires (Attitudes Toward Women Scale and Sexism Scale) was explored. Responses on the Bem Sex Role Inventory were compared with attitude responses to assess the effect of sex-role concept on degree of sexism. Various demographic variables were included to determine if any related to sexist attitude responses. Subjects were 53 male and 113 female undergraduate psychology students, aged 17-47. Test instruments and a demographic data survey were administered, and statistical analyses performed. Attitude measures were significantly correlated and could not be differentiated on the basis of variables included for study. Factor analysis of instruments revealed 3 separate factors: masculinity, femininity,and "sexist" attitudes. Sex-role concept was unrelated to sexist attitude responses. Only the demographic variable ofage was significantly related to attitude scores.

La recherche dans le domaine de la mémoire sémantique a permis de documenter l’effet de concrétude (avantage pour les mots concrets relativement aux mots abstraits), et plus récemment, l’effet de concrétude inverse (avantage pour les mots abstraits relativement aux mots concrets). Ces effets, observés chez le sujet sain et dans différentes populations cliniques en neurologie, ont suscité de nombreuses interprétations théoriques, autant sur le plan cognitif que neuroanatomique. En effet, cette double dissociation entre les deux types de concepts suggère que leur traitement doit reposer au moins en partie sur des processus mentaux et neuroanatomiques distincts. Néanmoins, les origines de ces différences restent largement débattues et sont caractérisées par une absence notable de consensus. L’objectif principal de la présente thèse est d’explorer les substrats cérébraux sous-tendant la compréhension des concepts concrets et abstraits. Dans un premier temps, un article de revue de la littérature dresse un état des lieux des connaissances actuelles portant sur le traitement sémantique des mots concrets et abstraits ainsi que sur leurs fondements cérébraux. Cet article met une emphase particulière sur les différences inter-hémisphériques dans le traitement des mots concrets et abstraits (Article 1). Dans un deuxième temps, une étude expérimentale de la compréhension des mots concrets et abstraits a été réalisée auprès de populations cliniques rares, des patients ayant subi soit i) une résection unilatérale de la partie antérieure du lobe temporal (temporo-polaire), soit ii) une résection unilatérale de la région hippocampique (temporale interne) (Article 2). Le premier article fait ressortir la grande hétérogénéité des résultats dans le domaine, et suggère que les différences observées dans le traitement des mots concrets et abstraits peuvent difficilement être interprétées seulement en termes de différences inter-hémisphériques. Les résultats du second article indiquent qu’une lésion de la région temporale antérieure gauche ou droite entraîne une atteinte plus marquée des concepts concrets comparativement aux abstraits, alors qu’une lésion unilatérale des régions temporales internes affecte de manière équivalente le traitement sémantique des deux types de concepts. Les implications théoriques et cliniques de ces résultats sont discutées, ainsi que les limites et perspectives futures. / Research in the field of semantic memory has allowed to document the concreteness effect (advantage for concrete words relative to abstract words), and more recently, the reversal of the concreteness effect (advantage for abstract words relative to concrete words). These effects, observed in healthy subjects and in different clinical neurological populations, have yielded numerous theoretical interpretations, both on cognitive and on neuroanatomical levels. Indeed, this double dissociation between the two kinds of concepts suggests that their processing relies at least partly on distinct mental and neuroanatomical bases. Nevertheless, the origins of those differences remain largely debated and are marked by a notable lack of consensus. The principal goal of the present thesis is to explore the cerebral substrates underlying the comprehension of concrete and abstract concepts. First, a literature review summarizes current knowledge about the processing of concrete and abstract concepts as well as their neural bases. This article emphasizes in particular the inter-hemispheric differences in the processing of those concepts (Article 1). Secondly, an experimental study of the comprehension of concrete and abstract concepts was conducted with a rare clinical population, patients who have undergone either i) a unilateral resection of the anterior part of the temporal lobe (temporal pole), either ii) a unilateral resection of the hippocampal region (internal temporal structures) (Article 2). The first article highlights the important heterogeneity of the results in the field, and suggests that the observed differences in the processing of concrete and abstract concepts can hardly be explained solely in terms of inter-hemispheric differences. Results of the second article indicate that damage to anterior temporal regions, either left or right, can cause a more pronounced deficit of concrete concepts, as compared to abstract concepts, while damage to internal temporal regions affects the semantic processing of both kinds of concepts in an equivalent way. The theoretical and clinical implications of these results are discussed, and the limits and future research perspectives are also addressed.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

This qualitative study explores how knowledge and concepts of knowledge are experienced in an undergraduate teacher education course that employs a community of enquiry pedagogy. As designer and facilitator of the course I engaged students in enquiries and enquiry-based activities to learn about art. Using an action-research approach I made changes to the course design in response to how it played out. The art of the Constitutional Court of South Africa was the focus of our study and students developed structured and logical ‘frameworks’ for analysing artworks as well as playing with laterally extending concepts such as art, justice, equality and humanity. The findings suggest that the dialogical and embodied practice of a community of enquiry pedagogy strongly influenced my students’ and my own awareness of knowledge as a creative and experiential opening up and as a companion to the equally valuable experience of not knowing. Teaching within this epistemological framework demands democratic and reflexive pedagogies such as the community of enquiry.

Theoretical speculations abound on all sides of the following two questions: 1. What are the relative merits of the reception and discovery modes of learning? 2. What effect does forcing a student to immediately verbalize his newly discovered concept have on his ability to retain and transfer this concept? The purpose of the present study is to seek answers to these questions on the basis of experimental evidence. / Typescript. / "June, 1967." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: E. D. Nichols, Professor Directing Dissertation. / Includes bibliographical references.

A expressão mente primitiva é frequentemente encontrada no âmbito da psicanálise, porém não é um conceito sem problemas no vocabulário psicanalítico, por não haver consenso quanto ao seu uso, ou ser utilizado de forma ampla e genérica, sem apresentar uma definição mais precisa que indique com maior exatidão a que se refere. Muitos autores têm usado esse termo ou um equivalente, com diferentes posicionamentos. Tem como principal objetivo clarificar o processo de construção do conceito de mente primitiva e seus desdobramentos por meio da análise da produção psicanalítica escrita. Trata-se de uma investigação conceitual segundo os pressupostos de natureza qualitativa, caracterizando-se como descritivo-exploratória do ponto de vista de suas finalidades. Procura tornar possível o estabelecimento de meios de refinamento ao examinar minuciosamente os elementos, os contextos em que se insere esse conceito em seu processo de construção, suas transformações e tentativas de consolidação, tanto no seio de determinada corrente teórica psicanalítica quanto na interface das múltiplas perspectivas. O material selecionado é composto por produções publicadas na Revista Brasileira de Psicanálise (FEBRAPSI) e no International Journal of Psycho-Analysis (IPA), no período de 1990 a 2005. Não se trata apenas de propor uma revisão sobre o tema, mas de uma tentativa de ir além, buscando o que pode ser apreendido e os sentidos que puderam emergir do contato com o material, identificado mediante levantamento em bases de dados on line, tanto nos periódicos selecionados quanto em outras fontes, que contribuíram para a fundamentação e aprofundamentos. Localizado e recuperado o material, iniciou-se o processo de imersão por meio da leitura. Na Revista Brasileira de Psicanálise foram lidas 1.069 produções e destas foram selecionadas as 109 em que aparece a expressão mente primitiva ou termos congêneres, tendo aquela sido encontrada 29 vezes em 14 artigos e 01 (uma) resenha, e estes últimos, por vezes inúmeras em todas as produções selecionadas. No International Journal of Psycho-Analysis foram encontradas 318 referências de artigos no mesmo período, sendo selecionadas 50 delas. A partir do percurso da literatura psicanalítica em geral e do material selecionado, foi elaborada uma síntese geral que contribui para a clarificação do conceito em pauta, pois apresenta um conjunto de caracteres que permitem a detecção das condições necessárias para descrever, classificar e identificar o que pode ser circunscrito pela expressão mente primitiva. De modo geral, é possível compreender esse termo como: 1) referente ao funcionamento mental peculiar dos primeiros meses de vida do bebê, desde sua centralização nos processos corporais a partir dos quais se originam os desenvolvimentos progressivos do psiquismo e a constituição do sujeito; 2) parte constituinte do psiquismo, oriunda dos estados iniciais do funcionamento mental tanto da espécie (filogênese) quanto do indivíduo (ontogênese), que permanece dinamicamente atuante por toda a vida junto com os desenvolvimentos posteriores, sendo imperecível / The expression primitive mind is frequently found in the realm of psychoanalysis. However, it is not a concept devoid of problems in the vocabulary of psychoanalysis, as there is no consensus regarding its use or it is used is a broad and generic sense, without a more precise definition that can indicate with more precision its true meaning. Several authors have used this term or an equivalent to it, with different standings. Starting from the plurality of approaches on this topic, the present investigation contributes, not because it intends to unify propositions or establish standards, but by pointing out its specificities and discussing it in order to broaden its understanding. The main objective is to clarify the process of constructing the concept of primitive mind and its developments, through the analysis of written psychoanalysis output. It is a conceptual investigation according to the qualitative assumptions, and can be characterized as descriptive-exploratory in its purposes. It aims to make it possible to establish means of refinement when examining in detail the elements, the contexts in which this concept is inserted in its construction process, its transformations and attempts at consolidation, both in the heart of a given psychoanalytical current and in the interface of multiple perspectives. The selected material consists of scientific output published in the Brazilian Journal of Psychoanalysis (FEBRAPSI) and in the International Journal of Psycho-Analysis (IPA), in the period between 1990 and 2005. This is not a mere revision on the theme, but an attempt to go beyond, seeking what can be absorbed and the meanings that emerged from contact with the material, which was identified from an assessment in online databases, both in the selected periodicals and in other sources that contributed to the formulation and expansion. After the material was located and retrieved, the process of immersion began through reading. From the Brazilian Journal of Psychoanalysis, 1,069 productions were read, of which 109 were selected, where the expression primitive mind was found 29 times in 14 articles and one review, in addition to other similar terms. In the International Journal of Psycho-Analysis, 318 references were found of articles for the same period, of which 50 were selected. From the exploration through general psychoanalysis literature and the selected material, a general synthesis was devised that contributes to the clarification of the concept at hand, as it presents a set of characters that allow the detection of the necessary conditions to describe, classify and identify what can be circumscribed by the use of the expression primitive mind. In a general sense, it can be understood as: 1) referring to the peculiar mental functioning during the babys first months, from its centralization in body processes from which develop the progressive developments of the psyche and the establishment of the subject; 2) as the constituent part of the psyche, resulting from the initial stages of mental functioning, both of the species (phylogenesis) and the individual (ontogenesis), which remains dynamically active throughout the life along with the later developments, imperishable

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