Consisting of both theoretical and empirical inquires, this study examines the primary functions of narrative and the relationship between narrative and mental imagery. The study proposes a new framework to interpret semiotic resources. Combining this with the linguistic functional theory of Halliday (1978), a functional method to empirically investigate semiotic representations was also developed. In the empirical inquiry, the study developed a latent construct method to empirically test the effects of narrative in a real learning situation. This study is the first to investigate the functional relationship between narrative and mental imagery, and among the first to suggest a theory and empirically investigate representations of a multimodal nature. The study is also among the first to use latent constructs to investigate the learning experience in a real educational setting. Data were collected from 190 library professionals who enrolled in three sections (two in narrative and one in plain text) of an online course administered through Vista 4.0 and who completed the course and responded to several instruments. Essay data (n = 82 x 2) were analyzed using content analysis based on the narrative analysis framework developed. Quantitative data analysis methods include univariate data analysis, factor analysis, and structural equation modeling that tests the proposed model and verifies the relationships between the latent variables. Overall, the findings support the hypotheses about the functional effects of narrative identified, and narrative is found to provide a favorable and positive learning context which is tested by the proposed model of learning experience measured by several latent constructs (X2 = 31.67, df = 47, p = .9577, RMSEA = .00, SRMR = .047, NNFI = 1.05, CFI = 1.00, and GFI = .94). The results indicate that participants who enrolled in the narrative sections of the course gained higher creative scores and showed better results in performance-based and attribution-based experiences. The model testing results indicate that even though more time spent during learning led to better outcome and performance in both groups, more time spent means more satisfaction for the individuals in the narrative group, but led to less satisfaction for the individuals in the non-narrative group.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-11T17:12:06Z No. of bitstreams: 1 TALITA FERNANDA DA SILVA.pdf: 2269628 bytes, checksum: 6a4223cd149692c5674c2db81d03cdc5 (MD5) / Made available in DSpace on 2018-04-11T17:12:06Z (GMT). No. of bitstreams: 1 TALITA FERNANDA DA SILVA.pdf: 2269628 bytes, checksum: 6a4223cd149692c5674c2db81d03cdc5 (MD5) Previous issue date: 2018-02-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The Psychological Assessment has increasingly sought to develop psychological tools that can contribute to the advancement of the area, and one possibility involves the use of computer resources in the process of test construction. In this way, the objective of this work was to construct the Computerized Scale of Evaluation of Creative Characteristics, for evaluation of youngsters and adults, aged between 18 and 50 years. Four studies were conducted for the initial investigation of their psychometric qualities. In study 1, searching for evidences of content validity, five judges participated in Master and Doctoral studies. The concordance index and Kappa coefficient were adequate for all items after four rounds of analysis. In study 2, a pilot study was conducted, aiming at the adequacy of the instrument to the target population. The sample consisted of 50 participants, aged 18 to 50 years (M = 32,70; SD = 10,24), graduate students - lato sensu, from a college located in the interior of the state of S?o Paulo Paulo, selected for convenience. After the application and reading of the annotations suggested by the participants, as well as the records of the researcher's observations, the results showed that the scale needed some adjustments, such as letter size, explanations about the Likert scale, word re-adaptation, which were done. Study 3 looked for evidence of validity based on internal structure analysis. There were 321 students (M=28, 82; SD=8, 75). From the Exploratory Factor Analysis it was possible to verify that the items were grouped into eight factors: Fluency / Flexibility - Positive; Unusual Perspective; Fluency / Flexibility - Negative; Expression of Emotion; Elaboration; Originality; Analogies and Metaphors; Fantasia, which separated the items according to the creative characteristics they represented. Study 4 aimed to investigate the relations of the indices obtained in the scale with external variables. For this the Torrance Creative Thinking with Words Test was taken as a convergent criterion. There were 105 students (M= 23,71; SD=7,84). The results show a very small number of significant correlations between the creativity measures of the two instruments, which involved Factor 1 (Fluency and Positive Flexibility) with the Creative Verbal I Index (r = 0,284, p ? 0,003); Verbal Creative Index II (r = 0,301, p ? 0,002); Fluency (r = 0,194, p ? 0,048), Flexibility (r = 0,234, p ? 0,016) and Elaboration (r = 0,196, p ? 0,045). It is concluded that the results pointed to favorable evidence of the validity of the instruments in development process, as well as the possibility that their future availability could bring contributions and advances in the area of psychological assessment, especially in the computerization of psychological instruments, as well as to enrich the researches in the area of the evaluation of the creativity. / La Evaluaci?n Psicol?gica tiene cada vez m?s buscado desarrollar instrumentos psicol?gicos que puedan contribuir al avance del ?rea, siendo que una posibilidad implica el uso de recursos de la inform?tica en el proceso de construcci?n de pruebas. De esta manera, el objetivo de este trabajo fue construir la Escala Informatizada de Evaluaci?n de las Caracter?sticas Creativas, para evaluaci?n de j?venes y adultos, con edades entre 18 a 50 a?os. Cuatro estudios se realizaron para la investigaci?n inicial de sus cualidades psicom?tricas. En el estudio 1, de b?squeda por evidencias de validez de contenido, participaron cinco jueces estudiantes de Maestr?a y Doctorado. Los ?ndices de concordancia y coeficiente Kappa se mostraron adecuados para todos los ?tems, despu?s de cuatro rondas de an?lisis. En el estudio 2, se realiz? la conducci?n de un estudio piloto, con vistas a la adecuaci?n del instrumento a la poblaci?n objetivo. La muestra fue compuesta por 50 participantes, en el grupo de edad de 18 a 50 a?os de edad (M = 32,70, DP = 10,24), estudiantes de postgrado - lato sensu, de una facultad ubicada en el interior del estado de S?o Paulo, seleccionados por conveniencia. Despu?s de la aplicaci?n, y la lectura de las anotaciones sugeridas por los participantes, y tambi?n de los registros de las observaciones de la investigadora, los resultados demostraron que la escala necesitaba algunos ajustes, tales como tama?o de la letra, explicaciones sobre la escala Likert, readecuaci?n de palabras, fueron realizados. El estudio 3 busc? evidencias de validez basadas en el an?lisis de la estructura interna. Participaron 321 estudiantes (M=28,82; DP=8,75). A partir del An?lisis Factorial Exploratorio fue posible verificar que, los ?tems se agruparon en ocho factores: Fluidez / Flexibilidad - Positiva; Perspectiva Inusual; Fluidez / Flexibilidad - Negativo; Expresi?n de la Emoci?n; Elaboraci?n; Originalidad; Analog?as y Met?foras; Fantas?a, los cuales separaron los elementos de acuerdo con las caracter?sticas creativas que ellos representaban. El estudio 4, tuvo como objetivo investigar las relaciones de los ?ndices obtenidos en la escala con variables externas. Para ello la Prueba Pensando Creativa con Palabras de Torrance fue tomada como criterio convergente. Participaron 105 estudiantes (M=23,71; DP=7,84). Los resultados demuestran un n?mero bastante reducido de correlaciones significativas entre las medidas de creatividad de los dos instrumentos, que involucra el Factor 1 (Fluidez y Flexibilidad Positiva) con el ?ndice Creativo Verbal I (r = 0,284, p ? 0,003); Contenido Creativo Verbal II (r = 0,301, p ? 0,002); (r = 0,194, p ? 0,048), Flexibilidad (r = 0,234, p ? 0,016) y Elaboraci?n (r = 0,196, p ? 0,045). Se concluye que los resultados apuntar a evidencias favorables de validez del instrumental en proceso de desarrollo, as? como la posibilidad que su puesta a disposici?n, futura, pueda aportar contribuciones y avances en el ?rea de evaluaci?n psicol?gica, en especial en la informatizaci?n de instrumentos psicol?gicos. / A Avalia??o Psicol?gica tem cada vez mais buscado desenvolver instrumentos psicol?gicos que possam contribuir para o avan?o da ?rea, sendo que uma possibilidade envolve o uso de recursos da inform?tica no processo de constru??o de testes. O objetivo desse trabalho foi construir a Escala Informatizada de Avalia??o das Caracter?sticas Criativas, para avalia??o de jovens e adultos, com idades entre 18 a 50 anos. Quatro estudos foram realizados para a investiga??o inicial de suas qualidades psicom?tricas. No estudo 1, buscou por evid?ncias de validade de conte?do, participaram cinco ju?zes estudantes de Mestrado e Doutorado. Os ?ndices de concord?ncia e coeficiente Kappa mostraram-se adequados para todos os itens, ap?s quatro rodadas de an?lise. No estudo 2, foi feita a condu??o de estudo piloto, visando a adequa??o do instrumento ? popula??o alvo. A amostra foi composta por 50 participantes, na faixa et?ria de 18 a 50 anos de idade (M=32,7; DP=10,24), estudantes p?s-gradua??o - lato sensu, de uma faculdade localizada no interior do estado de S?o Paulo, selecionados por conveni?ncia. Ap?s a aplica??o, e leitura das anota??es sugeridas pelos participantes, e tamb?m dos registros das observa??es da pesquisadora, os resultados demostraram que a escala precisava de alguns ajustes, tais como tamanho da letra, explica??es sobre a escala Likert, readequa??o de palavras, os quais foram realizados. O estudo 3 buscou por evid?ncias de validade baseadas na an?lise da estrutura interna. Participaram 321 estudantes (M=28,82; DP=8,75). A partir da An?lise Fatorial Explorat?ria foi poss?vel verificar que, os itens se agruparam em oito fatores: Flu?ncia/ Flexibilidade ? Positiva; Perspectiva Incomum; Flu?ncia/ Flexibilidade ? Negativo; Express?o da Emo??o; Elabora??o; Originalidade; Analogias e Met?foras; Fantasia, os quais separaram os itens de acordo com as caracter?sticas criativas que eles representavam. O estudo 4, teve como objetivo investigar as rela??es dos ?ndices obtidos na escala com vari?veis externas. Para isso o Teste Pensando Criativamente com Palavras de Torrance foi tomado como crit?rio convergente. Participaram 105 estudantes (M=23,71; DP=7,84). Os resultados demonstram um n?mero bastante reduzido de correla??es significativas entre as medidas de criatividade dos dois instrumentos, sendo que estas envolveram o Fator 1 (Flu?ncia e Flexibilidade Positivo) com o ?ndice Criativo Verbal I (r = 0,284, p ? 0,003); ?ndice Criativo Verbal II (r = 0,301, p ? 0,002); Flu?ncia (r = 0,194, p ? 0,048), Flexibilidade (r = 0,234, p ? 0,016) e Elabora??o (r = 0,196, p ? 0,045). Conclui-se que, os resultados apontaram para evid?ncias favor?veis de validade do instrumental em processo de desenvolvimento, bem como a possibilidade que sua disponibiliza??o, futura, possa trazer contribui??es e avan?os na ?rea de avalia??o psicol?gica, em especial na informatiza??o de instrumentos psicol?gicos.

Designers often look for inspiration in their environment when exploring possible solutions to a given problem. However, many studies have reported that external stimuli may constrain designers’ imagination and limit their exploration to similar solutions, a phenomenon described as design fixation. Inspiration and fixation effects are traditionally studied with a similar experimental paradigm, which has produced a complex web of findings and explanations. Yet, when analysing the experiments and their findings closely, it becomes clear that there is considerable variation in how studies are conducted and the results they produce. Such variation makes it difficult to formulate a general view of how external stimuli affect the design process, and to translate the research findings into education and practice. Moreover, it raises questions about the reliability and effectiveness of the traditional experimental method. This thesis reports on a collection of studies that examine how design inspiration and fixation research is done and how it can be improved. It explores the research area by reviewing the literature and analysing data from a workshop; describes the research method by scrutinising experiments and their procedures; and explains the variation in research findings by testing experimental procedures empirically and suggesting new interpretations. My main findings are that: abstract stimuli can inspire or fixate designers to different degrees depending on how explicitly the stimuli are represented; external stimuli can inhibit the exploration of ideas that would otherwise be explored; the effect of experimental instructions varies depending on how encouraging the instructions are; and the way participants represent and elaborate ideas can moderate fixation results. Whilst this thesis offers insights into design practice and education, its main contribution is to design research, where it represents a fundamental material for those who are new to inspiration and fixation research, and for those who are already expert.