Thesis (Ph. D.)--University of Wisconsin--Madison, 1947. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 634-656).

No description available.

Thesis (Ed.D.)--Boston University

Digitized by Kansas Correctional Industries

No description available.

The research presented in this thesis was designed to investigate the effects of co-witness information on the accuracy and completeness of eyewitness memory. Co-witness information is defined as information that one eyewitness conveys to another about an event that they both observed. Very little research has focused on co-witness discussion, so the first two studies surveyed real eyewitnesses and police officers to determine how often witnesses discuss the event with one another. The results from these surveys suggested that co-witnesses commonly talk about the event with each other and this outcome provided a clear justification for studying the effects of co-witness discussion on memory. Previous research on co-witness discussion has reached inconsistent conclusions, and the possibility exists that these discrepancies are due to methodological differences. Therefore, this research aimed to determine whether co-witness discussion helps or hinders individual recall, and to investigate this within a closely defined methodological set. In a series of five experiments, participants were shown a crime video and then asked to discuss the video in groups (some of which received experimentally induced misinformation from a cowitness). Following the discussion, participants were asked to give their individual accounts of what happened. These experiments showed that exposure to postevent information from a co-witness can cause people to incorporate this information into their individual testimonies, regardless of the accuracy of the information. This phenomenon has become known as 'memory conformity'. Relevant theories were tested in order to contribute to knowledge regarding the causes of memory conformity. Furthermore, the experiments also aimed to establish whether it is possible to mediate any negative effects of co-witness discussion by employing our theoretical understanding of the causes of memory conformity. Five approaches were utilized in an attempt to reduce the negative effects of co-witness discussion: warnings about possible misinformation, source monitoring, free recall, confidence ratings, and 'remember/know judgments' (Tulving, 1985). Some evidence was found to suggest that when using 'remember/know judgments' it may be possible to distinguish 'real' memories from information obtained from a co-witness. These results are discussed in terms of theoretical and practical implications.

This study takes a theoretical stance that relies on the notion that cognitive development is predominantly a process of learning. The study rests particularly on the Vygotskian theory that children learn within a social environment by practising cognitive skills, under expert tutelage, that they will later perform independently. If children are to develop skills in reasoning the classroom needs to be a place where reasoning skills are modelled, practised and reinforced. Certain features of interactive discourse may have the effect of emphasising the content of a discussion at the expense of the reasoning process and therefore of the practice of reasoning. This study investigated the interactive discourse of a classroom discussion that had reasoning as the sole objective of the discussion and identified the discourse features that characterised the discussion. One experimental kindergarten group and two experimental grade 1/2 groups were introduced to a reasoning-based approach using the Elfie package. A discussion, based on a children's story, was then held with these groups and with two experimental kindergartens that had received no previous exposure to the reasoning-based approach. Examination was also made of the discourse features of a control kindergarten discussion and a grade 1/2 discussion. Important differences were identified between the discourse features of the control and experimental classrooms. Analyses of the experimental discussions found a lower proportion of teacher utterances that were psuedo questions, and that included evaluation of pupil comments; a higher proportion of teacher invitations to explore the logical implications of an idea; a higher proportion of pupil utterances that were in response to other pupil comments and a higher proportion of pupil utterances that included reasons. Analyses of control discussions found that the prevailing pattern of discourse involved teacher initiation (often a pseudo question) - pupil response - teacher evaluation and re-elicitation. Discussion is included about the role such a pattern plays in emphasising content at the expense of the process of reasoning.

This thesis is concerned with the shaping of pedagogic subjectivities through classroom talk. It addresses a number of research questions, namely: In what ways do forms of intersubjectivity created in classroom talk shape the learning for children in two socioeconomically disadvantaged classrooms? How do teachers??? variant readings of official curriculum documents impact on classroom practices? How might the role of the teacher in such classrooms be usefully understood and articulated? The research described in the thesis draws on socio-cultural approaches to language, learning and pedagogy. Systemic functional linguistics, which models cognition as meaning, provides the major theoretical position together with tools for close linguistic analysis (Halliday 1994, 1999). Vygotsky???s complementary view of learning as the consequence of joint activity in semioticised environments highlights the role of the mediating agent (1978). Bernstein???s theory of pedagogic relations provides a useful framework for understanding the circulation of cultural dynamics through locally situated pedagogic settings (1990, 1996, 2000). The research adopts a case study approach; data comprises talk produced during a complete curriculum cycle in each primary classroom as well as interviews, written texts and official curriculum documents. The analysis proceeds through phases; that is, it initially describes the curriculum macrogenres (Christie 2002) then moves to more detailed linguistic analyses of prototypical texts from each setting. Mood, speech function and appraisal (Eggins & Slade 1997, Martin & Rose 2003) are systems recognised in the SFL model as those which enact intersubjective relations. Close attention to their deployment in classroom interactions reveals much about how broad social roles are enacted, how the moral regulation of the learners is accomplished and how subtle differences in learning take place. The analysis reveals considerable difference in the educational knowledge under negotiation. In one classroom, learners are stranded in localised, everyday discourses; while in the other, learners are given access to more highly valued curriculum discourses. It is argued that the interactive practices which produce such difference result from teachers??? readings of the official curriculum; readings which are shaped by particular philosophical orientations to curriculum, together with features of the local settings and their relations to the official pedagogic field.

Texte remanié de: Thèse de doctorat--Philosophie--Université catholique de Louvain, 2007. / Bibliogr. p. 167-182.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2002. / Title from title page screen (viewed Sept. 4, 2002). Thesis advisor: Michael R. Fitzgerald. Document formatted into pages (viii, 145 p. : ill.). Vita. Includes bibliographical references (p. 91-104).