Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2003. / Title from first page of PDF document. Document formatted into pages; contains vii, 147 p. Includes bibliographical references (p. 125-141).

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [186]-197).

Thesis (Ph. D.)--Ohio State University, 2002. / Document formatted into pages; contains ix, 322 p. Includes bibliographical references (p. 303-322). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Sep. 25.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2003. / Includes bibliographical references (p. 125-141).

Thesis (Ph. D.)--York University, 2002. Graduate Programme in Women's Studies. / Typescript. Includes bibliographical references (leaves 361-399). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ72008.

Thesis (M.A.) -- University of Texas at Arlington, 2008.

Thesis (Ph.D.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 322-336.

No description available.

This thesis is about a problem of interest to reading theorists, psychological anthropologists and cultural studies researchers alike: why we find some narratives, plots, and images compelling and what this phenomenon can tell us about the cultural bases of human motivation. Gesturing to the interdependence of emotion, cognition, and motivation, the notion of the '(dis)positioned self' is proposed as a conceptual tool by which to address how motivation is both acquired and expressed in the way the self as 'feeling-mind' reads, that is, negotiates an interpretation of the signifying systems of a text to render it personally meaningful. (Dis)position allows us to overcome the sociocultural determinism of French structuralist and some poststructuralist reductions of the self to a precipitate of cultural constructs by reconceptualizing the interpreting self as an embodied, affective agent who employs unconscious knowledge that itself draws on another form of sociality. On this account, reading performance is culturally informed action and interpretations are motivated. Emotion is introduced as symptomatic of the intrapsychic investments which mediate how readers internalize cultural knowledge. The thesis looks at three soundings from social discourse--Janice Radway's Reading the Romance; The Singing Detective, a contemporary metafictional text; and the literature and group therapy practices associated with the codependency movement--in order to examine how presuppositions about emotion and the psychical reality of fantasy appear in cultural representations of the 'ill self as reader' while being fundamental to psychological notions of the self upon which healing practices themselves depend for their efficacy.

Thesis (M.A.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.