This study represents an investigation into the effect of multiple production techniques on the recall and retention of information of university students. The purpose of the study was to determine how the ‘Voice of God’ narration affects recall and retention of information compared to an on-camera interview. In documentary video, conveying information is one of the key goals of the director. In most cases, the conveyance of information in itself is insufficient. The director seeks the emotional participation of the audience so that they can become aware of a specific issue. In this mediated environment, the producer’s attempts at reaching the audience are interwoven with the producer’s capability to facilitate the audience’s recall of information. By using the ‘Voice of God’ narration, a director can enhance the narrative and make the information more understandable. Theory suggests that the use of multiple production techniques can either have a negative or positive impact on the processing of information. This statement is based on different experiments that were done by researchers on how various production techniques affect the information processing of an individual. The theoretical basis of the study is rooted in the metatheory, cybernetics. Within cybernetics, the narrative theory explains the structure of the story and how it is conveyed to an audience. Voice-over in documentary video is situated in the narrative theory because the structure of the information the voice-over gives to an audience is of utmost importance. From the theoretical basis, this study uses Lang’s (2000) limited capacity model of mediated message processing to investigate the effect of narration (voice-over) as embedded in documentary video. Specifically, it addresses the mediator’s (in documentary video, the producer’s) goal of maximum information recall by the receiver of the message. The application of Lang’s model is outlined in an empirical design that explores recall of message content and the retention of information in two ways; the recall and retention of information presented through an on-camera interview and the recall and retention of information presented by a narrator whilst images are shown that do not include an image of the narrator him/herself (Voice of God narration). Two experiments were designed for the purpose of this study in which 37 students from the North-West University’s Potchefstroom campus participated. The students were divided into two groups; group one watched the video where the information is presented by an on-camera-interview, and group two watched the video where the information is presented by a ‘Voice of God’ narrator. Two questionnaires were given to the groups at two different times. The results obtained suggest that there is no significant difference in the production techniques and the recall and retention of information. Based on the results, certain recommendations are made for future research, which include modifying the message and research design. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

This study represents an investigation into the effect of multiple production techniques on the recall and retention of information of university students. The purpose of the study was to determine how the ‘Voice of God’ narration affects recall and retention of information compared to an on-camera interview. In documentary video, conveying information is one of the key goals of the director. In most cases, the conveyance of information in itself is insufficient. The director seeks the emotional participation of the audience so that they can become aware of a specific issue. In this mediated environment, the producer’s attempts at reaching the audience are interwoven with the producer’s capability to facilitate the audience’s recall of information. By using the ‘Voice of God’ narration, a director can enhance the narrative and make the information more understandable. Theory suggests that the use of multiple production techniques can either have a negative or positive impact on the processing of information. This statement is based on different experiments that were done by researchers on how various production techniques affect the information processing of an individual. The theoretical basis of the study is rooted in the metatheory, cybernetics. Within cybernetics, the narrative theory explains the structure of the story and how it is conveyed to an audience. Voice-over in documentary video is situated in the narrative theory because the structure of the information the voice-over gives to an audience is of utmost importance. From the theoretical basis, this study uses Lang’s (2000) limited capacity model of mediated message processing to investigate the effect of narration (voice-over) as embedded in documentary video. Specifically, it addresses the mediator’s (in documentary video, the producer’s) goal of maximum information recall by the receiver of the message. The application of Lang’s model is outlined in an empirical design that explores recall of message content and the retention of information in two ways; the recall and retention of information presented through an on-camera interview and the recall and retention of information presented by a narrator whilst images are shown that do not include an image of the narrator him/herself (Voice of God narration). Two experiments were designed for the purpose of this study in which 37 students from the North-West University’s Potchefstroom campus participated. The students were divided into two groups; group one watched the video where the information is presented by an on-camera-interview, and group two watched the video where the information is presented by a ‘Voice of God’ narrator. Two questionnaires were given to the groups at two different times. The results obtained suggest that there is no significant difference in the production techniques and the recall and retention of information. Based on the results, certain recommendations are made for future research, which include modifying the message and research design. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

This dissertation examines the relation between embodiment and language, knowledge and memory, as explored in the poetry of South African poet Gabeba Baderoon. In her three published collections of poetry, namely, The Museum of Ordinary Life, The Dream in the Next Body and A Hundred Silences, she depicts seemingly trivial and everyday events or experiences with acute attention to detail, all of which are connected by her unique portrayal of their embodied nature. In doing so, her work illustrates that intellectual activities typically associated with the mind, such as language, knowledge and memory, in fact require the incorporation of the body. Therefore, this dissertation studies the mind-body relation represented in her work with regard to these thematic concerns, since it is a crucial aspect of her poetry and aids not only in understanding and interpreting her work, but also the discourse on embodiment in general. These concerns do, moreover, not remain on a thematic level, but are evident in her poetry itself; that is, her poems too act as a form of embodiment. Furthermore, Baderoon’s poems are able to transcend the supposed mind-body dichotomy in a way that shows much in common with phenomenology, and especially the perspective held by authors such as Maurice Merleau-Ponty. This dissertation incorporates phenomenological ideas on the body and embodiment, as these assist in interpreting Baderoon’s work, as well as for the reason that her poetry sheds new light upon the understanding of such phenomenological ideas, too. Thus, this dissertation seeks to elucidate the manner in which Gabeba Baderoon’s poetry transcends the mind-body dichotomy by means of her exceptional employment of the notion of embodiment on a thematic as well as formal level. / Thesis (MA (English))--North-West University, Potchefstroom Campus, 2012

This dissertation examines the relation between embodiment and language, knowledge and memory, as explored in the poetry of South African poet Gabeba Baderoon. In her three published collections of poetry, namely, The Museum of Ordinary Life, The Dream in the Next Body and A Hundred Silences, she depicts seemingly trivial and everyday events or experiences with acute attention to detail, all of which are connected by her unique portrayal of their embodied nature. In doing so, her work illustrates that intellectual activities typically associated with the mind, such as language, knowledge and memory, in fact require the incorporation of the body. Therefore, this dissertation studies the mind-body relation represented in her work with regard to these thematic concerns, since it is a crucial aspect of her poetry and aids not only in understanding and interpreting her work, but also the discourse on embodiment in general. These concerns do, moreover, not remain on a thematic level, but are evident in her poetry itself; that is, her poems too act as a form of embodiment. Furthermore, Baderoon’s poems are able to transcend the supposed mind-body dichotomy in a way that shows much in common with phenomenology, and especially the perspective held by authors such as Maurice Merleau-Ponty. This dissertation incorporates phenomenological ideas on the body and embodiment, as these assist in interpreting Baderoon’s work, as well as for the reason that her poetry sheds new light upon the understanding of such phenomenological ideas, too. Thus, this dissertation seeks to elucidate the manner in which Gabeba Baderoon’s poetry transcends the mind-body dichotomy by means of her exceptional employment of the notion of embodiment on a thematic as well as formal level. / Thesis (MA (English))--North-West University, Potchefstroom Campus, 2012

Posttraumatic stress disorder is a debilitating anxiety disorder that can develop in the aftermath of a traumatic or life–threatening event involving extreme horror, intense fear or bodily harm. The disorder is typified by a symptom triad consisting of re–experiencing, hyperarousal and avoidance symptoms. Approximately 15–25% of trauma–exposed individuals go on to develop PTSD, depending on the nature and severity of the trauma. Although dysfunctional adaptive responses exist in multiple neurobiological pathways in the disorder, e.g. glutamate, GABA, glucocortocoids and serotonin, the noradrenergic system is particularly prominent and represents an important pharmacological target in attempts at preventing the development of PTSD posttrauma. However, current literature shows opposing and conflicting results regarding the effect of selective noradrenergic agents in memory processing, and the effect of modulation of selective noradrenergic receptors are spread over diverse protocols and paradigms of learning and fear also employing different strains of animals. Fear conditioning is a behavioural paradigm that uses associative learning to study the neural mechanisms underlying learning, memory and fear. It is useful in investigating the underpinnings of disorders associated with maladaptive fear responses. Performing fear conditioning experiments with the aim of applying it to an animal model of PTSD, and relating these behavioural responses to a defined neural mechanism, will assist both in the elucidation of the underlying pathology of the disease, as well as the development of more effective treatment. This project has set about to re–examine the diverse and complex role of noradrenergic receptors in the conditioned fear response with relevance to PTSD. To the best of my knowledge, this study represents the first attempt at studying a range of noradrenergic compounds with diverse actions and their ability to modify conditioned fear in a single animal model. This work thus introduces greater consistency and comparative relevance not currently available in the literature, and will also provide much needed pre–clinical evidence in support of treatment strategies targeting the noradrenergic system in the prevention of PTSD posttrauma. The first objective of this study was to set up and validate a passive avoidance fear conditioning protocol under our laboratory conditions using the Gemini Avoidance System. The noradrenergic system plays a prominent role in memory consolidation and fear conditioning, while administration of –adrenergic blockers, such as propranolol, have been shown to abolish learning and fear conditioning in both humans and animals. Propranolol has also demonstrated clinical value in preventing the progression of acute traumatic stress syndrome immediately posttrauma to full–blown PTSD. To confer predictive validity to our model, the centrally active –adrenergic antagonist, propranolol, and the non–centrally acting –adrenergic antagonist, nadolol, were administered to Wistar rats after passive avoidance fear conditioning training in the Gemini Avoidance System. Wistar rats were used because of their recognised enhanced sensitivity to stress. Evidence from this pilot study confirmed that propranolol 10 mg/kg significantly inhibits the consolidation of learned fear in rats, whereas nadolol is ineffective. This effectively validated our protocol and the apparatus for further application in this study and also confirmed the importance of a central mechanism of action for –adrenoceptor blockade in the possible application of these drugs in preventing the development of PTSD posttrauma. The second objective of this study was to investigate the role of 1–, 2–, 1–, and 2–receptors in a conditioned fear passive avoidance paradigm. This was done in order to investigate how selective pharmacological modulation of these receptors may modify the conditioned fear response, and whether any of these receptor systems might exert opposing effects in passive fear conditioning. Various centrally active noradrenergic agents were employed over a 3–tiered dose response design, including the 1–antagonist, prazosin, the 2–agonist, guanfacine, the 2–antagonist, yohimbine, the 1–antagonist, betaxolol and the 2–antagonist ICI 118551. The effect of post–exposure administration of these drugs on conditioned fear was compared to that of propranolol 10 mg/kg. Selected doses of betaxolol (10 mg/kg) and ICI 118551 (1 mg/kg) attenuated fear conditioning to an extent comparable to propranolol, as did prazosin (0.1 mg/kg). Yohimbine tended to boster fear learning at all doses tested, albeit not significantly, while guanfacine did not produce any significant effect on memory retention at any of the doses studied. This latter observation was surprising since yohimbine tended to bolster fear conditioning while earlier studies indicate that 2–agonism impairs conditioned fear. Concluding, this study has conferred validity to our passive avoidance model and has provided greater insight into the separate roles of noradrenergic receptors in contextual conditioned fear learning. The study has provided supportive evidence for a key role for both 1– and 2–antagonism, as well as 1–antagonism, in inhibiting fear memory consolidation and hence as viable secondary treatment options to prevent the development of PTSD posttrauma. However, further study is required to delineate the precise role of the 2–receptor in this regard. / Thesis (M.Sc. (Pharmacology))--North-West University, Potchefstroom Campus, 2012.

Posttraumatic stress disorder is a debilitating anxiety disorder that can develop in the aftermath of a traumatic or life–threatening event involving extreme horror, intense fear or bodily harm. The disorder is typified by a symptom triad consisting of re–experiencing, hyperarousal and avoidance symptoms. Approximately 15–25% of trauma–exposed individuals go on to develop PTSD, depending on the nature and severity of the trauma. Although dysfunctional adaptive responses exist in multiple neurobiological pathways in the disorder, e.g. glutamate, GABA, glucocortocoids and serotonin, the noradrenergic system is particularly prominent and represents an important pharmacological target in attempts at preventing the development of PTSD posttrauma. However, current literature shows opposing and conflicting results regarding the effect of selective noradrenergic agents in memory processing, and the effect of modulation of selective noradrenergic receptors are spread over diverse protocols and paradigms of learning and fear also employing different strains of animals. Fear conditioning is a behavioural paradigm that uses associative learning to study the neural mechanisms underlying learning, memory and fear. It is useful in investigating the underpinnings of disorders associated with maladaptive fear responses. Performing fear conditioning experiments with the aim of applying it to an animal model of PTSD, and relating these behavioural responses to a defined neural mechanism, will assist both in the elucidation of the underlying pathology of the disease, as well as the development of more effective treatment. This project has set about to re–examine the diverse and complex role of noradrenergic receptors in the conditioned fear response with relevance to PTSD. To the best of my knowledge, this study represents the first attempt at studying a range of noradrenergic compounds with diverse actions and their ability to modify conditioned fear in a single animal model. This work thus introduces greater consistency and comparative relevance not currently available in the literature, and will also provide much needed pre–clinical evidence in support of treatment strategies targeting the noradrenergic system in the prevention of PTSD posttrauma. The first objective of this study was to set up and validate a passive avoidance fear conditioning protocol under our laboratory conditions using the Gemini Avoidance System. The noradrenergic system plays a prominent role in memory consolidation and fear conditioning, while administration of –adrenergic blockers, such as propranolol, have been shown to abolish learning and fear conditioning in both humans and animals. Propranolol has also demonstrated clinical value in preventing the progression of acute traumatic stress syndrome immediately posttrauma to full–blown PTSD. To confer predictive validity to our model, the centrally active –adrenergic antagonist, propranolol, and the non–centrally acting –adrenergic antagonist, nadolol, were administered to Wistar rats after passive avoidance fear conditioning training in the Gemini Avoidance System. Wistar rats were used because of their recognised enhanced sensitivity to stress. Evidence from this pilot study confirmed that propranolol 10 mg/kg significantly inhibits the consolidation of learned fear in rats, whereas nadolol is ineffective. This effectively validated our protocol and the apparatus for further application in this study and also confirmed the importance of a central mechanism of action for –adrenoceptor blockade in the possible application of these drugs in preventing the development of PTSD posttrauma. The second objective of this study was to investigate the role of 1–, 2–, 1–, and 2–receptors in a conditioned fear passive avoidance paradigm. This was done in order to investigate how selective pharmacological modulation of these receptors may modify the conditioned fear response, and whether any of these receptor systems might exert opposing effects in passive fear conditioning. Various centrally active noradrenergic agents were employed over a 3–tiered dose response design, including the 1–antagonist, prazosin, the 2–agonist, guanfacine, the 2–antagonist, yohimbine, the 1–antagonist, betaxolol and the 2–antagonist ICI 118551. The effect of post–exposure administration of these drugs on conditioned fear was compared to that of propranolol 10 mg/kg. Selected doses of betaxolol (10 mg/kg) and ICI 118551 (1 mg/kg) attenuated fear conditioning to an extent comparable to propranolol, as did prazosin (0.1 mg/kg). Yohimbine tended to boster fear learning at all doses tested, albeit not significantly, while guanfacine did not produce any significant effect on memory retention at any of the doses studied. This latter observation was surprising since yohimbine tended to bolster fear conditioning while earlier studies indicate that 2–agonism impairs conditioned fear. Concluding, this study has conferred validity to our passive avoidance model and has provided greater insight into the separate roles of noradrenergic receptors in contextual conditioned fear learning. The study has provided supportive evidence for a key role for both 1– and 2–antagonism, as well as 1–antagonism, in inhibiting fear memory consolidation and hence as viable secondary treatment options to prevent the development of PTSD posttrauma. However, further study is required to delineate the precise role of the 2–receptor in this regard. / Thesis (M.Sc. (Pharmacology))--North-West University, Potchefstroom Campus, 2012.

Summaries in Afrikaans and English / Text in Afrikaans / Two opposing approaches to beginning reading are used, namely the phonological and global approach, under which the whole word, whole sentence and whole language methods are classed. The whole crux of the controversy is situated in beginning reading as an explicit, intensive and systematic method of teaching phonics, as opposed to implicit beginning reading through discrimination of global configurations, augmented by psycholinguistic guesses within reading context. Arguments about the advantages and disadvantages of the opposing methods have been hurdled to and fro for decades without any discernible gain. The question emerged whether research on brain physiology with respect to language and reading, a relatively new field of study, could shed light on the foundation of an accountable method for beginning reading. Renewed insights to the controversial differences were gained, and brain physiologically accountable parameters as a base for a beginning reading method were framed from these insights. / Twee opponerende aanvangsleesbenaderings word in die skole gebruik, naamlik die fonologiese benadering en die geheelbenadering, waaronder die geheelwoord-, geheelsinen die geheeltaalmetode ressorteer. Die kern van die verskil tussen die aanvangsleesbenaderings le in aanvangslees as eksplisiete, intensiewe en sistematiese foneemonderrig, teenoor implisiete aanvangslees wat die waarneming van globale konfigurasies, aangevul deur psigolinguistiese raaiskote binne die leeskonteks, aanmoedig. In die polemiek om die beste leesmetode word argumente oor die voor- en nadele ten opsigte van die begronding van hierdie opponerende metodes reeds dekades heen en weer geslinger. Navorsingsresultate word eindeloos, sonder duidelike winste, met mekaar vergelyk. Dit het die vraag laat onstaan of navorsing ten opsigte van die breinfisiologie met betrekking tot taal en lees, 'n relatief nuwe studieveld, moontlik lig sou kon werp op die begronding van 'n verantwoordbare aanvangsleesmetode. Die literatuurstudie ten opsigte van breinfisiologie het vernuwende insigte oor die polemiese begrondingsverskille na vore gebring, en breinfisiologies-verantwoordbare parameters as basis vir 'n aanvangsleesmetode is uit hierdie insigte opgestel. / Psychology of Education / M. Ed. (Psychology of Education)

Text in English / Abstracts in Afrikaans and English / Ekspressiewe skryfwerk (ES) – as ‘n metode van intervensie gemik op fisiese en geesteswelstand van deelnemers – word reeds vir ongeveer drie dekades ondersoek. Klein en Boals beweer met hul 2001-studie dat ES ook ‘n positiewe invloed uitoefen op die werkende geheue van individue. Met die huidige studie word die vraag of hierdie bevinding ook van toepassing is op adolessente en jong volwassenes van Suidelike Afrika ondersoek. Dié projek betrek aanvanklik skoolleerders (N = 44) en eerstejaar universiteitstudente (N = 83) in die Suid-Kaap en met die skryfoefeninge word ‘n komponent bygevoeg by een van die eksperimentele groepe waar kognitiewe insette saam met die emosionele onthulling verlang word. Die studie-resultate toon heelwat teenstrydighede, dog die positiewe invloed van ES op die werkspan word by ‘n goeie aantal eksperimentele groep deelnemers waargeneem. Vorige navorsing dui op ‘n verlaging in die voorkoms van indringer- en vermydingsgedagtes na ES tesame met verbeterde werkspan en hierdie verband word van nader beskou deur die huidige studie. Die moontlikheid dat woordtelling per minuut as informele meting van werkspan aanvaar kan word, sowel as die moontlike verband tussen gemoedsvlak en skryfkondisie word ook met die projek ondersoek. / During the past three decades expressive writing has been in the research spotlight as an effective method of intervention in the improvement of human well-being. In 2001 a study done by Klein and Boals claimed that expressive writing also has a positive influence on the working memory of the student participants. The current study investigates the influence of expressive writing on adolescents and young adults in the Southern Africa context. Solution-focused exercises, together with emotional expression during the writing sessions, add a cognitive component to the intervention which strive to create greater impact on working memory capacity (WMC). Previous research indicate that improvement in WMC goes hand in hand with the reduction in the prevalence of intrusive and avoidant thoughts. During the current project the relationship between working memory and these thoughts is investigated. Additionally the possibility of word count as informal measure for WMC are looked at as well as a possible association between mood level and writing condition. / Psychology / M.A. (Psychology)

In this dissertation I argue that invisible characters, as they appear in Paul Auster’s novels, serve a very specific function within the interpretative framework of a text and that they should be considered to play a functional role, in order to arrive at a more holistic interpretation of the text and a more accurate analysis of said texts. I argue that Auster knowingly includes these characters in his novels as part of his narrative technique, in order for them to serve specific functions and to contribute to the structure of postmodern fiction. I make use of a contextualized close reading of five of Auster’s novels and attempt a hermeneutic interpretation of these novels to arrive at a hermeneutic circle when combining these novels into an integrated whole, individual, work of fiction. Certain parallels can be drawn between Auster’s various novels and these parallels contribute to the various motifs and themes found throughout his work. The importance of space in Auster’s novels is also highlighted with emphasis on liminality which serves as an instigator for transgression to occur between different fictive worlds. / Thesis (MA (English))--North-West University, Potchefstroom Campus, 2013.

In this dissertation I argue that invisible characters, as they appear in Paul Auster’s novels, serve a very specific function within the interpretative framework of a text and that they should be considered to play a functional role, in order to arrive at a more holistic interpretation of the text and a more accurate analysis of said texts. I argue that Auster knowingly includes these characters in his novels as part of his narrative technique, in order for them to serve specific functions and to contribute to the structure of postmodern fiction. I make use of a contextualized close reading of five of Auster’s novels and attempt a hermeneutic interpretation of these novels to arrive at a hermeneutic circle when combining these novels into an integrated whole, individual, work of fiction. Certain parallels can be drawn between Auster’s various novels and these parallels contribute to the various motifs and themes found throughout his work. The importance of space in Auster’s novels is also highlighted with emphasis on liminality which serves as an instigator for transgression to occur between different fictive worlds. / Thesis (MA (English))--North-West University, Potchefstroom Campus, 2013.