This is a multiple-case study about 16 university students’ (hereafter called participants) learning experience of “six-step reframing” in Neuro-Linguistic Programming (NLP) and an exploration about whether the practice of such reframing (hereafter called the Practice) could be used to enhance the participants’ Type I thinking styles. Each participant was treated as a case on his/her own. The researcher met each voluntary participant individually on three occasions. First, each participant was given a pre-test of thinking styles, a NLP workshop, the first NLP “six-step reframing” practice, a first post-test of thinking styles and a first follow-up interview. One week later, the participant was given a second NLP “six-step reframing” practice, a second post test of thinking styles and a second follow-up interview. One month later, the participant was given a delayed final post test of thinking styles and in-depth interview for review of their experience and validation of the observations and measurements made in the entire process. All measurement results and practice and interview transcripts were analyzed quantitatively and qualitatively according to the nature of the data. Results indicated that all participants felt positively towards the experience of the Practice. Through the Practice, they were able to identify their own limiting beliefs in learning and discover some new learning methods to overcome the problems. Furthermore, a desirable increase in Type I thinking styles was observed for most of the participants after the Practice. 8 of the participants showed marked increase (with effect size≥0.8) and 3 showed slight increase (with effect size <0.8). For the remaining 5 participants, 2 of them showed marked decrease (with effect size≥0.8) and 3 showed slight decrease (with effect size <0.8). Case-by-case analysis indicated the marked increase in Type I thinking styles could reasonably be explained by certain characteristics of the methods that the participants discovered in solving their problems, as well as characteristics of the processes they experienced in the Practice, such as the internal dialogue among different sensing “parts” within their awareness and the stimulation of multiple perspective perceptions in generating new insights to overcome their limiting beliefs, which share a lot of commonality with the characteristics of Type I thinking styles. In the 2 cases of marked decrease in Type I thinking style, interfering factors like fear and illness were identified. Based on the results, the researcher argues that in order that the problem solving experience can lead to desirable changes in the participants’ preferred ways of thinking, affective aspects of the experience is also highly important. Salient features in the Practice such as “generation of positive affection”, “provision of serene environment”, “autonomy to choose freely”, “reflection upon past life experiences” and “ownership of the self-identified problems” might have contributed to explain why the Practice was effective to most participants in this research in enhancing their Type I thinking style but similar success had not been observed so far in other intervention studies using problem solving tasks. The thesis also discussed the limitations of the study and implications for further education and psychological research. / published_or_final_version / Education / Doctoral / Doctor of Education

Treatise (D.M.A.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

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Orientador: Edwiges Maria Morato / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T14:58:34Z (GMT). No. of bitstreams: 1 Donzeli_CamilaPolon_M.pdf: 879465 bytes, checksum: 0b6fe17e1906f4729523118f748a7896 (MD5) Previous issue date: 2008 / Resumo: Este estudo explora precisamente aspectos lingüístico-pragmáticos da manipulação enunciativa de piadas, assinalando sua importância para os estudos neurolingüísticos, em especial aqueles que se encontram ancorados numa perspectiva interacionista ou sócio-cognitiva dessa relação. O que se propõe no presente estudo é aprofundar a consideração de que o problema da afasia não pode ser reduzido a uma questão lingüística (stricto sensu), nem a de que o componente ¿meta¿, importante para as ações reflexivas dos sujeitos, reduz-se à ordem cognitiva; por isso, a competência relativamente à linguagem (à qual se vinculam processos meta de várias ordens: lingüística, enunciativa, pragmática, discursiva) não estaria necessariamente destruída nas afasias. Neste trabalho foram analisados dados lingüísticos de 5 sujeitos não-afásicos (grupo controle) e 5 sujeitos afásicos que freqüentam o Centro de Convivência de Afásicos (CCA), que é situado no Instituto de Estudos da Linguagem da UNICAMP. Através de entrevistas individuais, foi solicitado aos sujeitos que, após ouvir as piadas, explicassem ou comentassem seus efeitos de humor. Para a coleta de dados, elaborou-se um Protocolo de Estudos de Piadas com base na relevância de determinado nível lingüístico. Contudo, cumpre ressaltar que uma concepção enunciativa de língua pressupõe a mobilização de processos pragmáticos, contextuais, discursivos. Nesse sentido, ainda que determinados mecanismos léxico-sintático-semânticos fiquem em evidência, todo enunciado chistoso é da natureza dos fenômenos pragmáticos, intersubjetivos, sócio-culturais. A partir da aplicação do Protocolo, observou-se a presença de processos meta relativamente à linguagem (lingüísticos, enunciativos, pragmáticos, discursivos), pois os sujeitos, na interpretação e manipulação das piadas, questionaram e reformularam o texto original, ou seja, produziram comentários, reformulações, recontagens, inserções (pedido de esclarecimentos ou exemplificações), paráfrases; além de terem reconhecido pré-construídos, pressupostos e/ou implícitos culturais envolvidos nas piadas, realizaram ajustes enunciativos sobre os sentidos veiculados, leis conversacionais e regras de etiqueta. Relevante, também, para análise dos dados foi observar diferentes aspectos do ponto de vista da construção e mesmo da explicitação do sentido: a interpretação; a explicação; os marcadores conversacionais; a presença de processos semiológicos co-ocorrentes, como o contexto, o gesto, a melodia etc.; e o riso. Tendo em vista os dados obtidos na pesquisa, ressalta-se que as piadas se constituem, bem como outros fenômenos de ordem meta-enunciativa, em um interessante expediente para a análise da competência pragmático-textual dos sujeitos para produzir e interpretar linguagem. Observou-se essa competência através de manobras lingüísticas e sócio-cognitivas realizadas pelos sujeitos na busca ou na mobilização lingüístico-cognitiva da significação, do conhecimento enciclopédico, da memória cultural e discursiva, de um savoir-faire específico. Com isso, entende-se essa competência como uma espécie de conhecimento sócio-cognitivo dos objetos e estados de coisa no mundo que se constitui e se revela enunciativamente no decorrer das ações dos sujeitos / Abstract: This study explores linguistic-pragmatic aspects of the enunciative manipulation of jokes, designating its importance for the neurolinguistics studies, in special those that were find anchored in an interacionist perspective. What is consider in the present study is to deepen the consideration that the problem of the aphasia cannot be reduced to a linguistic question (stricto sensu), nor of that the component ¿meta¿, important for the reflexives actions of the individuals, reduce to the cognitive order; therefore, the competence relatively to the language (which is connect to ¿meta¿ processes of some orders: linguistics, enunciative, pragmatic, discursive) necessarily would not be destroyed in the aphasias. In this work it had been analyzed linguistic data of 5 not-aphasics individuals (control group) and 5 aphasics individuals that frequent the ¿Centro de Convivência de Afásicos¿ (CCA), that is situated in the Institute of Studies of the Language (IEL/UNICAMP), by individual interviews. The proposal presented was that after hearing the joke, the individuals were requested to explained or commented the jokes. For the collection of data, a Protocol of Studies of Jokes was elaborated on the basis of the relevance of determined linguistic level. However, it fulfills to stand out that an enunciative conception of language estimates the mobilization of pragmatic processes, contextual, discursives. In this direction, despite lexic-syntactic-semantic mechanisms are in evidences, all jokes are a pragmatic, intersubjetive, sociocultural phenomena. From the application of the Protocol, it was observed the presence of ¿meta¿ processes relatively to the language (linguistic, enunciative, pragmatic, discursives), therefore the individuals, in the interpretation and manipulation of the jokes, had questioned and reformulated the original text, that is, had produced commentaries, reformularizations, recount, insertions (asked for of clarifications or exemplifications), paraphrase; beyond having recognized pre-constructed and/or implicit cultural involved in the jokes, carrying through enunciative adjustments about conversational laws and label rules. Also relevant, for data analysis it was to observe different aspects of the construction and explicitation of the sense: the interpretation, the explanation; the conversational markers; the presence of co-ocorrentes semiologics processes (as the context, the gesture, the melody) and the laugh. With the data in the research, it was observe that the jokes are constitute, as well as other phenomena of meta-enunciative order, in an interesting expedient for the analysis of the pragmatic-textual competence of the individuals to produce and to interpret language. This competence through linguistic and socio-cognitives abilities carried through by the individuals in the search or in the linguistic-cognitive mobilization of the signification, the enciclopedic knowledge, the cultural and discursive memory, one specific savoir-faire. With this, the competence is understand as a socio-cognitive knowledge of objects and states of thing in the world that it constitutes and it reveals enunciatively in elapsing of the individuals actions / Mestrado / Linguistica / Mestre em Linguística

Orientador: Maria Irma Hadler Coudry / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T11:30:19Z (GMT). No. of bitstreams: 1 Bordin_SoniaMariaSellin_M.pdf: 872364 bytes, checksum: 288924f3f695e59c3fbd036a48cb60d2 (MD5) Previous issue date: 2006 / Resumo: O estudo realizado consiste na análise do trabalho lingüístico de LJ, um menino de 10 anos, portador de autismo infantil, em acompanhamento longitudinal fonoaudiológico sob a perspectiva da Neurolinguística Discursiva (ND) que recobre tanto a prática clínica quanto a teorização sobre a linguagem e, em particular, sobre o autismo. A partir da incorporação do estudo neuropsicológico de Luria, dos textos neurológicos freudianos, ¿A Afasia¿ de 1891 e ¿Projeto para uma Psicologia Científica¿, de de 1895, da teoria interacionista de De Lemos que descreve o processo de subjetivação do sujeito na estrutura que se presentificam a língua, o outro, e a criança a vir a se tornar falante; pretende-se focalizar as relações que LJ estabelece entre língua e fala e língua e discurso. Tomando-se, então, essa concepção de linguagem que abrange a entrada e a permanência da criança na linguagem e o vínculo desta com os os processos de percepção, corpo, memória, pensamento, que se constituem na/pela linguagem, o ponto crucial desta dissertação é responder, dentro do possível: Como LJ habita a linguagem? / Abstract: This study consists in linguistical work analysis of LJ, a 10 year old autist boy, this has been made based on a longitudinal view guided by a speech terapist under the perspective of the discussive neurolinguistic, that it in such a way recovers the practical clinic as much as the theory of the language and, in particular, on the autism Taking Luria¿s neuropsychological study, Freud¿s texts ¿ Aphasia¿ 1891 and ¿ Project for a Scientific Psycholo1gy¿ 1895, and De lemos interactionist theory that describes the process of the children becoming subject-speaker, it intents to focus on the relations between LJ language and speech and language and discourse. Taking this language conception that enbraces the entrance and the permanence of the children on the language and the ties of the language with the processes such as: perception, body, memory and thought, that constitute on/by the language. The crucial point of this dissertation is to answer: How does LJ habitates the language? / Mestrado / Linguistica / Mestre em Linguística

M.Com. (Business Management) / The outcome of the study was to explore the use of neuro linguistic programming as a communication tool that enhances communication in the workplace, and the results revealed that NLP business communications differ from the usual workplace communications. They involve communications that identify explicit and achievable outcomes, use sensory awareness to notice responses and flexibly alter behaviour to achieve outcomes. Participants were noticing and discovering new awarenesses to their communications, which they didn't realise, were available to them. Participants revealed their learnings about communication, their realities and experiences. The study discusses NLP as a communicative toolbox for business where different tools are used, depending on the context and outcome desired. It is a toolbox that brings flexibility and adaptability to solving problems and enhances our current communicative faculties. NLP as a communication tool for management is unpacked through the four primary functions of management. Communication is seen at the core. The literature reveals how the NLP tools and models can be applied across these communicative contexts: Planning: delivering strategic value with NLP; Organising: building a dynamic organisation with NLP; Leading: mobilising people with NLP; and Controlling: Dealing with change. The study highlights interpersonal and intrapersonal communications. The external communication takes place where managers, employees and the other various business stakeholders communicate with each other (interpersonal), and the internal communication (intrapersonal), within the environment even more important than the external, the manager’s mind. Internal communication plays an important role in the quality of our communications.

Thesis (D. Min.)--Abilene Christian University, 1990. / Abstract. Includes bibliographical references (82-89 leaves ).

Orientador: Maria Irma Hadler Coudry / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T18:09:13Z (GMT). No. of bitstreams: 1 Freire_FernandaMariaPereira_D.pdf: 4077476 bytes, checksum: cf0feafd1eced1fdf16df126164dd935 (MD5) Previous issue date: 2005 / Resumo: Este estudo tem como ponto de partida o referencial teórico formulado por Coudry (1986/88) para a área de Neurolingüística que articula a dimensão histórica, intersubjetiva e psíquica da linguagem em função de questões teóricas e metodológicas que repercutem na prática clínica, especialmente no que se refere à relação entre teoria e dado. Trata-se de um trabalho de caráter clínico tanto pela investigação que se propõe a desenvolver quanto pela descrição de procedimentos e práticas com e sobre a linguagem usados no acompanhamento longitudinal de um sujeito de 30 anos do sexo masculino (AL), que apresenta um quadro de Síndrome Frontal leve em virtude de um traumatismo craniano que acometeu bilateralmente os lobos frontais e o lobo parietal alto à direita. No estudo clínico são considerados os múltiplos fatores pré e pós-episódio neurológico que explicam a heterogeneidade do quadro semiológico de AL: a suposta dislexia diagnosticada na 7ª série do ensino fundamental, o histórico de alcoolismo, o traumatismo crânio-encefálico, a síndrome frontal e as fabulações. Os sintomas que decorrem do quadro se manifestam de maneira discreta o que implica lidar com a estreita relação entre normal/patológico e com a instabilidade que lhe é característica. O sujeito foi acompanhado longitudinalmente entre abril de 2003 e outubro de 2004 no Laboratório de Neurolingüística (LABONE) do Instituto de Estudos da Linguagem (IEL) da Unicamp, para onde foi encaminhado para avaliação neurolingüística em fevereiro de 2002 com queixa de dificuldade de aprendizagem e de leitura e com queixa pessoal de memória. Por meio de achados e indícios que se apresentam em meio à situação clínica - que tem como fio condutor a escrita na Agenda Mágica como lugar de reconstrução da relação do sujeito com a escrita e com a sua subjetividade ¿ são estudadas as relações entre linguagem, memória, corpo e percepção, a partir da articulação das formulações de Freud sobre o funcionamento neurofisiológico do aparelho psíquico, os estudos de Jakobson a respeito do funcionamento bipolar da linguagem e as formulações de Luria sobre a organização sistêmica e hierarquizada das funções cerebrais / Abstract: This study has, as starting point, the theoretic referential formulated by Coudry (1986/88) for the area of Neurolinguistics that articulates the historical, inter-subjective and psychic dimension of the language in function of theoretical and methodological questions that re-echo in the practical clinic, especially to the relation between theory and data. It is a work of clinical character such as the inquiry proposed to be developed, as the description of procedures and practices with and about the language used in the longitudinal accompaniment of 30 years old man (AL) that presents a Frontal Syndrome picture due to a brain damage that affected his frontal lobes bilaterally and his parental upright lobe. In the clinical study multiple neurological prior and after episode factors are considered that explain the heterogeneity of AL¿s picture: the supposed dyslexia diagnosis on the seventh grade of basic school, the history of alcoholism, the traumatic brain injury, the frontal syndrome and the fantastical narratives. The symptoms related to the picture reveal in a discrete way what implies dealing with the narrow relation between normal/pathological and with its characteristic instability. The individual was followed longitudinally from April 2003 to October 2004 at the Neurolinguistic Laboratory (LABONE) of Unicamp¿s Institute of Language Studies (IEL), to where he was guided for neurolinguistic evaluation in February 2002, with complaints of difficulty on learning and reading and personal memory complaint. Based on findings and clues present in the clinical situation - that has as conducting wire the writing in the Magical Agenda as a place of reconstruction of the relation between the individual to the writing and its subjectivity - are studied the relations between language, memory, body and perception, from the joint of Freud¿s formularizations about neurophysiological psychic device, Jakobson¿s studies regarding the bipolar functioning of the language and the Luria¿s formulations on the systemic and hierarchically cerebral functions organization / Doutorado / Neurolinguistica / Doutor em Linguística

Orientador: Maria Irma Hadler Coudry / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T18:51:48Z (GMT). No. of bitstreams: 1 Gomes_TatianadeMelo_M.pdf: 1545245 bytes, checksum: d3142094a35cdeb7ef380ba838667948 (MD5) Previous issue date: 2007 / Resumo: Este trabalho apresenta o estudo de caso de um jovem (RS) que, aos 21 anos, sofreu um grave traumatismo crânioencefálico (TCE) que acometeu todo o hemisfério esquerdo de seu cérebro, além de regiões subcorticais, deixando como principais seqüelas uma hemiplegia à direita e dificuldades relacionadas a linguagem, corpo, gestos e percepção. O estudo visa compreender o funcionamento da linguagem de RS, dadas a extensão e a profundidade da lesão e, a partir do estudo do caso, trazer à reflexão questões neurolingüísticas relevantes como: a importância da orientação para o discurso da prática clínica (o exercício da linguagem de forma ativa); a visão, baseada na teoria de Freud (1891/1973), da afasia como desintegração das associações entre elementos visuais, acústicos e cinestésicos que compõem os processos lingüístico cognitivos (sobretudo em processos superassociativos), mas cuja reconstituição é possível através dos elementos mais preservados que atuam de forma solidária nos processos de significação e no acesso aos elementos mais prejudicados (oferecendo um caminho para a prática clínica); a heterogeneidade da afasia e a problemática da classificação afasiológica; as relações entre a afasia e a aquisição da linguagem; a relevância do letramento na afasia; e a importância do fator social para a melhora dos quadros afásicos, como, no caso de RS, sua (re)inserção nos estudos e no trabalho, aspecto clinicamente restaurador das atividades lingüístico-cognitivas e da subjetividade / Abstract: This study will present the case of a young man (R.S.) who, at 21, suffered a severe cranio-encephalic trauma (CET) which affected his whole left hemisphere as well as sub-cortical regions, leaving as main sequels right-side hemiplegia and difficulties in terms of language, body, gestures and perception. The study will try to understand the workings of R.S.'s language, given the extent and severity of his injuries and, using his case as a springboard, to bring up some considerations on relevant neurolinguistic issues, such as the importance of discourse-oriented clinical practice (the importance of actively exercising language); aphasia, as seen according to Freud's theory (1891/1973), as a dissociation (especially in super-associative processes) between visual, acoustic and kinesthetic elements which make up linguistic-cognitive processes, but whose recovering is possible by means of the more well-preserved elements acting jointly in meaningcreating processes and in accessing the most damaged elements (offering thereby a path to clinical practice); aphasia's heterogeneity and its attendant classification problems; the relationships between aphasia and language-acquisition; the relevance of literacy in aphasia; and the importance of the social factor in the recovering process as, in R.S.'s case, his (re)insertion in the realm of study and work, clinically healing aspects for his linguistic-cognitive activities and his subjectivity / Mestrado / Linguistica / Mestre em Linguística