published_or_final_version / Education / Master / Master of Education

The aim of the thesis is to analyze certain stylistic as well as thematic aspects in prose fiction. The analysis focuses on the representation of relationships and mystique with regard to the use of punctuation, repetition and other forms of figurative language in both original and translation of romances Black Rose (2005) and Red Lily (2007) by Nora Roberts. The analysis is based on the theory of romance novels and the use of stylistic aspects in representation of the themes relationships and mystique. The paper is divided into five parts and includes appendices. Part One introduces the aim of the paper and gives a short summary of the romance novels Black Rose (2005) and Red Lily (2007) by Nora Roberts. Part Two presents the theory of romance as well as the role of mystique in romance, and outlines the theoretical background for the analysis. Part Three focuses on the theoretical aspects of theme and style and the translation problems in prose fiction, namely in the romance novels. An analysis of the cases found in the two romance novels is presented in Part Four where Chapter 4.1 focuses on the use of style in representing the theme of mystique and translation problems. Chapter 4.1 is further subdivided into Section 4.1.1 which dwells on the usage of repetition, Section 4.1.1 analyzes the use of other forms of figurative language, and Section 4.1.3 focuses on the use of punctuation patterns. Chapter 4.2 is devoted to the stylistic aspects representing the theme of... [to full text] / Šio darbo tikslas - išanalizuoti tam tikrus stilistinius ir teminius aspektus grožinėje literatūroje. Daugiausia dėmesio skiriama tarpusavio santykių ir mistikos elementų vaizdavimui, naudojant skyrybos, pakartojimo ir kitus vaizdingos kalbos elementus Nora Roberts romanuose “Juodoji rožė” (2005) ir “Raudonoji lelija” (2007). Analizė yra pagrįsta romano teorija ir stilistiniais aspektais, vaizduojant mistikos ir tarpusavio santykių temas. Darbą sudaro penkios pagrindinės dalys ir du priedai. Pirmojoje dalyje pristatomas darbo tikslas ir pateikiamos trumpos knygų santraukos. Antrojoje dalyje pristatoma romano teorija ir mistikos elementų romane reikšmė, o taip pat pateikiama teorinė medžiaga, kuria bus remiamasi praktinėje dalyje. Trečioji dalis dėmesį skiria teoriniams temos ir stiliaus aspektams ir jų vertimo problemoms grožinėje literatūroje, šiuo atveju, romanams. Ketvirtoje dalyje pateikiama pavyzdžių , rastų Nora Roberts romanuose „Juodoji rožė“ (2005) ir „Raudonoji lelija“ (2007), analizė. Skyrius 4.1 dėmesį skiria mistikos temos vaizdavimui ir jo vertimo problemoms. Skyrius 4.1 yra suskirstytas į poskyrius, kur poskyris 4.1.1 nagrinėja pakartojimų naudojimą, poskyris 4.1.2 nagrinėja kitas vaizdingos kalbos formas, o poskyris 4.1.3 dėmesį kreipia į skyrybos problemas. Skyrius 4.2 nagrinėja stilistinius aspektus vaizduojant tarpusavio santykių temą. Poskyriuose 4.2.1, 4.2.2 ir 4.2.3 nagrinėjami pavyzdžiai su pakartojimais, kitomis vaizdingos kalbos formomis ir... [toliau žr. visą tekstą]

Vid flertalet studier har det framkommit att ordförrådets storlek och förmågan till nonordsrepetition påvisar samband med nyordsinlärning. De prosodiska egenskapernas inverkan vid nyordsinlärning är emellertid inte lika studerad. Syftet med föreliggande studie var att undersöka hur barn mellan 4:5 och 6:0 år med typisk språkutveckling presterar på nyordsinlärning i relation till ordförråd och repetition av nonord samt att utforska vilken inverkan prosodiska egenskaper har på förmågan till nyordsinlärning. I studien deltog 15 barn vilkas resultat på nyorden, ordförrådstestningen och nonordsrepetitionen uträknades. Nyordsinlärningsuppgiften bestod av sex ord vilka sammankopplades med sex olika föremål. Nyorden matchades i par med avseende på en åtskiljande prosodisk egenskap mellan dem: antingen antal stavelser, betoning eller ordaccent. Inga signifikanta korrelationer mellan nyordsinlärning, ordförråd och nonordsrepetition kunde påvisas. Det framkom dock att korrelationen mellan ålder och nonordsrepetition var nära signifikans och indikerade att ökad ålder gav ett högre resultat på nonordsrepetitionen. Gällande de prosodiska egenskapernas relation till nyordsinlärning upptäcktes en signifikant skillnad i betoningsplacering, nyord med betoning på den finala stavelsen fick högst resultat. Barnen lärde sig också trestaviga ord i större utsträckning än tvåstaviga ord. Studien implicerar att betoning och ordlängd verkar ha viss betydelse för nyordsinlärning i kontrast till ordaccent, medan det inte kan påvisas några föreliggande korrelationer mellan nyordsinlärning, ordförråd och nonordsrepetition. / Several studies have shown that vocabulary size and nonword repetition ability correlate with novel word learning. The impact of prosodic features on novel word learning has, however, not been studied extensively. The purpose of this study was to examine how children aged 4:5–6:0 with typical language development perform on novel word learning, vocabulary and nonword repetition and to explore what impact prosodic features have on the ability to learn novel words. The study involved 15 children whose performance on the novel word learning task, vocabulary testing and nonword repetition was calculated. The novel word learning task consisted of six words which were connected to six different items. The novel words were matched in pairs differing by only one prosodic feature: either the number of syllables, stress or tonal word accent. No significant correlations between the novel word learning, vocabulary and nonword repetition were found. However, the correlation between age and nonword repetition reached near significance, which indicated that increased age gave a higher result on the nonword repetition. Regarding how the prosodic features related to the novel word learning, a significant difference between stress placements was detected. Novel words with stress on the final syllable were easier to learn. The children also achieved a higher result on the three syllable words than the two syllable words. The study implies that stress and word length seem to play a somewhat important role for novel word learning in contrast to tonal word accent, while it appears to be no relation between novel word learning, vocabulary and nonword repetition.

I conduct a series of experiments culminating in a gallery exhibition, I Never Stopped Being A Curator, which investigate and reinterpret what it means to ‘care’ and ‘profane’ in the context of an expanded notion of curatorial practice. I call what I’m doing ‘performative micro-curating,’ a playfully performative practice with precedents dating back to Marcel Duchamp and The Richard Mutt Case. More specifically, I’m interpreting and practising performative micro-curating as a relational, meta-conceptual art practice that uses mirroring and repetition as a method for posing questions, making knowledge and forging social bonds, while, at the same time, dissolving the boundaries that customarily distinguish artmaking from curating.

This study investigated whether or not variability in the severity of speech sound disorders is related to variability in phonological short-term memory and/or variability in the accuracy of phonological representations. The aim was to determine speech processing predictors of severity of speech sound disorders. A total of 33 children, aged three to six years of age, were assessed on measures of nonword repetition, accuracy of phonological representations, accuracy of speech production, and language. The tests administered included the Clinical Evaluation of Language Fundamentals Preschool – 2 Australian, the Diagnostic Evaluation of Articulation and Phonology, the Nonword Repetition Test (modified), and the Phonological Representation Judgement Task (modified). The relationships between the results of these tests were established using a correlation analysis. The relationship between accuracy of phonological representations and the percentage of consonants correct was found to be mediated by language. There was no significant relationship between nonword repetition and percentage consonants correct. These findings may have been the result of small sample size, age of the participants, or co-morbid language difficulties. These findings imply that variability in severity of speech sound disorders may be related to a variable not directly assessed in this study. This variable may be a constraint relating to the stored motor programs within children’s speech processing systems. Implications for future research are discussed.

Undervisning om multiplikationstabellen består främst av lärande genom repetition eller strategi. Syftet med litteraturstudien är att utifrån forskning undersöka och jämföra inlärning av multiplikationstabellen genom strategi- och repetitionsbaserad undervisning. Studien avgränsas till elever i årskurs 1 till 6. Materialet samlades in genom en iterativ sökning på åtta databaser för vetenskapliga publikationer. Det insamlade materialet bestod av sjutton vetenskapliga publikationer. Resultatet visade att både lärande genom repetition och lärande genom strategi möjliggör för elever att automatisera multiplikationstabellen. Resultatet visade också att lärande genom strategi gör att elever kan använda sina kunskaper i nya matematiska sammanhang. En nackdel med lärande genom repetition är att det är svårt att lära sig multiplikationstabellen utan att använda mönster och samband. Strategi- och repetitionsbaserad undervisning leder till olika felsvar. Felsvaren förklaras bland annat med att eleven övat för lite eller att de har en bristande taluppfattning. Forskningen presenterar en stadieteori som beskriver lärandet av multiplikationstabellen och två olika teorier som beskriver hur multiplikationskombinationer memoreras. Kombinationerna memoreras som enskilda enheter eller som system av sammankopplade erfarenheter. / Teaching of the multiplication table mainly consists of learning through drill or learning through strategy. The aim of this literature study is to investigate and compare the learning of the multiplication table through strategy and drill. The study is an analysis of previous research and limited to research on pupils in grade 1 to 6. The material was collected through an iterative search in eight databases of scientific literature. The retrieved material contained seventeen scientific publications. The analysis showed that both learning through drill as well as learning through strategy make pupils develop automaticity of the multiplication table. It also showed that learning based on strategies enable pupils to use acquired knowledge in new mathematical areas. A disadvantage of learning through drill is that it is difficult to learn multiplication facts without utilizing patterns and connections. Pupils make different errors depending on whether they have been taught through strategies or through drill. Errors are explained with a variety of factors, for instance a lack of practice or a lack of number sense. Previous research present three phases that pupils go through in order to master the multiplication table and two different theo-ries of how the multiplication facts are memorized. The multiplication facts are memorized either as separate entities or as a system of interrelated experiences.

I conduct a series of experiments culminating in a gallery exhibition, I Never Stopped Being A Curator, which investigate and reinterpret what it means to ‘care’ and ‘profane’ in the context of an expanded notion of curatorial practice. I call what I’m doing ‘performative micro-curating,’ a playfully performative practice with precedents dating back to Marcel Duchamp and The Richard Mutt Case. More specifically, I’m interpreting and practising performative micro-curating as a relational, meta-conceptual art practice that uses mirroring and repetition as a method for posing questions, making knowledge and forging social bonds, while, at the same time, dissolving the boundaries that customarily distinguish artmaking from curating.

In the masked priming paradigm, responses to a target are faster if the prime and target are identical (repetition priming). Forster (submitted) provides evidence that repetition priming consists of a semantic component, due to the shared meaning of the prime and target, and an orthographic component, due to the shared letters. When an unmasked unrelated word intervenes between the prime and target, repetition priming was reduced, but orthographic priming was unaffected. When this intervener was masked, repetition priming was reduced whereas orthographic priming was eliminated. The unmasked intervener may block a semantic component of priming, and a masked intervener blocks the orthographic component. Experiment 1 replicated Forster’s results and confirmed the results were not due to an SOA confound. Experiment 2 included semantically-related primes in an attempt to examine the intervener’s effect on semantic priming, however, our materials did not yield semantic priming even when no intervener was present.

This study of Alain Robbe-Grillet’s first four published novels seeks to examine the manifestations of four different philosophical concepts in these works. Each novel will be taken as a primary example of Robbe-Grillet’s interrogation of either time, space, difference or repetition. The title of this work, ‘Philosophical Conceptions of Time, Space, Difference and Repetition in the Early Novels of Alain Robbe-Grillet’, as apparently uncomplicated as it is, is useful not only for directly implicating the topics to be examined, but also for what it does not directly allude to. By making reference neither to Robbe-Grillet’s involvement in the movement of the Nouveau Roman nor the theoretical ideas he developed, the title demonstrates one of the main approaches employed here; for Robbe-Grillet’s novels will be examined first and foremost for the textual qualities they exhibit, and will not be tested against the author’s statements, as is most often the case in studies of Robbe-Grillet. When examining these novels, we will thus neither support our study with quotations from Robbe-Grillet’s many interviews and public statements, nor concern ourselves with the apparent objectivity or subjectivity of the novels’ narrators, nor will we base our examinations of the philosophical concepts found in the novels on questions of subjectivity or objectivity. It will become clear throughout our work that Robbe-Grillet’s novels, particularly the early novels that are the focus of this work, have been very well researched and from many different perspectives, yet in spite of the proliferation of texts dealing with these novels certain standard readings have evolved that impinge on the advancement of our understanding of Robbe-Grillet’s complex works. We will argue that this is precisely because these readings actually negate the multiple interpretations that the novels demand and that these standardised readings therefore work as fixed central points around which almost all analyses of the novels revolve. It is thus the aim of this work to complicate these dominant readings by engaging with the ways in which the novels both offer and deny different interpretations, a strategy that ultimately results in the impossibility of a sole fixed reading. In choosing this approach to study the novels, we wish to concentrate solely on the non-representative aspects of these novels. That is to say, the novels will not be treated here, as they are by many critics, for the way they present themselves on the surface as merely concerned with an interrogation of narrative strategies, characterisation or with an application of Robbe-Grillet’s theoretical modus operandi. Rather we will argue that the texts simultaneously invite a deeper reflection on philosophical concepts. The possibility the novels offer to consider the four philosophical concepts that are the focus of this study will be remarked by the novels’ continual engagement with these ideas so as to suggest finally the opportunity of conceiving of these concepts in a literary discourse. Thus, the philosophical concepts which will be deployed in examining Robbe-Grillet’s novels aim to elucidate not strict equivalences between a given concept and its expression in the novel, but rather the ways in which the novels themselves can be seen to propose their own conceptions of these philosophical notions. Thus, each of these chapters will ostensibly deal with a particular philosophical notion, yet they can be seen to work towards a similar shared goal; for each section of this study will propose that it is impossible to isolate a single unifying thesis or central controlling identity through which the texts can be examined. Instead, we will suggest that the novels are governed by a logic of difference in itself, a philosophical notion which, as we will see throughout this work, operates outside of the notion of identity and which favours fluid, unstable and continuously evolving relationships of its constituent parts.

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 81-90) and index.