published_or_final_version / Psychology / Master / Master of Philosophy

The present research addressed three major role-taking issues: (1) its developmental nature; (2) its underlying variables; and (3) its status within social cognition. Children between 6 and 11 years were tested. Study 1 examined the development of 3 role-taking tasks. Study 2 compared role taking to nonsocial word-pair comparison to determine whether the self's involvement demanded additional skills. Using original tasks, Studies 3 and 4 related role taking and comparison to referential communication. Study 4 also examined (a) the effects on these behaviours of a direct attentional decentration manipulation and (b) their relation to integration as measured by a modified Gergen-Morse Perceived Self-Consistency Scale. Major results indicated that: most children developed role taking around age 6 and mastered it by 11; nonsocial decentration (comparison) was related to role taking, with comparison developing first; and integration related to role taking but not to comparison. Finally, comparison and role taking were necessary but insufficient for referential communication; integration was also related to communication. The implications of these findings for a theory of role taking were discussed.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1990. / Abstract. Includes bibliographical references (leaves 151-152).

Thesis (Ed.D.)--Teachers College, Columbia University. / Joint project with Wright, William Mckinley. Typescript. Sponsor: Esther Lloyd-Jones. Dissertation Committee: Phil Lange, Raymond Patouillet, . Type C project. Includes bibliographical references (leaves 64-69).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.) -- Memorial University of Newfoundland. / Typescript. Bibliography : leaves 109-110. Also available online.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Amelia D. Adkins, Wayne A. Benenson, Ramona Lomeli. Includes bibliographical references (leaves 160-162) and abstract. Also available in print.

Orientador: Mario Sérgio Vasconcelos / Banca: Elizabeth Piemonte Constantino / Banca: José Sterza Justo / Banca: Luís Guilherme Coelho Buchianeri / Banca: Denise de Camargo / Resumo: O jogo se configura numa das mais antigas atividades humanas. Repleto de significados foi incorporado na linguagem, na arte, na religião e na cultura em geral. Seus estudiosos se estendem pela Filosofia (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), História (ARIÈS, 1978; CAILLOIS, 1958), Teoria da Comunicação (POSTMAN, 1994), Antropologia (GEERTZ, 1989; MALINOWSKI, 1978) e inevitavelmente pela Educação e Psicologia. Embora nos reportemos com freqüência as demais ciências, nosso trabalho se insere numa tradição psicológica. Buscamos nas teorias do psicólogo russo Lev Vygotsky (1896-1934) e do psicanalista inglês Donald Winnicott (1896-1971) uma alternativa para a compreensão do jogo infantil e seu significado na produção da subjetividade. Partimos da apresentação dos autores e suas respectivas biografias intelectuais, detalhando suas concepções de indivíduo, sujeito e meio (social, ambiental e cultural), para em seguida explorarmos conceitualmente zonas de sentido entre suas teorias. Na direção metodológica encaminhamos a discussão a partir da Epistemologia Qualitativa desenvolvida por Gonzalez Rey, criando zonas de sentido entre as concepções de ambiente e jogo infantil. Diante da morte precoce de Vygotsky e a consequente interrupção das suas pesquisas sobre o jogo, buscamos nas teorias dos seus alunos e colaboradores - principalmente Leontiev e Elkonin - os princípios ontogenéticos do jogo infantil complementares à explanação vigotskiana. Defendemos que uma teoria do jogo infantil deve buscar origens nas relações sociais mais primitivas do indivíduo, bem como no uso mais precoce que este faz dos objetos. Tais relações foram amplamente detalhadas por Winnicott na sua teoria dos fenômenos e objetos transicionais e acreditamos que podem ser relevantes para a compreensão do jogo protagonizado, tal qual desenvolvido por Elkonin e Vygotsky / Abstract: The game is set in one of the oldest human activities. It was full of meanings embedded in language, art, religion, and culture in general. His scholars extend the Philosophy (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), History (ARIÈS, 1978; CAILLOIS, 1958), Communication Theory (POSTMAN, 1994), Antropology (GEERTZ, 1989; MALINOWSKI, 1978) and inevitably for Education and Psychology. Although we refer frequently to other sciences, our work is part of a psychological tradition. We seek theories of the Russian psychologist Lev Vygotsky (1896-1934) and the English psychoanalyst Donald Winnicott (1896-1971) an alternative to the understanding of children's play and its significance in the production of subjectivity. We start from the presentation of the authors and their intellectual biographies, detailing their conceptions of individual, subject and the environment (social, environmental and cultural), then to conceptually explore areas of meaning between their theories. Following toward a methodological discussion, we discuss the Qualitative Epistemology developed by Gonzalez-Rey, creating zones of meaning between the concepts of environment and children's game. Given the early death of Vygotsky and the consequent disruption of their research into the game, we turn to the theories of his students and collaborators - mostly Leontiev and Elkonin - with the principles ontogenetic children's game, a complementary explanation to Vygotsky's theory. We argue that a theory of children's play should seek origins in more primitive social relations of the individual as well as the earlier use of objects that he makes. Such relationships have been widely detailed by Winnicott in his theory of phenomena and transitional objects, and we believe may be relevant to understanding the game played in children, as it was developed by Eldkonin and Vygotsky / Doutor

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