Thesis (Ph.D.)--Boston University / This research was formulated within the framework of psychoanalytic theory and deals with the grammatical structure of primary-processing thinking investigated in a particular stae of weakened ego controls (alcohol intoxication). In line with Freud's and Rapaport's formulations on cognitive processes, two types of thinking are differentiated: Primary-process thinking (ideation) and secondary-process thinking (thought). Ideation is characterized as autistic, egocentric, and affect-laden. It is oriented to the immediate present, and does not consider past experiences or future possibilites. It lacks spatial, temporal, and causal organization, does not concern itself with the relations of time and space, and fails to make a definite estimation or evaluation of events and external reality. It is undifferentiated, diffuse, and vague. Since it abides by the laws of syncretic mechanisms, it manifests itself in symbolic forms and when expressed in speech, it is fragmented and disorganized. According to psychoanalytic theory, the primary thought processes can be observed in states of weakened ego controls, such as dreams, psychosis or sometimes neurosis [TRUNCATED]

The 21st century mathematics classroom looks and operates differently than it did half a century ago. Not only are teachers expected to facilitate activities rather than lecture, they are also expected to utilize technology. The National Council of Teachers of Mathematics established the technology principle to guide teachers into this practice in 2000. Today there are middle school mathematics teachers who use technology effectively in the classroom. However, there is a dearth of literature in this area on how they select and use technology. The purpose of this qualitative study is to understand the process by which these teachers select and use technology in their classroom. Activity theory and teacher thinking process model provided a conceptual framework for this study. The guiding research questions are: (1) How do successful urban middle grades mathematics teachers, who use technology effectively, describe their teaching practices? (2) What are the strategies teachers use when integrating technology effectively in the classroom? Using a case study approach, the researcher collected data over 4 months from 3 urban middle school teachers – one on each grade level 6th, 7th, and 8th. Data sources included lesson plans, semi-structured interviews, and classroom observations. Findings revealed that teachers consider the types of learners when deciding what technology is appropriate to use. Teachers also preview technology prior to using it in the classroom. Emerging themes were grouped in five categories to describe how teachers plan and implement technology effectively. They are preparation, engagement, assessment, communication, and evaluation. The research findings give strategies to support teacher’s decisions about using technology for all types of learners and how to be effective in every phase of learning – whether it is introducing a lesson, remediating skills, or assessing knowledge. These findings also enable stakeholders to make informed decisions about technology in their school so that teachers will be able to elevate the quality of instruction with appropriate technology resources. Extended research should measure the impact that technology has on student learning. The likelihood of teachers using technology and using it more often would increase at a faster rate if there is evidence that the growth of student achievement occurs more rapidly when using technology.

Bugelski and Sharlock (1952) credit McGeoch with saying that although the concept of mediation was an old one, it had generated more discussion than experimentation. Bugelski and Sharlock in commenting on McGeoch's statements had this to say, "The concept of mediation is of great potential value for the psychological analysis of learning, thinking, and insight." (Bugelski and Sharlock, 1952, p. 334) The views of Bugelski and Sharlock represent the current thinking in verbal learning circles relevant to the importance of mediation in symbolic forms of behavior. The experimental emphasis, at the present time, is upon the conditions underlying the process. With regard to the nature of mediation Jenkins has stated, The second task, I believe, is to press on in our experimental attack on the conditions of mediation: that is, we should attempt to discover how these implicit processes are acquired, how they are actuated, how they are inhibited, and in general, how they are employed by the subjects. (Jenkins, 1963, p. 212) One method by which the conditions of mediation may be discovered is to determine the relationship between this process and many other forms of intervening variables. In commenting on this latter point Mowrer has stated, "But no one, it seems, has addressed himself systematically to the question of the relation between intervening variables and mediators." (Mowrer, 1960, p. 68) These views of Jenkins and Mowrer on the direction experimentation should take in mediation suggest the need for the current study. The purpose of this study was to investigate the function of visual imagery, type of mediator and associative frequency in mediate association. The role of these factors was examined within an induced mediation paradigm of the form A- B, B-C, A-C.

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