No description available.

In the field of psychology, verbal reports are commonly used as a data source to explain human information processing. To date, few studies have investigated the accuracy of verbal reports for providing information on students’ reasoning and problem solving on educational tasks. The purpose of this study is to evaluate the consistency of verbal data, as well as the effects of student achievement, interviewer knowledge level, and item difficulty on the consistency of verbal reports. Seventy-one Grade 12 students from two high schools provided verbal responses to 15 multiple choice test items from the Alberta Pure Mathematics Diploma Examination. Results indicate higher-achieving students demonstrate greater consistencies in verbal reports than moderate achieving students. The implications of the results are discussed and the limitations of the present study are also presented. / Measurement, Evaluation and Cognition

This study of the wilderness visitors to the Okefenokee National Wildlife Refuge, Georgia sought to better define the dimensions of the lived wilderness experience, and the modes in which it is experienced; to understand the dynamics of the wilderness experience and how the wilderness experience changes across time; and to examine the relationship between the wilderness experience and ideal leisure. Because of people's apparent difficulty in accurately reporting experiences after the visit, the Experience Sampling Method was the primary data collection procedure. Six aspects of the wilderness experience were identified, inspired by the writings of Henry David Thoreau, John Muir, AIdo Leopold, Sigurd Olson, and other wilderness writers: oneness, primitiveness, humility, timelessness, solitude, and care. Five modes of experiencing the wilderness were developed based on the work of environmental psychology and leisure scholars: focus on self (introspection), focus on others (socialness), focus on task (task orientation), focus on emotions (emotional intensity), and focus on environment (environmental sensitivity). Confirmatory factor analysis, principal component analysis and reliability analyses were carried out to assess the stability and meaningfulness of the scales used to operationalize these dimensions. Sixty-two visitors were asked to carry and respond to the study questionnaire during multiple moments of their visit to the Okefenokee Wilderness. Oneness, humility, timelessness, and care appeared to be pertinent dimensions of the wilderness experience, as were the more traditionally measured values of solitude and primitiveness. Using a repeated measures analysis of variance, time was a significant factor in determining item response, thus demonstrating the dynamic nature of the wilderness experience. Ideal or peak leisure, operationalized by a combination of three measures of leisure (intrinsic motivation, perceived freedom, and connotative leisure) and high levels of intensity, was found to be correlated with raised feelings of oneness, humility, primitiveness, and solitude. The Experience Sampling Method identified important multiple dimensions of the wilderness experience, and demonstrated the dynamic nature of the experience more vividly than past post-hoc measures. However, the study also identified potential problems of ESM as a data collection instrument in wilderness : concerns of obtrusiveness on the visitor’s experience, behavioral reactance, and respondent compliance. / Ph. D.

A transdisciplinary notion of learning considers what is between, above, and beyond the disciplines. Adherence to such a perspective warrants examination of any research endeavor from multiple entry points and from openness to the changing nature and infinity of knowledge. In this dissertation, "Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning," I approached the study of language and literacy teaching and learning across multilingual and multicultural contexts via an optional dissertation process that required completion of multiple studies. This dissertation option allowed me three entry points: (a) an understanding of literacy and language policy in relation to language learners at the K-12 levels in selected countries of the multilingual English-Speaking Caribbean; (b) linguistic and cultural diversity of multilingual teachers and teacher educators; and (c) the verbal report methodology as employed in original studies focused on the literacy practices of language learners at the K-20 levels across international contexts. My first foray into this dissertation was in September 2010. All entry points undertaken concluded in December 2012. These entry points, as described above, consisted of exploratory research reviews, analyses, syntheses, research on practice, and a narrative case study. In my first entry point to this dissertation, I focused on two areas. I conducted a comprehensive literature review of literacy and language policies for K-12 multilingual learners across selected English-speaking Caribbean countries. Findings indicated that teachers were predisposed to English as the language of literacy instruction and that literacy initiatives, programs, and assessment reflected traditional conceptions of literacy. In addition, based on my examination of language policy in St. Lucia, the linguistic status quo appeared to function as the de facto policy for literacy education, St. Lucian Standard English was privileged as the language of instruction, and underperformance in literacy characterized students at all levels of the education system. My second entry point to this dissertation was three-pronged. I first examined a multilingual English-Speaking Caribbean teacher's literacy practice beyond the context of the classroom, noting three recursive pathways, namely (trans) formation in attitude inclusive of shunning, accepting, and reflecting behaviors; the use of certain accommodative strategies such as the adjustment of language and speech; and distinct identity formation processes, including the construction of varied identities for school, home, profession, and friends. I secondly investigated my own practice. This investigation revealed components of multilingual awareness in my practice such as reflection, monitoring, attending to clues, following discourse patterns, and applying conversational strategies based on feedback. Further, I identified components of multicultural awareness, namely awareness of individual predispositions, awareness of other cultures, and attention to stereotypes, as well s noted the association between my multilingual and multicultural awareness via "facilitation" and "symbiosis." Through the course of the inquiry, I noted heightened awareness of practice as evidenced by "transformation" in my teaching. My final step in the second entry point to this dissertation was the identification of a framework, transdisciplinarity, to guide literacy teachers and teacher educators as they respond to linguistic and cultural diversity. Transdisciplinarity was used to demonstrate how teachers and educators might learn to know, do, live together with, and be. In my third entry point to this dissertation, examination of the verbal report methodology as applied in literacy research revealed that researchers tended to adhere to recommendations related to the use of concurrent protocols, the elicitation of responses concerning current processing, and stipulations requiring participants to provide verbal explanations of thought, as guided by cognitivist perspectives. However, in many instances, based on the recommendations emanating from cognitivist approaches to verbal reports, researchers failed to slow down processing, to consider variations in participants' verbal abilities in interpretations of data, and to predict the probable contents of participants' self-reports. Moreover, in further exploration of the work done in this area, researchers concentrated heavily on comprehension, strategy use, vocabulary, and technology. Mixed-methods approaches proved to be most popular, with very few studies being solely qualitative or quantitative. Verbal reports appeared to be largely concurrent and quantitatively oriented, with little reliance on qualitative analyses. In a number of studies, cognitively based theoretical frameworks were employed, but in others, theoretical frameworks were absent. In the cases where the latter were used, researchers tended to rely on frameworks grounded in monolingual as opposed to multilingual reading processes. Based on findings emerging from the three entry points to this dissertation, major implications for multilingual students, teachers, teacher educators, and researchers were identified. At the micro-level, the Caribbean region stands to benefit from a consideration of international approaches to literacy research as a means of developing a research base applicable to the social, cultural, and linguistic contexts in which language learners function in the multilingual English-speaking Caribbean. In addition, multilingual teachers and teacher educators in the Caribbean can learn from researchers' examination of the literacy processes of language learners in the particular contexts of the multilingual English-Speaking Caribbean identified in this dissertation. Understanding how such teachers and educators respond to linguistic and cultural diversity within and beyond these contexts, and as a result of their experiences, holds potential for informing literacy practice. With regards to researchers, the use of verbal reports must be tapped to further facilitate understanding of students' literacy processes. Through consideration of how a socio-cultural approach might be merged with cognitivist notions of protocol construction within the multilingual contexts of the Caribbean, researchers can obtain insights into the more holistic processes of students' literacy development. At the macro-level, literacy research in the multilingual context of the English-speaking Caribbean might be enhanced by research endeavors that allow multiple entry points, as has been illustrated via the unique approach to this dissertation, which merged literature syntheses, theoretical and methodological analyses, and empirical research to explore multilingual teaching and learning. However, as teachers utilize literacy practices and researchers investigate literacy processes, the literacy needs of language learners, as determined by historical, geographical, social, linguistic, and cultural contexts, must remain central to literacy research in the Caribbean region, and beyond. Efforts underway to strengthen and extend literacy research in the Caribbean would benefit from a holistic approach as undertaken in this dissertation whereby an understanding of language learners' literacy practices are understood within their broader contexts.

Propõe-se conhecer significados e sentidos da construção social de sexualidades e de gêneros a partir da experiência emocional e social de três homens e de três mulheres, entre 21 e 27 anos, que buscaram atendimento no Plantão Psicológico do Serviço de Aconselhamento Psicológico SAP , do Instituto de Psicologia da Universidade de São Paulo IPUSP, com queixas afetivo-sexuais. Essas queixas afetivo-sexuais fornecem elementos para reflexão sobre códigos de conduta vigentes com relação aos gêneros e ao exercício da sexualidade. A pesquisa adota perspectiva qualitativa tendo como base o método dos relatos orais na forma de depoimento. Os depoimentos revelam vivências singulares e diferentes formas de negociação no contexto social, sendo a sexualidade imbricada nesta dinâmica de forma problematizada. Os significados e sentidos relacionados com a vivência afetivo-sexual partem de códigos, normas e valores em vigor no contexto social família, escola, meios de comunicação, saber especializado, entre outros , que fornecem contornos para sensações, situações, palavras e estados corporais. As concepções de gênero partem de versões associadas aos estereótipos vigentes, sendo que o ser homem e o ser mulher, respectivamente, são relacionados à atividade e à passividade. Os depoimentos revelam a tensão entre a experiência afetivo-sexual idealizada e a experiência afetivo-sexual vivida, intensificando a angústia e o sofrimento. O modelo de atenção psicológica oferecido pelo Plantão Psicológico prioriza a valorização das experiências vividas a partir do encontro, do cuidado e da atenção, afastando-se de um enfoque normativo do atendimento psicoterapêutico. / The present work proposes to know the meanings and senses of the social construction of sexualities and genders based upon the emotional and social experiences of three men and three women, aged 21 to 27, who had sexual-affective complaints and sought help at the Psychological Counseling Service (SAP) Stand by Attendance of the Psychology Institute of the University of São Paulo (IPUSP). These complaints provide elements for reflexion about current behavior codes which are related to genders and to the exercise of sexuality. This research adopts a qualitative perspective based upon the method of oral description in the form of depositions. The depositions reveal singular life experiences and different forms of negotiation in the social context in which the sexuality is concealed in this dynamic in a problematic way. The meanings and senses related to the sexual-affective life experience derive from codes, rules and values which are present in the social context family, school, media, specialized knowledge, among others , and provide framework for sensations, situations, words and body states. The conceptions of gender derive from versions associated with the current stereotypes in which the men-being and the woman-being are related to activity and passivity, respectively. The depositions also reveal the tension between the idealized sexual-affective experience and the lived sexual-affective experience, intensifying anguish and suffering. The model of psychological care offered by the Psychological Stand by Attendance prioritizes the valorisation of lived experiences through meeting, care and attention, moving away from a normative approach of the psychotherapeutic service.

Propõe-se conhecer significados e sentidos da construção social de sexualidades e de gêneros a partir da experiência emocional e social de três homens e de três mulheres, entre 21 e 27 anos, que buscaram atendimento no Plantão Psicológico do Serviço de Aconselhamento Psicológico SAP , do Instituto de Psicologia da Universidade de São Paulo IPUSP, com queixas afetivo-sexuais. Essas queixas afetivo-sexuais fornecem elementos para reflexão sobre códigos de conduta vigentes com relação aos gêneros e ao exercício da sexualidade. A pesquisa adota perspectiva qualitativa tendo como base o método dos relatos orais na forma de depoimento. Os depoimentos revelam vivências singulares e diferentes formas de negociação no contexto social, sendo a sexualidade imbricada nesta dinâmica de forma problematizada. Os significados e sentidos relacionados com a vivência afetivo-sexual partem de códigos, normas e valores em vigor no contexto social família, escola, meios de comunicação, saber especializado, entre outros , que fornecem contornos para sensações, situações, palavras e estados corporais. As concepções de gênero partem de versões associadas aos estereótipos vigentes, sendo que o ser homem e o ser mulher, respectivamente, são relacionados à atividade e à passividade. Os depoimentos revelam a tensão entre a experiência afetivo-sexual idealizada e a experiência afetivo-sexual vivida, intensificando a angústia e o sofrimento. O modelo de atenção psicológica oferecido pelo Plantão Psicológico prioriza a valorização das experiências vividas a partir do encontro, do cuidado e da atenção, afastando-se de um enfoque normativo do atendimento psicoterapêutico. / The present work proposes to know the meanings and senses of the social construction of sexualities and genders based upon the emotional and social experiences of three men and three women, aged 21 to 27, who had sexual-affective complaints and sought help at the Psychological Counseling Service (SAP) Stand by Attendance of the Psychology Institute of the University of São Paulo (IPUSP). These complaints provide elements for reflexion about current behavior codes which are related to genders and to the exercise of sexuality. This research adopts a qualitative perspective based upon the method of oral description in the form of depositions. The depositions reveal singular life experiences and different forms of negotiation in the social context in which the sexuality is concealed in this dynamic in a problematic way. The meanings and senses related to the sexual-affective life experience derive from codes, rules and values which are present in the social context family, school, media, specialized knowledge, among others , and provide framework for sensations, situations, words and body states. The conceptions of gender derive from versions associated with the current stereotypes in which the men-being and the woman-being are related to activity and passivity, respectively. The depositions also reveal the tension between the idealized sexual-affective experience and the lived sexual-affective experience, intensifying anguish and suffering. The model of psychological care offered by the Psychological Stand by Attendance prioritizes the valorisation of lived experiences through meeting, care and attention, moving away from a normative approach of the psychotherapeutic service.

Made available in DSpace on 2016-07-27T14:20:02Z (GMT). No. of bitstreams: 1 NAGI HANNA SALM COSTA.pdf: 558747 bytes, checksum: 6d7cb5e85a8d8cff426e3b5aed8d24b1 (MD5) Previous issue date: 2012-02-23 / The present study was composed of five experiments that aimed to investigate control exerted by loss of points and/or money. Each experiment had 15 university students as participants. Four experimental phases were created, three of which involved different probabilities of loss of points/money and one which did not involve losses. Experiment 1 had the objective of verifying whether points exchangeable for money, at the end of a task, would work as aversive stimuli in the present design. The results demonstrated that participants preferred phases which involved loss of points over the phase where there was no such loss. Experiment 2 had the objective of verifying whether the loss of points that were not exchangeable for money would work as aversive stimuli in the present design. Once again there was a preference for phases that involved point loss. It seems there was no difference between the loss of exchangeable or of non exchangeable points. Experiment 3 had the objective of verifying whether the presence of a cumulative counter of money, visible to participants, and exchanging points for money would increase the number of choices regarding the phase that did not involve loss. The 2nd Test showed an increase of choices towards the phase that did not involve losses. Experiment 4 had the objective of verifying whether the presence of verbal reports would change participants answers after the 2nd Test. Soliciting the report contributed in enabling participants contact with the contingencies, but this occurred only in the 3rd Test. Experiment 5 had the objective of verifying whether changes in instructions before the tests would affect responses. There was an 88.66% preference for the phase that did not involve losses in the 1st Test. Point/money loss has been shown to be effective as an aversive stimulus, especially when a cumulative counter is used, when verbal reports are solicited and when there is a new instruction before the tests. / O presente estudo foi composto de cinco experimentos que visaram investigar o controle exercido pela perda de pontos e/ou dinheiro. Cada um deles contou com 15 participantes universitários. Foram criadas quatro fases experimentais, três delas envolviam diferentes probabilidades de perda de pontos/dinheiro e uma não envolvia perdas. O Experimento 1 teve como objetivo verificar se pontos trocáveis por dinheiro, ao final da tarefa, funcionariam como estímulo aversivo, no presente delineamento. Verificou-se que os participantes preferiram as fases que envolviam perdas de pontos ao invés da fase que não envolvia perda. O Experimento 2 teve como objetivo verificar se a perda de pontos não trocáveis por dinheiro funcionaria como estímulo aversivo, no presente delineamento. Observou-se, novamente, preferência pelas fases que envolviam perda de pontos. Parece que não houve diferença entre a perda de pontos trocados por dinheiro e a perda de pontos por si só. O Experimento 3 teve como objetivo verificar se com a presença de um contador acumulado de centavos, visível aos participantes, e a troca da palavra pontos pelas palavras dinheiro e centavos , haveria um aumento no número de escolhas da fase que não envolvia perdas. Verificou-se um aumento de escolhas da fase que não envolvia perdas no 2º Teste. O Experimento 4 teve como objetivo verificar se a presença de relatos mudaria o responder dos participantes a partir do 2º Teste. A solicitação de relato contribuiu para colocar os participantes em contato com as contingências, mas isso ocorreu somente no 3º Teste. O Experimento 5 teve como objetivo verificar se com a mudança da instrução antes dos testes haveria mudança no responder. Verificou-se uma preferência de 86,66% pela fase que não envolvia perdas, já no 1º Teste. Perda de pontos/dinheiro mostrou-se eficaz como estímulo aversivo, em especial, com o uso de contador acumulado de pontos, solicitação de relato e com uso de uma nova instrução antes dos testes.