The problem of accounting for the dynamic patterns of human behavior has seemed to be nearer a solution through studies of narratives than even through such well-known approaches as the role–rule model, script theory, or social-cognitive explanations. The authors look at some of the qualities that have made the study of narrative such a productive approach. In doing so, they define and differentiate the notion of narrative from other patternings of discourse, drawing on literary and linguistic studies, on socio- and psycholinguistics, in developing a psychological narratology. Theoretical difficulties in narrative study are identified, and an understanding of narrative is outlined that takes into account its particular discursive embeddedness and, in this way, its open and fleeting character that make it appropriate for the study of the dynamic patterns of human identity. It is through narrative that we make sense of the wider, more differentiated, and more complex texts and contexts of our experience. It is this notion that has been applied to studies on the way we organize our memories, intentions, life histories, and ideas of our "selves" or "personal identities" in narrative patterns. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examines the experiences of loss and mourning among 25 school-children aged 13 to 18 who suffered expressive losses through death. Methodology was based on a semi-structured interview. Five categories emerged from content analysis: circumstances of loss, reactions to loss, the mourning adolescent and family, the mourning adolescent and school, the mourning adolescent and his/her emotional expression. Adolescents showed greater difficulty in expressing and sharing losses which were a result of homicide, suicide and AIDS. Not only are such losses a consequence of problematic situations triggering strong emotional contents, they are also worsened by the fact that they are often the object of prejudice and socially constructed. Many interviewed subjects consider family and school ineffective as a source of support for their needs resulting from mourning.
A Pavlovian Temperament Survey - PTS foi desenvolvida para avaliar a expressão comportamental das propriedades do Sistema Nervoso Central. Este estudo teve como objetivo iniciar o processo de aferição e redução de itens da PTS, versão 7 a 14 anos. Participaram da amostra 124 sujeitos de 7 a 14 anos, de ambos os sexos, os quais tiveram suas características temperamentais avaliadas pela PTS. O processo de redução e aferição constou de duas etapas: análise da correlação item total e análise fatorial exploratória. Resultados obtidos indicaram a permanência de 107 itens do total de 252 que inicialmente compunham a escala: 35 itens em FE (38,8%), 42 em FI (50%) e 30 em MO (38,4%). Novos estudos se fazem necessários para uma melhor adequação dos itens ao contexto brasileiro, com ampliação da amostra para dar continuidade ao processo de aferição e redução de itens da PTS versão 7 a 14 anos.
The research analyzes the use of metaphors, allegories, comparisons and examples, rhetoric resources addressed to the senses, passions and imagination of listeners, in Vieira's sermons "As Cinco Pedras da Funda de Davi". The figures compel the incitation of the listener's psychic dynamism. It was found that the images used are coherent with the Lenten liturgy and the sacramental hermeneutic reading of reality oriented by teleology. It was also verified that the use is based on Aristotelian-Thomistic rhetoric and philosophic-psychology, a knowledge of understanding man as totality, and that the power of word, figuratively, provides the elaboration of experience and behavioral change.
O ensino de Psicologia no Brasil foi fundamentalmente modificado pelo reconhecimento da profissão de Psicólogo, em 1962, e pela reforma universitária que organizou as universidades em departamentos, na mesma década. Este trabalho narra a história do ensino de Psicologia na Universidade Federal do Rio Grande do Sul (UFRGS), da instalação do Departamento de Psicologia em 1971 ao reconhecimento do curso de graduação em 1979, com base em dados documentais e em depoimentos de personagens envolvidos nesses eventos. Embora o ensino de Psicologia na UFRGS remonte aos anos 1940, na antiga Faculdade de Filosofia, o curso de graduação foi criado 30 anos depois, em 1973. Entende-se que o histórico do ensino de Psicologia na UFRGS reflete as condições legais e burocráticas que pautaram o Departamento e seus órgãos. Nesse período, a introdução do modelo departamental que visava integrar ensino, pesquisa e extensão deu início a uma nova etapa no ciclo que tivera início na era das cátedras.
O objetivo deste trabalho foi avaliar seis periódicos brasileiros especializados em Psicologia (Psicologia: Teoria e Pesquisa; Psicologia: Reflexão e Crítica; Psico; Arquivos Brasileiros de Psicologia; Psicologia USP e Boletim de Psicologia), de circulação nacional, editados entre 1990 e 1997. Três aspectos principais foram examinados: a política de publicação desses periódicos, os perfis dos autores e das instituições as quais eles pertencem. Foram examinados 749 artigos distribuídos pelas 80 edições dos periódicos. Os principais resultados apontaram que: há poucos autores publicando sistematicamente no Brasil, que essa produção está fortemente concentrada em poucas instituições nas regiões Sul e Sudeste e que as universidades públicas são mais produtivas do que as privadas. Foi também verificada uma relação entre a quantidade de artigos publicados e a existência de programas de pós-graduação nessas universidades e entre a afiliação institucional dos autores e o periódico no qual publicam.
The present work examines the published papers related to the HIV/Aids topic between 1992-2002 comparing Brazilian and Spanish indexed publications at PsychoINFO. The papers collect were analyzed within seven categories: 1) country where the work was performed; 2) authors' profession; 3) journal's country; 4) language; 5) used methodology; 6) work's target population; and 7) topics researched. The results showed similar amount of published papers in both countries. It was found that most part of the Brazilian studies are performed in partnership between national and foreign institutions, resulting in international English-written publications, while the Spanish studies are both developed and published in Spain. The physicians are the professionals who publish more in both countries, and the predominant methodology is quantitative. Target population and investigated topics reflect the epidemiological data and the social reality of both countries.
Set in the field of the history of psychological knowledge, the present article presents two publications issued in the state of Minas Gerais in 1847 and 1849, approaching the description of the structure and performance of the faculties of the human soul and the genesis of the ideas. The works unveiled systematization over the concepts of the soul, intelligence, consciousness, sensibility and will. From the description of such concepts it is possible to bring into evidence the theoretical matrixes, mainly French ones, such as the ideology and the eclectic spiritualism. At the end, it is noted the relationship between the authors and the procedures to get property of the textual knowledge, as it is evidenced in the texts by the writers from Minas Gerais, based on the way Europeans original works are referred to.
This article describes a study conducted in public schools aiming at evaluating how much upset children feel about school daily hassles during the first grade transition. The relationships between daily hassles in different domains of school life and measures of achievement and adjustment were also investigated. One hundred and seventy-one (171) first grade students participated in the study. The instruments used were the School Hassles Inventory, the School Achievement Test, and the items for the assessment of children's achievement and adjustment from the Teacher Report Form. The results showed that: children rated hassles with peers and nonacademic school demands as the most stressful domains during first grade whereas academic concerns correlated negatively to achievement. Prior kindergarten attendance was associated with lower levels of daily stress.
O Exame Nacional de Cursos (ENC) de Psicologia realizado por todos os formandos no ano do 2000 revelou uma alta correlação entre o conceito atribuído a cada curso e a sua respectiva taxa de vestibular candidato/vaga (r=0,69; p<0,001). Dessa forma, é possível que esse instrumento de avaliação de conhecimento específico de psicologia seja também sensível a diferenças impostas pelo vestibular. Para verificar essa possibilidade, 386 calouros de psicologia, distribuídos entre quatro cursos selecionados de acordo com o seu conceito no ENC 2000 (A, B, C e E), realizaram a parte de múltipla escolha do ENC de Psicologia 2000. Os resultados revelaram que calouros provenientes de diferentes cursos apresentaram desempenhos altamente diferenciados e proporcionais aos conceitos dos seus cursos. No entanto, o aumento do desempenho dos formandos em relação aos calouros foi diferenciado de acordo com o conceito curso. Cursos com conceitos A e B no ENC 2000 apresentaram um maior incremento em relação aos cursos com conceitos C e E. Uma análise de itens revelou diferentes graus de validade entre as 39 questões de múltipla escolha que compuseram o ENC 2000. Uma re-análise dos resultados, considerando-se apenas 20 itens que apresentaram boa validade, indicou uma ausência de diferença no desempenho entre os calouros provenientes dos diferentes cursos. Por outro lado, os formandos apresentaram um aumento nos seus desempenhos em relação aos calouros. Esse aumento no desempenho observado entre os formandos foi diferenciado e proporcional ao conceito atribuído ao curso. Finalmente, uma análise dos conteúdos específicos de cada um dos 39 itens do ENC 2000 revelou uma deficiência na formação acadêmica dos formandos na área básica da psicologia relacionada com processos psicológicos básicos, metodologia científica e medidas e técnicas de avaliação psicológica.
It was done a bibliometric analysis of the multidisciplinary journals of psychology recently incorporated in the Web of Science (WoS) in 2008 and 2009. A total of 448 "articles" and "revisions" was analyzed, where the nationality of the authors, the index of responsibility and the contents of the works were examined. The results show that Psicologia: Reflexão e Crítica is the journal that has more published articles. There are differences in the diversity and number of collaborating countries, being the journal Universitas Psychologica the one that has greater representation of authors from different countries from the origin of the journal. There are more individual articles (31.25%), followed by works signed by two (28.57%) and three authors (21.43%), respectively. The majority of articles is classified within the areas of Social Psychology (18.75%), followed by articles of Clinical Psychology (16.74%) and works related to Psychology of Education (11.16%), clarifying that the greater contribution of clinical works comes from the Revista Latinoamericana de Psicopatología Fundamental (with 40.7% of the total of its publications).
Reading and writing are complex activities, made up of multiple processes. In Brazil there is no consensus regarding the expected performance for reading and writing for each year of schooling, besides there being a diversity of evaluation forms for these abilities. This study aims to analyze, in a neuropsychological cognitive approach, the precision in the use of routes of oral reading and writing of isolated words in 109 children attending the 2nd grade in state schools. The results showed a greater precision in the use of the phonological reading and writing route, due to the better performance in the use of pseudo-words than in the use of irregular words, high effect of regularity and extension and, the mistakes in neologisms and regularizations. However, there were signs that the lexical route is also used. It can be concluded, that children of the 2nd grade of state schools, use both routes of reading and writing of isolated words, but preferably the phonological route.
This investigation aims at discussing a procedure of assessment of the "potential developmental level", according to the Vygostky's conception, in children with visual impairment (low vision or blindness) and with learning difficulties. In the 2 studies that are reported, the assessment procedure consisted of Verbal WISC administration, group assessment of school abilities and individual assisted assessment. The analysis was focused on the children with the lower IQ values. In the second study, the procedure also comprised the search for episodes of "smartness", indicating cognitive abilities, out of the formal assessment procedure. The discussion about modalities of assessment indicated possible sources of difficulty for the search of a reliable "potential developmental level" in children with learning difficulties.
This paper intended to verify sex differences on the g factor (general intelligence) and specific abilities from a sample of children from two Brazilian cities: Belo Horizonte (BH) and Porto Alegre (PA). The sample from BH (n=1.316) aged 5 to 11 years was examined with a battery of intelligence (CPM, Verbal Scale of WISC-III, R-2), psychomotor (Bender) and school achievement tests. The sample from PA (n=779) aged 5 to 11 years was examined with Matrices Progressives Raven. The analysis from these tests shows that the majority of sex differences on specific abilities are not statistically significant. The use of Method Correlated Vectors, which is a most sophisticated method of analyzing general intelligence (g factor), indicates that there are no sex differences. These results support the international records about non-existence of cognitive difference relate to sex in childhood and adolescence.
Current studies suggest that the capacity to socially interact is basic for the elderly in order to reach out and keep social support, and to guarantee a better quality of life. The present study aimed to investigate the social abilities, social support, quality of life and depression of the elderly from Universidade Aberta da Terceira Idade da Universidade do Estado do Rio de Janeiro (UnATI/UERJ), in the contexts of family and asylums. For this research the following tools were used: Social Skills Inventory, Social Support Measurement, WHOQOL-BRIEF and Geriatric Depression Scale-15. Analysis of the data obtained from the instruments above, show that the elderly that live in asylums present a reduced repertoire of social abilities, a diminished social support network and an impaired quality of life. This research offers subsidies for the implantation of Social Skills Training Programs directed for the elderly, enhancing their ability to get social support and, therefore, a better quality of life.
The "Structural Approach" of social representations defines a social representation as an organization which comprises different dimensions and not as a group of purely cognitive events and processes. In the present state of theory, we propose the principle that the affective dimension maintains a random relationship with the Central Core. Two previous studies are briefly described as well as the results concerning three representations ("street children", "higher education" and "family") in order to present a perspective that seems to indicate that the relationships between "semantic" and "affectively charged" elements are random. The data seem to confirm the principle that the Central Core of social representations equally organizes the distribution of the affective charges on the social representation as a whole. The studies presented here correspond to a first exploratory approach of the relationships between the structure of a representation and the affective impregnation of representation elements.
O presente artigo pretende interrogar o advento da lembrança e situá-lo frente à operação psicanalítica. São estabelecidas articulações entre os limites em que desemboca a análise da lembrança encobridora e a natureza estruturalmente incompleta da memória. Para tal, procura-se demonstrar na metapsicologia freudiana da memória a existência de um elemento extra-mnêmico sob a forma de das Ding, cuja impossibilidade de assimilação as imagens mnêmicas viriam encobrir.The purpose of this article is to raise questions on the emergence of memories and to situate them vis-à-vis the psychoanalytical operation. Links are established among the limits to which the analysis of the concealing event leads and the structurally incomplete nature of memory. The article therefore attempts to demonstrate that in the Freudian metapsychology of memory there is an extra-mnemic functional element beyond recollections found in the form of das Ding, which cannot be assimilated as a memory and must therefore be buried by the formation of remembered images.
A maioria das línguas alfabéticas tem a ortografia fortemente influenciada por aspectos morfológicos. No entanto, o papel da morfologia no desenvolvimento da escrita tem sido pouco investigado. Neste estudo, é investigado o papel da morfologia no processamento da palavra escrita. A análise de erros cometidos em redações feitas por dez adolescentes mostra que a letra final das palavras é omitida com mais freqüência, quando essa letra corresponde a um morfema do que quando ela é parte da palavra. Os resultados são discutidos sob a luz da teoria do processamento da informação.
O artigo comenta as linhas gerais da abordagem biocomportamental a partir de dois trabalhos (Donahoe, Burgos, & Palmer, 1993; Donahoe & Palmer, 1994). A hipótese apresentada é a de que uma teoria sintética das origens do comportamento complexo mostraria como os efeitos cumulativos de processos de reforçamento relativamente simples levam à diversidade e complexidade do comportamento humano. Esses autores partem da simulação computacional para gerar analogias do fenômeno comportamental complexo, integrando processos neurológicos que tenham sido estabelecidos através de análise experimental. A integração de achados comportamentais e neurocientíficos constituiria uma síntese que poderia reivindicar a complexidade comportamental como seu domínio.
This paper aims to discuss human intelligence in the psychoanalytical perspective, particularly considering the contribution of Silvia Bleichmar who explores how human mind develops the intellectual activity from the embryonic states. It is recognized the contribution of genetic epistemology developed by Jean Piaget which allows to understand the capacity to build symbolic systems from sensory-motor schemes. There is also pointed some convergence between the genetic psychology and the psychoanalytic thought. What is stressed in this article, however, is that the contribution of psychoanalysis about the origins of intelligence has been less studied, although it is of most interest both theoretically and clinically. The theoretical inspiration of the paper relies on Freud's theory but it is more definitely grounded on the French school of Jean Laplanche. It tries to show that to reach the objectivity of logical structures, characterized by the categories of the Aristotelian logic – classification, space, time, causality, denial – the psychism does an active work of mind connection which starts in the first inscriptions of the other sexualized human and has to implant the originary repression, the only one able to organize the logic of the secondary thought. It stresses, at the end, that the contribution about a theory of the origins of psychism, concerning the development of intelligence is of great help in the studies about learning disabilities, as it differentiates learning difficulties due to secondary causes of the disorders which address to the lack of constitution of the ego.
Este artigo apresenta um conjunto de conhecimentos que são fruto do trabalho clínico e de reflexões, juntamente com a revisão teórica dos principais aspectos relacionados com a Infecção pelo HIV, abordagem terapêutica e um panorama geral das possíveis alterações emocionais que podem apresentar as pessoas infectadas pelo HIV ou que já tenham desenvolvido AIDS. Pretende centrar-se nos aspectos relacionados à intervenção psicológica a partir do enfoque terapêutico cognitivo-comportamental. Demonstra-se que a problemática apresentada por pessoas infectadas pelo vírus da AIDS requer uma atenção específica. Propõe-se uma abordagem bio-psico-social de seus problemas, pois, além das necessidades de atenção da própria doença, juntam-se outros aspectos relacionados com a mesma, como o rechaço social que a doença gera, a atenção às famílias, os problemas sociais, jurídicos e laborais, assim como a necessidade de informação, assessoramento e apoio psicológico ao afetado e as suas famílias.
In recent years, there has been an increasing body of research on Cognitive Linguistics in Brazil. However, few studies have investigated first language acquisition from a Cognitive Linguistics viewpoint. The present study is an attempt to fill in this gap. The productivity of a young Brazilian Portuguese-speaking boy with regard to the use of regular verbs was investigated at two different times: when he was 1 year and 10 months old, and when he was 2 years and 2 months old. The data were taken from the CHILDES database. Although there was a significant progress between Times 1 and 2, results suggest that the knowledge of the morphosyntax of verbs develops gradually, being initially non-schematic, which is consistent with the Cognitive Linguistics framework. The implications of these results for a theory of language acquisition are discussed.
A influência das interações pais-bebê no desenvolvimento social e afetivo infantil tem sido objeto de estudo de numerosos trabalhos nas últimas três décadas. Neste artigo, examina-se, de um ponto de vista teórico e metodológico, a evolução dos estudos na área das interações pais-bebês, particularmente no campo da clínica. Aponta-se também para os temas de pesquisa que têm se revelado promissores no estudo das interações pais-bebê.
A capacidade de compreender os estados mentais (i.e. sentimentos, desejos, crenças e intenções) dos outros e de si mesmo é uma das características sociais do ser humano. Quando essa habilidade emerge e como se desenvolve são aspectos que têm sido pesquisados por psicólogos desenvolvimentistas e cognitivistas sob o nome de Teoria da Mente das crianças. Nesse trabalho, procura-se relacionar os diferentes enfoques teóricos acerca da natureza, gênese e desenvolvimento da teoria da mente com os achados empíricos e as metodologias empregadas. Questões referentes à idade em que os pesquisadores entendem que emerge uma teoria da mente nas crianças e a necessidade de desenvolver uma visão que englobe os diferentes níveis de compreensão que elas têm da mente, à luz das teorias existentes, são discutidas.
Esse artigo examina diferentes abordagens no estudo do autismo: psicanálise, teoria afetiva, teoria da mente, teorias neuropsicológicas e de processamento da informação. As principais contribuições e limitações dessas abordagens são identificadas. Reivindica-se a necessidade de integração dos diferentes domínios e de investigações que incluam tanto as deficiências quanto as competências sociais dos indivíduos com autismo. Isso auxiliaria no reconhecimento das diferenças individuais ao longo do continuum autista.
Behavior therapy of chronic pain is marked by technical eclecticism, building upon procedures derived from different therapeutic directions that were developed in the behavioral tradition. These are Classical Behavior Therapy, Cognitive Behavior Therapy, Applied Behavior Analysis and Clinical Behavior Analysis. These 4 broad movements that represent the historical development and the paradigmatic plurality of behavior therapy, are used as theoretical axes to serve as directions of reference in the exposition of the options behavior therapy offers for the treatment of pain. In this literature review, divergences are identified between the 4 approaches, which have important implications for the therapist's practice.
After many debates in the public sphere, in 2005 Brazil approved embryo research. However, the polemic on the handling of the embryo remains in the center of a social agenda and causes controversies anchored in vast systems of values and thoughts. This work aims to analyze the social construction of the embryo object via social communication in the light of the theory of the social representations. 447 articles published in two Brazilian newspapers published in 2005 were analyzed by the software ALCESTE. The various standpoints seem to be anchored in a field of representations related to the question of the right to life. The data do not show a difference in approach between the two publications.
Partindo-se de estudos referentes ao impacto da organização dos abrigos sobre o desenvolvimento de crianças e adolescentes institucionalizados, o presente trabalho objetivou: investigar as estratégias utilizadas por profissionais ao avaliarem abrigos, bem como os indicadores de qualidade que orientam essa tarefa. Participaram do estudo nove avaliadores e cinco coordenadores de abrigos. A coleta de dados deu-se por entrevistas, questionários e análise documental, sendo analisados segundo o referencial teórico da Psicopatologia do Desenvolvimento, especificamente referente aos fatores de risco e proteção. Os avaliadores utilizaram, de forma e freqüência variada, a visita à entidade como estratégia avaliativa. Os indicadores de qualidade identificados, também variaram. Obteve-se baixa freqüência de relatos sobre práticas educativas dos monitores e cuidados da entidade para manutenção dos vínculos familiares.
Based on studies relating the impact of foster care organizations on the development of institutionalized children and adolescents, the present paper conducted an investigation of the strategies used by professionals in charge of foster care evaluation in Brazil, as well as the quality indicators used for this task. Nine evaluators and five foster care coordinators took part in the study. Data collection involved interviews, questionnaires and document analysis, using a framework from Developmental Psychopathology, specifically in terms of its contribution on risk and protective factors. Evaluators used the institutional visit as a predominant assessment strategy, conducting it in different ways and frequency. The quality indicators found were also varied. A low frequency of reports related to the educational practice of frontline staff and institutional efforts in order to maintain family ties were observed as well.
This was a follow up study with alcoholic patients participating in a clinical trial with the use of Motivational Interviewing. 152 subjects were randomly allocated into two groups: the intervention group (IG), which was submitted to Motivational Interviewing, and the control group (CG), submitted to standard treatment. Data were collected with a structured interview and FORM-90. 152 subjects were assessed at the first evaluation (T1), approximately 4 years ago. From 89 subjects who were assessed at follow-up 1 (T2), 59 remained abstinent (37 IG and 22 CG) and 30 had relapsed (13 IG and CG). 46 subjects returned for the final evaluation, at follow-up 2 (T3). 29 of them had remained abstinent (20 IG and 10 CG) and 17 had relapsed (13 IG and 4CG). Data show that subjects submitted to Motivational Interviewing had better outcomes than the control group in both abstinence maintenance and follow-up attendance.
Psychological assessment done with children and adolescents victims of sexual abuse is still a challenge for professionals due to the complexity of the phenomenon. This article aims to present the results of a psychological assessment method conducted with girls who were victims of sexual abuse. Ten girls with age raging from 9 to 13 years old were evaluated in three individual meetings. The results have shown that the sexual abuse lasted for, at least, one year before it was revealed. The girls presented symptoms of Post-Traumatic Stress Disorder (PTSD), depression and anxiety. The assessment method which was used showed to be efficient, favoring the creation of bonds, the knowledge of the sexual abuse history and the identification of related psychological symptoms.
We analyse the impact of gender and sociocultural origin of freshmen from their college entrance exam scores and chosen undergraduate courses, as well the anticipation of difficulties in academic adaptation, and in academic success, at the end of their first year in college. The study's sample consists of 1407 freshman students from the Universidade do Minho. Results show that gender and sociocultural family background influence the courses that are chosen (most female students and students from less advantaged social class origins attended Social Science courses, whereas most male students and students from more advantaged social class origins attended Engineering courses). Higher sociocultural status and female students presented higher entrance exam scores and averaged better academic achievement at the end of their first year in college. Concerning anticipated difficulties, female students and students from Social and Economic Science courses anticipated more inter-personal difficulties, while male students and students from Engineering and Economic Science courses anticipated more difficulties in relation to learning and organizing daily activities. The anticipation of learning difficulties was associated in a negative and statistical way with entrance exam scores and academic achievement.
This study, conducted in Portugal, analysed interviews of 3 female students from working-class backgrounds and their respective families. These students were selected from a previous study in which academic results and their link to socio-economic background were analysed. That work demonstrated that, out of 600 students from all socio-economic backgrounds, there were only three working-class female students who achieved high academic results up to the 9-th and final year of compulsory education. The aim of the present study is to understand why these three female students have succeeded, and how they appreciate this success. "Critical discourse analysis" has been the theoretical and methodological basis for this work and has permitted to consider the possibility that these female students had achieved such great academic success by internalising the discourse of the middle classes, although this is dissimulated, hidden and masked forboth for the female students and their families.
This paper presents the impacts of a parent intervention program on the academic performance and classroom behavior of their children. The participants of the study were either first or second grade students. There were three groups of participants: Experimental Group 1 (EG1 - 29 children whose fathers participated in the intervention program along with the children's teachers); Experimental Group 2 (EG2 - 36 children whose mothers participated in the intervention program along with the children's teachers); and Control Experimental Group (CG - 34 children, whose parents did not participate in the intervention program, and the children's teachers). Before and after the intervention program, the children were evaluated using the Academic Achievement Test (AAT) and their teachers completed an open-ended questionnaire as well as the teacher's version of the Social Skills Rating Scale (SSRS-T). In comparison with the pre-test, in the post-test the children in the EG1 and EG2 (but not in the CG) obtained: (a) higher overall scores in the AAT and in the reading sub-test; (b) more positive results in the SSRS-T; and (c) were rated by their teachers as presenting a greater number of positive attributes and a smaller number of negative attributes.
This paper investigated the relations between social competence, parental practices and academic performance in adolescents. 66 adolescents took part in the study and they were divided in two groups: high and low academic performance. The tools used in this research were CBCL and YSR (Achenbach, 1991), and IEP (Gomide, 2006). The results showed that adolescents of high academic achievements are perceived by the parents as socially competent and are raised with more positive parental practices. The data indicated that academic performance is also influenced by the social competence and the way the adolescents are educated by the parents. Those aspects should be considered in interventions that aim at promoting the improvement of academic performance and development of a behavior adjusted to the school.
O artigo argumenta que a universidade deve assumir a função de legitimar a vocação científica da psicanálise. O objeto da psicanálise faz com que ela opere com um saber suposto e cabe à universidade demonstrar o saber envolvido na experiência. O trabalho alerta ainda para os riscos ideológicos do discurso universitário e sugere sua confrontação contínua pelo discurso analítico.
Motor skills are represented as abstract form by action programs that once formed constitutes modules that ease the demand of motor control in complex tasks. The present study investigated whether modules are formed in the acquisition of motor skills in normal individuals and individuals with Down syndrome. Twelve individuals took part in the study, they were assigned equally to three groups: children, adults and adults with Down syndrome. They practiced the manual reproduction of a graphic pattern composed by five linear strokes that was added to another graphic pattern after 100 trials. Down syndrome individuals had difficult to form modules and their performance was similar to that of the children. The lack of modularity in the behavior of Down syndrome individuals may explain the difficulty they face many times while performing motor skills.
No plano de pesquisa do jovem Piaget, pode-se constatar que, além de construir uma teoria do conhecimento alicerçada na Biologia, ele aspirava estabelecer uma teoria sobre a moral. Através da análise dos textos por ele escritos sobre a questão moral, à luz da análise estrutural de sua obra, constatamos que o seu projeto inicial sobre a moral permaneceu inacabado. A análise dos conceitos da moral piagetiana nos permitiu, porém, verificar o que desse projeto foi realizado: Piaget buscou estabelecer as condições necessárias (mas não suficientes) para a ação moral. O principal objetivo desse artigo é explicitar quais são essas condições, segundo esse autor.
As situações de ensino-aprendizagem, tomadas da perspectiva de desenvolvimento implicam um entrejogo de ações verbais dos atores, dirigidas tanto às ações do outro ator como ao objeto de conhecimento. Nesta perspectiva são fundamentais o desequilíbrio e a co-regulação da interação, bem como a emergência de novos conhecimentos. O objetivo deste trabalho é explorar o conceito de ação comunicativa (Habermas) para descrever o desequilíbrio e a co-regulação cognitivas em uma situação de ensino-aprendizagem. Deste referencial, analisou-se um diálogo professora - aluna, buscando-se caracterizar cada ação verbal do diálogo de acordo com Habermas. A seguir, relacionou-se cada ação comunicativa com sua conseqüência para a interação, em termos de desequilíbrio ou co-regulação. Esta análise permitiu descrever a dinâmica das ações comunicativas que, através de sucessivos desequilíbrios e co-regulações, criaram condições para restruturação do campo semântico nos atores e para emergência de novos conhecimentos sobre o objeto.
Recently, researches with street children have dedicated more attention to the socialization processes which structure their daily lives and to the meaning of their social practices, leading to the need of new methods as the ethnographic alternative, for instance. This paper reports the field access process occurred in an ethnographic research - performed with a group of about 11 street children, aged between 16 and 18 years old - in order to emphasize the complexity of that process. The access negotiation determines many displacements and requires researcher's flexibility, under several demands concerning the form of participation and involvement with the group. Negotiations of meaning, in such situations, are a challenge for ethnographic researches done with the mentioned population, besides offering new opportunities for technical invention and ethics experience.
This paper extends the accessibility hypotheses proposed by Janczura and Nelson (1999) to linguistic production and presents a procedure for evaluating the participation of attributes in typicality judgments. The results show that different degrees of typicality are not related to the probability of an attribute being considered a part of an exemplar but can be predicted by the strength of association between an instance and its category. It also demonstrates that accuracy in a linguistic production task can be explained in terms of the accessibility of category members in memory. These results parallel typicality judgments. That is, more accessible members in memory are considered better category exemplars. It suggests that memory for category information may underlie typicality judgments. The more a subject knows a category exemplar or its features, the better it is perceived as representing the category. This paper proposes that, for known categories, typicality should be re-interpreted as a measure of category accessibility rather than category representativeness.
This article presents an investigation of the constitutive aspects of meaning making, with a focus on children's play. We conceptualized this question from a cultural-historical perspective, based on which we offer examples and criteria for analyzing the dynamics of meaning making. Seven interdependent aspects of the process of meaning making are discussed: (a) exploratory motivation; (b) materiality; (c) narrativity; (d) dialogicality; (e) orchestration; (f) abbreviation; and (g) alter-regulation. Examples of these aspects and considerations about their emergence in different circumstances and types of interaction are presented.
O objetivo deste trabalho é fazer uma reflexão acerca da prática de instalar e manter brinquedotecas. O relato aqui apresentado refere-se à experiência de nossa equipe, no período de 1997 a 1999, na prestação de assessoria entre a Universidade e instituições escolares com o objetivo de criar e manter funcionando brinquedotecas. Este relato também enfatiza alguns fatores instrumentais e a continuidade destes programas.
Este é um estudo descritivo, resultado de um projeto piloto, que avalia e compara o que pensam os adolescentes de famílias originais e reconstituídas em relação à "família", ao "casamento" e à "separação" e quais são os seus "projetos de vida". A amostra foi de 60 adolescentes, 30 de famílias reconstituídas (FR) e 30 de originais (FO), de ambos os sexos, entre 12 e 17 anos. Utilizou-se um instrumento de 12 "Frases Incompletas" que os jovens completaram com a primeira idéia que lhes ocorreu. Analisou-se o conteúdo destas respostas, elaborando-se categorias por temas afins. Posteriormente, aplicou-se o teste estatístico qui-quadrado considerando-se as variáveis grupo (FO e FR) e sexo. Das variáveis estudadas, observou-se uma tendência dos adolescentes de FO considerarem suas famílias mais "unidas e companheiras" que os de FR (x2=8.43, p=0,07). Encontrou-se, também, diferença significativa em relação ao que os adolescentes esperam do casamento; os filhos de FO esperam mais felicidade e os de FR, mais amor (x2=13.38, p=0,003). Comparando-se sexos, houve diferença significativa com relação ao casamento e à separação. As meninas acreditam que as pessoas se casam porque se amam (97%) e que se separam porque deixam de se amar (56,25%), enquanto que os meninos atribuem causas mais diversificadas para o casamento e pensam que a separação ocorre porque os casais não se acertam. Não houve diferença significativa com relação aos projetos de vida. Apesar das mudanças estruturais da família, nota-se que alguns valores, crenças e projetos de vida parecem ficar imunes, estabelecendo-se, independentemente, dessas transformações.
This study aims to evaluate the reliability of a Brazilian translation and adaptation of the Defining Issues Test (DIT) -2, as well as to make considerations concerning the use of this tool and of DIT –1 in studies on morality. The DIT -1 and DIT -2 were administred to 621 Brazilian youngsters, equally distributed according to the city of origin (Floriano/PI, Erechim/RS and Marília/SP), the kind of school (public or private) and the school year attended (8th grade and 11th grade). Regarding the reliability, it was noticed that although the values achieved were close to that one obtained in the translation and adaptation of DIT -1, they revealed themselves much lower than the ones verified in the American original versions. When checking the scores achieved in the tests the existence of some tendencies within the investigated sample was observed. Some considerations regarding the validity and interpretation of these tests are made.
The aim of this study was to analyze the relationships among prejudice and psychosocial values, by means of the orientation of social dominance, from four systems, the religious, the materialist, the post-materialist and, the hedonist. For this particular study, 205 undergraduate Psychology students were chosen from the city of João Pessoa – PB. They answered the social dominance orientation scale, psychosocial value questionnaire, and a set of social-demographic questions. The results presented partial relations among these variables, the social dominance orientation was directly associated with the materialist values and inversely associated with the post-materialistic values. The considerations present prejudice as the consequence of ideological constructions amply shared by social groups.
O presente estudo analisou empiricamente comportamentos inacessíveis à observação pública. Empregando experimentalmente um procedimento que tornou pública respostas encobertas numa situação de resolução de problemas, verificou-se: 1) a efetividade de contingências programadas para tornar públicas respostas verbais precorrentes privadas; 2) a relação entre respostas verbais encobertas e contingências programadas; e, 3) a conseqüente probabilidade do comportamento sob controle de estímulos produzidos pela resposta encoberta ser positivamente reforçado. Participaram 64 sujeitos humanos que foram distribuídos em duas condições: Complexa e Simples. Após cada tentativa obteve-se respostas de informação e respostas de redigir sobre a resolução do problema. Nos resultados, observou-se que a complexidade da tarefa não interferiu no caráter privado das respostas e que as contingências sociais produziram a "publicização" de respostas precorrentes na resolução de problemas. Este procedimento fornece evidências empíricas para algumas proposições estabelecidas pelos behavioristas radicais além de oferecer novas questões para discussão dos eventos privados.
