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- All Subjects: development
- Creators: Kupfer, Anne
Description
Introspective awareness refers to direct access to one’s own internal and subjective thoughts and feelings (Wimmer & Hartl, 1991). Two theories, simulation theory and theory-theory, have been used to understand our access to our mental states. Simulation theory (Harris, 1991) involves imagining yourself in another person’s situation, reading off of your mental state, and attributing that state to the other person. Theory-theory (Gopnik, 1993) involves an interrelated body of knowledge, based on core mental-state constructs, including beliefs and desires, that may be applied to everyone—self and others (Gopnik & Wellman, 1994). Introspection is taken for granted by simulation theory, and explicitly denied by theory-theory. This study is designed to test for evidence of introspection in young children using simple perception and knowledge task. The current evidence is against introspective awareness in children because the data suggest that children cannot report their own false beliefs and they cannot report their on-going thoughts (Flavell, Green & Flavell, 1993; Gopnik & Astington, 1988). The hypothesis in this study states that children will perform better on Self tasks compared to Other tasks, which will be evidence for introspection. The Other-Perception tasks require children to calculate the other’s line of sight and determine if there is something obscuring his or her vision. The Other-Knowledge tasks require children to reason that the other’s previous looking inside a box means that he or she will know what is inside the box when it is closed. The corresponding Self tasks could be answered either by using the same reasoning for the self or by introspection to determine what it is they see and do not see, and know and do not know. Children performing better on Self tasks compared to Other tasks will be an indication of introspection. Tests included Yes/No and Forced Choice questions, which was initially to ensure that the results will not be caused by a feature of a single method of questioning. I realized belatedly, however, that Forced Choice was not a valid measure of introspection as children could introspect in both the Self and Other conditions. I also expect to replicate previous findings that reasoning about Perception is easier for children than reasoning about Knowledge.
ContributorsAamed, Mati (Author) / Fabricius, William (Thesis director) / Glenberg, Arthur (Committee member) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2013-12
Description
As universities, nonprofits, community foundations, and governmental organizations proliferate the language of leadership development and social transformation, it is with an inadequate understanding of what agency is being provoked. With an emphasis on ‘career-focused’ tools and techniques in community development literature and pedagogy, there is too little understanding of the knowledge being drawn upon and created by community workers (CWs). Furthermore, this knowledge is often tacit, bodily, spiritual, and collective, making it even more alien to the empiricism-focused world of social science. Situated meaning-making must be recapitulated in the study of community development in order to better address the complexity and ambiguity of specific practices and the associated construction of identities.
This study suggests an alternative way to understand and analyze community development work. Building on fieldwork in the Kumaoni Himalaya of India, it is argued that community workers make sense of the world in large part through the co-construction of dialectic identity metaphors (DIMs). These DIMs help explain to the workers the way the world works, the way it does not work, and what to do about it. More than formal community development theory, I suggest community workers look to dominant DIMs to structure organizational vision and program creation. Furthermore, ideological fragments within local DIMs contribute to the reproduction of dominant ways of knowing and the creation of best practices. For this reason, in situ examination of DIM creation and maintenance is useful for understanding how and why CWs collectively construct their identities and the co-constitutive work.
This study suggests an alternative way to understand and analyze community development work. Building on fieldwork in the Kumaoni Himalaya of India, it is argued that community workers make sense of the world in large part through the co-construction of dialectic identity metaphors (DIMs). These DIMs help explain to the workers the way the world works, the way it does not work, and what to do about it. More than formal community development theory, I suggest community workers look to dominant DIMs to structure organizational vision and program creation. Furthermore, ideological fragments within local DIMs contribute to the reproduction of dominant ways of knowing and the creation of best practices. For this reason, in situ examination of DIM creation and maintenance is useful for understanding how and why CWs collectively construct their identities and the co-constitutive work.
ContributorsPeterson, Charles Bjørn (Author) / Knopf, Richard C. (Thesis advisor) / Callahan, Sharon (Committee member) / Buzinde, Christine (Committee member) / Rodriguez, Ariel (Committee member) / Arizona State University (Publisher)
Created2016
Description
Curiosity has been linked with many benefits, including increased overall well-being (Lydon-Staley et al., 2020) and greater academic achievement (Gottfried et al., 2016). The value that children place on learning new things and exploring novel ideas is unrivaled by older individuals. However, little research has been conducted to examine how parents may be able to help foster their children’s curiosity in a way that teaches them how to effectively search for and synthesize information. This paper aims to determine how parents’ language during a storybook task is related to their children’s strategy to collect rewards during a search game. Preliminary results suggest that parents may be able to encourage more effective search by asking more close-ended questions. These findings provide insight into how parents and guardians may be able to encourage their children to become better adept at searching for information by taking in clues about their environment and modifying their behavior to maximize their efforts.
ContributorsScirpo, Kalie Rose (Author) / Lucca, Kelsey (Thesis director) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Previous research has shown that there is a significant relation between one’s attentional abilities and one’s motor coordination. However, little research has been done that compares attention’s effects on the two major motor skills and what that could mean for one with significant attention problems. Additionally, there has not been much research done on this topic among a population of preschool-aged children. The current study sought to explore the relation between attention and motor coordination among a sample of preschoolers. A comparison of gross motor skills and fine motor skills was also assessed in order to address any potential differing effects. A sample of twenty-six preschool children participated in an experiment consisting of completing fine motor tasks, gross motor tasks, and an attention task. Additionally, parent and teacher surveys were collected that asked both parents and teachers to report their child’s behaviors at home. It was hypothesized that attention would have a significant relation with fine motor skills because past research has found that the variable of inattention is highly correlated with weaker fine motor skills. However, the current study found that attention had a more significant relation with gross motor skills. This finding was reflected across the experiments that the children completed and across the parent/teacher surveys.
ContributorsGoldentyer, Gabriela (Author) / Amazeen, Eric (Thesis director) / Kupfer, Anne (Committee member) / Presson, Clark (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05