Tânia Mara Sperb

Metacognição e Funções Executivas: Relações entre os Conceitos e Implicações para a Aprendizagem

Research on learning indicates that the capacities of planning, monitoring and controlling ones own activity has a central role in learning, and that failure or delay in its development are present in learning disabilities. Such capacities are defined as metacognition in the psychological approach, and as executive functions in the neuropsychological approach. Thus, these two different concepts seem to refer to similar capacities. By reviewing both classic and recent literature, we aimed to examine these two concepts, relating them to each other and to learning. As a result, we found that these concepts converge in some aspects, but differ in others; and that there are some initial empirical data confirming the relationship between the skills described by both concepts.

A construção do sujeito narrador: pensamento discursivo na etapa personalista

Narrative is a kind of discoursive thought that allows the preschooler child to progressively construct a sense of self, while she situates herself in a world of relationships and social practices. In this paper, Wallon’s concepts on development and language in the personalist stage are taken as a theoretical framework to discuss contributions of contemporary sociointeractionists studies on narrative. The study of narrative development permits that children’s process of incorporation of others and cultural elements may be followed, at the same time as they differentiate themselves as individuals who narrate and evaluate what is told. The appropriation of conventional forms of telling stories contributes to the discoursive thought organization and sophistication and of creative imagination. This appropriation enables children to develop cognitive and affective resources to interact with a multidimensional world that is complex and changeable.

Social Class, Workplace Experience, and Child-Rearing Values of Mothers and Fathers in Southern Brazil

We investigated associations among social class, parents’ work experiences, and their child-rearing values in a sample of mothers and fathers drawn from southern Brazil, testing Kohn’s hypothesis that parents who experience greater decision-making autonomy at work and who perceive their jobs to be more complex will be more likely to value self-direction and less likely to value conformity in their children. We also tested the hypothesis that the relation between social class and values would be mediated by workplace experiences. Participants included 68 parents (38 mothers, 30 fathers; 46 working class, 22 middle class) of 36-month-old children who were part of a longitudinal study. Correlation analyses revealed few associations among social class, workplace experiences, and child-rearing values among the mothers, but among the fathers these variables associated in the expected direction. The results also indicated that workplace experience mediates the relation between social class and values, although only for fathers. Our findings supported Kohn’s hypothesis regarding differences between social-class groups and highlighted that the relation between work experience and parental values varied by parents’ gender. Social and cultural issues regarding work context and parental values between women and men in southern Brazil are discussed.

Práxis psicoterapêutica de estagiários de psicologia: análise do relato e da trama narrativa

This article presents a narrative analysis proposal of the interventions made by psychology interns in their psychotherapeutic practice. The data sources were the transcripts of psychotherapy sessions conducted by interns with their patients, associated with the issues discussed in academic supervision. The analysis of the transcripts, seen in this study as a narrative of the practice, occurred in two levels: of the account and of the narrative plot. The results show the different movements carried out by the interns in their attempts to intervene according to the basic ideas of an analytically-oriented psychotherapy. These interventions seem to be, at times, contradictory, thus showing the errors and vicissitudes that are part of the clinical thinking learning process.

The construction of the narrator subject: discoursive thought in the personalist stage

Narrative is a kind of discoursive thought that allows the preschooler child to progressively construct a sense of self, while she situates herself in a world of relationships and social practices. In this paper, Wallon’s concepts on development and language in the personalist stage are taken as a theoretical framework to discuss contributions of contemporary sociointeractionists studies on narrative. The study of narrative development permits that children’s process of incorporation of others and cultural elements may be followed, at the same time as they differentiate themselves as individuals who narrate and evaluate what is told. The appropriation of conventional forms of telling stories contributes to the discoursive thought organization and sophistication and of creative imagination. This appropriation enables children to develop cognitive and affective resources to interact with a multidimensional world that is complex and changeable.

Negociación de significados asociados a las sexualidades: análisis de una narrativa

The study aimed to investigate the meanings associated by teenagers to men and women in the field of sexuality. More than identifying the reproduction of traditional gender standards, we highlight the negotiation of these by adolescents through the relativization, questioning and construction of new meanings. For this, we analyzed a narrative constructed in interaction by teenagers in an online focus group. The positioning analysis undertaken revealed that traditional patterns of masculinity and femininity were reinforced but also relativized, as we identified group members and narrative characters in nontraditional male and female positions.

Negociação de significados associados às sexualidades: análise de narrativa construída em interação

The study aimed to investigate the meanings associated by teenagers to men and women in the field of sexuality. More than identifying the reproduction of traditional gender standards, we highlight the negotiation of these by adolescents through the relativization, questioning and construction of new meanings. For this, we analyzed a narrative constructed in interaction by teenagers in an online focus group. The positioning analysis undertaken revealed that traditional patterns of masculinity and femininity were reinforced but also relativized, as we identified group members and narrative characters in nontraditional male and female positions.

The negotiation of meanings associated to sexualities: an analysis of a narrative-in-interaction

The study aimed to investigate the meanings associated by teenagers to men and women in the field of sexuality. More than identifying the reproduction of traditional gender standards, we highlight the negotiation of these by adolescents through the relativization, questioning and construction of new meanings. For this, we analyzed a narrative constructed in interaction by teenagers in an online focus group. The positioning analysis undertaken revealed that traditional patterns of masculinity and femininity were reinforced but also relativized, as we identified group members and narrative characters in nontraditional male and female positions.

La construcción del sujeto narrador: pensamiento discursivo en la etapa personalista

Narrative is a kind of discoursive thought that allows the preschooler child to progressively construct a sense of self, while she situates herself in a world of relationships and social practices. In this paper, Wallon’s concepts on development and language in the personalist stage are taken as a theoretical framework to discuss contributions of contemporary sociointeractionists studies on narrative. The study of narrative development permits that children’s process of incorporation of others and cultural elements may be followed, at the same time as they differentiate themselves as individuals who narrate and evaluate what is told. The appropriation of conventional forms of telling stories contributes to the discoursive thought organization and sophistication and of creative imagination. This appropriation enables children to develop cognitive and affective resources to interact with a multidimensional world that is complex and changeable.