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On The Semantics Of Evidentials In Southern Aymara, Gabriel A. Martinez Vera

Doctoral Dissertations

This dissertation addresses a number of phenomena in the semantics and syntax-semantics of evidentiality focusing on Southern Aymara within a cross-linguistic perspective. Traditionally, the literature has identified three evidentials in this language: the direct evidential enclitic =wa, the indirect evidential suffix -tay, and the reportative evidential free morpheme siwa. This dissertation concentrates on four issues in connection to these markers. The first issue I address is the association of evidentiality and focus in the same marker, namely, the direct evidential =wa. This is a topic that has been previously acknowledged (Muysken 1995; Faller 2002), but has remained unaccounted for. More …

Our Holy Grail: States, Power, And Networks In The Stymied Global Quest To Define Terrorism, Erika Mae Lorenzana Del Villar

Doctoral Dissertations

The absence of a comprehensive, universal and legally binding definition of terrorism has characterized the international terrorism discourse for decades. Scholarship on the interplay between states, discourse, and power in shaping this dilemma has been largely absent. This project is an attempt to sociologically examine this theoretical relationship by primarily looking at the role of the state in producing, framing, and otherwise manipulating the definition of terrorism, and consequently, the global terrorism discourse within the United Nations. Applying the sociological concepts of states, discourse, and power, while drawing on the theoretical lens of Bob Jessop’s (1990) strategic-relational approach to examining …

The Effect Of An Intensive Oral Reading Program On Discourse In Chronic Mild Aphasia, Marilyn Elizabeth Richard

Master's Theses

Background: There is limited research specific to deficits and interventions for people with mild aphasia (PWMA), although they have the greatest potential to return to work. Discourse and reading deficits for this population are well documented and negatively impact quality of life. Two treatment programs have used oral reading to target discourse with mixed success. Neither was designed specifically for PWMA.

Aims: The primary aim of the current study was to examine the effect of an intensive oral reading program on discourse in two participants with chronic mild aphasia. Outcome was also assessed on several other measures including oral reading, …

Narrative And Horticultural Imperative: Predicting Discourse Ability In Traumatic Brain Injury From Cognitive And Communicative Factors, Karen Le

Doctoral Dissertations

Purpose: The goal of the current research study was to advance our knowledge of cognitive-communicative disorders following traumatic brain injury (TBI) by identifying the cognitive and communicative processes underlying narrative discourse ability. The study 1) examined the role of working memory (WM) and inferencing in narrative discourse, 2) tested key assumptions posited by the Structure Building Framework (SBF; Gernsbacher, 1990), a cognitive model of normative discourse comprehension and 3) attempted to disambiguate the relationship between discourse comprehension and discourse production.

Methods: Forty-four native English speakers participated, comprising 21 individuals with TBI, all with closed-head injuries, and 23 non-brain-injured (NBI) …

Dialogic Discourse In Linguistically Diverse Elementary Mathematics Classes: Lessons Learned From Dual Language Classrooms, Mary Truxaw

NERA Conference Proceedings 2015

This research investigated discourse in linguistically diverse elementary mathematics classrooms on a continuum from univocal (transmitting meaning) to dialogic (dialogue to construct meaning). Although analysis revealed predominantly univocal discourse in these classrooms, it also uncovered verbal moves and promising practices for supporting English learners with dialogic discourse and mathematical understanding.

Executive And Nonverbal Contributions To Pragmatic Language In Autism Spectrum Disorder, Ashley B. De Marchena Ph.D.

Doctoral Dissertations

Pragmatic language deficits are universal in individuals with autism spectrum disorders. Pragmatic language skills require the integration of multiple communicative and social skills, and as such represent an intersection of two of the three major domains of impairment in ASD: communication and social interaction. Data from typically developing (TD) populations also suggests that pragmatic language is supported by complex skills such as gesture and the executive functions. Here we investigate common ground, a pragmatic language skill in which speakers adjust the contents of their speech based on their listener’s perceived knowledge, in adolescents with ASD and TD. We designed an …

Casualty Politics And Congressional Rhetoric, Matthew Leep

Doctoral Dissertations

'Archival abstract submitted'

Flame Or Fizzle? A Comparative Case Study Of The Sparc Experience, Cynthia Bushey

NERA Conference Proceedings 2009

Social Perceiving-Acting Reciprocal Conversations (SPARC) is an emerging approach to large group discussions. SPARC utilizes an iterative approach to group discussions by nesting small fishbowl discussions within a larger whole group discussion. Theoretically, this structure affords reciprocal participant interactions for the negotiation of meaning and increased depth of inquiry. This study takes a detailed look at the experiences of three undergraduates who participated in SPARC during an Educational Psychology course for non-education majors at a large university in the Northeastern United States. Luke, Esmeralda, and Diane participated in SPARC eleven times between January and May.

Kindling Sparc: The Emergence Of Social Perceiving-Acting Reciprocal Conversations, Cynthia Bushey

NERA Conference Proceedings 2009

Based on an ecological theory of knowing (see Barab & Plucker, 2002; Barab & Roth, 2006; Gibson, 1986; Young, 2004), Social Perceiving-Acting Reciprocal Conversations (SPARC) is an emerging discussion approach designed to tune agents’ perceptions to the affordances of discussion interactions and to develop their effectivities to act on these affordances. This paper discusses the creation and subsequent iterations of SPARC that emerged in my undergraduate Educational Psychology class between January and May of 2009. Educational implications and future research directions are discussed.