antonio quintasmendes's List: ABSTRACTS

In nline with earlier work by Reid and Reid (2005a), two different groups emerged from the research: Talkers, who prefer talking on the phone, but use text messages as a convenient complementary medium, and Texters, who are uncomfortable on the phone and prefer to send text messages. The paper explains the distinction between the two groups in terms of phone aversion, and relates this to difficulties in the presentation of self. For those who are phone averse, SMS is a ground-breaking technology, providing the remote social connection that they cannot enjoy in phone calls.

Esta dissertação estuda os processos auto-regulatórios da tomada de apontamentos, no domínio da disciplina de Matemática. Mais especificamente, procurámos, num primeiro momento, relacionar esta variável, num modelo de estrutura causal, a montante, com a auto-regulação da aprendizagem e as funções da tomada de apontamentos e, a jusante, com os resultados de final do ano escolar e do exame do 9.º ano de escolaridade da disciplina de Matemática. Posteriormente, efectuamos um estudo de caso, no qual procurámos compreender com maior pormenor, aplicando análises de regressão linear múltipla, a influência da qualidade das anotações nos resultados escolares na referida disciplina. O primeiro objectivo desta investigação centrou-se na avaliação da auto-regulação da aprendizagem, da auto-regulação da tomada de apontamentos e das funções cognitivas da tomada de apontamentos dos alunos do Ensino Básico. Para isso, utilizámos, respectivamente, o Inventário dos Processos Autoregulatórios dos Alunos [revisto] (IPAAr), adaptação do IPAA (Inventário dos Processos Auto-regulatórios dos Alunos; Rosário, 2004b), e construímos e validámos o Inventário dos Processos Auto-regulatórios da Tomada de Apontamentos (IPATA) e o Inventário das Funções da Tomada de Apontamentos (IFTA). O segundo, na comprovação da viabilidade dos modelos propostos. Estes modelos, descritivos dos processos da tomada de apontamentos dos alunos, hipotetizam e especificam determinadas relações causais entre as variáveis, nunca perdendo de vista o racional teórico sociocognitivo (Bandura, 1997). A revisão de literatura incidiu nos referenciais teóricos subjacentes aos objectivos referidos. As perspectivas da auto-regulação da aprendizagem desenvolvidas por Zimmerman (2002) e Rosário (2004b) enfatizam as condições sociais, pessoais e ambientais que promovem a emergência da auto-regulação da aprendizagem, dando especial destaque à componente educacional. Na área de estudo da tomada de apontamentos destacámos as contribuições teóricas de Di vesta e Gray (1972), sobre

The increasingly widespread use of text -messaging has led to the questioning of the
social and psychological effects of this novel communication medium. A selection of
findings from an online questionnaire that was developed by the author to answer this
pertinent question are presented. McKenna’s recent work on the way the Internet can help
some people develop relationships is drawn upon and taken a step further by exploring
the differences between those who prefer texting (‘Texters’) and those who prefer talking
on their mobiles (‘Talkers’). A large sample of 982 respondents completed the
questionnaire. Results showed there was a clear distinction between Texters and Talkers
in the way they used their mobiles and their underlying motivations. The key finding to
emerge in the preliminary analyses was that Texters seemed to form close knit ‘text
circles’ with their own social ecology, interconnecting with a close group of friends in
perpetual text contact. Compared to Talkers, Texters were found to be more lonely and
socially anxious, and more likely to disclose their ‘real-self’ through text than via face-toface
or voice call exchanges. Structural equation modeling produced a model showing
that where respondents located their real-self and whether they were a Texter or a Talker
mediated between the loneliness and social anxiety measures and the impact of these on
relational outcomes, in line with McKenna’s theoretical framework. Thus it appears that
there is something special about texting that allows some people to translate their
loneliness and/or social anxiety into productive relationships whilst for others the mobile
does not afford the same effect. .Applications and explorations for future research are
discussed.

Abstract This qualitative case study illustrates barriers to informal argumentation and reasoned debate, i.e., critical discourse, in online forums. The case is the computer conference of a 15-week, graduate-level humanities course offered entirely at a distance. Twelve students, all with families and careers, were enrolled in the course. We read all messages as they were posted and interviewed five of the students several times during the course. The students provided three insights into our interpretation that the forums contained little critical discourse: (1) The students did not orient to the conference as a forum for critical discourse, and worse, they had competing orientations; (2) they perceived critiques as personal attacks; and (3) they realized early on that critical discourse was a bothersome means to obtain their participation marks. Certain practices may ease some of these difficulties, including (1) well-structured learning activities with clearly defined roles for teachers and students, and (2) a method of assessing students’ participation that reflects the time and effort required to engage in critical discourse. "

Text-based communication, such as a mobile phone email, is the essential communication tool for Japanese youth. In this paper, the authors conducted a paper-based survey in order to investigate what kind of patterns of emotional transmission are used when composing text-based messages to four kinds of emotional scenarios (i.e. joy, sadness, anger, and guilt).