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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RAN - Revista Academia & Negocios is the property of RAN - Revista Academia & Negocios, Universidad de Concepcion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RAN - Revista Academia & Negocios is the property of RAN - Revista Academia & Negocios, Universidad de Concepcion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research attempts to contribute to the area of oral interactions in online classes during the COVID-19 pandemic in Chile. Specifically, the sample considers two teachers and 85 students in two sixth-grade classes. The analysis was carried out on two levels. The first includes the codification of turns of speaking, according to the system adapted by Howe et al. The second level uses classroom observation in addition to triangulation with interviews held with the two teachers. The analysis reveals that online teaching implies important changes in the form of the class, yet the types of oral interactions are similar to those reported in face-to-face classes. The implications are discussed in the results. [ABSTRACT FROM AUTHOR]

El objetivo de la siguiente revisión sistemática fue indagar sobre la contribución diferencial del entorno socioeconómico en la capacidad de comunicación verbal y no verbal en los primeros tres años de vida. Se revisaron artículos de investigación empírica de los últimos 30 años en infantes con desarrollo típico. Se encontraron, en general, menores niveles respecto del desarrollo del habla y la comunicación expresiva y productiva en infantes de contextos vulnerables. Sin embargo, los resultados fueron inconsistentes respecto a la comunicación no verbal. Se concluye que se deben realizar más estudios con medidas directas comportamentales en comunicación no verbal para poder paliar las inconsistencias en los resultados actuales sobre la temática.

In the 21st century, the changes caused by globalization and by the social dynamics of the new post-COVID-19 normality pose problems when it comes to defining communication relationships between individuals. From this point of view, communication problems involve several edges, difficult to face. In most cases, communication failures occur, due to the complex variety of nuances present in communication, as well as the lack of understanding of its concepts and the great breadth of cultural expressions, which can be conceived as diverse, not find space in everyday scenarios. In this sense, analyzing the scope of communication embodies a problem for philosophy, especially for philosophical anthropology, since it values communication as a representative act of cultural identity, since it responds to the ways of expressing, orally or gesturally, the human interior. This cultural universe is wide and there are not enough analyzes to define how communication influences the processes of cultural transmission. Under the hermeneutic-documentary method, the article explores the communication process, as a means to express the ontological and epistemic reality of individuals, as a meeting space, a source that enriches culture, identity and social interaction. [ABSTRACT FROM AUTHOR]

Since the beginnings of cinema, stereotypes have been used to represent disability. It generates an inadequate image of the condition. The aim of this research is to analyse the verbal and non-verbal communication of eight characters in order to check whether they contribute to verifying the existence or absence of stereotypes. To this end, discourse analysis and content analysis have been used. The results, based on the interpretation of the meaning of the characters' signs, allow us to conclude that communication processes are essential for their classification. [ABSTRACT FROM AUTHOR]

Objetivo: Este trabajo se centra en la inserción disciplinar de estudiantes universitarios en el contexto de la carrera pedagógica Lenguas Extranjeras de la Universidad de Camagüey “Ignacio Agramonte”. Se trata de un estudio descriptivo-reflexivo sobre la necesidad de una planificación didáctica explícita de las disciplinas de la especialidad, orientada al desarrollo de la competencia comunicativa desde los discursos propios que en ellas circulan en los campos académico y profesional, y su implicación para el aprendizaje de las lenguas extranjeras. Métodos: Se emplearon los métodos de análisis documental para el estudio de los programas de disciplinas de la especialidad de la carrera pedagógica Lenguas Extranjeras y la proyección disciplinar y de la lógica de la profesión, así como la sistematización teórica sobre la perspectiva discursiva disciplinar y el desarrollo de la competencia comunicativa con propósitos particulares en las áreas de actuación del profesional: académica y profesional. Resultado: Los principales resultados estuvieron en el orden teórico que orientan el proceder didáctico de los docentes para una planificación didáctica coherente de las disciplinas a través de la orientación académica y la lógica de la profesión. Con este fin se elaboraron pautas metodológicas como vía para orientar el trabajo de las disciplinas. Conclusión: Una inserción en las disciplinas de la carrera pedagógica Lenguas Extranjeras parte de una apropiación de la cultura disciplinar que no solo comparte prácticas, convenciones, reglas y modos de pensar, comparte y negocia significados, desarrolla procesos de comprensión y producción (orales y escritos), sino también que posibilite resolver problemas de las disciplinas como ciencias, unidos a los problemas inherentes a la profesión. Esta inserción requiere una planificación didáctica explícita que integre contenido y lenguaje disciplinares en una interrelación dialéctica ‘forma-contenido’, de manera que se avance en el proceso de entendimiento de la propia disciplina en su doble dimensión: conceptual y lingüística. Requiere, además, una profundización en la dinámica de la relación de los objetivos-contenidos-métodos y procedimientos-formas de organización y evaluación que responda a una dinámica particular de la cultura disciplinar, en la que se imbrican funcionalmente discursos, estructuras retóricas, aspectos sociales, cognitivos y afectivos, entre otros aspectos. Ello conduce a la realización de determinados cambios en la concepción didáctico-metodológica y científica de la carrera y sus disciplinas, dirigidos a una inserción coherente y progresiva en las disciplinas.

Copyright of Revista EntreLínguas is the property of Revista EntreLinguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: El artículo tiene como fin describir el trabajo con el material audiovisual “De nuestro idioma” para el perfeccionamiento de la comunicación oral y escrita en estudiantes universitarios. Métodos: Como parte del estudio se emplearon métodos tales como análisis documental para sistematizar los referentes teóricos relacionados con la metodología para el uso de materiales audiovisuales, el diagnóstico y encuesta a estudiantes y profesores, posibilitó determinar las principales dificultades de los estudiantes y el uso, por parte de los profesores, de materiales audiovisuales en las clases. La modelación permitió a partir del referente que se asumió la creación de un sistema de actividades. Resultados: El resultado principal fue la creación de un sistema de actividades derivado del trabajo con el material audiovisual, así como la propia selección de los videos acorde a cada parte funcional del idioma que se estudió. Después de la puesta en práctica del sistema de actividades se constató que los estudiantes fijaban mejor los contenidos y les sirvió en la praxis en contextos fuera del aula. Conclusiones: El empleo de materiales audiovisuales en los procesos educativos resulta motivador, sensibilizan y estimulan el interés de los estudiantes hacia un tema determinado, también facilitan la instrucción completando las explicaciones verbales impartidas por el profesorado. Es por lo que la inclusión del material audiovisual que transmite la televisión cubana “De nuestro idioma” sirvió como herramienta didáctica para reforzar, la gramática, la apropiación de estructuras, para la comunicación y la interacción con materiales audiovisuales reales, a través de un sistema de actividades acorde al tema del material y los contenidos de la asignatura Español Básico.

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista EntreLínguas is the property of Revista EntreLinguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este trabajo caracteriza la escritura en español de oraciones condicionales en pasado irreal, la temporalidad y la modalidad en las alternancias y usos verbales metafóricos y ambiguos. Estudiantes bachilleres comentaron el significado de oraciones representativas y redactaron comentarios sobre personajes literarios si “hubieran tomado otras decisiones”. Después tuvieron la opción de escribir otra versión y explicar sus desempeños. El estudio contempla el enfoque de la intencionalidad lingüística mediante expresiones temporales, modales semánticas, morfológicas, adverbiales y de frases verbales en la conjugación de estas oraciones. Los resultados contrastan la identificación de significados en oraciones leídas y las dificultades para redactarlas. La escritura muestra la alternancia en la apódosis, el antepretérito subjuntivo en ambas partes del condicional, con un significado de irrealidad y menor posibilidad, y de mayor posibilidad mediante el antepospretérito potencial. Los resultados muestran la confusión predominante con el pospretérito potencial, así como la frase modal de posibilidad en pasado irreal.

Copyright of Revista de Salud Pública is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Se llevó a cabo una experiencia educativa sustentada en el Modelo Teórico de los Campos Semánticos (Lins,1999), cuyo objetivo fue aplicar y evaluar una metodología que permitiera desarrollar, en los estudiantes que inician estudios de Matemáticas en la Facultad de Ciencias, Universidad de Los Andes, su percepción de la estructura lógica de enunciados diversos, en aras de contribuir al desarrollo de habilidades de razonamiento matemático, desde una plataforma cognitiva que no depende de conocimientos matemáticos previos, sino del nivel promedio de desarrollo de competencias comunicativas de un egresado del nivel medio de educación. La metodología se centró en la creación de espacios comunicativos compartidos, que permitieran una discusión participativa de diversos enunciados en español, su significado y su estructura lógica. Al concluir, los participantes demostraron haber desarrollado la habilidad de reconocer estructuras lógicas en proposiciones escritas en español para utilizarlas en el razonamiento lógico verbal, así como en el matemático.

This study aimed to evaluate the relationship between parents' religious orientation with communication and socialization of students. The research method was descriptive in a correlational way. The statistical community included all male and female students of the elementary school of Zahedan city in the school year 94-95 that 383 people selected as a sample with the Cochran sampling method. Results showed that parents has more internal and verbal communication and students listens to a religious orientation that between the religious orientation of parents accomplish a verbal communication and socialization. [ABSTRACT FROM AUTHOR]

In this article we analyze the verbal and non-verbal communication of the speeches made during the inauguration of the three main authorities of the legislative power of Ecuador from May 2013 to May 2017. On May 14, 2013 Gabriela Rivadeneira was elected president of the Asamblea Nacional del Ecuador; Rosana Alvarado, first vice president; and Marcela Aguiñaga, second vice president. This parliamentary election has special relevance, because, for the first time in the history of the country, a woman was chosen like first authority of the legislative. Second, at age 29, Rivadeneira became the youngest president of a Parliament in America. Third, it is the first legislature in which 39% of assembly members are women; and fourth, is the first time that three women reach the highest power spaces in this state entity. The verbal analysis describes the main purpose of each discourse and the credible, argumentative and dramatic materials that the speakers use. Regarding the nonverbal band, we observe how the legislators use paralanguage and body language; and what manifestations of affection they transmit. These three speeches represent a significant moment in the achievements of women in Ecuadorian politics and clearly show the styles of communication that each of these assembly members maintained throughout their legislature. [ABSTRACT FROM AUTHOR]

El propósito de este trabajo fue analizar el efecto que un programa de enseñanza de las estrategias de expresión escrita basado en el desarrollo de las destrezas del pensamiento implementado a través de grupos interactivos tiene en el aprendizaje de la composición escrita. En el estudio participaron 375 estudiantes con edades comprendidas entre los 9 y los 10 años. Los resultados apoyan el desarrollo de modelos de enseñanza que integren el aprendizaje compartido junto con las destrezas de pensamiento, en cuanto que facilitan el aprendizaje de la composición escrita.

(analítico): Se comparan las características diferenciales de la interacción verbal colaborativa entre distintos grupos etarios (4, 8 y 12 años) y contextos socioeconómicos (favorecido y desfavorecido). El estudio asume un enfoque socioconstructivista del desarrollo, lo que supone entender a éste como un proceso sociointeractivo atravesado por el contexto. Se utilizó un diseño evolutivo descriptivo. Participaron 41 díadas que realizaron una tarea de construcción con bloques. Las verbalizaciones fueron analizadas mediante categorías ad hoc. Las diferencias más notorias según edad se observan entre 4 y 8 años, en ambos contextos socioeconómicos. Las diferencias más marcadas según nivel socioeconómico se registran en los 8 y 12 años. Se concluye que el desarrollo de la colaboración intersubjetiva, motor del crecimiento cognitivo individual, está ligado al desarrollo de la función comunicativa y regulatoria del lenguaje.

To refer to an object or event by providing its corresponding name is an important acquisition in the learning of verbal behavior. The relationship between the spoken name and its referent, called tact, is considered essential in the expansion of verbal repertoires in children. This study aimed to teach tact to four institutionalized children, aged between 26 and 29 months, with reduced exposure to verbal stimulation. The procedure introduced playful characteristics into the teaching of tact and the required repertoire, which was the emission of echoic responses, through procedures typically used to teach verbal repertoire for children with language delay. All children learned to tact (and echo). The procedure was effective in increasing the echoic repertoire and promoting the acquisition of the tact repertoire. These results confirm the literature that considers learning echoic repertoire to be a requirement for the acquisition of tact.

This study explores Spanish secondary-school language and literature teachers' perceptions of their habits when teaching the development of informal argumentation in textual commentary. Using a qualitative methodology with an interpretive-phenomenological design to shed light on this aim, the teachers were interviewed about this question. Then, hermeneutic units were created from the reported data using a cyclical process of segmentation, codification, and conceptualization. These were analysed using the Atlas. ti program to establish comprehensive maps of the studied reality. The results of this research show that: teachers choose a variety of texts for preparing argumentative commentaries, favouring literary and journalistic ones with less interest in multimedia sources; negotiating text choice with students is problematic due to the low quality of the resources students provide; there is a tendency towards written commentary with limited oral interaction, despite teachers' awareness of the learning benefits that speech offers in the composition, revision and evaluation process through students' flexibility and well-founded cooperation in the learning processes. There is a strong preference for written feedback as this provides an individualised record of errors for further analysis and discursive evaluation follows guidelines and rubrics from handbooks, promoting self-evaluation and student co-evaluation with a variety of instruments. In conclusion, comparing these habits with the competence-based educational approach reveals the academicist survival of the philological canon in text selection and the cliché of commentary as an individual written practice that is more reconstructive than constructive, which hinders the democratic interest in promoting students' critical thinking, media literacy in the classroom, and oral practices in the process of teaching informal argumentation in text commentary. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the effect of a program of teaching writing strategies of development based on thinking skills implemented through interactive groups on learning of written composition. In the study 375 students participated aged between 9 and 10 years. The results support the development of teaching models that integrate shared learning with thinking skills as they facilitate learning of written composition. [ABSTRACT FROM AUTHOR]

El artículo ofrece los resultados de un estudio cuantitativo sobre la comunicación humana del gerente en las organizaciones del siglo XXI, que soportado en el principio epistémico de la complementariedad se aplicaron herramientas de coaching (Feedback 360° y Rueda de la Vida) y entrevista no estructurada a seis gerentes de CORPOELEC, para develar cómo interacciona tanto horizontal como verticalmente e identificar barreras comunicacionales desde el elemento ontológico del gerente. Los hallazgos de la investigación señalan la presencia de barreras comunicativas culturales y psicosociales que impactan las interacciones (gerente-gerente superior, gerente-gerente y gerente-subordinado), por tal motivo, entre otros lineamientos se recomienda el Coaching Ontológico para desarrollar un gerente persona con competencias de comunicación humana, valoración personal y manejo de diferencias que humanice la comunicación en la organización del siglo XXI.

El presente artículo tiene como objetivo analizar la relevancia que asumen la comunicación verbal, paraverbal y no verbal para un grupo de estudiantes al observar y evaluar el discurso de un orador. El corpus analizado está compuesto por las anotaciones efectuadas por 30 alumnos sobre los déficits comunicativos que detectan en el discurso de un orador. Los resultados obtenidos indican que el 11.27% de tales críticas iban dirigidas a la comunicación verbal, el 30.82% a la comunicación paraverbal y el 57.89% a la comunicación no verbal. Por tanto, estas conclusiones resultan afines con las alcanzadas por Mehrabian (1972), si bien difieren parcialmente de las presentadas en van-der Hofstadt (2005) u Orzáiz (2009). Se discuten las implicancias de estos resultados.

O presente artigo discute a relevância de algumas estratégias metodológicas da Análise Aplicada do Comportamento para examinar práticas educativas parentais. Um instrumento e um conceito relacionados à coleta e análise de dados são discutidos sob a ótica teórica e aplicada: relatos verbais e análise funcional comportamental descritiva. Conclui-se que, consideradas as limitações dos relatos, as informações obtidas com essa estratégia e com a análise funcional comportamental descritiva permitem inferir algumas hipóteses sobre os comportamentos de pais e de filhos que podem ser utilizadas em ações que procuram investigar e intervir sobre os comportamentos problema e as habilidades sociais.

Este trabajo analiza el grado de conciencia e intencionalidad que poseen los docentes de secundaria sobre sus mecanismos comunicacionales, verbales y no-verbales, orientados a facilitar el aprendizaje de los contenidos curriculares y promover un clima de aula emocionalmente positivo. Para ello se ha recurrido a la captación de los datos a través de la observación con videograbaciones, entrevistas y cuestionarios para proceder posteriormente al análisis y triangulación de los mismos. Los resultados obtenidos indican que sólo en momentos puntuales los profesores emplean estratégicamente sus comportamientos comunicativos y que este uso, en general, se centra en conductas verbales en detrimento de las no-verbales, que les resultan más difíciles de detectar, decodificar e interpretar.

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines clients’ and therapists’ verbal communication during psychotherapy, in order to determine its relation to ongoing change and outcome. It replicates previous studies showing the specificity of verbalizations depending on the speaker (client or therapist) and the phase of therapy, adding its relation to change measured at the level of process and final outcome. 7,009 speaking turns of clients and therapists, nested in 139 change episodes, were analysed regarding the use of the five Linguistic Basic Forms included in the Therapeutic Activity Coding System (TACS) through Hierarchical Modelling. Results show that three of these Linguistic Basic Forms — Question, Assertion and Agreement — are related to ongoing change as well as to final outcome. [ABSTRACT FROM AUTHOR]

Copyright of Paideia (0103863X) is the property of Paideia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este trabajo es una respuesta a la convicción de la necesidad de estudiar e intentar cambiar la realidad comunicativa de los procesos de inserción sociolaboral. Los técnicos de las oficinas de empleo entrevistan diariamente a diversidad de desempleados, muchos de los cuales presentan problemas de expresión y comprensión. Este estudio analiza, por tanto: (a) el tipo de recursos semióticos que técnicos y desempleados utilizan durante las entrevistas para ajustar las demandas laborales a las ofertas de empleo existentes, cómo, en qué momento y con qué fin los usan y (b) el efecto de la formación de los técnicos en habilidades comunicativas. Los resultados indican que el conocimiento y formación en materia comunicativa, verbal y no-verbal, favorece una adaptación más efectiva a las características de los demandantes de empleo y, al mismo tiempo, una mayor autoconciencia y autocontrol. Aún más importante, revela las dificultades inherentes en el proceso de entendimiento y comprensión.

The objective of this study was to evaluate the strategies of verbal communication, nonverbal communication and avoidance of communication barriers that shows the physical education teacher on the intrinsic motivation of their students. 214 students of Compulsory Secondary Education in physical education classes participated in the study. The Communication Scale in Physical Education (ECEF) and the Avoidance Scale of Communication Barriers in Physical Education (EEBCEF), were designed and validated for this study. The intrinsic motivation was also measured. The results of the analysis of psychometric properties of the two new scales were appropriate, so it can initially be considered valid and reliable instruments. The linear regression analysis showed that the use of strategies to avoid communication barriers is the construct that greater predictive power seems to have on intrinsic motivation of students. [ABSTRACT FROM AUTHOR]

Copyright of Lingüística y Literatura is the property of Universidad de Antioquia, Facultad de Comunicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the present article is to analyze elements of teachers' pedagogical practice in the didactic interaction of the classroom--elements that are attributed with contributing to the learning of students in vulnerable contexts. The discourses of educational are selected and analyzed, along with films of class interactions of middle school teachers in municipal schools in Chile's vulnerable social sectors; the schools under study have higher educational achievement than other schools with a similar social situation. The results indicate that care for the affective climate in the classroom is an aspect of didactic innovation in this context, and becomes an element that increases the construction of learning. [ABSTRACT FROM AUTHOR]

Understanding the subjective experience of respondents attempting to convince an investigator will enhance our theoretical knowledge of deception and improve assessment techniques. Discrepancies between respondents' understanding and actual credibility criteria are especially important. Sixty-six participants engaged in a small crime, and were interviewed following a week's preparation. All were provided incentive for convincing the interviewer of the veracity of their statement. Thirty-two were honestly reporting the theft, and thirty-four were responding to avoid being found guilty. After a Reality Interview (a derivative of the Cognitive Interview), participants were asked to describe what was important in convincing the interviewer through open-ended and Likert-type questions. These strategies of impression management are presented here. The basic task of convincing appeared similar for both groups, with participants focused on providing clear and careful stories without contradictions rather than attempting to provide vivid and spontaneously-constructed statements. Deceivers attached more importance to: 1 preparing in advance, 2) monitoring and controlling information, and 3) maintaining eye contact. Honest respondents were more concerned with providing correct peripheral detail. Importantly, both groups were reporting much more similarity than difference, and the strategies described are not likely to succeed against verbal content analysis. [ABSTRACT FROM AUTHOR]

Copyright of Sciences de l'Education pour l'ere Nouvelle is the property of Universite de Caen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Psicología is the property of Sociedad Interamericana de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As principais escolas de psicoterapias profundas na cultura ocidental têm sua origem na psicanálise freudiana. Apesar das divergências mais ou menos importantes nas teorias e práticas, elas partilham todas um princípio essencial, a saber: que a experiência pode ser verbalizada. Em geral, e principalmente nas culturas ocidentais, experimentar algo significa construir em si uma realidade dada, de modo que ela possa ser verbalmente transmitida ao outro. É somente pela comunicação verbal que a realidade experimentada pode ser partilhada com os outros, comunicando, assim, o domínio intersubjetivo comum. Este artigo examina as diferenças consideráveis nas apreensões culturais da experiência e na maneira da realidade se manifestar, retirando conseqüências apara a atividade psicoterapêutica.