Reconstructing Desire: The Role of the Unconscious in Women's Reading and Writing

1992 ◽  
Vol 57 (2) ◽  
pp. 147
Author(s):  
Marshall W. Alcorn ◽  
Jean Wyatt
Keyword(s):  
The Unconscious ◽  
Reading And Writing ◽  
Women's Reading

Psychoanalysis and Feminism: A British Sociologist's ViewVirginia Woolf and the Fictions of Psychoanalysis. Elizabeth AbelMelanie Klein and Critical Social Theory: An Account of Politics, Art, and Reason Based on Her Psychoanalytic Theory. C. Fred AlfordThe Bonds of Love: Psychoanalysis, Feminism, and the Problem of Domination. Jessica BenjaminBetween Feminism and Psychoanalysis. Teresa BrennanFeminism and Psychoanalytic Theory. Nancy ChodorowPsychoanalysis and . . .Richard Feldstein , Henry SussmanThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary West. Jane FlaxReturning Words to Flesh: Feminism, Psychoanalysis, and the Resurrection of the Body. Naomi R. GoldenbergJacques Lacan: A Feminist Introduction. Elizabeth GroszThe Mother-Daughter Plot: Narrative, Psychoanalysis, Feminism. Marianne HirschLacan in Contexts. David Macey"Special Issue: Positioning Klein," Women: A Cultural Review, Vol. 1, No. 2 (Summer 1990).The Spectral Mother: Freud, Feminism, and Psychoanalysis. Madelon SprengnetherReconstructing Desire: The Role of the Unconscious in Women's Reading and Writing. Jean WyattEssential Papers on the Psychology of Women. Claudia Zanardi

Signs ◽  
1992 ◽  
Vol 17 (2) ◽  
pp. 455-466 ◽  
Author(s):  
Michèle Barrett
Keyword(s):  
Social Theory ◽  
Psychoanalytic Theory ◽  
The Body ◽  
Critical Social Theory ◽  
Special Issue ◽  
The Unconscious ◽  
Reading And Writing ◽  
Psychology Of Women ◽  
Women's Reading

Psychoanalysis and Feminism: An American Humanist's ViewVirginia Woolf and the Fictions of Psychoanalysis. Elizabeth AbelMelanie Klein and Critical Social Theory: An Account of Politics, Art, and Reason Based on Her Psychoanalytic Theory. C. Fred AlfordThe Bonds of Love: Psychoanalysis, Feminism, and the Problem of Domination. Jessica BenjaminBetween Feminism and Psychoanalysis. Teresa BrennanFeminism and Psychoanalytic Theory. Nancy ChodorowPsychoanalysis and . . .Richard Feldstein , Henry SussmanThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary West. Jane FlaxReturning Words to Flesh: Feminism, Psychoanalysis, and the Resurrection of the Body. Naomi R. GoldenbergJacques Lacan: A Feminist Introduction. Elizabeth GroszThe Mother-Daughter Plot: Narrative, Psychoanalysis, Feminism. Marianne HirschLacan in Contexts. David Macey"Special Issue: Positioning Klein," Women: A Cultural Review, Vol. 1, No. 2 (Summer 1990).The Spectral Mother: Freud, Feminism, and Psychoanalysis. Madelon SprengnetherReconstructing Desire: The Role of the Unconscious in Women's Reading and Writing. Jean WyattEssential Papers on the Psychology of Women. Claudia Zanardi

Signs ◽  
1992 ◽  
Vol 17 (2) ◽  
pp. 437-454 ◽  
Author(s):  
Judith Kegan Gardiner
Keyword(s):  
Social Theory ◽  
Psychoanalytic Theory ◽  
The Body ◽  
Critical Social Theory ◽  
Special Issue ◽  
The Unconscious ◽  
Reading And Writing ◽  
Psychology Of Women ◽  
Women's Reading

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

Talking, Reading, and Writing on Smartphones

2020 ◽  
pp. 407-422
Author(s):  
Naomi S. Baron
Keyword(s):  
Mobile Phones ◽  
Easy Access ◽  
Reading Habits ◽  
Internet Protocols ◽  
Reading And Writing ◽  
Reading Material ◽  
Voice Calls ◽  
News Headlines ◽  
Communication Preference

Mobile phones have increasingly been transformed from speaking technologies to devices for reading and writing. Cost helped drive this shift since written short messages were historically less expensive than voice calls. A second factor was communication preference for texting over talking, especially among younger users. With ready Internet access on smartphones, reading habits began shifting as well. Social networking messages, along with other short texts such as weather reports or news headlines, made for obvious reading material, as did the plethora of longer written documents available online. The e-book revolution enabled readers to retrieve entire books on their phones. Mobile phones are also writing platforms. Developments in hardware and software dramatically simplified the input process. Instead of multi-taps, users now rely on virtual keyboards for easy access not only to alphanumeric characters and punctuation marks but also to sophisticated predictive texting and autocorrection. Interestingly, while technically we are writing when inputting text on smartphones, many users do not perceive such input as real “writing”—a term they reserve for writing by hand or with a computer. Additional writing issues include norms regarding so-called textisms, along with the role of culture in shaping attitudes regarding linguistic correctness. Many organizations are discontinuing voicemail systems in favor of written messaging. At the same time, voice over Internet protocols continue to grow, and small voice-activated social robots designed for home use are proliferating. The chapter closes by asking what the spoken–written balance on smartphones might look like in the future.

scholarly journals Maternal depressive symptoms and children's academic performance: sex differences in the mediating role of school experiences

2020 ◽  
pp. 1-10
Author(s):  
Marilyn N. Ahun ◽  
Lamprini Psychogiou ◽  
Frédéric Guay ◽  
Michel Boivin ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Sex Differences ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
School Engagement ◽  
School Experiences ◽  
Maternal Depressive Symptoms ◽  
Reading And Writing ◽  
Mediating Role ◽  
Writing Scores

Abstract Background Maternal depressive symptoms (MDSs) are negatively associated with children's academic performance, with stronger effects sometimes reported in boys. However, few studies have tested the mechanisms of this association. We examined the mediating role of school engagement and peer victimization in this association and tested for sex differences. Methods Participants were 1173 families from a population-based longitudinal Canadian study. MDSs were self-reported annually using the Centre for Epidemiologic Studies Depression Scale (child's age: 5 months to 5 years). Data on mediators (peer victimization, cognitive, behavioral, and emotional school engagement) were reported annually from ages 6–10 by multiple informants including children, parents, and teachers using items from validated scales. Mathematics, reading, and writing exam scores at age 12 were obtained from standardized exams administered by Québec's Ministry of Education and Teaching. Structural equation modeling was used to test mediation by school experiences in boys and girls. Results Exposure to MDSs was negatively associated with mathematics, reading, and writing scores in girls and with mathematics only in boys. Cognitive and behavioral engagement significantly mediated the association between MDSs and mathematics, reading, and writing scores in girls. There were no significant mediators for boys. Conclusions Prevention and intervention strategies aiming to improve school engagement might be beneficial for daughters of mothers experiencing depressive symptoms. Further research is needed to replicate these findings and to identify the mechanisms explaining this association in boys.

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