Relevant bibliographies by topics / Reading memories

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reading memories'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reading memories"

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Sekhsaria, Shriya, and Emily Pronin. "Underappreciated Benefits of Reading Own and Others' Memories." Social Cognition 39, no. 4 (August 2021): 504–25. http://dx.doi.org/10.1521/soco.2021.39.4.504.

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These studies investigate underappreciated benefits of reading memories, including memories of other people, for happiness, psychological well-being, and loneliness. In the studies, college students (Study 1), residents of assisted-living facilities (Study 2), and MTurk workers online (Study 3) wrote down memories. They also predicted how they would feel after reading their own and others' memories at a later date. Then, later on, participants read memories that they or another participant had written. Individuals felt happier, less lonely, and higher in well-being after reading memories, regardless of whether those memories were their own or someone else's. Participants underpredicted the affect boost that they would gain from reading memories. This affective forecasting error was related to individuals' perceptions of the “mundaneness” of the memories, and the error was especially pronounced when individuals read others' memories rather than their own. Implications of reading memories for promoting well-being and reducing loneliness are discussed.
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Gildart, Keith. "Mining memories: reading coalfield autobiographies." Labor History 50, no. 2 (May 2009): 139–61. http://dx.doi.org/10.1080/00236560902826063.

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Goding, Cecile. "Needles and Devils: Reading Memories." Fourth Genre: Explorations in Nonfiction 14, no. 2 (2012): 157–63. http://dx.doi.org/10.1353/fge.2012.0032.

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Suleiman, Susan Rubin. "War Memories: On Autobiographical Reading." New Literary History 24, no. 3 (1993): 563. http://dx.doi.org/10.2307/469423.

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DALL'ARNO, MICHELE, ALESSANDRO BISIO, and GIACOMO MAURO D'ARIANO. "IDEAL QUANTUM READING OF OPTICAL MEMORIES." International Journal of Quantum Information 10, no. 08 (December 2012): 1241010. http://dx.doi.org/10.1142/s0219749912410109.

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Quantum reading is the art of exploiting the quantum properties of light to retrieve classical information stored in an optical memory with low energy and high accuracy. Focusing on the ideal scenario where noise and loss are negligible, we review previous works on the optimal strategies for minimal-error retrieving of information (ambiguous quantum reading) and perfect but probabilistic retrieving of information (unambiguous quantum reading). The optimal strategies largely overcome the optimal coherent protocols (reminiscent of common CD readers), further allowing for perfect discrimination. Experimental proposals for optical implementations of optimal quantum reading are provided.
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Dall'Arno, Michele, Alessandro Bisio, and Giacomo Mauro D'Ariano. "Ideal quantum reading of optical memories." Journal of Physics: Conference Series 414 (February 8, 2013): 012038. http://dx.doi.org/10.1088/1742-6596/414/1/012038.

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Hasby, M. Asrul, and Taufik Iswara. "THE EFFECTIVENESS OF MEMORIES AND DRAW TOWARDS STUDENTS’ MOTIVATION IN READING COMPREHENSION." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 6, no. 1 (June 29, 2019): 51. http://dx.doi.org/10.33394/jo-elt.v6i1.2352.

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This research was aimed to find out “The Effectiveness of Memories and Draw Towards Students’ Motivation in Reading Comprehension”. The research was experimental research in form of quasi-experimental and the design that was used was the non-equivalent control group design. The population of this research was the second grade students of SMP Al-Ashriyah Sesela which consisted of two classes. The samples were VIII A as experimental class, and VIII B as control class where experimental class was treated by using Memories and Draw, and control class was treated by using matching picture. The data was analyzed using descriptive statistic (mean score, median, mode, and standard deviation). The researcher found that the motivation of the second grade students in reading comprehension effective by using Memories and Draw technique by the increase of mean score of experimental class that is 50.2 in the pre-test and 73.6 in the posttest. The result of the research was significant because the t-test also showed that Memories and Draw method effective to improve students’ motivation in reading comprehension especially in reading descriptive text, because the value of t-test = 2.705 > t-table = 1, 697. It means that memories and draw towards students’ Motivation in reading comprehension at second grade of SMP Al-AsriyahSesela was accepted. Therefore, using Memories and Draw has effective on the students’ motivation in reading comprehension, so it is recommended to the teachers to use Memories and Draw to improve their students’ motivation in reading comprehension.
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Racionero-Plaza, Sandra, Leire Ugalde, Ana Vidu, Patricia Melgar, and Nagore Navarrete. "The Impact of Radical Love on Human Memory." Qualitative Inquiry 26, no. 8-9 (July 13, 2020): 1026–32. http://dx.doi.org/10.1177/1077800420938884.

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The social impact of reading the book Radical Love cannot be grasped by the dominant discourse on the evaluation of social impact. A deep understanding of autobiographical memories must go beyond the quantitative analysis of details and episodes to qualitatively examine the meanings constructed through recollection. Thus, we explored young women’s memories of intimate partner violence through memory narratives and the way these memories were reconstructed when the women read Radical Love. In addition, we examined the personal meanings given to this reading experience through in-depth interviews and a focus group. The results showed that Radical Love made the participants more critical about their memories and made these memories unappealing. This reading led some women to leave violent relationships and transform their prospective thinking. In a time when impact is measured mainly by research articles, this qualitative analysis of the memory transformation promoted by reading Radical Love demonstrates that books can also have a social impact.
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Charleson, Diane. "Reading between the Frames: Creating Digital Memories." International Journal of New Media, Technology and the Arts 7, no. 4 (2014): 1–13. http://dx.doi.org/10.18848/2326-9987/cgp/v07i04/36309.

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Iuga, A. R., I. Lindfors-Vrejoiu, and G. A. Boni. "Ultrafast nondestructive pyroelectric reading of FeRAM memories." Infrared Physics & Technology 116 (August 2021): 103766. http://dx.doi.org/10.1016/j.infrared.2021.103766.

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Dissertations / Theses on the topic "Reading memories"

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Hamilton, Stephen T. "Reading comprehension in adults : component skills; false memories; and judgements of coherence." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6339/.

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The aim of this thesis was to investigate some of the processes that contribute to the effective comprehension of text in an adult population. The thesis begins with an assessment of component skills that are of theoretical relevance to reading comprehension skill. Experiment One explored the relation between gist-based memory processes and reading comprehension skill. Weaknesses in semantic processing have been shown to contribute to comprehension difficulties both in childhood (e.g. Nation & Snowling, 1999), and adulthood (e.g. Perfetti, Yang & Schmalhoffer, 2007). Weekes, Hamilton, Oakhill & Holliday (2008) used the false memory (DRM) paradigm developed by Deese (1959); Roediger and McDermott (1995) to assess the relation between reading comprehension and memory processes in children. In the DRM, subjects memorise lists of semantically related words (e.g. bed, rest, awake) for later recall. During recall, it is typical to see intrusions of semantically related but non-presented items (e.g. ‘sleep' is often falsely recalled following presentation of the above). Weekes et al. (2008) found that children with comprehension difficulties produced fewer such intrusions than did good comprehenders, suggesting that poor comprehenders have difficulty extracting the central theme or ‘gist' from the word lists, a deficit that was attributed to weakness in semantic processing and memory. Experiment One demonstrated that this effect was not replicable in an adult population. Although there is evidence that deficits in semantic processing contribute to reading comprehension difficulties in adulthood, these appear to be too subtle to manifest themselves in the DRM paradigm. In Experiment Two, measures of vocabulary, word-level skills (orthography and decoding), working memory and verbal IQ were taken from a population of young adult readers. These measures were used as predictors of comprehension skill in multiple regression analyses. Moderate support for the Verbal Efficiency/Lexical Quality Hypothesis (Perfetti, 1985; 2007) was obtained, in that word-level skills and vocabulary size accounted for unique portions of variance in comprehension skill. Experiments Three and Four explored the processes involved in on-line reading comprehension and, specifically, in a comprehension task that demanded integration. In both experiments, subjects took part in a coherence judgement task (Ferstl, Guthke & von Cramon, 2002; Ferstl, 2006) in which they had to verify whether two sentences cohered with one another or not. Four conditions that resulted from crossing coherence and cohesion (i.e. the presence of a lexical connection), were used: Coherent and cohesive (where sentences cohered, and a cohesive tie made their coherence explicit); coherent and incohesive (where sentences cohered, but coherence had to be inferred on the basis of pragmatic information rather than lexical cohesion); incoherent and cohesive (where sentences that do not cohere were erroneously linked with a cohesive tie); and incoherent and incohesive (where sentences did not cohere, and were not erroneously linked with a cohesive tie). Typically, the paradigm elicits an interaction between coherence and cohesion in reading times for the second (target) sentence: Targets in coherent and cohesive trials are read more quickly than targets in coherent and incohesive trials; and targets in incoherent and incohesive trials are read more quickly than are targets in incoherent and cohesive trials. Experiment Three replicated this interaction, and demonstrated that variance in its size was predicted by working memory capacity, with high working memory readers showing larger interaction effect sizes than low capacity readers. The interaction was interpreted as a monitoring effect that was triggered by target sentences in the atypical conditions (i.e. incoherent and cohesive; coherent and incohesive). It was proposed that high capacity readers were better able to engage in this monitoring. Experiment Four sought to explore the semantic deficit hypothesis in relation to this effect, with the proposal that efficient semantic processes, rather than working memory capacity, contributed to variance in the size of the interaction. Performance on a semantic fluency task was found to predict unique variance in the size of the interaction effect, over and above that accounted for by working memory capacity. This finding suggests that the effect is better explained by semantic processing than by working memory capacity, and that the interaction may be better described as a semantic elaboration effect rather than a comprehension monitoring effect. The conclusion of this thesis is that reading comprehension in adult readers relies upon efficient and accurate lexical access, comprising both lower-level processes such as accurate word recognition and decoding skill, and higher-level processes of semantic elaboration and integration.
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McGarry, Theresa, and R. Marotta. "Songs and Memories for Expanding Vocabulary and Grammar." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6152.

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Book Summary: New Ways in Teaching With Humor explores the whole gamut of possibilities for using humor in English language teaching. Find ideas for beginning to advanced students, 5-minute activitiesto start a class on a humorous note to multiday projects, and silly English puns and jokes to activities for examining controversial social issues. Topics covered include: Humor and Language Development; Wordplay and Puns; Comics and Cartoons; Jokes and Joke Telling; Sitcoms and Movies; Internet Resources and Digital Literacy; and Parody, Satire, and Sarcasm.What all these lessons have in common is that they all use humor to enhance the English learning experience and provide English language learners with the linguistic and cultural knowledge they need to become more proficient users of the language. New Ways in Teaching With Humor not only shows the how of using humor in the English language classroom, but also the why.
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Lindsay, Stuart L. "Reading Chernobyl : psychoanalysis, deconstruction, literature." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21790.

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This thesis explores the psychological trauma of the survivors of the Chernobyl nuclear disaster, which occurred on April 26, 1986. I argue for the emergence from the disaster of three Chernobyl traumas, each of which will be analysed individually – one per chapter. In reading these three traumas of Chernobyl, the thesis draws upon and situates itself at the interface between two primary theoretical perspectives: Freudian psychoanalysis and the deconstructive approach of Jacques Derrida. The first Chernobyl trauma is engendered by the panicked local response to the consequences of the explosion at Chernobyl Reactor Four by the power plant’s staff, the fire fighters whose job it was to extinguish the initial blaze caused by the blast, the inhabitants of nearby towns and villages, and the soldiers involved in the region’s evacuation and radiation decontamination. Most of these people died from radiation poisoning in the days, weeks, months or years after the disaster’s occurrence. The first chapter explores the usefulness and limits of Freudian psychoanalytic readings of local survivors’ testimonies of the disaster, examining in relation to the Chernobyl event Freud’s practice of locating the authentic primal scene or originary traumatic witnessing experience in his subjects’ pasts, as exemplified by his Wolf Man analysis, detailed in his psychoanalytic study ‘On the History of an Infantile Neurosis’ (1918). The testimonies read through this Freudian psychoanalytic lens are constituted by Igor Kostin’s personal account of the disaster’s aftermath, detailed in his book Chernobyl: Confessions of a Reporter (2006), and by Svetlana Alexievich’s interviews with Chernobyl disaster survivors in her book Voices from Chernobyl: The Oral History of a Nuclear Disaster (2006). The second chapter argues that Freudian psychoanalysis only provides a provisional, ultimately fictional origin of Chernobyl trauma. Situating itself in relation to trauma studies, this thesis, progressing from its first to its second chapter, charts the geographical and temporal shift between these first and second traumas, from trauma-as-sudden-event to trauma-as-gradual-process. In the weeks following the initial Chernobyl explosion, which released into the atmosphere a radioactive cloud that blew in a north-westerly direction across Northern Ukraine, Belarus, Latvia, Estonia, Finland and Sweden, symptoms of radiation poisoning slowly emerged in the populations of the abovementioned countries. To analyse the psychological impact of confronting this gradual, international unfolding of trauma – the second trauma of Chernobyl – the second chapter of this thesis explores the critique of the global attempt to archivise, elegise and ultimately understand the Chernobyl disaster in Mario Petrucci’s elegies, compiled in his poetry collection Heavy Water: A Poem for Chernobyl (2006), the horror film Chernobyl Diaries (2012, dir. Bradley Parker), and Adam Roberts’ Science Fiction novel, Yellow Blue Tibia (2009). Analysing the deconstructive approach of Jacques Derrida in these texts – his notions of archive fever, impossible mourning and ethical mourning – this chapter argues that the attempt to interiorise, memorialise and mourn the survivors of the Chernobyl disaster is narcissistic, hubristic and violent in the extreme. It then proposes that Derrida’s notion of ethical mourning, outlined most clearly in his lecture ‘Mnemosyne’ (1984), enables us to situate our emotional sympathy for survivors – who, following Derrida’s lecture, are maintained as permanently exterior and inaccessible to us – in our very inability or failure to comprehend or locate the origin of their Chernobyl traumas. The third and final chapter analyses the third trauma of Chernobyl: the psychological and physiological effects of the disaster on second-generation inhabitants living near the Exclusion Zone erected around the evacuated, cordoned-off and still-radioactive Chernobyl region. These second-generation experiences of living near a sealed-away source of intense radiation are reconstructed in literature and videogaming: in Darragh McKeon’s novel All That Is Solid Melts Into Air (2014), Hamid Ismailov’s novel The Dead Lake (2014) and the videogame S.T.A.L.K.E.R: Shadow of Chernobyl (2007), developed by the company GSC Game World. The analysis of these texts is informed by Nicolas Abraham and Maria Torok’s psychoanalytic theory of the intergenerational phantom: the muteness of a generation’s history which returns to haunt the succeeding generations. This chapter will explore the psychological effects upon second-generation Chernobyl survivors, which result from these survivors’ incorporation or unconscious interiorisation of their parents’ psychologically repressed traumatic Chernobyl experiences, by analysing reconstructions of this process in the abovementioned texts. These parental experiences, echoing the Exclusion Zone as a denied physical space, have been interred in inaccessible psychic crypts. By way of conclusion, the thesis then offers an alternative theory of reading survivors’ Chernobyl trauma. Survivors’ restaging of their Chernobyl witnessing experiences as jokes enables them to cathartically, temporarily abreact their trauma through the laughter that these jokes engender.
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Silva, Ana Lúcia Gomes da. "Histórias de leitura na terceira idade: memórias individuais e coletivas." reponame:Repositório Institucional da UFBA, 2005. http://www.repositorio.ufba.br/ri/handle/ri/11886.

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Este trabalho de pesquisa teve como objeto de estudo as histórias de leitura na 3a idade: memórias individuais e coletivas, cuja problemática delineada foi a investigação da formação leitora desses sujeitos, bem como sua relação com a leitura/manifestações textuais, a partir das reminiscências ambiências de leitura/experiência de vida e testemunho oral. A pesquisa teve como ?locus? o Centro de Convivência do Idoso?Jacobina/BA. A metodologia adotada foi o tipo etnográfico, tendo como fundante os estudos da Antropologia, utilizando como instrumentos de coleta/análise dos dados, entrevistas abertas e/ou aprofundadas, práticas leitoras, como círculo de leitura e contação de história, utilizando, também, fitas VHS e observação-participante, de forma a apreender o máximo possível das memórias, narrativas e fabulações dos sujeitos-leitores envolvidos em diferentes situações analisadas, na perspectiva ?interpretativa? da Análise do Discurso. O resultado do trabalho traz as histórias de leitura da 3a idade jacobinense, suas memórias pessoais, coletivas e oficiais imbricadas, os diferentes efeitos de sentido, bem como, o perfil dos leitores da 3a idade, suas ambiências de leitura e contribuições deste público leitor concreto e singular, para a formação do leitor ativo e includente e seus reflexos na comunidade onde estão inseridos, bem como nas Instituições Escolares/Academias.
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Albuquerque, Simone Formiga. "Práticas de leitura em Cajazeiras PB (1930 a 1950): memórias de ex-professoras." Universidade Federal da Paraí­ba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4947.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The following dissertation aims to characterize the practices of reading in Cajazeiras in the period from 1930 a 1950. To be able to achieve the proposed aim, the reserach is supported on the theoretical-methodological perspective of New Cultural History and adopts as essential methodology the oral history. Therefore, through interviews with three retired teachers, this work tried to reveal their memories on the subject reading. From the interpretation of teacher s narratives emerged relevant informations about the teacher s reading ways, reading materials they read and the meaning of reading to the teachers. Finally, this investigation inserted in the field of memory and the documentary research and literature constitutes an attempt to contribute to the writing of reading history in Cajazeiras.
A presente dissertação tem por objetivo caracterizar práticas de leitura em Cajazeiras no período compreendido entre 1930 a 1950. Para alcançar o intuito proposto, a pesquisa está fundamentada na perspectiva teórico-metodológica da Nova História Cultural e adota como metodologia fundamental a história oral. Assim, por meio de entrevistas realizadas com três professoras aposentadas, procurou-se revelar suas memórias sobre a questão da leitura. A partir da interpretação das narrativas das professoras surgiram informações relevantes sobre seus modos de leitura, que materiais de leitura elas liam e o significado da leitura para as professoras. Finalmente, esta investigação valendo-se do campo da memória e de pesquisa documental e bibliográfica constitui-se numa tentativa de contribuir para a escrita da história da leitura em Cajazeiras.
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Cunha, Liedja Lira da Silva. "Autoria e escrita: uma reflex?o acerca do autorar em mem?rias de leituras de alunos de 9? ano do ensino fundamental." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16231.

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This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer
O presente trabalho traz resultados acerca dos estudos realizados durante a pesquisa de mestrado, na ?rea da Lingu?stica Aplicada, do Programa de P?s-Gradua??o em Estudos da Linguagem - PPgEL, vinculado ? Universidade Federal do Rio Grande do Norte. Abordamos nesta pesquisa a quest?o da autoria, que tem ganhado espa?o cada vez mais relevante nas pesquisas acad?micas, pois o ato de autorar, tendo em vista a quantidade de discursos que circulam socialmente, torna-se cada dia mais question?vel. Entendemos autoria como relacionada a um posicionamento do sujeito que ao assumir responsabilidade, no sentido bakhtiniano, por seu texto, deixa nele seus pontos de vista, ideologias, cren?as e valores, a partir de apropria??o e reestrutura??o do discurso alheio. Esta investiga??o est? metodologicamente inserida numa abordagem qualitativa, de car?ter interpretativista e tem como corpus de an?lise dez produ??es escritas do g?nero discursivo mem?rias de leituras, produzidas por alunos de 9? ano do ensino fundamental. Objetivamos na pesquisa analisar as produ??es escritas dos alunos realizadas em ambiente escolar, visando identificar nesses textos as marcas ou ind?cios de autoria e investigar como se d? a apropria??o e reestrutura??o de vozes alheias no processo de autorar. Adotamos um conceito de linguagem a partir de concep??es bakhitinianas e entendemos o texto numa vis?o Geraldiana. As an?lises realizadas no presente trabalho mostraram que na grande maioria dos textos h? a presen?a marcante de vozes alheias, seja de forma impl?cita e/ou expl?cita. Ou seja, os alunos, para construir seus dizeres, se abarcaram de vozes alheias em formatos diversos, em estilos particulares, quais sejam, por meio do que Bakhtin nomeia como estilo linear e estilo pict?rico. Alguns comprovaram seus dizeres evidenciando seus posicionamentos por meio de cita??es diretas de autores de livros, familiares, professores, nos mostrando que suas vozes est?o repletas de vozes alheias, com as quais aprovam, refutam, analisam, julgam e refletem. Conclu?mos, portanto, que os alunos se constitu?ram como sujeitos-autores de seus textos, pois deixaram marcadas as vozes dos outros de forma presentificada e reestruturada, vozes alheias que n?o soaram como vozes realmente alheias, mas como vozes presentes a partir de uma reestrutura??o discursiva do produtor
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Libka, Darby R. "Reading the Vietnam Veterans Memorial and World War II Memorial in Washington, D.C. Through Multiple Realities." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618415487446912.

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Taipeiro, Daniela Isabel. "Em algum lugar do passado... investigando as relações que professoras alfabetizadoras estabelecem com a leitura a partir de suas memórias." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2435.

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In this paper I analyze the reading memories narratives of six literacy teachers, teaching in Cycle I (1st to 4th years) of the state education network, in the city council of São Carlos, São Paulo state. As theoretical support, I sought input on studies which dealt with history of life, teacher education, memory and narrative, and the history of reading and literacy. Also with the vestigial paradigm support, I look for trails, signs and signals in their narratives that indicate what their relationship with reading are, not only as teachers, but also as readers, from the past to the present. Data analyzed shows that the teachers are readers of a reading repertoire that is restricted to environmental and/or marginal literacy. (Kleiman, 1998). Taking into consideration that they are responsible for the students reading education, it is concluded that these readings marginal and / or environmental not match with the form of reading to them is required to stimulate in students, most prestigious and valued socially. Their reports also show that the reading past experiences recalling exercise allows a reflection on their pedagogical practice. This school life stories recalling has shown that knowledge is not caught in isolation, and it is possible to find out, through these memory returns, some clues that show, for example, the importance of family and school in the literacy process, and these teachers personal reading conceptions. I believe that on understanding how literacy teachers constitute themselves as readers, it may be possible to think of their reading stories as a starting point or a way in to the expansion of their reading repertoire, aiming to a more equitable distribution of the literate knowledge.
No presente trabalho, analiso as narrativas de memórias de leitura de seis professoras alfabetizadoras, atuantes no Ciclo I (1ª a 4ª séries) da rede estadual de ensino, no município de São Carlos. Para me subsidiar teoricamente, busquei aporte em estudos circunscritos à história de vida e formação docente, memória e narrativa, história da leitura e letramento. Tomando por base o paradigma indiciário, busco em suas narrativas pistas, indícios e sinais que permitam compreender como elas se relacionam com a leitura, como professoras e como leitoras, do passado ao presente. Os dados analisados demonstram que as professoras são leitoras de um repertório de leituras restrito ao letramento ambiental e/ou marginal. (Kleiman, 1998). Levando-se em consideração que elas são as responsáveis pela formação de alunos leitores, conclui-se que essas leituras marginais e/ou ambientais não condizem com a forma de leitura que lhes é exigida desenvolver nos alunos, mais prestigiada e valorizada socialmente. Seus relatos revelam, ainda, que o exercício de rememorar experiências passadas de leitura possibilita uma reflexão sobre sua prática pedagógica. Essa rememoração das histórias de vida escolar mostrou que o conhecimento não é apreendido de forma isolada, sendo possível descobrir, nesses retornos à memória, algumas pistas que evidenciam, por exemplo, a importância da família e da escola no letramento e as concepções pessoais de leitura dessas professoras. Acredito que, compreendendo como as professoras alfabetizadoras se constituem como leitoras, seja possível pensar em suas histórias de leitura como ponto de partida ou via de acesso à ampliação de seu repertório de leituras, visando uma distribuição mais equitativa do saber letrado.
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Silva, Lilian Montibeller. "Memorias de leitura : a constituição do leitor escolar." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252650.

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Orientador: Sergio Antonio da Silva Leite
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Mestre em Educação
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Grelz, Karin. "Beyond the noise of time : readings of Marina Tsvetaeva’s memories of childhood." Doctoral thesis, Stockholms universitet, Slaviska institutionen, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-46.

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Although quite a few researchers have pointed to the significance of the childhood theme in Tsvetaeva’s work, no systematic analysis of her work has been done from this perspective. Nor have her childhood reminiscences been treated as a thematically consistent whole, but have rather been read as instances of the poet’s prose in general. The present study examines Marina Tsvetaeva’s memories of childhood in the context of her work and in the context of the cultural and political reality to which these reminiscences refer and in which they were written—i.e., Russia around the turn of the century and the Russian émigré world of 1930–1937. In the introductory investigation of the presence of the childhood theme in Tsvetaeva’s oeuvre, it is found that idealization of the naive, innocent state is a relatively constant feature and that the childhood memories can be read as a culmination of this set of motives. It is also stated that Tsvetaeva’s continuous striving in her poetry away from the world, out of time, is an integral part of the childhood thematics. This tendency is traced, in connection with the childhood theme, to the influence of writers of the late Russian Symbolist movement as well as to Boris Pasternak and Rainer Maria Rilke—all with roots in literary Romanticism. Childhood is moreover found to be something of a key theme that reveals fundamental differences in the relation to memory and language among the authors of Russian modernism. In Tsvetaeva' s case it is shown that her childhood memories contain the romantic essence of her aesthetics. The study also touches upon the symbolic and allegorical dimension of the texts—Tsvetaeva’s “otherspeak” in her prose. It is shown that the central scenes of these texts can be read as illustrations of an artistic and linguistic experience. In this regard the author’s narrative of childhood also appears to have been a suitable medium for articulating controversial aesthetic statements and taking a stand for an historical past and literary tradition that at the time seemed doomed to oblivion.
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Books on the topic "Reading memories"

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Memories of Summer. New York: Farrar Straus Giroux, 2000.

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Ruth, White. Memories of Summer. New York: Farrar Straus Giroux, 2000.

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White, Ruth. Memories of Summer. Thorndike, ME: Thorndike Press, 2001.

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Nagle, Herman R. Altoona memories scrapbook: Light reading & anecdotes. Altoona, Pa: Herman R. Nagle, 2005.

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Nagle, Herman R. Altoona Memories Scrapbook: Light Reading and Anecdotes. 2nd ed. RR6 Box 81- Avalon Road - Altoona, PA 16601: Herman R. Nagle, 2005.

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Carleton, Paul. Memories of Reading Company power, 1833-1976. Dunnellon, Fla. (P.O. Box 1827, Dunnellon 32630): D. Carleton Railbooks, 1985.

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Bernet, Gerard. Colorful memories of Reading's Shamokin Division. Flanders, NJ: RAE Pub., 1999.

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Reading In memoriam. Princeton, N.J: Princeton University, 1985.

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Gates, Henry Louis. Unchained memories: Readings from the slave narratives. Boston, Mass: Bulfinch, 2003.

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Wade, Barbara A. Reading's movie memories: 250th anniversary edition. Newmanstown, PA: B.A. Wade, 1997.

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Book chapters on the topic "Reading memories"

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Benke, Gertraud, and Ruth Wodak. "The discursive construction of individual memories." In Re/reading the past, 115–38. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/dapsac.8.08ben.

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Palmer, Jerry. "Reading Barbusse, Le Feu (Under Fire), in 1916–1917." In Memories from the Frontline, 153–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78051-1_9.

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Garrard, Greg. "Memories of Snow: Nostalgia, Amnesia, Re-Reading." In Memory in the Twenty-First Century, 163–69. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137520586_20.

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Makanda, Arthur P. T. "Reading Dzino: Memories of a Freedom Fighter." In Strategies of Representation in Auto/biography, 78–96. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137340337_6.

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Palmer, Jerry. "Reading Lawrence in 1927: Revolt in the Desert and Seven Pillars of Wisdom." In Memories from the Frontline, 121–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78051-1_7.

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Booth, Allyson. "“Or in memories draped by the beneficent spider”: Webster’s White Devil." In Reading The Waste Land from the Bottom Up, 217–20. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137482846_46.

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Jäntti, Saara, Kirsi Heimonen, Sari Kuuva, Karoliina Maanmieli, and Anu Rissanen. "Engraved in the Body: Ways of Reading Finnish People’s Memories of Mental Hospitals." In Qualitative Research Methods in Mental Health, 219–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65331-6_10.

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Gill, Richard. "A Critical Reading of Poem 95." In In Memoriam by Alfred Tennyson, 72–77. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08909-3_5.

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Haschemi Yekani, Elahe. "Conclusion: Queer Modes of Empathy as an Ethics of the Archive." In Familial Feeling, 273–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58641-6_6.

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AbstractAddressing the boom of memorial events and special exhibitions as well as the establishment of the International Slavery Museum in Liverpool celebrating the bicentennial of the abolition of the slave trade in 2007, the conclusion of Familial Feeling returns to the question of ethics in dealing with the archive of slavery. Reflecting on methodology in literary studies by contrasting surface reading with approaches that foreground negative affects, Haschemi Yekani, via a recourse to Eve Kosofsky Sedgwick’s “reparative” reading, proposes a queering of empathy that should not rest on a celebratory understanding of the past, as trauma overcome, but serve as a foundation of ongoing tension in contemporary narratives of familial feeling and national belonging. For this purpose, Haschemi Yekani examines the 2007 installation Swallow Hard: The Lancaster Dinner Service by artist Lubaina Himid. The author proposes that by engaging with the messy entanglements of marginalised and hegemonic voices in the establishment of Britishness as familial feeling, one can arrive at more complex reading strategies of the literary sources from the historical archive of the early Black Atlantic and the British novel as well as a less congratulatory contemporary memorial culture that seeks British “Greatness” in the past.
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Matthews, Gethin. "Angels, Tanks, and Minerva: Reading the Memorials to the Great War in Welsh Chapels." In The Palgrave Handbook of Artistic and Cultural Responses to War since 1914, 485–510. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96986-2_27.

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Conference papers on the topic "Reading memories"

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Zemlyanskiy, Yury, Joshua Ainslie, Michiel de Jong, Philip Pham, Ilya Eckstein, and Fei Sha. "ReadTwice: Reading Very Large Documents with Memories." In Proceedings of the 2021 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.naacl-main.408.

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Chong Zhang and Tsutomu Yoshihara. "Word error control algorithm through multi-reading for NAND Flash memories." In 2011 IEEE 9th International Conference on ASIC (ASICON 2011). IEEE, 2011. http://dx.doi.org/10.1109/asicon.2011.6157165.

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Smaili, Sami, and Yehia Massoud. "Differential pair sense amplifier for a robust reading scheme for memristor-based memories." In 2013 IEEE International Symposium on Circuits and Systems (ISCAS). IEEE, 2013. http://dx.doi.org/10.1109/iscas.2013.6572186.

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Du, Yajuan, Yao Zhou, Meng Zhang, Wei Liu, and Shengwu Xiong. "Adapting Layer RBERs Variations of 3D Flash Memories via Multi-granularity Progressive LDPC Reading." In DAC '19: The 56th Annual Design Automation Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3316781.3317759.

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Nakatsuji, Makoto, and Sohei Okui. "Answer Generation through Unified Memories over Multiple Passages." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/529.

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Machine reading comprehension methods that gen- erate answers by referring to multiple passages for a question have gained much attention in AI and NLP communities. The current methods, however, do not investigate the relationships among multi- ple passages in the answer generation process, even though topics correlated among the passages may be answer candidates. Our method, called neural answer Generation through Unified Memories over Multiple Passages (GUM-MP), solves this problem as follows. First, it determines which tokens in the passages are matched to the question. In particular, it investigates matches between tokens in positive passages, which are assigned to the question, and those in negative passages, which are not related to the question. Next, it determines which tokens in the passage are matched to other passages assigned to the same question and at the same time it investi- gates the topics in which they are matched. Finally, it encodes the token sequences with the above two matching results into unified memories in the pas- sage encoders and learns the answer sequence by using an encoder-decoder with a multiple-pointer- generator mechanism. As a result, GUM-MP can generate answers by pointing to important tokens present across passages. Evaluations indicate that GUM-MP generates much more accurate results than the current models do.
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De Nardi, Christophe, Romain Desplats, Philippe Perdu, Christophe Guérin, Jean Luc Gauffier, and Thomas B. Amundsen. "Direct Measurements of Charge in Floating Gate Transistor Channels of Flash Memories Using Scanning Capacitance Microscopy." In ISTFA 2006. ASM International, 2006. http://dx.doi.org/10.31399/asm.cp.istfa2006p0086.

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Abstract Failure Analysis has to deal with challenging questions about stored charges in floating gates in Non Volatile Memories (NVM) when reading does not give expected data. Access to this information will help to understand failure mechanisms. A method to measure on-site programmed charges in Flash EEPROM devices is presented. Scanning Capacitance Microscopy (SCM) is used to directly probe the carrier concentration on Floating Gate Transistor (FGT) channels. The methodology permits mapping channels and active regions from the die backside. Transistor charged values (ON/OFF) are measured and localized with a 15 nm resolution. Both preparation and probing methods are discussed. Applications are demonstrated on two different Flash technologies: a two-transistor cell (2T-cell) from Atmel and a one-transistor cell (1T-cell) from STMicroelectronics.
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Magano Marques, Cleiton, Cristina Meinhardt, Paulo Francisco Butzen, and Roberto Borba Almeida. "Avaliação dos Efeitos de Radiação em Células Sram." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p382-388.

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The constant reduction in the dimensions of the integrated devices, has enabled great advances in the performance of computer systems. Modern systems operate at the GHz frequency and have integrated memories at the level of the CPU chip. However, this progress has been accompanied by several challenges. One of the main points is the integrity of the memory circuits in conditions of interaction with the external environment, that is, to keep the memory cells operating correctly during the operations of write, read and while storing a value. The robustness of SRAM memories is related to the ability of not change the stored value in the occurrence of fault. Currently, the collision of particles, previously restricted to space environments or hostile to radiation, begins to affect the behavior of integrated circuits, even at the grounded level. Considering that SRAMs performance is directly linked to the performance of computer systems, evaluating the effects of these strikes on this type of memory is extremely important. In this work, four topologies of SRAM cells are analyzed: 6T, 8T, 9T and 8T-SER. All were designed using 16nm CMOS predictive technology model. For each cell, the delay times, energy consumption, noise tolerance and radiation robustness were observed. These characteristics were evaluated for the three operating states of SRAM, that is, in the reading, writing and storage operation. Cell 8T showed the shortest writing delay and lowest energy consumption, while cell 6T showed the shortest reading delay. The 8T-SER cell, showed the highest tolerance in all noise margins and greater robustness to the radiation effects.
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Toledano-Luque, M., R. Degraeve, B. Kaczer, B. Tang, Ph J. Roussel, P. Weckx, J. Franco, et al. "Quantitative and predictive model of reading current variability in deeply scaled vertical poly-Si channel for 3D memories." In 2012 IEEE International Electron Devices Meeting (IEDM). IEEE, 2012. http://dx.doi.org/10.1109/iedm.2012.6479009.

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Thomas, Philippe. "Narrative therapeutic approach in the care for patients with dementia and psychosis." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.17.

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Dementia and psychosis can arise from a trauma in patients’ life history. Behavioral difficulties of the afflicted individual can lead to bad memories triggered by an event or an encounter. Attempts to bring such patients back to reality can destroy their awareness of the self and the world. A narrative therapeutic approach can help them reconstruct their life story and enhance their sense of wellbeing. With dementia, it is necessary to open the book of the afflicted individual’s life at the right page in order to help them get back to reading it in the present. With psychosis, stories must be detached from the personal life history and from reality. An empathetic therapist allows the patient to bypass the obstacles to link their fictional and real life and to recover the necessary minimum of self.awareness.
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Besedina, Elena. "Memorial Plaque Text: Cognition, Communication, Multimodality." In Philological Readings. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.02.10.

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