title: Memories of who we are: A preliminary identification of autobiographical memory functions in recall of authentic and inauthentic events

authors: Sutton, Anna

abstract: The story of who we are is central to our sense of authenticity and this story is constructed from our autobiographical memories. Yet we know surprisingly little about the functions that autobiographical memories of being authentic serve. This study provides a preliminary examination of the self, social and directive functions used in autobiographical memories of being authentic and inauthentic. Participants recalled times they felt they had been authentic or inauthentic at work. Analyses revealed that the self and directive functions were significantly more prevalent than the social function. In addition, authentic memories were most strongly associated with the self function while inauthentic memories were more likely to be used for the directive function. This may indicate that recall of an authentic experience serves to support one’s current self-identity, while recall of an inauthentic experience provides an opportunity to direct future behaviour towards a more authentic response. This study provides some of the first evidence for how autobiographical memories of being authentic or inauthentic may function in developing a coherent story of self that is needed for a sense of authenticity.

text: Memories of who we are: A preliminary identification of autobiographical memory functions in recall of authentic and inauthentic events The story of who we are is central to our sense of authenticity and this story is constructed from our autobiographical memories. Yet we know surprisingly little about the functions that autobiographical memories of being authentic serve. This study provides a preliminary examination of the self, social and directive functions used in autobiographical memories of being authentic and inauthentic. Participants recalled times they felt they had been authentic or inauthentic at work. Analyses revealed that the self and directive functions were significantly more prevalent than the social function. In addition, authentic memories were most strongly associated with the self function while inauthentic memories were more likely to be used for the directive function. This may indicate that recall of an authentic experience serves to support one’s current self-identity, while recall of an inauthentic experience provides an opportunity to direct future behaviour towards a more authentic response. This study provides some of the first evidence for how autobiographical memories of being authentic or inauthentic may function in developing a coherent story of self that is needed for a sense of authenticity.

year: 2021

title: Sequencing the New Zealand dawn chorus: can song playback alter the timing of song initiation?

authors: MacDougall, Mark

subjects: Dawn chorus

abstract: The dawn chorus of songbirds is a behavioural phenomenon occurring prior to sunrise; birds of many different species sing simultaneously at rapid rates. Avian physiology, social behaviours and local environment all influence the onset of dawn song. The influence of social cues on dawn chorus singing is poorly delineated relative to the effect of environmental or physiological factors; in particular, our knowledge of the role of heterospecific cues is limited. In this study, I aimed to determine if New Zealand songbirds would chorus in a distinct order, like those seen in other countries. I investigated whether the timing of song onset relative to sunrise would change as the breeding season progressed. I also assessed if conspecific and heterospecific acoustic cues influence a species’ start time. Finally, I explored the influence of acoustic cues from an early singer, the Tui (Prosthemadera novaeseelandiae) and a late singer, the Riroriro (Grey Warbler; Gerygone igata) on start time. I recorded the dawn chorus at nine sites at the Maungatautari reserve between September and November 2016, using arrays of time-synchronised autonomous recording devices. I broadcast different playback stimuli at three arrays per morning; an early singer, a late singer, and noise.  My results suggest that New Zealand dawn choruses follow an order and that the timing of chorus start time changes over time as the breeding season progresses. Tui began singing earliest, and their start time shifted much earlier as the breeding season progressed. Most species joined the chorus in a highly interchangeable order within the same 12 minute window, while Pōpokatea (Whitehead; Mohoua albicilla) sang last. Start time was not found to shift in response to any playback stimuli for any species. The onset of Tui or Riroriro song is unlikely to be used as a cue by either con- or heterospecific neighbours to initiate their own dawn song.

text: Sequencing the New Zealand dawn chorus: can song playback alter the timing of song initiation? The dawn chorus of songbirds is a behavioural phenomenon occurring prior to sunrise; birds of many different species sing simultaneously at rapid rates. Avian physiology, social behaviours and local environment all influence the onset of dawn song. The influence of social cues on dawn chorus singing is poorly delineated relative to the effect of environmental or physiological factors; in particular, our knowledge of the role of heterospecific cues is limited. In this study, I aimed to determine if New Zealand songbirds would chorus in a distinct order, like those seen in other countries. I investigated whether the timing of song onset relative to sunrise would change as the breeding season progressed. I also assessed if conspecific and heterospecific acoustic cues influence a species’ start time. Finally, I explored the influence of acoustic cues from an early singer, the Tui (Prosthemadera novaeseelandiae) and a late singer, the Riroriro (Grey Warbler; Gerygone igata) on start time. I recorded the dawn chorus at nine sites at the Maungatautari reserve between September and November 2016, using arrays of time-synchronised autonomous recording devices. I broadcast different playback stimuli at three arrays per morning; an early singer, a late singer, and noise.  My results suggest that New Zealand dawn choruses follow an order and that the timing of chorus start time changes over time as the breeding season progresses. Tui began singing earliest, and their start time shifted much earlier as the breeding season progressed. Most species joined the chorus in a highly interchangeable order within the same 12 minute window, while Pōpokatea (Whitehead; Mohoua albicilla) sang last. Start time was not found to shift in response to any playback stimuli for any species. The onset of Tui or Riroriro song is unlikely to be used as a cue by either con- or heterospecific neighbours to initiate their own dawn song.

year: 2017

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28