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… … … S T N E M E G D E L W O N K C
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A Backgroundoft heStudy ... .. .
B ProblemFormulaiton ... .
C Objecitve soft heStudy ……….... .
D Benefti soft heStudy... .
E De ifniitono fTerms... 1 5 5 5 6
E R U T A R E T I L D E T L A E R F O W E I V E R . I I R E T P A H
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ii x .
2 Characte r………... .
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b Kind so fCharacte r……… .
3 Characteirzaiton………...………. .
a Deifniiton……….. .
b Methodo fCharacteirzaiton……… .. .
4 Theoryo fPersonaltiy……….……….. .
a Deifniiton……….. .
b FactorsI n lfuencingSomeone’ sPersonaltiy………. .
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S I S Y L A N A . V I R E T P A H
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B Ch irstopheBoone’ sLfieExpeirences ... .... ... .. .
C Ch irstophe rBoone’ sBehavio ratfe rUndergoingt heExpeirences. .. 7 2
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N O I S U L C N O C . V R E T P A H
C ANDSUGGESTIONS 59
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B Suggesiton s ... .... .
1 Suggesitonsf ort heFutureResearche r………... .. .
2Suggesitonsf o rTeachingI mplementaiton……..………...
59 2 6
2 6
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S E C I D N E P P
1
I R E T P A H C
N O I T C U D O R T N I
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r e h w t u o b a e r a s t c a f e h T . e fi l s i h f o s t c a f l a e
r exaclty hi sMother si ,wha tshe i s doing ,hi sparents’r elaitonshipandt heactua ldog’ smurdere rhimsefl .Thenove lo f
e h t n i g o D e h t f o t n e d i c n I s u o i r u C e h
T Night-Time tisel f i s Ch irstopher’ s b
n e tt ir w h c i h w l o o h c s t a t n e m n g i s s
a yhimsefl .Ch irstopher’ smentor ,Siobhan ask s n a h b o i S , y ti v it c a g n it ir w s i h t g n i o d y B . e fi l y li a d s i h f o y r a i d a e ti r w o t m i h
n a c r e h p o t s ir h C . t n e m t a e rt s ’ m s it u a f o d n i k a s a s e v e il e
b learn to conrto lhi s
y ti v it c a g n it ir w h g u o r h t n o it o m
e .Thi sacitvtiy also make sCh irstophe ri sable to .
t h g i N e h t n i g o D e h t f o t n e d i c n I s u o i r u C e h
T -Time i sCh irstopher’ sdaliy .
e fi l f o l a n r u o
j Hewrtie shi sdaliy acitv tiy combined wtih t hescienit ifcf act she si d
e t s e r e t n
i i .n Fo rexample ,when he wrtie sabou thi smother ,he may surp irsingly d
d
a informaiton about t hefrog mo traltiy formula ,and how i tworks .Reader scan w
e i v f o t n i o p d i v i v e h t e e s y lr a e l
c o fanauitsitct hroughCh irstopher’ swiritng . e h t , e n o o B r e h p o t s ir h C , c it s it u a n a f o r e t c a r a h c e h t f o t n e m p o l e v e d e h T
f o r e t c a r a h c n i a
m The Curiou sInciden to fThe dog in the Night-Time w irtten by ,r
e p a p s i h t n i n o d d a H k r a
M si analyzed by the researcher using the theory o f .
y g o l o h c y s p f o e s r u o c e h t n i m s it u a d n a y ti l a n o s r e p
.
B ProblemFormula iton
.
1 H sowi Ch irstophe rBoonecharacteirzedi nt hebeginningoft henovel? .
2 Howdoe sCh irstophe rBoone’ sa sanauitsitcdevelophi spersonaltiy? .
3 W hataret hesigni ifcan tchange soft heCh irstophe rBoone’ spersonaltiy ?
s e c n e ir e p x e e fi l s i h g n i o g r e d n u r e tf a
.
C Objecitve so fTheStudy
s ’l e v o n e h t f o r e t c a r a h c e h t w o h w o n k o t e r a y d u t s s i h t f o s e v it c e j b o e h T
. s p o l e v e d , e n o o B r e h p o t s ir h C , t s i n o g a t o r
p Moreove,r t hi sstudy i ntendst o analyze .s e c n e ir e p x e e m o s h ti w s l a e d e h r e tf a y ti l a n o s r e p s ’ r e h p o t s ir h C n i s e g n a h c e h t
.
D Benefti so fTheStudy
r o f s i y d u t s e h t f o t if e n e b e h t , t s ri F . y d u t s e h t f o s ti f e n e b e m o s e r a e r e h T
r e h c r a e s e r e h T . m a r g o r P y d u t S n o it a c u d E h s il g n E f o s t n e d u t
c it s it u a e v a h y e h t n e h w e g d e l w o n k r i e h t r o f y ll a i c e p s e y d u t s r i e h t o t e t u b ir t n o c l li w
n i e g d e l w o n k e v i g l li w t i t a h t s e p o h r e h c r a e s e r e h T . s t n e d u t s r i e h t s a n e r d li h c
.r e tt e b n e r d li h c c it s it u a e h t g n i d n a t s r e d n u
e h t r o f s i ti , d n o c e
S futurer esearcher swhowli lstudy aboutt hesamenove l n i e c r u o s e r g n it r o p p u s e b n a c y d u t s s i h t t a h t s e p o h r e h c r a e s e r t n e s e r p e h t , c i p o t r o
n a c y d u t s s i h t t a h t s e p o h r e h c r a e s e r e h t ,s r e d a e r r o f y ll a n i F . y d u t s r i e h t g n it e l p m o c
it u a n o e v it c e p s r e p e r o m e v i
g sitcchlidren.
.
E De ifniitono fTerms
s m r e t t n a tr o p m i s e n if e d r e h c r a e s e r e h t ,s n o it a t e r p r e t n i s i m d i o v a o t r e d r o n I
. y d u t s s i h t t u o h g u o r h t d e s u e r a t a h t
.
1 Based on Gregory J .Feis t(2006) ,Personaltiy i sa pattern o frelaitvely h
c e u q i n u d n a s ti a rt t n e n a m r e
p aracteirsitc stha tgive both consistency and y
ti l a n o s r e p , y d u t s s i h t n I . r o i v a h e b s ’ n o s r e p o t y ti l a u d i v i d n
i i san effo tr t o
n a m u h p l e h l li w t a h t r o i v a h e b d n a , s g n il e e f , g n i k n i h t n a m u h e z i n a g r o
i t n e r e f fi d d n a y a w e m o s n i e k il a e r a y e h t e m o s y h w s d n a t s r e d n
u n
) 5 4 . p (. s r e h t o
.
2 Robledo and Ham-Kucharsk i (2005 ) say that auitsm i s a neurologica l t
s e fi n a m y ll a u s u t a h t r e d r o s i
d s tisel fealryi nt het oddler syear .sI t hamper sa d n a , y ll a i c o s s r e h t o h ti w t c a r e t n i , e t a c i n u m m o c o t w o h n r a e l o t y ti li b a d li h c
e g l u d n
i ini maginaitveplay.
.
g n i e b r o g n i p o l e v e d f o s s e c o r p r o n o it c a e h t s i t n e m p o l e v e d t a h t s e t a t s o s l a
I . ) 8 1 3 . p ( d e p o l e v e
d n thi sstudy ,developmen tmean sthe main character’ s .
e fi l n i n o it a u ti s d n a e m it e h t g n o l a g n i p o l e v e d s i t a h t y ti l a n o s r e p
.
4 Hu lrock (1973 ) say s that personaltiy developmen t mean s the way i s n o p s e r e r a t a h t s r o t c a f e h t n o d e s a b s p o l e v e d d n a s e g n a h c y ti l a n o s r e
p ble
e h t t a h t s n a e m t I . ) 3 6 4 . p ( e fi l s ’ e n o e m o s t c e f f a l li w t a h t s e g n a h c r o f
e h t o t s c it s ir e t c a r a h c s ’ e n o e m o s f o s e g n a h c e h t s i t n e m p o l e v e d y ti l a n o s r e p
8
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s tr a p o w t f o s t s i s n o c r e t p a h c s i h
T .They are review o frelated theo ire sand k
r o w e m a r f l a c it e r o e h
t .The fris tpa tr ,present s c iritca lapproaches , character ,and e
d u l c n i n o it a z ir e t c a r a h
c de ifniiton and method sand characte irzaiton .The second par t r
w e h t , e r e H . k r o w e m a r f l a c it e r o e h t s t n e s e r
p tie rwli ldesc irbe the cont irbuiton o fthe .
y d u t s e h t f o s m e l b o r p e h t g n i v l o s n i s e ir o e h t
l a c it e r o e h T .
A Descrip iton
s e h c a o r p p A l a c it i r C . 1
r e h c r a e s e r a , l e v o n a g n i z y l a n a n
I need sc ir itca lapproache . s I ti sneeded to a
e s e r e h t f o y ti v it c e j b u s e h t d i o v
a rcher i n he rstudy. Rohberge rand Woods state t ha t l
e v o n a e z y l a n a o t d e s u e b n a c t a h t s e h c a o r p p a e v if e r a e r e h
t 6( -15) .Fris ti sthe o
f rmails tapproach.I tconcenrtate sont het otal i ntegrtiyoft hel tierarywork .Secondi s s
i h T . h c a o r p p a l a c i h p a r g o i b e h
t approach focuse son the impo trance o fthe author’ s l
a r u tl u c o i c o s e h t s i d ri h T . e fi l l a n o s r e p d n a s a e d
i -histo irca lapproach .Thi sapproach e
b ir c s e
d s the social ,cutlura land histo irca lbackground a sthe references .The nex t o
h t y m e h t s i h c a o r p p
a poeic approach .I tattempt sto discove rparitcula rpattern so f t s a l e h T . d n i m y ti n u m m o c n i a tr e c o t f e il e b l a s r e v i n u e m a s a d e r a h s t a h t t h g u o h t n a m u h
e h t s
i psychologica lapproach .Thi sapproach i salso used to analyze the pattern o f n
a m u
h personaltiy and behavior . Throughou t the psychologica l approach , the y
l p e e d r o i v a h e b d n a y ti l a n o s r e p , t h g u o h t s ’ r e t c a r a h c e h t e z y l a n a n a c r e h c r a e s e
r e t c a r a h C . 2
.
a De ifni iton
. l e v o n a f o y r o t s a n i e l o r t n a tr o p m i n a y a l p s r e t c a r a h
C When we talk abou t a
y a s y l n o t o n n a c e w , s r e t c a r a h
c bou tcharacter’ sphysica lappearance ,bu talso the s
i h T . e r u g if e h t s l a e v e r t a h t y ti l a n o s r e
p Accordingt o Abram(1981) ,character sare t he e h t y b d e t e r p r e t n i e r a h c i h w , k r o w e v it a r r a n r o c it a m a r d a n i d e t n e s e r p t a h t s n o s r e p
r o m h ti w d e w o d n e g n i e b s a r e d a e
r al ,disposiitonal ,and emoitona lquailite stha tare y
a s y e h t t a h w n i d e s s e r p x
e – dialogue – and what t heydo – inac iton( p.23 .)I tmean s n
a c s r e d a e r e h t ,t a h
t interpre tacharacteri nas toryt hrought hei rconversaiton ,andt hei r c
r i e h t h g u o r h T . y ti v it c
a onversaiton and ac t in the story ,the reader s know the .s
r e t c a r a h c e h t f o l a r o m d n a l a n o it i s o p s i d , l a n o it o m e
.
b Kind so fCharacter
r e t s o
F (1974 )states t hat t here are t wo kind so fcharacters in a nove,l t hey are (
r e t c a r a h c d n u o r d n a t a
lf p.51) .A lfa tcharacter i sstaitc anddoe sno tdevelop ,whlie a .
s e it il a u q d n a s ti a rt y n a m s t n e s e r p e r d n a x e l p m o c s i r e t c a r a h c d n u o r
e l k n e
H (1977 )sayst ha tcharacter scanalsobedividedbasedont heprominence n
u f d n
a citon: majo rand secondary characters (p.87-100) .He explain stha tmajo r y r a d n o c e s e h T . s r e t c a r a h c r e h t o d n a s r e d a e r e h t m o r f n o it n e tt a e h t e v r e s e d s r e t c a r a h c
. s n o it c n u f d e ti m il e r o m m r o fr e p s r e t c a r a h
c He also say s the character s can be n
o m r a H d n a n a m l o H . t s i n o g a t n a d n a t s i n o g a t o r
p (1986 )state t hatt he antagonist i s t he (
t s i n o g a t o r p e h t s e s o p p o y lt c e ri d o h w e n
e d a e r e h t t s il n e o t y ti li b a d n a y a l p e h t n i e c n a tr o p m i f o s m r e t n i h t o b e r u g if g n i d a e
l rs ’
.) 0 0 4 . p ( y h t a p m y s d n a t s e r e t n i
n o it a z i r e t c a r a h C . 3
n o it i n if e D . a
Rohberge randWoods( 1971)statet ha tcharacte irzaitoni st heproces sbywhich a
e r c r o h t u a n
a te sthe character ,a paritcula rtype o fperson (p.180) .Murphy (1972 ) e h t d n a s r e t c a r a h c e h t y e v n o c o t r o h t u a n a f o y a w e h t s i n o it a z ir e t c a r a h c t a h t s e t a t s
l a n o s r e
p iite snaturally so t hat t he reade rgets t o know and understand t he characters . o t r o h t u a e h t s p l e h t i e c n i s r o h t u a e h t y b d e d e e n s i k r o w y r a r e ti l a n i n o it a z ir e t c a r a h C
r e i s a e y r o t s e h t d n a t s r e d n u l li w r e d a e r e h t d n a s r e t c a r a h c e h t y b y r o t s e h t y e v n o c
6 1 . p
( 1) . Fu trhermore ,the autho ruse sthe characte irzaiton to guide the reade rto a n i d a e r y e h t t a h t y r o t s e h t t e r p r e t n i o t n o it a t e r p r e t n i n w o r i e h t e s u d n a d n a t s r e d n u
H . l e v o
n olmanandHarmon( 1986)s tatetha tcharacte irza itoni saproces so fcreaitngan e
r n
u a lperson(p.81- )8 . 2
n o it a z i r e t c a r a h C d n a s d o h t e M . b
s e t a t s ) 2 7 9 1 ( y h p r u
M tha t there are nine way s to make character s s
r e d a e r e h t r o f e v il a e m o c d n a e l b a d n a t s r e d n
u (p.161-172) . Fris t i s persona l e
h t t u o b a s li a t e d w a r d y a m r o h t u a e h t , e r e H . n o it p ir c s e
d characters ’appearance ,fo r h
e l p m a x
e owt he character sare buitl ,hi so rhe rskin color ,hari ,hand ,eye sand soon . n
a c r o h t u a e h t t a h t s n a e m t I . r e h t o n a y b n e e s s a r e t c a r a h c s i d n o c e
S be desc irbed e
r e h T . r e t c a r a h c r e h t o n a f o s n o i n i p o d n a s e y e e h t h g u o r h
e h t y b y ti l a n o s r e p e h t w o n k y a m s r e d a e r e h T . r e t c a r a h c e h t n o t n e m g d u j d n a n o i n i p o
c a r a h c e h t g n i d n a t s r e d n u n i y a w d ri h t e h t s i t n e m e t a t s r o n o i n i p o s r e t c a r a h
c te rin a y
a w h tr u o f e h T . y r o t
s i spast l fie .In past l fie, t he autho rmay give driec tor i nd riec t t
h g u o h t s ’ n o s r e p e h t h g u o r h t t n e m m o
c .The if tfh i sconversaiton o f others .The s i h t x i S . r e h r o m i h t u o b a y a s r o k n i h t e l p o e p t a h w y b d e z y l a n a e b n a c s r e t c a r a h c
it t e l y b r e t c a r a h c s ’ n o s r e p a o t e u l c a s e r a h s r o h t u a e h T . n o it c a e
r ng t he reade rknow ir
a v o t s t c a e r n o s r e p t a h t w o
h ouss tiuaitonandevents .Nexti sdriec tcomment .Here the e h t n i y lt c e ri d r e t c a r a h c e h t f o n o it p ir c s e d r o t n e m m o c l a n o s r e p r e h r o s i h s e v i g r o h t u a
. y r o t
s Nex tstep i s t hought .The autho rexpresses t he character’s t hought i n t he story . n
i s e o g t a h w e z y l a n a n a c s r e d a e r e h t ,t h g u o h t s ’ r e t c a r a h c e h t g n i w o n k y
B hi so rhe r t
s a l e h T . d n i
m i smanne irsm. Theautho rcani llusrtate aperson’ smanne irsm ,habi to r h
t e m o s s r e d a e r e h t ll e t o s l a y a m h c i h w r o i v a h e b f o s e d o
m ingaboutt hecharacter .
y ti l a n o s r e P f o y r o e h T . 4
n o it i n if e D . a
s i tI . y ti l a n o s r e p n w o r e h r o s i h s a h e h s r o e H . e u q i n u s i n a m u h e l g n i s y r e v E
e s e h T . r o i v a h e b d n a g n il e e f ,t h g u o h t c it s ir e t c a r a h c t n e r e f fi d e v a h m e h t f o h t o b e s u a c e b
, t h g u o h t c it s ir e t c a r a h
c fee ilngandbehavio rmakea dynamicpsychologypattern called t a h t m e t s y s y g o l o h c y s p f o n o it a z i n a g r o c i m a n y d s i y ti l a n o s r e p s ’ n a m u H . y ti l a n o s r e p
y ti l a n o s r e p t a h t s e t a t s ) 3 7 9 1 ( k c o lr u H . t h g u o h t d n a r o i v a h e b , c it s ir e t c a r a h c s e n i m r e t e d
d r o w n it a L a m o r f s e m o
g n u J y b d e n i a l p x e s i t n e m p o l e v e d y ti l a n o s r e p f o y r o e h t r e h t o e h
T (1972) ,who n i e t a n i m l u c t a h t s e g a t s f o s e ir e s a h g u o r h t s p o l e v e d y ti l a n o s r e p t a h t s e v e il e b
fl e s r o , n o it a u d i v i d n
i -reailzaiton .Jung group sthe stage so flfie into fou rgenera l e r a y e h T . d o ir e p s i h t n i s e g a t s b u s e e r h t e r a e r e h T . d o o h d li h c s i d o ir e p t s ri f e h T . s d o ir e p
d n a c it o a h c y b d e z ir e t c a r a h c s i e s a h p c i h c r a n A . c it s il a u d e h t d n a , c i h c r a n o m , c i h c r a n a
.s s e n s u o i c s n o c c i d a r o p
s The monarchic phase o fchlidhood i scharacte irzed by the e r e h w , g n i k n i h t l a b r e v d n a l a c i g o l f o g n i n n i g e b e h t y b d n a o g e e h t f o t n e m p o l e v e d
s i o g e e h t n e h w s i d o o h d li h c f o e s a h p c it s il a u d e h T . y l e v it c e j b o s e v l e s m e h t e e s n e r d li h c
e v it c e j b o e h t o t n i d e d i v i
d and subjecitve .Chlidren att hi sphase cansee t hemselve sa s .s
l a u d i v i d n i e t a r a p e s s a e c n e t s i x e r i e h t f o e r a w a e r a d n a n o s r e p t s ri f e h t
h t u o y s i d o ir e p d n o c e s e h
T .Thisi st hepe irodf romt hepube tryunit lmiddlel fie g
n u J o t g n i d r o c c A . n a m a f
o (1972) ,youth is ,o rshould be a pe irod o fincreased y
ti v it c
a matu irng sexualtiy ,growing consciousness ,and recogniiton t hat t he problem s n i g e b e s a h p s i h T . e fi l e l d d i m s i d o ir e p t x e n e h T . r e v e r o f e n o g s i d o o h d li h c f o a r e e e r f
b d e n g i s , 0 4 r o 5 3 e g a y l e t a m i x o r p p a t
a y t he i ncreasing anxiety ,middle l fie i salso a s u o i g il e r e r u t a m a s e v l o v n i n e tf o s i e s a h p s i h T . l a it n e t o p s u o d n e m e rt f o d o ir e p
e h t o t e m o c e w , y ll a n i F . h t a e d r e tf a e fi l f o t r o s e m o s n i f e il e b y ll a i c e p s e , n o it a t n e ir o
s i h T . e g a d l o d e ll a c h c i h w d o ir e p t s a
l phase mainly involve sunconsciou satttiude s (
e fi l f o y h p o s o li h p l u f g n i n a e m a g n i d n if d n a h t a e d s d r a w o
t p.121 .)
m s it u A f o y r o e h T . 5
: w o ll o f
.
1 Aprofoundwtihdrawa lo fcontactf romothe rpeople( “aloneness” ;) .
2 Faliuret ousel anguagef o rcommunicaiton; .
3 Obsessivemaintenanceoft hes tatu squo—“sameness”—int heenvrionmen;t .
4 Skilli n ifnemoto rmovements ,especiallywtihr egardt oobjects ;asopposed t o ;
e l p o e p h ti w l a e d o t y ti li b a n i .
5 Veryhighcogniitvepotenita la smanfiestedby“islets”o fperformance.
r i e h T . n o it a d a r g e d n o it a c i n u m m o c r i e h t m o r f r e f f u s s c it s it u a , e v o b a n e tt ir w s A
m u h l a m r o n f o e s o h t n a h t r e w o l s n r o b e r a s ll i k s n o it a c i n u m m o
c an’s . tIi sbecause t hey a h g u o r h t s g n il e e f r i e h t s s e r p x e y l n o m m o c s c it s it u A . n i a r b r i e h t n i n o it p u r s i d a e v a h
n e v e d n a , e p a h s , ll e m s , r o l o c s ti y b y lt c e ri d g n i h t a n i a l p x e y e h T . y a w e v it p ir c s e d y r e v
i ti t u b , e g n a rt s t i d n if y ll a u s u n a m u h l a m r o N . n o it i s o
p s t he commonway f o rauitsitc s l a m r o n a n i k a e p s d n a e l p o e p f o p u o r g a h ti w g n i k r o W . s a e d i ri e h t g n it a c i n u m m o c n i
. m s it u a h ti w n e r d li h c r o f y s a e t o n e r a ) g n i k a e p s f o y a w ( e g a u g n a l
n e tt ir w s a , c it s ir e t c a r a h c m s it u a f o t n e m e r u s a e m c if it n e i c s a o s l a s i e r e h
T by k
o o b s i h n i ) 6 0 0 2 ( y e n r a e
K Casebooki nChlidBehavio rDisorder s3rdediiton: e h t g n i d u l c n i , d e n g i s e d n e e b o s l a e v a h m s it u a o t c if i c e p s e r o m e r a t a h t s e r u s a e M “
, d n o m l A & , k c ir k A , g g u r K ( g n i n n a l P l a n o it a c u d E r o f t n e m u rt s n I g n i n e e r c S m s it u A
i h C d n a ) 5 9 9
1 ldhood Auitsm Raitng Scale (Scopler ,Reichler ,& Renner ,1988) . e
l p m a
S sub tiemsfromt hel atteri nclude .
1 Relaitngt opeople :Thechlid i sconsistenltyaloo fo runawareo fwhat t he adul t h
ti w t c a t n o c s e t a it i n i r o s d n o p s e r r e v e n t s o m l a e h s r o e H . g n i o d s
.t c e f f e y n a e v a h n o it n e tt a s ’ d li h c e h t t e g o t s t p m e tt a t n e t s i s r e p t s o m e h t y l n O .
2 Body use :Behaviors t ha tareclea lrysrtange o runusualf o ra chlidof t hi sage , g n ir u t s o p y d o b r o r e g n if r a il u c e p , s t n e m e v o m r e g n if e g n a rt s e d u l c n i y a m
g n it r a t
s o rpicking a tthe body ,sefl-driected aggression ,rocking ,spinning , r
e g n
if -wiggilng ,ort oe-walking. .
3 Adaptaitont ochange :Thechlidshow sseverer eacitons t ochange.I fa change s e r d n a e v it a r e p o o c n u r o y r g n a y l e m e rt x e e m o c e b y a m e h s r o e h , d e c r o f s
i pond .s
m u rt n a t h ti w .
4 Verba lcommunicaiton :Meaningfu lspeech i sno tused .The chlid may make l
a m i n a r o d ri e w , s l a e u q s e li t n a f n
i -ilke sounds ,complex noise sapproximaitng r o s d r o w e l b a z i n g o c e r e m o s r o e s u e r r a z i b , t n e t s i s r e p w o h s y a m r o , h c e e p s
.s e s a r h p
5. Nonverba lcommunicaiton :The chlid only use sbizarre o rpecuila rgesture s s g n i n a e m e h t f o s s e n e r a w a o n s w o h s d n a , g n i n a e m t n e r a p p a o n e v a h h c i h w
.) 0 4 1 . p ( ” s r e h t o f o s n o i s s e r p x e l a i c a f r o s e r u t s e g e h t h ti w d e t a i c o s s a
n e r d li h c , ) 6 0 0 2 ( y e n r a e K o t g n i d r o c c
A wtih auitsm usua lly show some fl
e s e b y a m t a h t , s m e l b o r p l a r o i v a h e b r i e h t n i s n o it a c i d n
i -injury ,hype raggression y e h t fi y ll a i c e p s e d e z i n g o c e r y li s a e e b n a c r o i v a h e b r i e h T . n o o s d n a , s r e h t o s d r a w o t
e l g n i m o t e l b a t o n e r a s c it s it u A . d w o r c a n i d e c a l p e r
a in society and do acitvtiy i n a s i t i d n a , c il b u p n i n w o h s s e m it e m o s s i s t c e j b o e m o s h ti w y t e i x n a r i e h T . p u o r g
s a h c u s s g n i h t e g n a rt s o d o t e k il y ll a u s u s c it s it u A . e l p o e p l a m r o n r o f g n i b r u t s i d
e h t n e h w g n i h t y n a g n it a e n e v e d n a , g n i m a e r c s , g n i n a o r g , g n i n a o
n e h w e l p m a x e r o f ,s g n il e e f n a m u h d n a t s r e d n u t o n n a c e H . e c n e g il l e t n i t a e r g y r e v a h ti w
i
h sfathe rc ire sbecause o fCh irstopher’ sbad atttiude ,hi smothe rget ssrtes swhen e r u t u f r e h d n a e fi l t s a p r e h t u o b a g n il e e f s ’ r e h t o m s i h d n a t s r e d n u t o n n a c r e h p o t s ir h C
e fi
l .He desc irbe si ta s t‘ear scoming ou tfrom hi seyes’ .A sthe itme goe sby , p
o t s ir h
C he rfaces new condiiton ,where he mus tbe able t o communicate wtih others . m s it u a , e r e H . n o it a m r o f n i t e g o t s t n a w e h e s u a c e b s r e h t o h ti w e t a c i n u m m o c o t s e ir t e H
t o n s i r e h p o t s ir h C r o f e r u
c onlyby ascienit ifc waybu talsobya lfieexpe irencei n t he e
i c o s t y.
s ’ r e h p o t s ir h C , y r o t s e h t n
I personaltiy i sdeveloped by the society .Hi slfie n
o it i d n o
c forces him to be able to communicate wtih others .Hi ssurrounding steach .
s e l u r s ’ y t e i c o s e h t w o ll o f o t e l b a e b o t m i
h The fris t step begin s by a shotr n
o it a s r e v n o
c between Ch irstophe r Boone and Mrs . Alexander . Thi s conversaiton ,
e r o m r e h tr u F . n e d r a g e h t n i t a h c e v i s n e t n i e r o m a n i s e u n it n o
c Ch irstophe rt ire sto t u o b a n o it a m r o f n i e m o s n i a g o t r e d r o n i e l p o e p r e h t o h ti w s n o it a s r e v n o c e m o s s d li u b
. r e r e d r u m s ’ n o t g n il l e
W Ch irstopher’ sjourney from Swindon to London also make s g n i c a f r e tf A . s r o i v a h e b d n a g n il e e f e g n a rt s s i h t s n i a g a t h g if o t d r a h s e ir t r e h p o t s ir h C
o t s e ir t d n a y t e i c o s n i e l g n i m o t e l b a s i y ll a n if r e h p o t s ir h C , s e c n e ir e p x e e m o s
’ e l p o e p d n a t s r e d n
u s feeilng . From Ch irstophe r Boone’ s dfiferen t behaviors , the .r
e tt e b e b o t r o i v a h e b s i h e v o r p m i e h t a h t s e z y l a n a r e h c r a e s e
r Rela itng t o t hose facts , f
o y r o e h
t auitsmaboveplay sas igni ifcantr olea saf ounda itoni nanalyzingCh irstophe r o
d l e if s i h t n i r o i v a h e b s ’ e n o o
.
B Theore itca lFramework
e h t n i d e s o p o r p s m e l b o r p r e w s n a o t s e ir o e h t e m o s s n i a l p x e s i s y l a n a e h T
f o y r o e h t , n o it a z ir e t c a r a h c d n a r e t c a r a h c f o y r o e h t e r a y e h T . n o it a l u m r o f m e l b o r p
. m s it u a f o y r o e h t d n a y ti l a n o s r e
p The researcher b irng stogethe rthe theo ire so f d n a s e d g e l w o n k d n u o r g k c a b e h t s a m s it u a d n a y ti l a n o s r e p , n o it a z ir e t c a r a h c , r e t c a r a h c
d e il p p
a thetheo ires.
, y ti l a n o s r e p , n o it a z ir e t c a r a h c d n a r e t c a r a h c o t y r o e h t s e s u r e h c r a e s e r e h t ,t s ri F
. n o it a l u m r o f m e l b o r p t s ri f e h t r e w s n a o t m s it u a d n
a The t heo ire sare used t o analyze .
c it s it u a n a s a r e t c a r a h c s ’r e h p o t s ir h C t u o b a r e p e e d
m e l b o r p d n o c e s e h t r e w s n a o t y ti l a n o s r e p y r o e h t e h t s e s u r e h c r a e s e r e h t , d n o c e S
p y r o e h t f o s e p y t o w t e s e h t s e n i b m o c r e h c r a e s e r e h T . n o it a l u m r o
f ersonaltiyf rom Jung P
d n
a ervininordert oproducet hedeepe ranalysi so fCh irstophe rBoone’ spersonaltiy. g n i z y l a n a n i n o it a d n u o f a s a m s it u a f o y r o e h t e h t s e s u r e h c r a e s e r e h t , t x e N
e h t r e w s n a o t d e s u s i y r o e h t s i h T . y d u t s f o d l e if s i h t n i r o i v a h e b s ’ e n o o B r e h p o t s ir h C
l b o r p d ri h
2 2
I I I R E T P A H C
Y G O L O D O H T E M
y d u t s e h t f o h c a o r p p a , r e tt a m t c e j b u s e r a y e h T . s tr a p e e r h t f o s t s i s n o c r e t p a h c s i h T
. y d u t s e h t f o t c e j b u s e h t h ti w s l a e d r e tt a m t c e j b u s e h T . e r u d e c o r p h c r a e s e r d n a
r p p a e r u t a r e ti l e h t s r e v o c y d u t s e h t f o h c a o r p p a e h t , n e h
T oach used t o analyzet he
s e c r u o s d n a s e g a t s e m o s f o s t s i s n o c h c i h w e r u d e c o r p h c r a e s e r s i t s a l e h T . s l e v o n
. y d u t s e h t g n it e l p m o c n i d e s u
y d u t S e h t f o t c e j b O . A
d e lt it l e v o n a s e s u r e h c r a e s e r e h t , y d u t s s i h t n
I TheCuriousI nciden toft he
t h g i N e h t n i g o
D TimewirttenbyMarkHaddon .TheCuriousI nciden toft heDogi n t
h g i N e h
t - eitm i sacontemporary ifcitonnove lw irttenbyMarkHaddon .Considered e
h t n o w y ll a u t n e v e l e v o n e v it a r r a n s i h t ,s k r o w t s e b s ’ n o d d a H f o e n o s
a Wh tibread
d r a w A k o o
B fort hecategory Bookoft heYear(2003)andCommonweatlhWrtier’ s e
z i r
P (2004 .) Thi snovel i sHaddon’ sdebut i n wiritng adutl snovel ,fo rpreviously ir
w n e e b s a h e
h tten chlidren novel sand seiral sscirpts .Haddon' sknowledge o f asperge rsyndrome ,acondiiton on t heauitsmspecrtum ,comesf romhi swork wtih
e l p o e p c it s it u
a when he wa syoung . In an interview a tPowell .scom ,Haddon ; e c n e i d u a t l u d a n a r o f y ll a n o it n e t n i e t o r w e h t a h t k o o b t s ri f e h t s a w s i h t t a h t d e m i a l c
i g n it e k r a m d e t s e g g u s r e h s il b u p s i h n e h w d e s ir p r u s s a w e
h tt obothadul tand chlid
tl u d a d n o c e s s i H . s e c n e i d u
a -novel ,A Spo to fBother ,wa spubilshed i n Septembe r 6
0 0
n e e tf if a , l e v o n e h t f o t s i n o g a t o r p e h t y b n e tt ir w d n a d l o t s i l e v o n e h t n i y r o t s e h
T
-r a e
y -old boy ,named Ch irstophe rJohn Franci sBoone ,who i sknown fo rhi sgood .
y r o m e
m Ch irstophe rBoone i salso known a shi s srtange behavio rand grea t M
f o t n e g il l e t n
i ath . Ch irstophe r here i s characte irzed a s a boy suffer s from s
it u a g n i n o it c n u f h g i h ( e m o r d n y S r e g r e p s
A m .) He t ires to wrtie a detecitve nove l d
n a e v it c e p s r e p s i h n o d e s a
b hi sopinion .From thi snovel ,the reader scan see e
h w t n e g il l e t n i t a e r g s ’ r e h p o t s ir h
C n heplan ssomequesitonsi n ordert o ge tdetali s r
e r e d r u m s ’ n o t g n il l e W t u o b a n o it a m r o f n i
s tr a t s l e v o n e h t f o y r o t s e h
T when Welilngton, Ch irstophe rneighbor’ sdog s
a
h been killed in a night .Mrs .Shears ,Ch irstopher’ sneighbor ,assume s tha t a
h r e h p o t s ir h
C skilled he rdogbecauseCh irstophe rha shuggedWelilngton’ sdeath d e ll i k s a h r e h p o t s ir h C r e h t e h w m i h s k s a s r a e h S . s r M n e h w t n e li s s p e e k e h d n a y d o b
. t o n r o g o d r e
h Ch irstophe rthen statrs hi sdetecitve mission to invesitgate the .r
e d r u m s u o ir e t s y
m Ch irstophe rha sidea to catch the murde rno tbecause o fhe y b n e v i g s i t a h t e fi l f o l a n r u o j o d d l u o h s e h f o e s u a c e b r o e v it c e t e d a e b o t s t n a w
e H . h c u m s g o d s e v o l e h f o e s u a c e b n o i s s i m n o it a g it s e v n i e h t s e o d e H . n a h b o i S
v o l s i g o d t a h t s k n i h
t elybecausei tneve rtel lile sandi tha ssame irgh twtihpeople . i
,t u
B nt heproces so f ifndingt her ea lmurder ,he ifndss omef act sabou thi sparen ’t s .
n o it a r a p e
s He ifndsf actt ha thi smotheri sstli lailveandhi smothe rsitlll ove shim . t
a h t s r e tt e l e h t m o r f t a h t s w o n k e
H hi smothe rha ssent .Healso should ifgh tabou t ,
s e c n e ir e p x e e m o s g n i c a f r e tf A . y t e i c o s e h t t u o b a g n il e e f e g n a rt
s Ch irstophe r ifnally
s a t c a d n a e t a c i n u m m o c o t e l b
a anorma lmembe ro faciviilzedsociety. Tha’tst he .l
p p A .
B roachoft heStudy
e h t , y d u t s s i h t n
I researcher appiles t he psychologica ltheory in the .
s i s y l a n
a Ther esearche ruse spsychologicalt heorybecauseTheCuriousI nciden to f t
h g i N e h t n i g o D e h
t - mTi ei sapsychologica lnovel .Psychology i sanew theory in analyzing a characte r in ltierature , a s Kagan (1972 ) explained in hi s book ,
n o it c u d o r t n I n A : y g o l o h c y s
P “Psychology i sa relaitvely new science . tI ssubjec t g n i n n i g e b e h t e c n i s d n i k n a m d e l z z u p d n a d e t s e r e t n i s a h t a h t g n i h t e m o s s i r e tt a m
y r o t s i
h namely, t he way human being sand othe rcreature sbehaveand t hereason s (
” r o i v a h e b r i e h t r o
f p.5) .In addiiton to ti ,the study o fpsychology i saimed to t
a h t d e n o it n e m n e e b s a h t i d n a , r o i v a h e b s ’ n a m u h e r o l p x
e “thegoal so fpsychology ,
e r a , d e d d a e b w o n n a c t
i to understand and predic tbehavior”(p.1 3 .) Psychologica l k
r o w e h t e z y l a n a o t d e s u s i e d u ti tt
a since The Curiou sInciden to fthe Dog the t
h g i
N -Timei sanove labou tauitsmwhichi sabranchoft hes tudyo fpsychology . e
b p i h s n o it a l e r g n o rt s e h t f o n o s a e r n i a m e h
T tween psychology and
s ti s i e r u t a r e ti
l . The objec t i s human being. The study o f ltierature using , n o it a v it o m r i e h t , s r e t c a r a h c e h t f o r o i v a h e b s n i a l p x e n o it a t e r p r e t n i l a c i g o l o h c y s p
s e h c i a D d i v a D y b d e n i a l p x e s A . t n e m p o l e v e d r i e h t d n
a (1956 )inhi sbookCriitca l
e r u t a r e ti L o t s e h c a o r p p
A .
e h t n i y a l p a r o l e v o n a n i s r e t c a r a h c f o r o i v a h e b e h t t a k o o l n a c e W “
s m ri f n o c r o i v a h e b r i e h t f i , d n a e g d e l w o n k l a c i g o l o h c y s p n r e d o m f o t h g il
n r e d o m e s u n a c e w , d n i m n a m u h e h t f o s e it e lt b u s t u o b a w o n k e w t a h w
a s a s e ir o e h
t mean so felucidaitngandinterpreitngt hework.”( p.348) . r
o e h t l a c i g o l o h c y s
P i es appiled in thi spape ri sthe personaltiy theory and .
y r o e h t m s it u
a Ltierature here i sconsidered a sa work o fa tr fo rthe reade rto d
lr o w e h t f o n o it a u ti s e h t d n a t s r e d n
s ’ r e t c a r a h c e h t y l p e e d e r o
m mo itvaiton to change hi s personaltiy , the wayhe t o N . y ti l a n o s r e p s ’ r e t c a r a h c n i a m e h t f o g n i g n a h c e h t d n a , y ti l a n o s r e p s i h s e g n a h c
s i h f o y ti l a u q e h t y l n
o personaltiy ,bu talsot hekindo faperson hei s .Thisr esearc h e
s u c o
f s on Ch irstopher’ s dialogue s and acitons , because they are deifning s
d r a w o t h t o b , p i h s n o it a l e
r othe r character s and himsefl and the characte r o f r
e h p o t s ir h
C toward sothers .In the end ,the theory o fpersonaltiy and au itsm are y
d u t s o t e n il e d i u g e h t s a d e s
u the developmen t o f Ch irstopher’ s personaltiy s
e c n e ir e p x e e m o s s e o g r e d n u e h r e tf a g n i g n a h
c ,whethe rhei scured ,o rnot. Theory s i h g n i g n a h c f o y a w s ’ e n o o B r e h p o t s ir h C e z y l a n a o t d e s u o s l a s i y ti l a n o s r e p f o
a n o s r e
p l tiy.
y d u t S e h t f o d o h t e M . C
y r a m ir p r e h t a g o t h c r a e s e r y r a r b il s e s u r e h c r a e s e r e h t ,s i s e h t s i h t g n it ir w n I
. a t a d g n it c e ll o c f o s s e c o r p e h t g n ir u d s e g a t s e m o s e r a e r e h T . a t a d y r a d n o c e s d n a
d e lt it l e v o n e h t d a e r r e h c r a e s e r e h t ,l l a f o t s ri
F TheCuriousI nciden toft he
e m i T t h g i N e h t n i g o
D w irtten by Mark Haddon .The researche rread the nove l e h t , l e v o n e h t g n i d a e r e li h W . g n i d n a t s r e d n u r e tt e b t e g o t r e d r o n i s e m it y n a m
e h t y ll a n if , n e h T . d e z y l a n a e b o t g n it s e r e t n i e r a t a h t s e t o n e m o s s e k a t r e h c r a e s e r
e s e
r arche rdecide sto analyze the personaltiy aspec to fthe main character .The y ti l a n o s r e p e h t s a w e z y l a n a o t s t n a w r e h c r a e s e r e h t t a h t t c e p s a y ti l a n o s r e p
. c it s ir e t c a r a h c s ’ r e t c a r a h c n i a m e h t n i n e e s s a y o b c it s it u a n a f o t n e m p o l e v e d
e h
T researcher u ses the theo ire so fcharacter ,characte irzaiton ,personaltiy .
s e ir o e h t d e il p p a d n a s e d g e l w o n k d n u o r g k c a b e h t s a m s it u a d n
y d u t s s i h t n i d e z y l a n
a are collected based on the tex to fthe nove lThe Curiou s e
m i T t h g i N e h t n i g o D e h t f o t n e d i c n
I .Thesecondarydatat ha tareused t oanalyze d n a y g o l o h c y s p f o d l e if e h t n i s k o o b e h t m o r f n e k a t e r a t n e m p o l e v e d s ’ r e t c a r a h c
T . m s it u
a het heoryo fcharacter ,characteirzaiton ,andl tieratureapproachalsot aken e
m o s s e s u r e h c r a e s e r e h t ,r e v o e r o M . s k o o b e m o s m o r
f addiitonali nformaitont aken
d e d a o l n w o d d n
a from the Internet .Those informaiton are abou tthe topic ,autho r e r a t a h t y d u t s f o d l e if e m a s e h t n i h c r a e s e r r o , y d u t s ,s e r u t a e f d e t a l e r d n a , s w e i v r e t n i
d e s
r e h p o t s ir h C . e n o o B r e h p o t s ir h C o t d e n e p p a h o s l a e v o b a n o it a t o u q t a h T o
B one’ spersonaltiy and way o fthinking are shaped when he i sin hi schlidhood , s w o n k r e d a e r e h t s A . y ti l a n o s r e p s i h s e c n e u lf n i e fi l f o d n u o r g k c a b s i H . d o ir e p
. r e h t a f s i h h ti w s e v il e n o o B r e h p o t s ir h
C Hisf ather’ spersonaltiyha sbigporitonsi n s
ir h C g n i p a h
s tophe rBoone’ spersonaltiy .From the novel ,the reader salso know i
t a h
t tha sbeent wo yearst ha thi smotherl eave shimand hisf athe.rI ti sstated t ha t s
a p s a h r e h t o m s i
h sed away because hear tattack sand when Ch irstophe rBoone’ s ,
d e z il a ti p s o h s i r e h t o
m Ch irstophe rneve rcomest o seehi smother .HCh irstopher’ s s i h t a h t s w o n k r e h p o t s ir h C l it n u r e h t o m s i h e e s o t r e h p o t s ir h C w o ll a t o n s e o d r e h t a f
. y a w a d e s s a p y d a e rl a s a h r e h t o
m Atlhough Ch irstophe rBoone neve rsee shi s r
e h p o t s ir h C , d e t a m e r c s i y d o b s ’ r e h t o
m Boonebeilevest ha thisf athert ell shimt he .
y r o t s e u
rt Hebeileve shisf athe rbecauseheknowst ha thisf atheri sagoodman .In d
n a n o d n o L n i e v il a l li t s s i r e h t o m s i h , t c a
f she il s ve wtih Mrs .Shears ’husband . .r
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