Academic literature on the topic 'Cognition et action'
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Journal articles on the topic "Cognition et action"
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Conein, Bernard, and Éric Jacopin. "Action située et cognition. Le savoir en place." Sociologie du travail 36, no. 4 (1994): 475–500. http://dx.doi.org/10.3406/sotra.1994.2191.
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Gehin, Betty-Anne. "Synthèse : cognition, communication et action : intrication du dire et du faire." Revue internationale de psychosociologie XI, no. 25 (2005): 245. http://dx.doi.org/10.3917/rips.025.0245.
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Durand, Marc, Luc Ria, and Éric Flavier. "La culture en action des enseignants." Articles 28, no. 1 (October 30, 2003): 83–103. http://dx.doi.org/10.7202/007150ar.
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Résumé Dans une perspective d’action située, cet article propose une analyse de la cognition et de la culture en action des enseignants. La première partie porte sur les processus d’actualisation et de construction des connaissances dans l’action, la deuxième sur les relations en apparence contradictoires entre le caractère singulier des actions en classe et la possibilité d’une culture partagée, la troisième sur les processus de transmission au sein de cette communauté des pratiques enseignantes.
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David-Blais, Martin. "Le schème actantiel et l’interactionnisme de Peter L. Berger." Studies in Religion/Sciences Religieuses 45, no. 1 (February 26, 2016): 26–42. http://dx.doi.org/10.1177/0008429815622747.
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According to Berthelot, social sciences use several basic schemes in order to develop macro-level explanations, the Action Based Scheme being one of them. In this article, it is argued that one should not assimilate the Action Based Scheme solely to Methodological Individualism even though this tradition has received much credit. One key issue here is the status of cognition within explanation frames. More precisely, one should introduce within the explanation frames several types of cognitive states. It will be argued that there is a conceptual compatibility between the Action Based Scheme and the interactionist sociology that was proposed in the 1950s and 1960s. This theoretical exploration will focus on Peter Berger’s theory of secularization as developed in The Sacred Canopy. It will be claimed that Berger has not only proposed an explanation that brings up cognitive states, he also refers to cognitive states of a modest nature, more modest than those Methodological Individualism usually considers.
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Leyreloup, Marie. "Anni Borzeix, Béatrice Fraenkel (coord.), Langage et Travail, Communication, cognition, action." Mots, no. 69 (July 1, 2002): 163–66. http://dx.doi.org/10.4000/mots.10793.
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Restrepo, Gérardo. "Émotion, cognition et action motivée: une nouvelle vision de la neuroéducation." Neuroeducation 3, no. 1 (2014): 10–19. http://dx.doi.org/10.24046/neuroed.20140301.10.
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Lemoine, P. "Rythmes Biologiques, Anxiété, Cognition et Sommeil." Psychiatry and Psychobiology 3, S2 (1988): 167s—173s. http://dx.doi.org/10.1017/s0767399x00002194.
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RésuméUn des aspects essentiels de la cognition chez l’homme est lié à la qualité de son sommeil qui semble conditionner la fonction de mémorisation aussi bien que d’attention. Il est d’ailleurs remarquable de constater que les molécules hypnotiques peuvent avoir des effets différents sur la cognition, de façon peut-être corrélée à leur action sur les differents stades de sommeil et sûrement liée à la persistance de leurs effets sur la vigilance pendant la journée.Il est désormais classique de différencier l’anxiété généralisée (AG) de la dépression majeure (DM) par la mise en évidence des variations circadiennes marquées sur les plans clinique, polygraphique, hormonal et physiologique dans la dépression alors qu’une non-rythmicité de l’anxiété généralisée est habituellement revendiquée. Certains rythmes peuvent néanmoins être mis en évidence, bien que de façon moins marquée dans cette pathologie. Ainsi, des variations circadiennes sont souvent notées sur le plan clinique, un maximum d’anxiété et d’attaques de panique se produisant l’après-midi et en début de soirée au moment de l’acmé de la courbe de température centrale. De même, certaines particularités sont notables au niveau de l’analyse des enregistrements polygraphiques de sommeil et des niveaux plasmatiques hormonaux.Un des faits les plus troublants est de constater une certaine symetrie dans l’expression clinique et polygraphique des troubles dans la dépression majeure et l’anxiété généralisee: la DM est classiquement associée à un réveil très douloureux en milieu de nuit et à une désorganisation de la structure polygraphique du sommeil dans la deuxième partie de la nuit, moments où la température centrale après avoir atteint son niveau minimal amorce une remontée. A l’inverse, l’AG est à son maximum en fin d’après-midi et comporte une insomnie de la première partie de la nuit objectivée par un aspect haché du sommeil observable entre le moment du coucher et le milieu de la nuit, période où la temperature centrale est dans une phase descendante.Certaines anomalies peuvent être également retrouvées aux niveaux physiologique et biologique. Ces ditférentes observations devraient sans doute, dans l’avenir, susciter des recherches chronobiologiques plus nombreuses et influencer les habitudes de prescription.
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Viaud-Delmon, Isabelle. "Corps, action et cognition : la réalité virtuelle au défi des sciences cognitives." Intellectica. Revue de l'Association pour la Recherche Cognitive 45, no. 1 (2007): 37–58. http://dx.doi.org/10.3406/intel.2007.1266.
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Newton, Natika. "The role of action representations in the dynamics of embodied cognition." Behavioral and Brain Sciences 24, no. 1 (February 2001): 58–59. http://dx.doi.org/10.1017/s0140525x01443913.
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Thelen et al. present a convincing explanation of the A-not-B error, but contrary to their own claims, their explanation essentially involves mental representations. As is too common among cognitive scientists, they equate mental representations with representations of external physical objects. They clearly show, however, that representations of bodily actions on physical objects are central to the dynamical system producing the error.
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Borghi, A. "Embodied cognition and language comprehension: motor chains and social aspects." European Psychiatry 26, S2 (March 2011): 2112. http://dx.doi.org/10.1016/s0924-9338(11)73815-9.
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According to the neural exploitation hypothesis (Gallese, 2008; see also Glenberg, 2008) the linguistic system re-uses the structures and the organization characterizing the motor system. It follows that language comprehension is grounded in the perception, action and emotional systems. I will focus on two aspects which characterize action organization and the relationship between words and action. A major aspect of action organization is its goal derived structure and its hierarchical structuring in motor chains (Fogassi et al., 2005). I will discuss recent evidence on language comprehension showing that language shares with action the goal-directed structure and the motor chain organization. In addition, I will present results showing that the social context in which words are embedded influences the way in which these aspects are encoded. I will conclude that language re-uses and reflects action characteristics, but also modulates and constrains them.
Dissertations / Theses on the topic "Cognition et action"
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Morgado, Nicolas. "L'influence des contraintes physiques et sociales des actions sur la perception visuelle de l'espace." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENS025/document.
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Les actions que les individus réalisent dans leur vie quotidienne sont soumises à un ensemble de contraintes physiques et sociales qui donnent un cadre à leur réalisation. Le but de cette thèse était d'apporter des arguments empiriques en faveur d'une approche intégrative selon laquelle ces contraintes influencent la perception visuelle de l'espace. Nous avons pour cela réalisé deux études comportementales sur l'influence des contraintes physiques sur la perception des distances (Articles 1 et 2) et une étude sur la perception d'une de ces contraintes (Article 3). Nous avons également réalisé trois études comportementales sur l'influence des contraintes sociales sur la perception de l'espace et des possibilités d'action (Articles 4, 5 et 7) ainsi qu'une simulation en robotique pour étudier davantage une de ces contraintes (Article 6). À première vue, nos résultats semblent indiquer que les contraintes des actions influencent la perception de l'espace. Cependant, des limites méthodologiques nous incitent à nuancer cette interprétation dans la mesure où certains de nos résultats pourraient refléter des biais de demande expérimentale plutôt que des effets perceptifsActions that people can perform in their everyday life are subject to a lot of constraints which limit their ability to perform these actions. The main purpose of these doctoral researches was to provide empirical evidences for an integrative approach according to which these constraints influence the visual perception of space. We conducted two behavioral experiments to investigate the influence of physical constraints on distance perception (Papers 1 and 2) and one experiment to investigate the perception of one of these constraints (Paper 3). We also conducted three other behavioral experiments to investigate the potential influence of social constraints on the perception of space and affordances (Papers 4, 5, and 7) and one robotic simulation to gain more insight into one of these constraints (Paper 6). Our results seem to provide some supports to the hypothesis that action constraints influence the visual perception of space. However, some methodological flaws prevent us to draw firm conclusions about this general hypothesis given that some of our results might be better explained in terms of experimental demand biases rather than in terms of perceptual effects
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Fargier, Raphaël. "Cerveau et sens des mots : de l’émergence à la flexibilité des représentations sémantiques dans le cerveau." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10050/document.
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Dans ce travail de thèse, nous nous sommes intéressés à la contribution des régions sensori- motrices dans la représentation de nouveaux mots. Dans un premier temps et au travers d’une analyse des oscillations cérébrales, nous avons observé que l’écoute seule de mots d’action (mais pas de mots de « vision ») récemment acquis, conduisait après apprentissage à une activation des régions motrices. Si l’écoute des mots d’action déclenchait une activité motrice similaire à l’observation d’actions, elle était néanmoins associée à une activité supplémentaire semblant refléter le recrutement d’une « zone de convergence » entre les structures motrices et celles du langage, permettant la récupération d’informations motrices plus abstraites. Par la suite, nous avons pu montrer que les divergences entre nouveaux mots d’action et de vision émergeaient rapidement puisqu’associés à des activités spécifiques sur les électrodes fronto-centrales et occipito-pariétales respectivement. Une autre étude EEG nous a permis d’observer que les items lexicaux (pseudo-mots) semblaient fournir un substrat unique pour associer les attributs sensori-moteurs liés au référent. Enfin, au travers d’une analyse fine des paramètres cinématiques d’un mouvement de préhension, nous avons observé que la verbalisation d’un mot d'action (i.e. « attraper ») entraînait une facilitation de l’exécution de l’action. Nos résultats indiquent que la représentation du sens des mots dans le cerveau associe à la fois les régions à modalité spécifique et des « zones de convergence » notamment entre les structures motrices et langagières, permettant la récupération d’informations plus abstraites ; tandis que la spécificité vis-à-vis du stimulus verbal tend à indiquer un pré-câblage de ces réseaux neuronaux pour le langage. Si les représentations sémantiques reflètent en partie les expériences perceptuo- motrices associées à l’apprentissage, nos travaux soulignent un phénomène toujours présumé : un certain degré d’abstraction du sens des motsThe aim of this work was to determine the role of these sensori-motor regions in the development of meaning representation of novel words. In a first learning study that involved EEG recordings, analysis of brain oscillations revealed that listening to novel action words, but not novel visual words, after training led to the activation of motor regions. This activity which was similar to what was seen during action observation was however associated with an additional activity that seemed to reflect the recruitment of a convergence zone between language and motor brain regions mediating more underspecified motor information, rather than the motor events experienced during training. Furthermore, analysis of the ERPs revealed that category-specific effects could be observed rapidly: action words and visual words were associated with specific electro-cortical activities on fronto-central electrodes and occipito-parietal electrodes respectively. In a third EEG study, we observed that only verbal stimuli but not tones, that were associated with action execution during training, triggered activity in motor regions. Lexical items seem thus to provide a unique substrate to associate with the sensory-motor attributes of the referent. Finally, fine-grained analyses of kinematics revealed that the verbalization of an action word semantically congruent to the action (i.e. “grasp”) led to a facilitation of an object-directed grasping movement. The results obtained during this work indicate that word-meaning is represented in modality- specific brain regions and in convergence zones between language and motor brain regions that mediate underspecified information. The specificity for verbal stimuli tends to indicate a pre- wired neural system for the representation of word meaning. Finally, although semantic representations partly reflect perceptual and motor experiences associated with the acquisition of words, the present work points to a phenomenon that has always been assumed: a certain degree of abstraction in word-meaning representation
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Jouen, Anne-Lise. "Au-delà des mots et des images, bases neurophysiologiques d'un système sémantique commun à la compréhension des phrases et des scènes visuelles." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10322.
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Certaines théories du fonctionnement cognitif postulent l'existence d'un système cérébral impliqué dans la compréhension sémantique indépendamment de la modalité d'entrée des stimuli. L'objectif de ce travail de thèse était d'étudier le fonctionnement d'un tel réseau, impliqué à la fois dans la compréhension de phrases et de scènes visuelles, en lien avec la théorie de la cognition incarnée. Dans la littérature, un ensemble d'aires frontotemporo- pariétales sensorimotrices et associatives sont décrites comme intervenant dans ces processus sémantiques, mais il existe un manque de consensus concernant la nature amodale de ce système et la plupart des travaux existants se sont concentrés sur l'identification de réseaux corticaux impliqués dans les représentations sémantiques, séparément pour l'une ou l'autre des modalités. De plus, les stimuli utilisés dans les protocoles expérimentaux sont généralement moins complexes que les situations interactives auxquelles nous sommes confrontés dans la vie de tous les jours. Une part importante de l'activité mentale humaine réside dans notre capacité à construire des représentations internes riches : ces modèles mentaux, impliqués dans une grande variété de processus cognitifs, nous permettent d'explorer certains souvenirs du passé, de planifier le futur ou encore de comprendre et de s'adapter à une situation en temps réel. Bien que les progrès des techniques d'Imagerie du Tenseur de Diffusion aient rendu possible la visualisation in vivo de fibres de matière blanche dans le cerveau humain, la connectivité du système sémantique amodal a très peu été étudiée jusque-là. Dans ce travail, nous avons utilisé différentes techniques (principalement de neuro-imagerie IRMf, DTI, EEG) pour mettre en évidence les bases neurophysiologiques d'un système sémantique commun impliqué dans la représentation et la compréhension de stimuli complexes verbaux et non-verbaux. Avec notre premier protocole combinant IRMf et DTI, nous nous sommes intéressés aux activations et à la connectivité cérébrales chez 19 sujets sains en train de lire des phrases ou d'observer des images représentant des événements quotidiens. Une analyse de l'activité cérébrale conjointe associée à la compréhension de ces deux types de stimuli a révélé un réseau fronto-temporo-pariétal commun, impliquant le gyrus frontal inférieur, le gyrus précentral, le cortex rétrosplénial, le gyrus temporal moyen avec une activité s'étendant jusqu'à la jonction temporo-pariétale (TPJ) et au lobe pariétal inférieur. La tractographie DTI a révélé une architecture spécifique de fibres de matière blanche, soutenant ce réseau sémantique et qui fait appel principalement aux faisceaux décrits comme la voie ventrale sémantique (IFOF, UF, ILF, MdLF). Notre seconde expérience (protocole comportemental) nous a permis d'étudier les différences interindividuelles dans la capacité à se représenter des phrases présentées visuellement ou auditivement. Nous avons démontré que les individus ne sont pas égaux quant à cette capacité de représentation et que ces différences se reflètent dans des marqueurs comportementaux tels que la facilité de représentation (évaluée par le COR, coefficient de représentabilité) et la vitesse de réponse (TR) ; mais aussi que ces différences interindividuelles trouvent une correspondance avec le nombre de fibres qui composent le MdLF, laissant supposer une implication de ce faisceau dans ces capacités de représentation. Les résultats de ce protocole comportemental, ainsi que ceux de notre troisième protocole en EEG, ont permis de mettre en évidence un effet contextuel particulièrement important pour la création d'une représentation dans les deux modalités : le contexte induit par la présentation d'un premier stimulus (phrase ou image) influence la représentation d'un second stimulus selon que celui-ci est sémantiquement cohérent ou non avec le premier stimulus présenté... [etc]Certain theories of cognitive function postulate a neural system for processing meaning, independent of the stimulus input modality. The objective of this thesis work, in line with the embodied cognition domain, was to study functionalities of such a network involved in both sentence and visual scene comprehension. In the literature, a wide network of fronto-temporo-parietal sensorimotor and associative areas are described as being involved in this process, and while there’s a lack of consensus on the amodal nature of this system, extensive research has focused on identifying distributed cortical systems that participate in meaning representations separately in the visual and language modalities. Moreover, the stimuli used are generally less complex than everyday life situations we meet. However, a significant portion of human mental life is built upon the construction of perceptually and socially rich internal scene representations and these mental models are involved in a large variety of processes for exploring specific memories of the past, planning the future, or understanding current situations. Although diffusion-tensor imagery based techniques makes feasible the visualization of white matter tracts in the human brain, the connectivity of the semantic network has been little studied. Through different experimental protocols involving mainly neuroimaging techniques (fMRI, DTI, EEG), we were able to reveal the neurophysiological basis of this common semantic network involved in the building of representation and comprehension of rich verbal and non-verbal stimuli. With our first experiment, we examined brain activation and connectivity in 19 subjects who read sentences and viewed pictures corresponding to everyday events, in a combined fMRI and DTI study. Conjunction of activity in understanding sentences and pictures revealed a common fronto temporo-parietal network that included inferior frontal gyrus, precentral gyrus, the retrosplenial complex, and medial temporal gyrus extending into the temporo-parietal junction (TPJ) and inferior parietal lobe. DTI tractography revealed a specific architecture of white matter fibers supporting this network which involves principally the pathways described as the ventral semantic route (IFOF, UF, ILF, MdLF). Our second experiment, which is a behavioral protocol, explored interindividual differences in the ability to represent sentences presented in auditory or visual modality. We demonstrated that individuals are not equal in this capacity to represent sentences, these differences were reflected in the effects on behavioral markers including scores of ease of representation (COR) and speed of responses (TR); they are also related to the number of fibers of the MdLF which supposes a role for this fasciculus in capacities of representation. Both the results of this behavioral protocol and results from our third EEG experiment also showed that the contextual effect was significant: the context induced by the presentation of a first stimulus has the ability to influence the representation of a second stimulus when is the second is semantically consistent or not with the first presented stimulus. Our EEG results (ERPs) revealed components influenced by the available semantic information: early attentional effects which could be modality-specific and later semantic integration process common for verbal and non-verbal stimuli... [etc]
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Bernard, Pascal. "Communication des organisations caritatives - Processus socio-cognitifs dans la production et la réception. Approches qualitative et expérimentale : processus socio-cognitifs dans la production et la réception : approches qualitative et expérimentale." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM5903.
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Régulièrement, les associations caritatives sollicitent financièrement des millions d’individus pour mener leurs actions sur le terrain. Représentant un enjeu majeur, ces campagnes de communication médiatique ont pour objectif d’appeler aux dons afin de collecter des fonds leur permettant de pérenniser leurs actions et de maintenir une indépendance à la fois financière et politique. Articulant une double méthodologie qualitative et expérimentale et l’aide d’un contexte théorique pluridisciplinaire mobilisant des ressources théoriques issues notamment des modèles psychosociaux de la réception, de la communication persuasive et de la communication engageante, la thèse vise le double objectif de mieux comprendre les processus de production et de réception de la communication d’appel aux dons des associations caritatives. Dans une logique de recherche action et devant l’importance des enjeux humains, nous proposons également des pistes pour contribuer à accroitre l’efficience des dispositifs de communicationCharities regularly solicit millions of individuals financially to carry through their actions on the field. Representing a major stake, these media communication campaigns aim at calling for donations in order to raise funds which enable them to keep up their actions and maintain an independence both financially and politically. However, in literature so far, no research has been carried out about the socio-cognitive processes involved in this type of communication.Structuring a double qualitative and experimental methodology and the help of a theoretical multidisciplinary context calling up the theoretical resources mainly from the psychosocial models of the reception, the persuasive communication and the binding communication, this dissertation targets a double objective, namely a better understanding of the production and of the reception processes involved in the binding communication of charity fundraising campaigns
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Paternoster, Alfredo. "Linguaggio e visione /." Pisa : ETS, 2001. http://catalogue.bnf.fr/ark:/12148/cb389066124.
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Bolmont, Benoît. "De la relation entre personnalité, thymie et action : une étude expérimentale chez des sujets en situation d'hypoxie chronique." Nancy 1, 2000. http://www.theses.fr/2000NAN10159.
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Nous avons examiné, dans une démarche holistique, les relations entre "émotions" et "action", chez huit sujets exposés à une hypoxie continue de 31 jours, au cours de l'opération "EverestComex 97" qui consistait en une ascension simulée du niveau de la mer à 8848m d'altitude en chambre hypobare. Les traits de personnalité et les états thymiques des sujets, y compris l'anxiété, ont été corrèles à leurs performances cognitive et psycho sensorimotrice. Les corrélations obtenues entre les traits de personnalité, les variations thymiques et la perfonnance des sujets suggèrent que les humeurs négatives pourraient, d'une façon générale, altérer l'action. Cependant, au contraire, l'anxiété (trait et état) pourrait favoriser la mise en œuvre de mécanismes adaptatifs permettant de préserver la fonctionnalité des processus impliqués dans la réalisation des tâches de type stimulus-réponse, mais pas des tâches complexes nécessitant la mise en place de processus stratégiques. D'un point de vue philosophique, cet effet de l'anxiété pourrait rendre compte de son rôle "vital" dans le développement de l'espèce humaine. Par ailleurs, nos résultats montrent une similitude dans les mouvements de l'humeur et de l'anxiété qui suggère une seule et même entitéWe investigated the relationships between "Emotion" and "Action" in eight subjects exposed to chronic hypoxia for 31 days during a simulated climb from sea-level to 8848m ("EverestComex 97" experiment). Personality traits and mood states, including anxiety, were correlated with the subjects' cognitive and psychosensorimotor performances. Correlational data between maods states and perfonnance suggest that adverse changes in mood states could alter the subjects' performances. In contrast, anxiety (trait and slale) could produce adaptive mechanisms and favour the processes required for stimulus-response tasks, but not complex tasks, which require strategie processes. This could reflect, from a philosophical point of view, the major raIe of anxiety, which could have been"'vital" for the survival of the human specy. Elsewhere, our results further suggest that anxiety and moods could be arranged in a single holistic concept
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Crivellari, Paolo. "Pour une sociologie cognitive des sentiments de risque : croyances collectives et action dans les mobilisations contre la pollution électromagnétique." Paris 4, 2006. http://www.theses.fr/2006PA040021.
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Le présent travail est une recherche empirique de caractère sociologique, conduite avec une méthodologie individualiste et des techniques qualitatives. L'enquête, axée sur l'analyse et l'explication des croyances collectives et de l'action en contexte d'incertitude scientifique, part d'une double question : pourquoi et comment les individus se mobilisent-ils en contexte de risque ? Le risque examiné ici est dû aux effets potentiellement négatifs pour la santé humaine des émissions non ionisantes, causées par les antennes-relais de téléphonie mobile. Dans le spécifique, le terrain de recherche est constitué par les comités spontanés des citoyens de la ville de Padoue (Italie), dont les membres manifestent contre la pollution électromagnétique des stations radio base. La réponse au double interrogatif de départ fait émerger les aspects cognitifs liés à la rationalité des acteurs et permet de tirer des conclusions qui prônent pour une sociologie cognitive des sentiments de risqueThis work is an empirical sociological research, conducted with an individualistic methodology and qualitative techniques. The research, based on the analysis and the explanation of collective beliefs and action in a context of scientific uncertainty, starts with a double question: Why and how do individuals mobilise in a context of risk? The risk referred to is that caused by the potentially negative effects on human health deriving from non-ionising emissions, caused by mobile phones base stations transmitters. Specifically, the fieldwork is represented by the spontaneous citizens' committees of the city of Padua (Italy), whose members protest against the electromagnetic pollution of the antennas for mobile phones. The answer to the initial double question points out the cognitive aspects that are linked to the rationality of the actors and allows to draw some conclusions towards a cognitive sociology of the feelings of risk
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Costalat-Founeau, Anne-Marie. "La dynamique representationnelle de soi. Competence d'action et representation." Toulouse 2, 1994. http://www.theses.fr/1994TOU20026.
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Cette these presente "la dynamique representationnelle de soi" a partir de l'elaboration d'un modele : (le modele capacitaire) qui prend en compte les phenomenes de congruence entre la capacite normative et la capacite subjective, indispensable pour l'activation d'une representation de soi. La variable "competence d'action" avec les effets induits (activation socio-emotionnelle) et produits (image sociale de soi) apparait etre une variable intermediaire fondamentale dans le fonctionnement de la representation de soi. Activee positivement elle entraine une acuite representationnelle permettant au sujet de cerner son image, mais aussi le contexte et les moyens dont il dispose pour l'elaboration de strategies identitaires. Ceci est illustre par deux etudes : l'une en situation de laboratoire et l'autre en situation naturelle. Le creation d'un "groupe professionnel" dans la crise permet de montrer que l'actualisation de la competence sociale est une forme de legitimation sociale. Cette etude pose aussi la question de l'influence de facteurs socioemitionnels dans la construction dela representation de soiThis thesis presents "the dynamic representation of the self" from the elaboration of a pattern (the capacity factor pattern) which takes into account the phenomena of congruence betweenthe objective capability and the subjective capability necessary for the activation of a representation of the self. The "competence of action" variable with its induced effects (socio emotional activation) and produced effects (social image of the self) seems to be a fundamental intermediate variable in the working of the representation of the self. Positively activated it entails a representational acuteness allowing the subject to define his her image but also the context and the means available for the elaboration of strategies of the identity. This can beillustrated by two studies : one in the laboratory and the other in a natural situation. The creation of a "professional group" in the crisis allows the demonstration of the actualisation of the social competence as a form of social legitimation. This study also raises the question of the influence of non emotional factors in the construction of the representation of the self
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Rabahi, Tahar. "Étude des relations entre stimuli cognitifs et la motricité relative à un geste complexe." Thesis, Lyon 1, 2014. http://www.theses.fr/2014LYO10023/document.
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Plusieurs travaux ont montré que les aires cortico-motrices, localisées dans le cortex frontal et responsables des mouvements volontaires, pouvaient être impliquées dans le processus de compréhension de mots d'action. De ce point de vue, il a été rapporté que la performance d'un acte moteur simple (e.g.: attraper un objet) pouvait être améliorée par la prononciation, la lecture ou l'écoute de mots évoquant une action. Nous avons approché la relation entre parole et action à travers l'étude de l'effet de verbes d'action ainsi que d'autres stimuli cognitifs, l'imagerie kinesthésique (IK) et la soustraction mentale (SM), sur la performance d'un acte moteur complexe, le Squat Vertical Jump (SVJ, ou saut vertical accroupi). Nous avons mesuré la hauteur du SVJ chez des hommes (7 expériences, n = 114) et des femmes (2 expériences, n = 41) à l'aide de deux systèmes de mesure, l'Optojump® et le Myotest®. Les résultats ont montré que la prononciation silencieuse et à haute voix du verbe d'action spécifique au SVJ (saute, conjugué à la première personne de l'impératif), ainsi que l'IK et la SM, améliorent significativement la performance du saut, chez les hommes (jusqu'à + 2,7 cm) et, de manière moins prononcée, chez les femmes (jusqu'à + 1 cm dans 2 expériences). Le reste des résultats obtenus avec les hommes ont indiqué que la prononciation du verbe d'action non spécifique au saut (pince) augmente également la hauteur en SVJ, alors que la prononciation ou l'écoute d'autres verbes sans lien avec le saut (lèche, bouge) n'ont pas eu d'effet significatif sur le SVJ. C'est également le cas du verbe d'état 'rêve et d'un verbe incompréhensible par les sujets (tiào : saute en Chinois) ou encore des verbes qui contredisent et/ou qui s'opposent au déroulement de l'action de sauter (tombe et stoppe). La hauteur du saut a été par ailleurs significativement impactée lorsque les sujets ont prononcé des verbes à fort attributs émotifs (gagne et son antonyme perds)Several studies have shown that cortical motor areas, located in the frontal cortex and responsible for voluntary movement, might be involved in the process of understanding action words. From this point of view, it has been reported that the performance of a simple motor act (e.g.: catching an object) might be improved by the pronunciation, reading or listening to words referring to the action. We approached the relationship between speech and action through the study of the effect of action verbs and other cognitive stimuli, kinesthetic imagery (KI) and mental subtraction (MS), upon the performance of a complex motor act, the Squat vertical jump (SVJ). We measured the height of SVJ in young naive men (7 experiments, n = 114) and women (2 experiments, n = 41) using an Optojump® and a Myotest® apparatuses. The results showed that the silent and loud pronunciation of specific action verb to SVJ (jump), the KI and the MS improved significantly the performance of the movement, in men (up to 2.7 cm) but less in women (up to + 1 cm in the 2 experiments). The results of other experiments obtained with men indicated that pronunciation of the action verb nonspecific to the jump (pinch) increased also the SVJ performance, while the pronunciation or listening to other verbs unrelated to the jump (Jick, move) had no significant effect on the SVJ. A meaningless verb for the French subjects (tiao = jump in Chinese) showed, in turn, no effect as did dream, faJJ and stop. The verb win improved significantly the SVJ height as much as its antonym Jose, thus suggesting a possible influence of affects in the subjects' performance. It appears that the effects of the specific action verb jump did seem effective but not totally exclusive for the enhancement of the SVJ performance, since non-linguistic stimuli (IK) or unrelated to action (MS) may have had a positive effect on the improvement in motor performance. Moreover verbs referring to emotion, unrelated to action, increased the height of SVJ similarly to the specific action verb jump. The results led us to consider the hypothesis that improving the performance of a complex gesture is dependent, a minima, upon the individual's intention, attention, emotions and also, and perhaps most importantly, concepts (we call concepts, the mental representations) as they may be induced by the cerebral processing of words
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Sevos, Jessica. "Quand le corps n'en fait qu'à sa tête : étude des effets d'affordance dans la schizophrénie." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00981433.
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Ce travail a pour objet d'étude l'émergence d'effets d'affordance dans la schizophrénie. En effet, les troubles de l'action, observés chez les patients schizophrènes, pourraient être la conséquence d'un déficit de l'intégration sensorimotrice, ne permettant pas le couplage entre perception et action. En lien avec les théories de la cognition incarnée et située, nous avons fait l'hypothèse que l'enrichissement de la situation puisse permette l'émergence de ce lien dans cette population. Pour ce faire, nous avons décliné 5 expériences qui utilisent le paradigme SRC (Stimulus-Response-Compatibility). L'expérience 2 se focalise sur l'intégration visuo-spatiale, tandis que les 4 autres portent sur l'effet de potentialisation des actions lors de la perception d'objets manipulables (Tucker & Ellis, 1998), selon différentes conditions: sans amorçage (expérience 1), avec amorçage renforçant le sentiment de propriété des objets (expérience 3) ou les buts de l'action (expérience 4) et avec amorçage moteur (expérience 5). Nos résultats mettent en évidence l'émergence d'un effet de compatibilité visuo-spatiale (expérience 2) et sensorimotrice (expérience 1), dans le groupe de témoins. Toutefois, cet effet n'est pas retrouvé lorsque l'amorçage est incongruent avec les objets présentés (expériences 3 et 4) ou lorsqu'il implique un amorçage moteur (expérience 5). Dans le groupe de patients schizophrènes, bien que l'effet de compatibilité visuo-spatiale soit mis en évidence (expérience 2), l'effet de compatibilité sensorimotrice n'est retrouvé que lorsque la perception des objets est précédée d'une préparation motrice (expérience 5). Ces résultats sont discutés à la lueur des connaissances issues des théories de la cognition incarnée et située, et des travaux centrés sur les troubles de l'action retrouvés dans la schizophrénie.
Books on the topic "Cognition et action"
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Action et contexte: Du tournant cognitiviste à la phénoménologie transcendantale. Hildesheim: Olms, 2002.
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Quel savoir pour l'éthique?: Action, sagesse et cognition. Paris: Éditions La Découverte, 2004.
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Boesch, Ernst Eduard. Symbolic action theory and cultural psychology. Berlin: Springer-Verlag, 1991.
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Boesch, Ernst Eduard. L' action symbolique: Fondements de psychologie culturelle. Paris: L'Harmattan, 1995.
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La décision stratégique en action: Une perspective socio-cognitive : concepts et étude de cas. Paris: L'Harmattan, 1998.
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Woolever, Roberta M. Active learning in social studies: Promoting cognitive and social growth. Glenview, Ill: Scott, Foresman/Little, Brown College Division, 1988.
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G, Brooks Martin, ed. In search of understanding: The case for constructivist classrooms. Alexandria, Va: Association for Supervision and Curriculum Development, 1999.
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Brooks, Jacqueline Grennon. In search of understanding: The case for constructivist classrooms. Alexandria, Va: Association for Supervision and Curriculum Development, 1993.
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Boivin, Lise. Les stages coopératifs et la relation théorie-pratique: La formule de l'enseignement coopératif favorise-t-elle davantage l'intégration théorie-pratique que la formule traditionnelle? [Saint-Jérôme, Québec]: Cégep de Saint-Jérôme, 1996.
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Kaszap, Margot. Perception des exigences de la réussite scolaire au Cégep: Domaines cognitif, affectif, création, gestion, communication : une comparaison professeur/élèves, une adéquation possible avec les résultats scolaires : rapport de recherche présenté au Programme d'aide à la recherche et à l'apprentissage. [Québec]: Ministère de l'Education, 1996.
Find full textBook chapters on the topic "Cognition et action"
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Costa, Massimiliano, and Andrea Strano. "Boosting Entrepreneurship Capability in Work Transitions." In Employability & Competences, 389–98. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.43.
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Work personalization within cognitive capitalism (Alessandrini 2013) demands universities to certify competences that can promote new forms of employability (Boffo, Federighi, Torlone 2015), connected to global network innovation (Steiner et al. 2013). Personal entrepreneurship becomes the heuristic promoter of career changes (Federighi, Torlone 2013). This enables individuals to ask new questions, to provide innovative solutions, and to create endeavours that can extend the current limits of knowledge, or define new ones (Costa 2014). Methodology: The research analysed variables and, by doing so, strengthened entrepreneurial competence (Morselli, Costa 2015; Costa, Strano 2016) from an enabling perspective, involving more than one hundred people going through a career change (Sen 2000). Based on a mixed method (Ponce, Pagán-Maldonado 2015) the research was developed over four phases: 1) Self-assessment (Pittaway, Edwards 2012) of entrepreneurial attitudes; 2) Recognition (Federighi 2014) of emerging competences from global innovation networks; 3) Reflective thinking (Mortari 2003) and switching in terms of awareness (Mezirow 2003); 4) Capability (Sen 2006) of opportunities and resources for the instigation of entrepreneurial action (Costa Strano 2016). Results: The data observed show that during career changes the development of competences is positively linked to age, education, and experience, above all when combined with enabling processes. As for entrepreneurship, training contexts in the service industry prove strategic, even if still too focused solely on the technical-informative dimension. Furthermore, the results show that entrepreneurial training (Pittaway, Edwards 2012) becomes competence that can promote action starting from resources/opportunities in various career changes (Costa 2014)
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Quéré, Louis. "La cognition comme action incarnée." In Sociologie et connaissance, 143–64. CNRS Éditions, 1998. http://dx.doi.org/10.4000/books.editionscnrs.30378.
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Livet, Pierre. "Les problèmes de constitution d’une action collective." In Cognition et sciences sociales, 259. Presses Universitaires de France, 1997. http://dx.doi.org/10.3917/puf.boudo.1997.01.0259.
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Siksou, Maryse. "Chapitre 14. Sens, cognition et interprétation : l'exemple des aphasies." In Psychose, langage et action, 239. De Boeck Supérieur, 2009. http://dx.doi.org/10.3917/dbu.dagog.2009.01.0239.
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Moore, Gary T. "Life-Span Developmental Issues in Environmental Assessment, Cognition, and Action: Applications to Environmental Policy, Planning, and Design." In Environment, Cognition, and Action. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195062205.003.0022.
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This chapter addresses the question of how research on environmental assessment, cognition, and action can be utilized in the professional arenas of public policy, urban planning, and architectural design. Initially a discussion on three papers (Chapters 12, 13, and 14), the chapter attempts to extrapolate policy and design implications for the built environment from current knowledge on life-span developmental issues as represented by these three chapters. Suggestions of other research questions, issues, and strategies that might better inform policy and design are then discussed. In conclusion, the chapter briefly explores six general issues about the interaction of environmental cognition and research utilization. The contributions to this volume by Giovanna Axia, Erminielda Mainardi Peron, and Maria Rosa Baroni, by Lynn Liben, and by Roger Hart and Michael Conn have dealt heavily with child development and very little with aging or life-span development. Little evidence is presented from the gerontological and geriatric literatures, and less from the life-span literature. Liben presents a clear conceptualization of lifespan developmental approaches to environmental cognition, but to date there have been few studies and thus no data specifically on life-span developmental changes in environmental cognition. My chapter, therefore, will be weighted most heavily on the earlier phases of human development though, where feasible, it will comment on implications for the environment of elderly adults and on the environmental context of life-span developmental changes. Despite their titles and intentions, the three chapters focus most heavily on environmental cognition and much less on assessment and action. For example, after discussing the wide variety of possible definitions of assessment, including appraisal, evaluation, preferences, and attachment. Axia et al. focus most heavily on the cognitive aspects of schemata, representation, and organization of knowledge. Similarly, Hart and Conn valiantly take on the challenge of reporting on children's decision making and environmental behavior, but their empirical examples are also limited to cognitive and metacognitive issues. My chapter will thus also focus on environmental knowing. There are many interesting points of a theoretical and conceptual nature to raise about environmental assessment, cognition, and action from these three chapters, but this task is left to the other commentary chapter by Christopher Spencer.
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Roy, Jean-Michel. "Chapitre 4: Psychopathologie cognitive et fondements de l'explication intentionnelle." In Psychose, langage et action, 65. De Boeck Supérieur, 2009. http://dx.doi.org/10.3917/dbu.dagog.2009.01.0065.
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Abou-Zeid, El-Sayed. "Autopoietic Approach for Information System Development." In Encyclopedia of Information Science and Technology, First Edition, 200–204. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch038.
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In the last decade a new generation of information systems (IS), such as enterprise resource planning, Web-based information systems and knowledge management support systems, have emerged in response to ever-changing organizational needs. As these systems are socio-technical phenomena in which social and technical factors interweave the ways in which people work, the issue of “how to integrate the work activity and social context of users into the IS which is being designed” becomes one of the principal problems of IS development (Bai et al., 1999). Therefore, the need for new information system design theories is recognized. According to Walls et al. (1992), an “IS design theory” must have two aspects—one dealing with the description of the system and one dealing with the prescription, that is, the process of developing of the system. The prescription aspect includes a description of procedures and guidelines for system development. In addition, these two aspects have to be grounded on theories from natural or social sciences, that is, kernel theories. Therefore, the development of new IS design theories requires a closer look at the system theories that go beyond the traditional system theory that is based, among other things, on Cartesian dualism, that is, mind/body or cognition/action, and on a model of cognition as the processing of representational information (Mingers, 2001). One of the candidate theories is the theory of autopoiesis, which can be best viewed as a system-grounded way of thinking with biological foundations, together with its extension into social domain.
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Chailleux, Sébastien. "Le débat public, ressource cognitive et politique." In Les aléas du débat public. Action collective, expertise et démocratie, 157–78. Presses de l'Université Laval, 2018. http://dx.doi.org/10.2307/j.ctv1g24870.11.
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"Une approche cognitive de la créativité:." In Pour une pédagogie active et créative, 17–34. Presses de l'Université du Québec, 2011. http://dx.doi.org/10.2307/j.ctv18ph1wj.6.
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Hayes, Nicky, and Julie Whitney. "Managing Mobility." In Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.003.0034.
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This chapter addresses the fundamental nursing role in the management of mobility. Every nurse should possess the knowledge and skills to assess mobility needs, to select and implement evidence-based strategies to maintain mobility or assist mobility, and to review the effectiveness of these to inform any necessary changes in care. Mobility is the ability to move around independently. The most readily recognizable component of mobility is locomotion—the ability to walk. It includes transition from one position to another, which is necessary to allow walking to be incorporated into functional activities. Examples of transitions are moving from sitting to standing and from standing to lying down. Virtually all bodily systems are required for safe and effective mobility. Maintaining higher levels of physical activity has been associated with reduced mortality and morbidity from many common diseases (Gregg et al., 2003). People with higher levels of physical activity are less likely to suffer or die from cardiovascular disease (Kesaniemi et al., 2001), have reduced risk of all types of stroke (Wendel-Vos et al., 2004a; 2004b), gain less weight, are less likely to develop type 2 diabetes, breast or colon cancer, osteoarthritis, osteoporosis, falls, and depression (Kesaniemi et al., 2001; Thune and Furberg, 2001). Beneficial effects on cognition have also been documented, the most physically active having 20% lower risk of cognitive decline (Weuve et al., 2004; Yaffe et al., 2001). Maintaining good physical activity levels is associated with generalized well-being, and improved physical function, ability to perform activities of daily living, and walking distance. An active person is less likely to be disabled and is more likely to be independent. There is a lower incidence of depression in people who remain active, and physical activity is known to reduce the symptoms of clinical depression (Kesaniemi et al., 2001). For these reasons, it is important for nurses to promote the benefits of appropriate physical activity as part of their health promotion role. The American College of Sports Medicine and the American Heart Association recommends levels of physical activity required to maintain good health (Box 23.1).
Conference papers on the topic "Cognition et action"
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McCrone, Luke. "Transitional space: learning in the spaces in-between." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.14.
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There is increasing evidence, particularly in STEMM education, that traditional didactic transmission lecturing is less effective than more active, student-centred learning (Freeman et al., 2014). This mounting evidence has resulted in institution-wide curriculum review, pedagogic transformation and ongoing space refurbishments at Imperial College London, a research-intensive institution that provides the context for this work. Although active learning is proven to improve cognitive outcomes by supporting ‘students to do meaningful learning activities and think about what they are doing’ (Prince, 2004, p.223), its examination remains largely linked to instructional contexts, with neglect for the self-directed, non-timetabled learning spaces that support a rich learning experience. This instructional emphasis is evident from the capital that Imperial College London, among other institutions, continue to invest into ongoing classroom refurbishments to support curriculum review and innovation. However, it could be argued that these changes to physical infrastructure do not accurately reflect and address the growing self-directed workload that students now contend with. Furthermore, as capital spending on maintaining and modernising university buildings in the UK approaches £3 billion annually (Temple, 2018), these refurbishments are increasingly time- and money-intensive, placing a financial strain on institutions. The assumption that students successfully transition between passive and active learning, between directed and self-directed learning and between formal, timetabled and informal, non-timetabled spaces has meant transitional space being overlooked. By seeking to better understand student engagement with these transitional spaces as physical, curricular and cognitive spatial phenomena, this study is generating evidence for the educational importance of transitional space and using this to better understand active learning. By redesigning underutilised ancillary spaces adjacent to formal lecture spaces at lower cost than lecture theatre refurbishments, students can better self-direct active learning at moments of transition into and out of formal, timetabled spaces.
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M. Bahgat, Mohamed, Ashraf Elsafty, and Ashraf Shaarawy. "Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6204.
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Teachers’ Professional Development ‘TPD’ has always been an area of growing interest in educational research. Several researchers have thoroughly explored the TPD domain aiming to develop and train teachers on how to understand, experience, practice and have a sustainable impact on learners. FIRST (Bahgat et al. 2018) is a new learner experience framework, which consists of five domains; focusing on learner ‘ F’, interacting within group dynamics ‘ I’, reviewing actively ‘R’, structuring and sequencing ‘S’, and transforming learning into performance ‘T’. It is designed based on educational psychology, neuroscience, and cognitive psychology, to create a framework that promotes active deep learning and inspires a positive transformation in mindset and behaviours. FIRST was applied on a TPD program named Roadmap of Outstanding Educators ‘ROOTS’. The participants were one hundred and seven teachers. This paper attempts to explore the impact of FIRST Framework on TPD, teachers experience as learners and teachers motivation to transfer their learning into performance in the classrooms. The study employed exploratory sequential mixed methods design using case study methodology. Qualitative data was analysed and interpreted into codes and themes. Quantitative data was analysed using SPSS. Major findings: (1) Teachers reported that FIRST is comprehensive and compiles various educational theories, models and strategies, they were able to apply the principles and strategies in their classrooms immediately after the professional program days were over, (2) Student’s feedback and overall experience were enhanced, (3) Some schools has adopted FIRST as a learner experience. These findings recommended that teachers should live the TPD experience as learners. The TPD programs should include follow up phase to enhance teachers’ experience and encourage the transfer of learning into performance. Keywords: Active Learning; Deep Learning; Student Experience; Teachers Professional Developmen
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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.
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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.