Dissertations / Theses on the topic 'Elaboration cognitive'

Metaphors have long been a subject of interest to philosophers, scholars and researchers. Recent insights into the nature and function of metaphor have spurred new interest in the persuasive effects of metaphor. To date, research on the relation between metaphors and attitudes has produced mixed findings. This paper argues that there are several limitations in previous models and designs and this work attempted to resolve several of them. The rationale for the study is based on the Elaboration Likelihood Model (ELM) of persuasion, which argues that cognitive elaboration is a strong predictor of attitudes. Researchers have posited that metaphors should evoke more cognitive elaboration than literal counterparts. This paper reports the results of a study that tested the relationship between metaphors, cognitive elaboration, and attitudes. Participants were exposed to one of 72 message conditions and responded to a set of psychological and attitude scales. Many of the hypotheses were not supported, including tests of the amount of cognitive effort that subjects reported and results related to attitude change by metaphor type. Results indicated that attitudes were stable across time, which is consistent with the ELM.

Malgré l'expansion des publicités conjointes, la littérature y afférente demeure embryonnaire et reflète certaines divergences, notamment par rapport aux termes employés pour caractériser la relation entre les marques partenaires (fit, cohérence perceptuelle, complémentarité, congruence).Cette recherche tente d'élucider le processus de formation et de changement d'attitudes en publicité conjointe en trois étapes : (1) en justifiant en quoi le concept de congruence est le plus intéressant pour caractériser la relation entre les marques partenaires, (2) en explorant les dimensions qui sous-tendent la congruence perçue des marques, et (3) en modélisant ce processus sur la base d'une intégration du modèle ELM en persuasion publicitaire et de la théorie de la congruence de Mandler.Les résultats montrent d'abord que la perception de la congruence des marques s'effectue via les aspects fonctionnels et symboliques de l'alliance. Ensuite, les analyses menées à l'issue d'une expérimentation auprès de 1517 consommateurs, montrent principalement que l'incongruence fonctionnelle n'affecte pas les attitudes post-exposition envers les marques à images fortes et positives. Toutefois, cette incongruence peut exercer une influence négative sur l'attitude envers l'alliance et sur l'attitude envers l'annonce, si elle n'est pas résolue
In spite of the joint advertising expansion, the literature remains embryonic and reflects some divergences, especially in the various terms used to describe the relationship between the brand partners (fit, perceived consistency, complementarity, congruity).This research tries to clarify the process of attitude formation and change in joint advertising, in three steps: (1) by justifying how the congruity concept is the most interesting to characterize the relationship between the brand partners, (2) by exploring the dimensions that underlie the perceived congruity, and (3) by modelizing this process on the basis of an integration of ELM model and Mandler's theory.First, the results show that the perception of the brand congruity is made through the functional and symbolic aspects of the alliance. Then, the analyses of an experiment on 1517 consumers show primarily that the functional incongruity doesn't affect the post-exposition attitudes towards brands having strong and positive images. However, this incongruity can exert a negative influence on the attitude towards the alliance and on the attitude towards the ad, if it is not resolved

Forskning visar att budskap uppfattas olika beroende på perifera egenskaper. Syftet var att undersöka om man uppfattar personer från olika yrkesgrupper olika kopplade till samma budskap. En enkät inleddes med ett citat från en tidningsartikel. Deltagarna (N = 84) bedömde personen bakom uttalandet i fråga om grad av främlingsfientlighet respektive omsorg; i hälften angavs att en åklagare uttalat sig, i andra hälften en familjepedagog. Resultatet visade att det fanns en tendens till huvudeffekt att åklagaren skattades som fientligare än familjepedagogen samt en tendens att de med annan etnicitet skattade budskapet mer fientligt än etniskt svenska. Studien stödjer delvis antagandet att yrkesgrupp har betydelse för hur budskap uppfattas.

Cette thèse est centrée sur l'évaluation des capacités de lecture et reliées à la lecture des collégiens normo-lecteurs français. Le premier objectif est d'identifier les capacités engagées dans la compréhension écrite. Dans les premiers grades (6 et 7), les capacités de compréhension écrite sont surtout expliquées par celles de compréhension orale, de conscience morphologique et de lecture de mots irréguliers, mais pas par la lecture de pseudomots, quelle que soit la mesure (précision ou temps). Ce dernier résultat se retrouve dans les grades supérieurs (8 et 9) dans lesquels la lecture de mots irréguliers n'a plus d'incidence sur la compréhension écrite. Le second objectif est d'élaborer un outil diagnostique des capacités de lecture, et des capacités reliées, chez les collégiens (6 à 9). L'examen des capacités d'identifications des mots écrits montre que les effets de régularité et de lexicalité sont significatifs, quelle que soit la mesure, et le niveau scolaire. Les effets de longueur varient selon la lexicalité: quel que soit le niveau scolaire, les pseudomots longs sont lus moins précisément et moins rapidement que les courts alors que les mots irréguliers longs ne sont jamais pénalisés. Le niveau de lecture (mesuré à l'aide d'un test Français de référence) est déterminé surtout par les capacités de lecture de pseudomots, et également par celles de conscience phonémique mais uniquement lorsque les temps sont pris en compte. La construction cohérente de l'outil est vérifiée à l'aide d'une classification hiérarchique de variables. L'ensemble des résultats souligne l'importance de considérer pour toutes évaluations les temps de traitement en plus de la précision
The aim of this thesis was to evaluate the reading and reading-related skills of French middle school students (Grades 6 to 9). The first objective was to identify the capacity involved in reading comprehension at the middle school level. In the first grades (Grades 6 and 7), the results show that reading comprehension skills are largely predicted by listening comprehension, morphological awareness, and irregular word reading, but not pseudoword reading skills, whatever the measure (accuracy or time). This latter result is found in the higher grades (Grades 8 and 9) in which irregular word reading has no impact on reading comprehension, again regardless of the measure. The second objective was to develop a diagnostic evaluation tool for word-level reading and reading-related skills in middle school students. The examination of word-level reading skills at middle school showed significant effects of both regularity and lexicality, whatever the measure and independently of grade. The effect of length depends on lexicality: long pseudowords are read less accurately and more slowly than short ones, whereas long irregular words are read as well as short ones. Reading level (assessed by a French "gold standard" test) is mainly predicted by pseudoword reading skills, and also by phonemic awareness, for response times. The consistent structure (validity) of the tool is verified using a new statistical method: hierarchical classification of variables. The overall results underline the importance of considering response times in addition to accuracy in all assessments

L’expérience que les utilisateurs vivent est récemment devenu un facteur majeur de différenciation entre les entreprises de produits et de services (comme Toyota Motor Europe), menant à des recherches plus approfondies dans les domaines de l’expérience utilisateur et de l’interaction. Ces recherches prônent une plus grande considération de la perception subjective plutôt que les propriétés objectives des produits.Partant de cette approche de la ‘recherche en design’ à travers la perception subjective, cette étude tente de comprendre et de formaliser l’influence réciproque entre interaction et expérience utilisateur, définissant quels paramètres affectent les réactions subjectives. À partir de ces paramètres, cette recherche a isolée les propriétés physiques et digitales d’un produit dans le but de mettre en avant ces effets sur les réactions affectives et cognitives d’un utilisateur.Grâce à cette approche, cette recherche aboutit à des apports à la fois scientifique et industriel: cette recherche a rendu possible la formalisation de l’interdépendance entre l’expérience utilisateur et les interactions; la mise en place d’une taxonomie des produits interactifs à travers l’approche métaphorique des interaction physique et digitale; et la matérialisation d’une méthodologie et d’outils pour à la fois évaluer et créer des interactions à partir de l’approche expérientielle
Users’ experience with products recently became a major differentiation factor for products and services companies (such as Toyota Motor Europe), leading to deeper researches on both user experience and interaction. These researches preach for a deeper consideration of the subjective perception rather than artifacts’ objective properties.From this approach of ‘design research’ through the subjective perception, this study intends to understand and formalize the reciprocal influence between Interaction and user experience, highlighting which parameters are affecting subjective reactions. From these parameters, this research isolated the artifact’s physical and digital properties in order to highlight its effects on user’s affective and cognitive reactions.By doing so, this research resulted in both academic and industrial contributions. In terms of the former, it made possible to formalize the interdependency between User Experience and Interactions, to define a taxonomy of interactive products through the metaphorical approach of physical and digital interactions and to materialize a methodology with tools for both evaluating and designing interactions from the User Experience perspective

This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefit of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries. In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (indicated by similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Consistent with previous studies, no significant differences in performance were found on basic factual knowledge assessment. Presentation of the low-level elaboration queries also significantly improved the training program's instructional efficiency, that is, greater performance was achieved with less perceived cognitive effort. In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy and more effective metacognitive self-regulation during training. Contrary to predictions, incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions. The results of this study are discussed in terms of the theoretical implications for garnering a better understanding of the cognitive and metacognitive factors underlying the learning process. Practical implications for training design are presented within the context of cognitive load theory. Specifically, the increased cognitive processing of the training material associated with the high-level elaboration queries may have imposed too great a cognitive load on participants during training, minimizing the cognitive resources available for achieving a deeper, integrative understanding of the training concepts and hindering successful performance on the cognitive measures. The discussion also highlights the need for a multi-faceted approach to training evaluation.
Ph.D.
Department of Psychology
Arts and Sciences
Psychology

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, February 2009.
Includes bibliographical references.
The superior colliculus (SC) is a multi-layered midbrain structure responsible for multimodal integration and orienting behavior in mammals. The superficial layers of the SC (sSC) receive direct visual input from retinal ganglion cells (RGC) as well as input from pyramidal cells in layer V of the ipsilateral visual cortex (VC). The retinal input is refined well before eye opening (EO) and RGC axons arborize topographically to form an appropriate map of visual space. The projection from VC is still broad and unrefined at the time of EO, however. In both sSC and VC, physiological and biochemical evidence indicate considerable synaptic refinement in response to EO, which occurs naturally at the end of the second postnatal week. These studies use anterograde filling of corticocollicular axons in combination with controlled eyelid opening and reclosing paradigms to compare the corticocollicular projections of age-matched eye-opened and eye-sutured littermates. Reconstructions of individual corticocollicular axons in rat pups and statistically sampled arborization patterns across the colliculus at set times before and after controlled eye-lid opening, show that the onset of pattern vision is critical for the establishment of registration between the cortical and collicular maps of visual space. Moreover, if pattern vision is delayed by prolonging eye-lid closure the cortical projection withdraws to single axon cylinders. A latent plasticity remains, however; the corticocollicular axons can reestablish topologically appropriate arborization if eye opening occurs within at least a week of its normal occurrence.
by Julie R. Goldberg.
Ph.D.

Les travaux développés dans le cades de cette thèse constituent une contribution à l'étude du diagnostic des accidents de la circulation routière. La tâche de diagnostic a été définie grâce à une analyse définitoire du diagnostic associée à une étude de la tâche " d'analyse de cas d'accidents " effectuée par les chercheurs de l'INRETS. L es caractéristiques de cette tâche nous ont conduit à concevoir système d'aide au diagnostic constitué de deux entités conjonctives et à suivre une approche hybride d'ingénierie de la connaissance. La première entité, nommée Modèle Générique d'accidents, est construite à partir de la méthode Knowledge Oriented Design (KOB) dont certains concepts ont été adaptés pour répondre aux spécificités du domaine d'application. La seconde entité, nommée Processus de recherche des Causes, et construite à partir de la bibliothèque de Méthodes de Résolution de Problème de Richard Benjamins. .
Researches developed in this thesis constitute a contribution to the study of the traffic road accident diagnosis. The diagnosis task has been define thanks to terminology analysis of the diagnosis and to a study of the " accident cases analysis " task implemented by INRETS searchers. Characteristics of this task have led us to conceive an Aid System made of two entities and to implement a hybrid approach of Knowledge Engineering. The first entity called the Generic Model of Accident (GMA), have been elaborated by the use of the Knowledge Oriented Design method (KOB) where some concepts have had to be adapted to our application domain. The second entity, called the Causal Research Process have been elaborated by use of the Richard Benjamin'library of Problem Solving Methods. The construction of the GMA is based on a corpus of traffic accidents cases extracted from INRETS Accident Deep Study Database. Adaptations of KOD's concepts have to be because of the application domain. The vocation of GMA is to provide a model of accident taking in account the three components of the Human - Vehicle- Environment system. .

The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom.
Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

A primary goal of education is the acquisition of durable knowledge which challenges the use of efficient pedagogical methods of how to best facilitate learning. Research in cognitive psychology has demonstrated that repeated testing during the learning phase improves performance on later retention tests compared to restudy of material. This empirical phenomenon is called the testing effect. The testing effect has shown to be robust across different kinds of material and when compared to different pedagogical methods. Despite the extensive number of published papers on the testing effect, the majority of the studies have been conducted in the laboratory. More specific, few studies have examined the testing effect in authentic settings when using course material during the progress of a course. Further, few studies have investigated the beneficial effects with test-enhanced learning by the use of neuroimaging methods (e.g. fMRI). The aim with the thesis was to investigate the effects of test-enhanced learning in an authentic educational context and how this is related to individual differences in working memory capacity (Study I and II) as well as changes in brain activity involved in successful repeated testing and long term retention (Study III). In study I, we examined whether repeated testing with feedback benefitted learning compared to rereading of introductory psychology key concepts in a sample of undergraduate students. The results revealed that repeated testing with feedback was superior compared to rereading both immediate after practice and at longer delays. The effect of repeated testing was beneficial for students irrespectively of WMC. In Study II, we investigated test-enhanced learning in relation to the encoding variability hypothesis for the learning of mathematics in a sample of fifth-grade children. Learning was examined in relation to both practiced and transfer tasks. No differences were found for the practiced tasks. Regarding the transfer tasks, the results gave support for the encoding variability hypothesis, but only at the immediate test. In contrast, when we followed up the durability of learning across time, the results showed that taking the same questions over and over again during the intervention resulted in better performance across time compared to variable encoding. Individual differences in WMC predicted performance on the transfer tasks, but only at the immediate test, regardless of group. Together, the results from Study I and Study II clearly indicate that testenhanced learning is effective in authentic settings, across age-groups and also produces transfer. Integrate current findings from cognitive science, in terms of test-enhanced learning, by the use of authentic materials and assessments relevant for educational goals can be rather easily done with vi computer based tasks. The observed influence of individual differences in WMC between the studies warrant further study of its specific contribution to be able to optimize the learning procedure. In Study III, we tested the complementary hypothesis regarding the mechanisms behind memory retrieval. Recurrent retrieval may be efficient because it induces representational consistency or, alternatively, because it induces representational variability - the altering or adding of underlying representations as a function of successful repeated retrieval. A cluster in right superior parietal cortex was identified as important for items successfully repeatedly retrieved Day 1, and also correctly remembered Day 7, compared to those successfully repeatedly retrieved Day 1 but forgotten Day 7. Representational similarity analysis in this region gave support for the theoretical explanations that emphasis semantic elaboration.

Thesis (MCom)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: People are often referred to in a Human Resource Development context as the organisation‟s most important resource in recognition of the important knowledge and learning they bring to the organisation (Bierema & Eraut, 2004). South African organisations experience a shortage of this valuable and important resource due to the country‟s social political past which was led by the Apartheid system. South Africa today still suffers from the consequences of the history of racial discrimination which was lead by the Apartheid system. This system was one of legal racial segregation enforced by the National Party government of South Africa between 1948 and 1993 and it deprived the majority of South Africans of the opportunity to develop and accumulate human capital. South Africa‟s past has thus left the previously disadvantaged group members with underdeveloped competency potential, as opposed to the not previously disadvantaged group members, and this has subsequently led to adverse impact in valid, fair (in the Cleary sense of the term) strict-top-down selection. This underdeveloped competency potential prohibits these individuals from succeeding in the world of work. Because of the importance of labour it is crucial that the South African labour force be developed to reach its full potential. Adverse impact in personnel selection refers to the situation where a selection strategy affords members of a specific group a lower probability of being selected compared to members of another group (Boeyens, 1989). There thus lies a vast reservoir of untapped human potential in this country, and a method to identify these individuals is required. The fact that adverse impact is created during personnel selection does not necessarily mean that selection procedures are responsible for the adverse impact. Adopting a problem orientation involves using careful analysis to identify the root causes of a problem (Bierema & Eraut, 2004). In South Africa an intellectually honest solution to the problem of adverse impact would be to provide development opportunities, rather than searching for an alternative selection instrument, to those individuals who have been denied opportunities in the past in order to develop skills, abilities and coping strategies necessary for job performance. This does not imply that affirmative action should be abolished; it rather suggests that the focus of this corrective policy should shift towards a more developmental approach. More emphasis should be placed on providing the previously disadvantaged with the necessary training and development to foster the necessary competency potential to succeed in the world of work. Affirmative developmental opportunities will entail giving previously disadvantaged individuals access to skills development and educational opportunities aimed at equipping them with the currently deficit skills and knowledge. A need exists to identify individuals who will gain maximum benefit from these developmental opportunities and who display the highest potential to learn, as resources for such developmental programmes are scarce. Attempts at accelerated affirmative development will be effective to the extent to which there exists a comprehensive understanding of the factors underlying training performance and the manner in which they combine to determine learning performance (De Goede & Theron, 2010). De Goede (2007) has already conducted a study to identify such individuals. Selection alone, although important and necessary, is not sufficient to ensure successful affirmative development interventions. Additional interventions are required, post-selection, to ensure success. The primary objectives of this study are consequently to build onto De Goede‟s (2007) foundations and it is therefore necessary to describe De Goede‟s (2007) model, explain its underlying argument, report on the fit of his proposed structural model and also to report on the findings regarding the specific causal relationships which he proposed. De Goede‟s (2007) existing learning potential structural model was expanded with the inclusion of additional non-cognitive variables in order to gain a deeper understanding of the complexity underlying learning and the determinants of learning performance. The hypothesised learning potential structural model was empirically tested and evaluated and achieved good close fit. Modification indices calculated as part of the structural equation modelling suggested a specific addition to the existing model that would improve the fit. One modification was subsequently made to the model after the consideration of the full range of fit indices, standardised residuals, modification indices and parameter estimates. No paths were removed. This decision was taken because the path-specific hypotheses that were tested referred to the specific paths when they were included in the specific model. Deleting insignificant paths from the model would therefore change the original hypotheses. The final revised structural model achieved good fit. The limitations of the research methodology, the practical implications of this study, and recommendations for future research are also discussed.
AFRIKAANSE OPSOMMING: In die konteks van Menslike Hulpbronontwikkeling word daar vele kere na mense verwys as die organisasie se belangrikste hulpbron uit erkenning vir die belangrike kennis en leer wat hulle na die organisasie bring (Bierema & Eraut, 2004). Suid-Afrikaanse organisasies ervaar „n tekort aan die waardevolle en belangrike hulpbron weens die land se verlede onder leiding van die Apartheidsisteem. Suid-Afrika ly vandag steeds onder die gevolge van die geskiedenis van rassediskriminasie onder leiding van die Apartheidstelsel. Hierdie stelsel is gebaseer op wetlike rasseskeiding, afgedwing deur die Nasionale Party regering in Suid-afrika tussen 1948 en 1993. Hierdie sisteem het die meeste Suid-Afrikaners die geleentheid op toegang tot ontwikkelingsgeleenthede ontneem. Suid-Afrika se verlede het die lede van die voorheen benadeelde groepe gelaat met onderontwikkelde bevoegdheidspotensiaal, in teenstelling met lede van bevoorregte groepe. Dit het daartoe aanleiding gegee dat geldige en regverdige (in die Cleary sin van die begrip) streng bo-tot-onder keuring „n nadelige impak teen voorheen benadeelde individue tot gevolg het. Die onderontwikkelde bevoegdheidspotensiaal verhoed die voorheen benadeelde groepe om suksesvol in die werksplek te wees. Weens die belangrikheid van arbeid is dit noodsaaklik dat die Suid-Afrikaanse arbeidsmag ontwikkel word om sy volle potensiaal te bereik. Nadelige impak in personeelkeuring verwys na die situasie waar „n keuringstrategie lede van „n spesifieke groep „n laer waarskynlikheid van keuring bied in vergelyking met lede van „n ander groep (Boeyens, 1989). Daar bestaan dus „n reuse onontginde reservoir van menslike potensiaal in hierdie land en „n metode om hierdie individue te identifiseer word benodig. Die feit dat „n nadelige impak geskep word tydens personeelkeuring beteken nie noodwendig dat die keuringsprosedures verantwoordelik is vir die nadelige impak nie. Die aanvaarding van „n probleemoriëntasie vereis die gebruik van „n versigtige analise om die grondoorsake van „n problem te identifiseer (Bierema & Eraut, 2004). In Suid-Afrika sal dit „n intellektueel eerlike oplossing ten opsigte van die probleem van nadelige impak bied om ontwikkelingsgeleenthede te voorsien aan daardie lede wat geleenthede misgun is in die verlede, om vaardighede, vermoëns en hanteringstrategieë wat benodig word vir werksprestasie te ontwikkel, eerder as om „n ander keuringsinstrument te soek. Daar word glad nie hiermee geïmpliseer dat regstellende aksie tot niet gemaak moet word nie. Daar word slegs voorgestel dat die fokus van regstellende aksie meer ontwikkelingsgerig moet wees. Groter klem moet dus daarop geplaas word om lede van voorheen benadeelde groepe die geleenthede te gee om die nodige bevoegdheidspotensiaal te ontwikkel om suksesvol in the werksplek te wees. Regstellende ontwikkelingsgeleenthede sal voorheen benadeelde individue toegang gee tot opleidings en ontwikkelingsgeleenthede wat daarop afgestem is om hulle van die nodige vaardighede en kennis te voorsien wat hulle kortkom. „n Behoefte bestaan om daardie indiwidue te identifieer wat die grootste voordeel uit hierdie ontwikkelingsgeleenthede sal trek en wat die hoogste vlak van leerpotensiaal het, aangesien hulpbronne vir die doel baie skaars is. Pogings tot versnelde regstellende ontwikkeling sal net suksesvol wees tot die mate wat daar „n omvattende begrip is van die faktore wat onderliggend is aan leerprestasie en die wyse waarop hulle kombineer om leerprestasie te bepaal (De Goede & Theron, 2010). De Goede (2007) het reeds so „n leerpotensiaalnavorsingstudie gedoen. Keuring alleen, alhoewel belangrik en noodsaaklik, is nie voldoende om suksesvolle regstellende ontwikkelingsingrypings te verseker nie. Verdere addisionele ingrypings word na keuring benodig om sukses te verseker. Die primêre doelstellings van hierdie studie is gevolglik om op De Goede (2007) se fondasies te bou. De Goede (2007) se model is beskryf, sy onderliggende argument is verduidelik, verslag is gedoen oor die pasgehalte van die voorgestelde strukturele model en ook oor sy bevindinge aangaande die spesifieke, oorsaaklike verwantskappe wat hy voorgestel het. De Goede (2007) se bestaande leerpotensiaal strukturele model is gewysig en uitgebrei deur die toevoeging van addisionele nie-kognitiewe veranderlikes om ‟n meer indringende begrip van die kompleksiteit onderliggend aan leer en die determinante van leerprestasie te verkry. Die strukturele model is empiries getoets en geëvalueer en die model het „n goeie passing getoon. Modifikasie-indekse bereken as deel van die strukturele vergelykingsmodellering het „n spesifieke baan uitgewys wat die passing van die model sou verbeter indien dit bygevoeg word tot die bestaande model. Die strukturele model is dus aangepas deur die addisionele baan by te voeg tot die bestaande model na die oorweging van die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse and parameterskattings. Geen bane is verwyder nie. Die besluit is geneem omdat die baan-spesifieke hipoteses wat getoets is, verwys het na spesifieke bane toe hulle ingesluit is in die spesifieke model. Verwydering van bane wat nie statisties beduidend was nie, sou dus die oorspronklike hipoteses verander. Die bevinding was dat die finaal-gewysigde strukturele model die data goed gepas het. Die beperkinge van die navorsingsmetodiek, die praktiese implikasies van die studie en aanbevelinge vir toekomstige navorsing word ook bespreek.

Cette thèse traite de l’étude du changement d’attitude dans un contexte de dissonance cognitive (Festinger, 1957), et plus précisément dans le cadre du paradigme de l’essai contre-attitudinal (Brehm & Cohen, 1962). L’objectif de ce travail est triple. Premièrement, nous opérons une remise en question de l’induction de choix des paradigmes de dissonance, en utilisant, au sein de nos expérimentations, la perception de choix des participants comme variable continue permettant de prédire le changement d’attitude. Notre second objectif est de mobiliser, dans le cadre de la dissonance, des variables issues du modèle des probabilités d’élaboration (Petty & Cacioppo, 1986) liées au changement d’attitude. Ces variables permettent notamment de recueillir les pensées positives et négatives (i.e., l’élaboration) que les participants produisent vis-à-vis d’un argumentaire. Nous émettons ainsi l’hypothèse que la rédaction d’un essai contre attitudinal sous perception élevée de choix entraînera conjointement de l’élaboration et du changement d’attitude chez les participants. Le dernier objectif de cette thèse est de tester l’impact de variables, autres que le choix perçu, permettant d’augmenter l’élaboration des participants. Nous nous sommes ainsi intéressés à la résistance de l’attitude initiale, ainsi qu’au délai de réflexion, afin d’étudier leurs effets sur le changement d’attitude
This thesis covers the study of attitude change in the area of cognitive dissonance (Festinger, 1957), and more precisely in the context of the counter-attitudinal advocacy paradigm (Brehm & Cohen, 1962). The aim of this work is triple. First, we challenge the induction of choice adopted within dissonance paradigms using, in our studies, perception of choice as a discrete variable suitable to predict attitude change. Our second goal is to borrow - for a use into dissonance paradigms - variables implied in attitude change within the elaboration likelihood model (Petty & Cacioppo, 1986) than can be used in order to gather the positive and negative thoughts (i.e., elaboration) that participants can produce regarding to an advocacy. We thus hypothesize that a counter-attitudinal advocacy will, under high perceived-choice, lead participants to produce elaboration and attitude change. Our last goal is to assess the impact of other variables than perceived choice that can have an impact on participants’ elaboration. Therefore, we took interest in attitude resistance and reflection delays in order to observe their effect on attitude change

Les environnements virtuels sont des outils de plus en plus fréquemment utilisés dans le domaine de la formation sans que leur conception soit systématiquement guidée par des préconisations ergonomiques. Ce travail de thèse propose d’élaborer et d’évaluer des recommandations ergonomiques relatives au guidage de l’apprenant au cours de son apprentissage en EVAH (Environnement Virtuel pour l'Apprentissage Humain). Après avoir évalué l’utilité pour l’apprentissage d’un EVAH destiné à des techniciens de laboratoire, deux expériences ont été menées afin de déterminer un guidage optimal de l’apprenant lors de sa formation au lancement de tests de coagulation. La première expérience analysait l’impact d’une organisation hiérarchique d’instructions sonores sur l’apprentissage. La deuxième évaluait les modalités de présentation d’un guidage visuel et leurs conséquences sur l’acquisition de la procédure. Les résultats obtenus à l’issue de ces deux expériences ont permis de proposer des recommandations ergonomiques quant à la conception d’un guidage sonore et d’un guidage visuel de l’apprenant lors de l’acquisition d’une procédure. Enfin, ces recommandations ont été implémentées dans l’EVAH. Ainsi « amélioré », il a été confronté à l’environnement virtuel de référence dans le but d’évaluer l’efficacité des préconisations. Les résultats montrent que la prise en compte des recommandations ergonomiques proposées améliore les performances des apprenants
Virtual environments are tools that are becoming more frequently used in the field of training, however their design is not systematically guided by ergonomic considerations. This thesis presents the development and evaluation of ergonomic recommendations to guide the learner during VET (Virtual Environment for Training) training. After evaluating the usefulness of STA-R Virtuel, a VET for laboratory technicians, two experiments were conducted to determine optimal ways of cueing the learner during their training in the execution of coagulation tests. The first experiment analyzed the impact on learning of a hierarchical organization of auditory instructions. The second evaluated different ways of presenting a visual guide and their impact on learned proficiency in the procedure. The results obtained at the end of these two experiments were then used to develop ergonomic recommendations for the design of auditory and visual cues to enhance learner performance. Finally, these recommendations were implemented in the VET. The improved version was compared with the reference virtual environment in order to assess the effectiveness of the recommendations. The results show that the inclusion of the proposed ergonomic recommendations improves the learners' performance

Ce travail est consacre a l'etude des mecanismes de construction macrostructurale mis en oeuvre dans la comprehension des textes documentaires. Nous considerons deux niveaux dans le traitement macrostructural : le niveau d'elaboration macrostructurale - de selection des informations - et le niveau d'organisation macrostructurale - de structuration des idees - nous avons utilise une methode experimentale susceptible de rendre compte des constructions realisees a chacun des deux niveaux consideres. Les experiences presentees visent a etudier l'effet de facteurs textuels et contextuels sur la construction macrostructurale dans une situation de lecture particuliere : la lecture d'une base de donnees hypertexte. Les resultats nous permettent de montrer que le contraintes qui portent sur la construction macrostructurale sont plus ou moins importantes selon qu'on facilite l'un et ou l'autre des niveaux. Il apparait que l'etude du traitement macrostructural peut effectivement se concevoir a partir des deux niveaux d'elaboration et d'organisation. Ces deux aspects seraient plus ou moins independants ou interactifs en fonction de la situation dans laquelle se trouve le lecteur
This study iwas designed to investigate the mecanisms of macrostructural construction when readin documentary texts. We consider two levels in the macrostructural processing : the macrostructural drawing-up level (selection of information), the macrostructural organization level (ideas structuring). We used a method that could account for the buildings producted at the 2 levels. The experiments produced aim at studing the effect of textuel and conceptual factors on macrostructural construction in a particular situation of reading : the hypertext reading. The results show that the macrostructural construction is more of less constraint according to the facilitation degree of drawing-up and-or organisation level. It seems that the macrostuctural studying can be understood considering the two levels. These levels were independant or interractive according to the reading situation

Several clinical populations (e.g. Schizophrenia, Alzheimer's disease, frontal lobe damage, and healthy aging with memory decline) display memory deficits which may be related to a failure to engage efficient memory encoding strategies. However, these groups often show improved memory performance when cued towards the use of efficient encoding strategies, suggesting the deficits are related to self-initiating elaborative encoding processes. At present, little is know about the neural correlates of self-initiating elaborative encoding strategies in episodic memory. The purpose of this thesis was to better understand the process of initiating elaborative encoding strategies. We hypothesized that the left dorsolateral prefrontal cortex (DLPFC) was involved in self-initiating elaborative encoding strategies. Experiment 1 was an fMRI study in which we presented conditions in which participants were either cued to use an efficient encoding strategy (semantic analysis) or were not cued to do so (a self-initiated condition), while presenting stimuli with variable semantic relatedness. We observed activity in the left DLPFC and bilateral supramarginal gyrus in response to semantic relatedness in the non-semantic (self-initiated) encoding condition. In experiment 2, we attempted to confirm the role of the left DLPFC in self-initiating elaborative encoding using transcranial magnetic stimulation (TMS), a method in which we can transiently disrupt neural activity in a limited cortical area. We performed stimulation of the left DLPFC and a control site (the vertex) during a memory encoding task. We observed a significant correlation in a subsequent cued recall task (a measure of encoding success) between the effects of TMS during encoding and participant's use of memory strategies during encoding only in the condition in which self-initiated elaborative encoding was beneficial to memory performance. This suggests a causative role for the DLPFC in self-initiating elaborative encoding. Experiment 3 was a concurrent TMS-fMRI study. Participants performed an encoding task (similar to the self-initiated condition in experiment 1) while we measured brain activity using fMRI. TMS stimulation was presented for 300ms on ¾ of trials. The onset of stimulation was varied, starting at 200ms, 600ms, or 1000ms after stimulus onset. We observed time-specific changes in neural activity in response to TMS stimulation, suggesting that concurrent TMS-fMRI can be used to measure time-varying interactions between the DLPFC and distal brain regions These three experiment provide evidence o f the role of the left DLPFC in self-initiating elaborative encoding strategies, and the utility of TMS and fMRI (separately or combined) as research techniques to address these techniques. These studies also demonstrate the utility of our selected paradigms to directly address the issue of self-initiating elaborative encoding (rather than correlating activity to specific encoding strategies).
Plusieurs populations cliniques (ex. schizophrénie, maladie d'Alzheimer, lésions du lobe frontal, vieillissement normal avec déclin de mémoire) démontrent des déficits de mémoire qui peuvent être reliés à une incapacité d'initier des stratégies efficaces d'encodage de mémoire. Cependant, ces groupes démontrent souvent une amélioration de leur performance lorsqu'on les aide à choisir une stratégie d'encodage efficace, suggérant que les déficits seraient reliés à l'utilisation spontanée de stratégies d'encodage élaborées. A ce jour, nous savons très peu de choses à propos des corrélats neuronaux de l'utilisation spontanée de stratégies d'encodage élaborées. Le but de cette thèse est de mieux comprendre les processus de l'initiation de stratégies d'encodage élaborées. Nous émettons l'hypothèse que le cortex préfrontal dorsolatéral (DLPFC) est impliqué dans l'utilisation spontanée de stratégies d'encodage élaborées. L'expérience 1 consiste en une étude d'IRMf dans laquelle nous avons présenté des conditions dans lesquelles les participants étaient guidés à utiliser une stratégie d'encodage efficace (analyse sémantique) ou non guidés d'utiliser cette stratégie (condition auto-initiée), en présentant des stimuli de relations sémantiques variées. Nous avons observé une activité dans le DLPFC gauche et le gyrus supramarginal bilatéral en réponse à la relation sémantique dans la condition d'encodage non-sémantique (auto-initiée). Dans l'expérience 2, nous avons tenté de confirmer le rôle du DLPFC gauche dans l'utilisation spontanée de stratégies d'encodage élaborées en utilisant la stimulation magnétique transcrânienne (SMT), une méthode avec laquelle nous pouvons perturber l'activité neuronale de façon transitoire dans une aire corticale limitée. Nous avons performé une stimulation du DLPFC gauche et d'un site contrôle (le vertex) durant une tâche d'encodage de mémoire. Nous avons observé une corrélation significative dans la tâche de reconnaissance subséquente (une mesure de la réussite de l'encodage) entre les effets de la SMT durant l'encodage et l'utilisation de stratégies de mémoire du participant pendant l'encodage seulement dans la condition où l'utilisation spontanée de stratégies d'encodage élaborées était bénéfique pour la performance de mémoire. Ceci suggère un rôle causal du DLPFC dans l'utilisation spontanée de stratégies d'encodage élaborées. L'expérience 3 était une étude simultanée de SMT-IRMf. Les participants devaient faire une tâche d'encodage (similaire à la condition auto-initiée de l'expérience 1) pendant que l'on mesurait l'activité du cerveau avec l'IRMf. Une SMT était faite pendant 300ms sur les trois-quarts des essais. Le début de la stimulation était varié, commençant à 200ms, 600ms ou 1000ms après le début du stimulus. Nous avons observé des changements spécifiques au temps dans l'activité neuronale en réponse à la stimulation SMT, indiquant que l'utilisation simultanée de SMT-IRMf peut être utilisée pour mesurer l'interaction en fonction du temps entre le DLPFC et les régions distales du cerveau. Ces trois expériences apportent des évidences du rôle du DLPFC gauche dans l'utilisation spontanée de stratégies d'encodage élaborées et l'utilité de la SMT et de l'IRMf (séparément ou combinées) comme techniques de recherche pour étudier ces processus. Ces études démontrent aussi l'utilité de nos paradigmes pour étudier directement l'utilisation spontanée de stratégies d'encodage élaborées (au lieu de corréler l'activité à des stratégies d'encodage spécifique).

Cette recherche consiste à élaborer un outil informatisé d‟aide au diagnostic de la dyslexie en intégrant les hypothèses théoriques les plus représentatives. Les nombreuses recherches menées sur la dyslexie ont conduit à la formulation d‟hypothèses explicatives (Expertise INSERM, 2007) susceptibles d‟en être à l‟origine : phonologique (Ramus et al., 2003), visuo-attentionnelle (Valdois et al., 2004), cérébelleuse (Nicolson et Fawcett, 1999), déficit dans le traitement du signal auditif temporel (Tallal, 1980), magnocellulaire (Stein, 2001). En ce sens, nous avons rassemblé dans un protocole expérimental des épreuves mesurant différentes capacités cognitives (mémoire, attention, habilités phonologiques, habilités motrices, capacités visuoattentionnelles, habilités auditives). Ce protocole a été soumis à 91 enfants tout-venant et 35 enfants dyslexiques diagnostiqués lors d‟un bilan pluridisciplinaire. De ces expérimentations, nous avons extrait un modèle statistique prédictif, regroupant les exercices les plus discriminants qui permet, en un temps limité (environ 30 min), de connaître de manière précise si l‟enfant rencontre ou non des troubles de la lecture. Nous avons, par ailleurs, constitué des profils cognitifs à partir des performances obtenues par chaque enfant. Ainsi, ces profils pourront servir de guide pour des bilans approfondis qui permettront par la suite de proposer une prise en charge rééducative adaptée aux difficultés particulières de l‟enfant. Le logiciel Alex, ainsi élaboré, poursuit aujourd‟hui l‟ultime phase de validation, il sera alors, destiné aux professionnels de la santé exerçant avec les enfants qui rencontrent des troubles dans les apprentissages

Le problème de l’évaluation de l’aphasie de l’enfant se pose aussi bien en théorie qu’en pratique. A défaut de moyens d’investigation, les psychologues orthophonistes algériens se sont vus dans l’obligation d’improviser des méthodes d’évaluation ou de recourir à des tests pour adultes tel l’examen de l’aphasie de l’adulte. C’est pourquoi nous proposons, dans une perspective de la neuropsychologie cognitive modulaire, une validation d’une batterie neuropsychologique pour enfants aphasiques algérois parlant arabe, âgés de 5 à 13 ans. Son administration à une population ne présentant aucun trouble montre qu’elle est fidèle et sensible à l’âge. Son application à une population aphasique met en évidence la présence de déficits du langage oral et d’autres processus cognitifs: apraxies, agnosies et troubles de la mémoire visuelle à court terme. De ce fait, nous mettons à la disposition de nos collègues algériens un matériel leur permettant, non seulement de poser le diagnostic de l’aphasie et de tracer le protocole de rééducation, mais aussi d’apprécier la récupération post-lésionnelle
Children’s aphasia evaluation is posing a problem both in theory and in practice. Because of the lock of investigation means, the Algerian speech therapists were compelled to improvise methods of evaluation and to have recourse to adult tests such as ‘’l’examen de l’aphasie’’. That is why, we suggest ‘’in modulary cognitive neuropsychology prospects’’ an evaluation and a validation of a neuropsychological battery for aphasic children, speaking Algiers spoken arabic, aged between 5 to 13 years old. The application of this method to children does not present any motor or sensorial deficits show that is sensitive to the age and reliable. Its application to aphasic people shows the disturbance of linguistic information processing and cognitive process linked to the treatment: apraxia, agnosia and visual memory troubles a short term. Hence, we provide the Algerian speech therapists with material which permit and draw a ^protocol of re-education and approve the post-lesionnal recovery

Evaluative conditioning (EC) is a type of attitude formation in which a stimulus is evaluated as positive or negative based on repeated pairings with valenced stimuli. Emerging evidence suggests that individuals differ in susceptibility to EC and these differences may be related to various social and psychological biases. One variable that has been linked with less negative attitude formation, although not using an EC paradigm, is mindfulness. Further, mindfulness is proposed to alter dimensions of elaboration that may underlie EC, particularly conditioning of negative attitudes. Therefore, three studies were conducted to examine whether mindfulness is linked to differential susceptibility to EC, particularly less conditioning of negative attitudes, and whether aspects of elaboration mediate this proposed relation. In all three studies, participants were exposed to an EC paradigm in which positive and negative pictures were paired with neutral Chinese ideographs. Then, they completed ideograph likability ratings. In Study 1, a measure of trait mindfulness was inversely associated with conditioning of negative attitudes, but not after accounting for negative state affect. In Study 2, there was no relation between either of two measures of trait mindfulness and susceptibility to EC. In Study 3, mindfulness was experimentally manipulated by randomly assigning participants to a mindful breathing induction or a mind-wandering control condition before they completed measures of elaboration and the EC paradigm. As compared to the control condition, the mindfulness condition showed greater susceptibility to conditioning of negative attitudes, after controlling for awareness of the picture-ideograph pairings. There was no support for the proposed mediation models through elaboration in either Studies 2 or 3. However, both studies provided evidence that more mindful individuals demonstrated less cognitive elaboration on negative stimuli. Further, both studies suggested that greater cognitive elaboration in response to pictures predicted less susceptibility to conditioning of positive attitudes and possibly greater susceptibility to conditioning of negative attitudes. Altogether, the three studies provided mixed and inconclusive evidence as to the relation between mindfulness and susceptibility to EC. However, the findings regarding cognitive elaboration may help to advance both the mindfulness and EC literatures.

Tidigare forskning har visat att individer tenderar se sig själva mindre sårbara än genomsnittet, vilket gör att man utsätter sig själv för ett stort risktagande. Syftet med studien var att undersöka om de individer som ser sig mindre sårbara än andra är de som påverkas av reklam och manipulation. I undersökningen deltog 183 studenter, 122 kvinnor och 61 män. Tre olika mätinstrument kombinerades i en enkät. En reklamannons med tillhörande frågor, utarbetad i samarbete med en reklambyrå, ett instrument som mätte en individs Need for Cognition samt ett tredje för att mäta hur sårbar personen såg sig i jämförelse med genomsnittet. Våra hypoteser fick inte stöd men vi lyckades påvisa att det förekom en illusion av osårbarhet och en tredjepersoneffekt bland deltagarna. Förhoppningen är att framtida forskning lyckas ta fram ett mer effektivt mätinstrument som kan visa att illusionen av osårbarhet kan öka en individs manipulationsrisk.

Ce travail de thèse a permis d'établir la carte d'identité de nanoparticules développées au laboratoire, les nanocapsules lipidiques. En effet, nous avons caractérisé les nanocapsules lipidiques par diffusion dynamique de la lumière mais aussi par diffusion des neutrons aux petits angles : ces expériences nous ont permis de démontrer que ces particules possèdent une structure coeur-couronne ; le coeur étant composé de triglycérides et la couronne d'un mélange de tensio-actifs. Nous avons aussi démontré que la couronne est une monocouche mixte de tensio-actifs à l'interface huile/eau. A partir de cette structure, nous avons développé deux méthodes de modification post-formulation des nanoparticules initiales afin d'obtenir des nanocapsules lipidiques multifonctionnelles. La première méthode est la post-insertion, initialement développée sur les liposomes ; la deuxième méthode est basée sur une réaction de transacylation entre les tensio-actifs des nanocapsules lipidiques et des substrats d'intérêt pharmaceutique et technologique. Ensuite, nous avons démontré que ces nanocapsules lipidiques multifonctionnelles possédaient de nouvelles propriétés, comme la capacité à délivrer des principes actifs hydrophiles comme des petits ARN d'interférence (siRNA).

In light of recent persuasive appeals which promote a food productâ s health or nutritional benefits in advertisements, this exploratory study investigates the ways in which individuals read and understand health and nutrition-related claims in advertising and make subsequent judgments about the product, brand, and purchase intentions. Using the Elaboration-Likelihood model of persuasion, this study looks at how motivational (e.g., health consciousness, need for cognition) and ability (nutrition knowledge) factors influence attitudes toward three food products following exposure to manipulated advertisements containing a nutrition-related claim. Although the results do not demonstrate much support for the predicted relationships, the findings nonetheless provide researchers useful information that may benefit future studies.
Master of Arts

Résumé : Le Conditionnement Évaluatif (CE) réfère au changement évaluatif d'un Stimulus Neutre (SN) à l'issue des co-expériences relationnelles répétées de celui-ci avec un Stimulus Affectivement signifiant (SA). Les nombreuses divergences empiriques observées dans la littérature suggèrent, d'une part, que des distinctions fonctionnelles sont à faire entre les effets mis en évidence, et d'autre part, que des processus de différente nature puissent intervenir ou être impliqués selon les effets considérés. Ce travail de thèse propose de reconsidérer la variabilité fonctionnelle du CE à travers une approche à multiples processus intégrative et continue, se distinguant des approches à multiples processus du CE classiques sur plusieurs points majeurs, dont : (i) la perspective d'un continuum entre les différents effets ; (ii) la définition et la fonction conférées aux processus associatifs et élaboratifs, envisagés sous-tendre le CE ; (iii) la relation entre ces processus ; et (iv) la nature des contenus mémorisés. Afin de développer ces aspects, nous nous appuierons sur trois points du continuum envisagé (i.e., effets de CE directs, indirects « automatisés », et indirects inférentiels), sachant que chacun de ces points illustrent des effets caractérisés par une émergence plus ou moins automatique, coûteuse, consciente, et/ou contrôlée. La validité empirique de cette approche a été examinée par la mise à l'épreuve des hypothèses concernant la variabilité potentielle dans la facilité de manifestation des effets de CE indirects. À ce titre, 4 expériences ont été effectuées en vue de démontrer que l'émergence d'un CE indirect peut être plus ou moins favorisée selon le degré de propriétés partagées entre le SN et le SA d'un couple donné. Conformément à nos attentes, les résultats obtenus suggèrent que la manifestation d'un CE peut être privilégiée par le partage élevé de propriétés SN-SA. Nous discuterons de la contribution de ces résultats pour l'approche proposée, et plus largement à l'étude du CE. Par ailleurs, les limites méthodologiques et empiriques qui touchent l'ensemble des expériences réalisées, et les perspectives futures quant à l'approche « intégrative et continue » seront considérées
Abstract: Evaluative Conditioning (EC) can be defined as an evaluative change of a neutral stimulus (i.e., the CS), resulting from the repeated relational experiences between this stimulus and a stimulus affectively significant (i.e., the US). Numerous studies conducted on EC revealed several inconsistent results. These inconsistencies underline that two important distinctions have to be considered. The first one deals with the type of EC effects obtained, either direct or indirect. The other one concerns the type of processes underlying EC effects, associative and elaborative ones. In this thesis, we propose an integrative and continuous approach of EC that takes into account these two distinctions, and offers new insight by considering a possible continuum between direct low-level associative effects and indirect high-level elaborative effects. This perspective differs notably from the multiples processes approach classically adopted in EC. The experimental validity of this “integrative and continuous” view was examined in 4 experiments, by testing the role of the specificity of the CS-US relationship on the facility for indirect EC to emerge. Precisely, we predict that CS-US relationship presenting a high level of common properties (e.g., semantic, perceptive, or lexical properties) leads to the emergence of indirect EC effect in a privileged way. As expected, we observed that CS-US relations that shared a high-level of common properties can generate stronger or exclusive EC effects compared to stimuli that showed low-level common properties. The contribution of these results for the “integrative and continuous” approach and for EC studies is discussed, along with their methodological and empirical limits. Finally, perspectives for the future of our approach are drawn

A voz tem sido referida na literatura como um comportamento orientado para a mudança organizacional em termos gerais. Este estudo pretendeu analisar os mecanismos que explicam a relação da identificação organizacional com os comportamentos de voz, testando o papel mediador da elaboração cognitiva e da modelação que o indivíduo faz do seu trabalho, nomeadamente através do desenvolvimento proactivo dos seus recursos no trabalho. De forma a podermos estudar estas relações, elaborámos um questionário, o qual foi respondido por 194 colaboradores, de um instituto público português, de diferentes categorias profissionais. Os resultados permitem-nos concluir que quanto maior for a identificação organizacional de um indivíduo, maior será a probabilidade de este adotar comportamentos de voz. Para além disso, verificou-se também que esta relação é explicada pelos processos de maior elaboração cognitiva e de modelação ativa em que os trabalhadores com elevada identificação organizacional incorrem. Este trabalho poderá trazer um grande contributo para a literatura sobre o comportamento organizacional, na medida em que não se conhecem estudos que, de uma forma geral, aprofundem esta temática no setor público e os resultados poderão trazer, ainda, implicações importantes para os gestores públicos que desejam estimular e promover comportamentos de voz.
Voice has been referred, in the literature, as an organizational change-oriented behavior in general terms. This study sought to examine the mechanisms that explain the relationship of organizational identification with the speech behaviors, testing the mediator role of cognitive elaboration and modeling that the individual makes out of his work through the proactive development of its resources at work. So that we can study these relationships, we have drawn up a questionnaire, which was answered by 194 employees, a Portuguese public Institute, of different categories. The results enable us to conclude that the bigger the organizational identification of an individual, the more likely it is that voice behaviors are adopted. In addition, it was also noted that this relationship is explained by higher cognitive processes of preparation and active modeling in which workers with high organizational identification incur. This work possibly will bring a major contribution to the literature on organizational behavior, insofar as there are no known studies that, generally speaking, deepen this topic in the public sector and the results might bring also important implications for public managers who want to stimulate and promote voice behaviors.

博士
國立交通大學
資訊科學與工程研究所
104
Digital game-based learning (DGBL) has become a viable instructional option in the past decade due to its support of learning motivation, the development of cognitive skills and construction of knowledge. In recently years, rather than developing games specifically designed for instructional purposes, a growing number of researchers and educators are looking at ways to repurpose pre-existing commercial games for education because of the benefits in terms of the accurate simulation of “real-world” experience and phenomena. Especially, many commercial physics games position player activities within authentic and meaningful contexts, and offer opportunities for understanding of complex physical concepts, which increase interesting pedagogical opportunities for physics education. However, commercial physics games don’t appear to help students make the leap from tacit understanding to more formalized knowledge because they are usually designed for entertainment in essence. Therefore, our goal is to explore more instructional potentials and purposes of commercial games with appropriate teaching designs. This study uses three experiments with quasi-experimental design to investigate the effects of existing commercial games on learning outcomes of physical concepts at two learning stages (i.e. before-class and after-class) based on flipped classroom instruction model and cognitive elaboration strategy. In the first experiment we describe our proposal for a flipped game-based learning (FGBL) strategy containing core features of both digital-game based learning and flipped classroom instruction. Our two primary research in this experiment focuses are the effects of the proposed strategy on (a) pre-learning outcomes prior to formal classroom presentation of information, and (b) overall learning outcomes. The focus of the second experiment is the effects of commercial games as tutorial tools after class on the cognitive elaboration of physical concepts that students have already learned, and the third experiment was designed to further investigate the effects of commercial video games on cognitive structures of students when used to review physical concepts. Our results suggest that a) the commercial games can be used to promote active pre-class learning; b) the FGBL-strategy students achieved better learning outcomes than the lecture-based instruction students; c) the games supported the elaboration potential of learned physical concepts; d) concept maps are more suitable than multiple-choice tests for estimating the effects of commercial games on cognitive elaboration; e) the game promoted the creation of motion concept hierarchies and consolidated both relationships and cross-links among existing physical concepts; f) an internalization time factor must be taken into account when analyzing the effects of a game on cognitive structures as measured by concept maps. Several key design features of commercial games that can support the two instructional strategies for the learning of physical concepts are discussed.

Building on Message Framing Theory and the Elaboration Likelihood Model (ELM), this study examined how message frame impacts viewer attention to and cognitive processing of osteoporosis prevention print ads. Attention was measured with eye tracking technology, which calculated participants’ number of fixations and dwell time. Cognitive processing was assessed through a textual masked-recall exercise. Sixty women, with a mean age of 21.25+/-2.61 years, viewed the same 36 ads; however, the message frame changed on a randomized, rotating basis, resulting in each group viewing 12 gain-, 12 loss-, and 12 neutrally-framed ads. One-way repeated measures analyses of variance revealed that message frame significantly impacted viewers’ number of fixations, F(2,118)=8.18, p<.01, η2= .12 dwell time, F(2,118)=9.84, p<.01, η2= .14 and masked-recall results, F(2,118)=22.28, p<.01, η2 = .27. Viewers’ number of fixations, dwell time and recall of gain-framed osteoporosis prevention ads was significantly higher than to loss- or neutrally-framed ads, p<.01. Message frame was also positively correlated with number of fixations, r=.29, p<.02 and dwell time, r=.42, p<.01. Findings may help expand theory related to message framing and the ELM, while contributing to advancements in eye tracking literature and health communications practice.
Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2009-08-27 16:13:32.848

To be successful, social network sites need continual activity to flourish and grow. One of the most important challenges faced by designers of social network sites, is to encourage contribution from community members. ‘Self-sustainability’ is critical to the survival of networked communities and is dependent on community members adding content in a sustained way over time. Motivating community members to take it upon themselves to freely contribute information is the key to the success of any social network environment (Powazek, 2002; Ling et al., 2005). This thesis aims to investigate whether persuasion techniques can be used to inform the design process in order to motivate members of a social network community to contribute content. While persuasion theories have been effective in influencing target behaviour outside of the online environment, traditionally they have not been utilised by digital media designers. With the advent of social media, the application of social psychology is becoming more valuable in the development of features and strategies for the online environment. Recently the field of Captology has begun to systematically investigate computers as persuasive technology. Within this field, this thesis has investigated using the ‘Elaboration Likelihood Model’ (ELM) as a strategic framework and ‘Social Proof’ as a motivating influence to develop peripheral elements designed to encourage user online contribution, and to design a site that is visually appealing and functional. This is essential in establishing the credibility of the site without which the influences of persuasion are unable to function. This Masters ‘research through design’ project engages an existing community group of water sports enthusiasts in a trial of a live prototype website. The website was designed to utilise the internet as a medium and social networking as a tool, in order to gather individual knowledge, give it a context, and to create a self-sustaining collective knowledge base of locations, optimum conditions and user experiences. Users were divided randomly into two groups – the test and the control. Using ELM, the peripheral and central routes of processing communication were identified, and used to build the framework on which to develop the test environment. Both groups were exposed to the same fundamental design and functionality, however the test group was presented with additional peripheral elements designed using the principles of Social Proof. The research charted user contributions over the course of 82 days, with a survey undertaken with both groups at the completion of the test period. Results indicated a significant difference between the two test groups with users exposed to the influences of Social Proof more motivated to contribute content and visit the website more often than users from the control group. The findings of this study show that motivating contribution can be achieved using ELM and Social Proof to design persuasive elements in a social networking environment. The synthesis of graphic design, interface design and the theories of social science can guide designers in the creative process of developing networked environments for social media, and lead to a more engaging user experience.

碩士
國立屏東師範學院
數理教育研究所
93
The purpose of this action research is to develop a feasible and valuable scientific inquiry module based on the topic of “cognition and growth of plants” through the procedure of the design, teaching and elaboration of teaching module. The researcher is the designer, teacher and elaborator also. The subjects are 136 3rd graders and 66 4th graders. Qualitative data came from the teaching, literature review, teaching notes, student’s works, video-taping and observation in class. Quantitative data came from questionnaires of students’ science learning interest and self-assessment of scientific inquiry. The researcher evaluated the effectiveness of the phase-one and phase-two instruction by qualitative and quantitative data analysis. The development of the module includes five steps, they are (1) the design of the prototype, (2)phase-one instruction, (3)the first elaboration, (4)phase-two instruction, and (5)the second elaboration. Problems emerge during the instruction, taking five factors into consideration: teaching strategies, curriculum, teaching resources, teachers, and students. Action research is taken to solve the problems through the following five stages: the emergence of problems, the diagnosis, the action program, the outcome of actions, and the solution to the problems (or the emergence of new problems). Here are the findings of the research: 1. The prototype, neo-type and refined type of the developed teaching module conduct the scientific inquiry, and the elaboration of the module proves to be feasible. 2. The five stages of action research not only solve the problems but also elaborate the module effectively. 3. Third graders made progress science learning interest after phase-one and phase-two instruction. Fourth graders also made progress in science learning interest after phase-two instruction. Furthermore, students’ scientific inquiry ability improves significantly. The researcher proposes some suggestions on instruction in the domain of science and living technology and science education research in the further.

Security breaches nowadays are not limited to technological orientation. Research in the information security domain is gradually shifting towards human behavioral orientation toward breaches that target weaknesses arising from human behaviors (Workman et al., 2007). Currently, social engineering breaches are more effective than many technical attacks. In fact, the majority of cyber assaults have a social engineering component. Social Engineering is the art of manipulating human flaws towards a malicious objective (Breda et al., 2017). In the likely future, social engineering will be the most predominant attack vector within cyber security (Breda et al., 2017). Human failures, persuasion and social influences are key elements to understand when considering security behaviors. With the increasing concerns for social engineering and advancements in human factors-based technology, phishing emails are becoming more prevalent in exploiting human factors and external factors. Such factors have been researched upon in pairs, not overall. Till date, there is not much research done to identify the collaborative links between authority, urgency, risk perception and human factors such as personality traits, and knowledge. This study investigates about phishing email characters, external influences, human factors influences, and their collaborative effects.