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Simões, Lucas Silva. "Emergent Collective Properties in Societies of Neural Networks." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/43/43134/tde-17092018-154433/.
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This project deals with the study of the social learning dynamics of agents in a society. For that we employ techniques from statistical mechanics, machine learning and probability theory. Agents interact in pairs by exchanging for/against opinions about issues using an algorithm constrained by available information. Making use of a maximum entropy analysis one can describe the interacting pair as a dynamics along the gradient of the logarithm of the evidence. This permits introducing energy like quantities and approximate global Hamiltonians. We test different hypothesis having in mind the limitations and advantages of each one. Knowledge of the expected value of the Hamiltonian is relevant information for the state of the society, inducing a canonical distribution by maximum entropy. The results are interpreted with the usual tools from statistical mechanics and thermodynamics. Some of the questions we discuss are: the existence of phase transitions separating ordered and disordered phases depending on the society parameters; how the issue being discussed by the agents influences the outcomes of the discussion, and how this reflects on the overall organization of the group; and the possible different interactions between opposing parties, and to which extent disagreement affects the cohesiveness of the society.<br>Esse projeto lida com o estudo da dinâmica de aprendizado social de agentes em uma sociedade. Para isso empregamos técnicas de mecânica estatística, aprendizado de máquina e teoria de probabilidades. Agentes interagem em pares trocando opiniões pró/contra questões usando um algoritmo restringido pela informação disponível. Fazendo-se uso de uma análise de máxima entropia, pode-se descrever o par da interação como uma dinâmica ao longo do gradiente do logaritmo da evidência. Isso permite introduzir quantidades similares a energia e Hamiltonianos globais aproximados. Testamos diferentes hipóteses tendo em mente as limitações e as vantagens de cada uma. Conhecimento do valor esperado do Hamiltoniano é informação relevante para o estado da sociedade, induzindo uma distribuição canônica a partir de máxima entropia. Os resultados são interpretados com as ferramentas usuais de mecânica estatística e termodinâmica. Algumas das questões que discutimos são: a existência de transições de fase separando fases ordenada e desordenada dependendo dos parâmetros da sociedade; o como a questão sendo discutida pelos agentes influencia os resultados da discussão, e como isso se reflete na organização do grupo como um todo; e as possíveis diferentes interações entre partidos opostos, e até que ponto o desacordo afeta a coesão da sociedade.
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Jensen, Sara Lyn. "Learning Russian Case Endings Through Model Sentences." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2000.pdf.
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Nolan, Sarah. "Blended Learning, Blended Lives: School One-to-One Programs, Control Societies, and Late Capitalist Subjectivity." Digital Commons @ Butler University, 2015. http://digitalcommons.butler.edu/grtheses/269.
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In his 2011 article "Florida Reformers Got It Right," William Mattox uses his son Richard as an example of the benefits of hybrid education, or blended learning, which allows students to combine traditional classroom-based instruction with online schooling. Mattox only briefly praises the benefits of his son's opportunity for customized instruction, and he never tells his reader about the types of classes his son took, or how those classes helped his son reach greater achievements in co llege. Instead, he focuses his attention and (and about half his word count) on the network of acquaintances his son was able to develop by choosing a hybrid schooling option, in tum celebrating how those social relationships helped his son succeed in a voter-based talent contest, where the person with the most "likes" wins the award. Hybrid schooling might provide an excellent, customized education for its students, but its more significant feature, according to Mattox, seems to be the way it allows students to create a network where they can tap into a diverse group of markets to leverage the value of their personalities to become successful. While the hybrid schooling experience of Richard Maddox is not typical of most students, the importance of one's personal network and popularity as a form of social currency are typical of students in contemporary classrooms.
Students in school today are learning much more than the standard reading, writing, and arithmetic, and they are learning it in different ways. Gone are the days of the distinct public and private spheres where school, work, and home were each given clearly defined spaces. Since the early 1990s, the home has been increasingly intruded upon as technological innovation and the continued growth of the internet have allowed employees and students to work from places other than the office or school (most notably, the home), redefining not only the location, but also the time of work. Work does not need to end at five o'clock, or school at 3:30, because employees and students can complete their work at whatever time is most appropriate to them.
Now, more than twenty years after these mobile technologies began their assault on the home, the insulated and separate spheres of home, work, and school are almost completely obliterated. Gilles Deleuze predicted this breakdown in his 1995 "Postscript on Control Societies" in which he asserted that we would welcome the "ultrarapid forms of free-floating control" (178) that have developed to replace those clearly defined spaces. One-to-one programs and instructional models which put a computer or tablet in the hands of every child in a classroom are radically changing the fundamental structures of pedagogy and the roles of educators and students alike in twenty-first century classrooms. These classrooms not only reveal a shift in the way knowledge is transferred and acquired, they reveal a complete transformation in the society for which those pupils are being prepared. The specific closed spaces of Michel Foucault's disciplinary society, each with its individual rules and roles, have evolved into one of greater openness. The shift from the classroom as a closed space to an open, networked place replicates this shift in the larger society of global capitalism. These changes seem to indicate a freer environment that requires less work from the teacher and less concentration from the students, but it actually creates a more controlled environment where more is required of both teachers and students inside of the classroom and out. However, though these increased requirements are perhaps the most obvious outcome of this shift, they are not the only outcome. More significantly, this emerging system of education allows for the development of a new type of student--one who accepts that the creation of her subjectivity is not limited to the classroom, and who actually becomes involved in the formation of that subjectivity through her conflated roles as consumer and producer. Technology is not just opening the classroom. It is repurposing the classroom so that the students' personalities and subjectivities become subsumed in the process of education in preparation for their adult professional lives.
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Malik, Muhammad Usman. "Learning multimodal interaction models in mixed societies A novel focus encoding scheme for addressee detection in multiparty interaction using machine learning algorithms." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMIR18.
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Les travaux de recherche proposés se situe au carrefour de deux domaines de recherche, l'interaction humain-agent et l'apprentissage automatique. L’interaction humain-agent fait référence aux techniques et concepts impliqués dans le développement des agents intelligents, tels que les robots et les agents virtuels, capables d'interagir avec les humains pour atteindre un objectif commun. L’apprentissage automatique, d'autre part, exploite des algorithmes statistiques pour apprendre des modèles de donnée. Les interactions humaines impliquent plusieurs modalités, qui peuvent être verbales comme la parole et le texte, ainsi que les comportements non-verbaux, c'est-à-dire les expressions faciales, le regard, les gestes de la tête et des mains, etc. Afin d'imiter l'interaction humain-humain en temps réel en interaction humain-agent, plusieurs modalités d'interaction peuvent être exploitées. Avec la disponibilité de corpus d'interaction multimodales humain-humain et humain-agent, les techniques d'apprentissage automatique peuvent alors être utilisées pour développer des modèles interdépendants participant à l'interaction humain-agent. À cet égard, nos travaux de recherche proposent des modèles originaux pour la détection de destinataires d'énoncés, le changement de tour de parole et la prédiction du prochain locuteur, et enfin la génération de comportement d'attention visuelle en interaction multipartie. Notre modèle de détection de destinataire prédit le destinataire d'un énoncé lors d'interactions impliquant plus de deux participant. Le problème de détection de destinataires a été traité comme un problème d'apprentissage automatique multiclasse supervisé. Plusieurs algorithmes d'apprentissage ont été entrainés pour développer des modèles de détection de destinataires. Les résultats obtenus montrent que ces propositions sont plus performants qu'un algorithme de référence. Le second modèle que nous proposons concerne le changement de tour de parole et la prédiction du prochain locuteur dans une interaction multipartie. La prédiction du changement de tour est modélisée comme un problème de classification binaire alors que le modèle de prédiction du prochain locuteur est considéré comme un problème de classification multiclasse. Des algorithmes d'apprentissage automatique sont entraînés pour résoudre ces deux problèmes interdépendants. Les résultats montrent que les modèles proposés sont plus performants que les modèles de référence. Enfin, le troisième modèle proposé concerne le problème de génération du comportement d'attention visuelle (CAV) pour les locuteurs et les auditeurs dans une interaction multipartie. Ce modèle est divisé en plusieurs sous-modèles qui sont entraînés par l'apprentissage machine ainsi que par des techniques heuristiques. Les résultats attestent que les systèmes que nous proposons sont plus performants que les modèles de référence développés par des approches aléatoires et à base de règles. Le modèle de génération de comportement CAV proposé est mis en œuvre sous la forme d’une série de quatre modules permettant de créer différents scénarios d’interaction entre plusieurs agents virtuels. Afin de l’évaluer, des vidéos enregistrées pour les modèles de génération de CAV pour les orateurs et les auditeurs, sont présentées à des évaluateurs humains qui évaluent les comportements de référence, le comportement réel issu du corpus et les modèles proposés de CAV sur plusieurs critères de naturalité du comportement. Les résultats montrent que le comportement de CAV généré via le modèle est perçu comme plus naturel que les bases de référence et aussi naturel que le comportement réel<br>Human -Agent Interaction and Machine learning are two different research domains. Human-agent interaction refers to techniques and concepts involved in developing smart agents, such as robots or virtual agents, capable of seamless interaction with humans, to achieve a common goal. Machine learning, on the other hand, exploits statistical algorithms to learn data patterns. The proposed research work lies at the crossroad of these two research areas. Human interactions involve multiple modalities, which can be verbal such as speech and text, as well as non-verbal i.e. facial expressions, gaze, head and hand gestures, etc. To mimic real-time human-human interaction within human-agent interaction,multiple interaction modalities can be exploited. With the availability of multimodal human-human and human-agent interaction corpora, machine learning techniques can be used to develop various interrelated human-agent interaction models. In this regard, our research work proposes original models for addressee detection, turn change and next speaker prediction, and finally visual focus of attention behaviour generation, in multiparty interaction. Our addressee detection model predicts the addressee of an utterance during interaction involving more than two participants. The addressee detection problem has been tackled as a supervised multiclass machine learning problem. Various machine learning algorithms have been trained to develop addressee detection models. The results achieved show that the proposed addressee detection algorithms outperform a baseline. The second model we propose concerns the turn change and next speaker prediction in multiparty interaction. Turn change prediction is modeled as a binary classification problem whereas the next speaker prediction model is considered as a multiclass classification problem. Machine learning algorithms are trained to solve these two interrelated problems. The results depict that the proposed models outperform baselines. Finally, the third proposed model concerns the visual focus of attention (VFOA) behaviour generation problem for both speakers and listeners in multiparty interaction. This model is divided into various sub-models that are trained via machine learning as well as heuristic techniques. The results testify that our proposed systems yield better performance than the baseline models developed via random and rule-based approaches. The proposed VFOA behavior generation model is currently implemented as a series of four modules to create different interaction scenarios between multiple virtual agents. For the purpose of evaluation, recorded videos for VFOA generation models for speakers and listeners, are presented to users who evaluate the baseline, real VFOA behaviour and proposed VFOA models on the various naturalness criteria. The results show that the VFOA behaviour generated via the proposed VFOA model is perceived more natural than the baselines and as equally natural as real VFOA behaviour
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Maric, Borislav. "Enhanced Four Paradigms of Information Systems Development in Network Societies." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4287.
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The main aim of this research is to relate the theory of ISD discussed in Hirschheim’s and Klein’s article ”Four Paradigms of Information Systems Development” (ISD) to Churchman’s theory of ISD discussed in his book ”The Design of Inquiring Systems”. It has been important to relate those two assumptions of ISD in order to enhance both of them and to get a more explicit understanding of ISD. The main hypothesis in this research has been that it is possible to relate them to each other and to clarify and enhance them since they are both based on philosophical assumptions of knowledge generation i.e. epistemology. Epistemological and ontological aspects of knowledge generation and nature of societies are very important for understanding of IS since knowledge transfer is more and more common because of ICT development. The synthesis of those two well-known approaches to ISD is the main contribution of this research master thesis. The other contributions are the solution for double-loop learning through multi-agent system development and the solution for developing sustainable network societies through peer-to-peer networking combined with centralised networking functioning as a library. I also have given an explicit explanation of the differences between monism (holism) and pluralism, in this case regarding to Leibniz’s and Locke’s philosophical views. Singerian epistemology has been generated from his explanation of insufficiency of either rationalist or interpretative approaches for explanation of natural laws and this is also one of my contributions in this research. I also recommended a complementary use of the rationalist, empirical and interpretative research methodologies for research in theoretical, experimental, applied and social science fields. It has been also examined which methodologies are predominating at universities offering degrees in social informatics and it has appeared that on the most of universities offering degree in social informatics, proper research methodologies for studying societies are used what had been expected.
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Mendes, David, M. J. Lopes, Artur Romão, and Irene Pimenta Rodrigues. "Healthcare Computer Reasoning Addressing Chronically Ill Societies Using IoT: Deep Learning AI to the Rescue of Home-Based Healthcare." Bachelor's thesis, IGI Global, 2016. http://hdl.handle.net/10174/19286.
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The authors present a proposal to develop intelligent assisted living environments for home based healthcare. These environments unite the chronical patient clinical history sematic representation with the ability of monitoring the living conditions and events recurring to a fully managed Semantic Web of Things (SWoT). Several levels of acquired knowledge and the case based reasoning that is possible by knowledge representation of the health-disease history and acquisition of the scientific evidence will deliver, through various voice based natural interfaces, the adequate support systems for disease auto management but prominently by activating the less differentiated caregiver for any specific need. With these capabilities at hand, home based healthcare providing becomes a viable possibility reducing the institutionalization needs. The resulting integrated healthcare framework will provide significant savings while improving the generality of health and satisfaction indicators.
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Rachdan, Abdul Fattah. "Academic Achievement of ESL Learners at a Teaching Hospital Training Programs." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1714.
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Many students in an allied health program at a Middle Eastern Arab university were experiencing difficulties with courses taught in English, resulting in poor academic achievement, low grade point averages, a high failure rate amongst its first year students, and an adverse impact upon a future skilled and educated work force for the region. Tinto's theory of institutional action for students' success served as the conceptual framework for the inquiry that used a qualitative explanatory case study method to examine the experiences of those students who were facing difficulties with their studies. To address questions about why students were failing and leaving the school and how the institution might remedy this educational problem, the study employed initial and follow-up interviews and reviews of academic records and portfolios of 6 currently enrolled or recently graduated students over age 21, who volunteered to participate. Content and thematic analysis of the collected qualitative data produced findings indicative of lack of college readiness among students and gaps in institutional practices such as remedial methods for the unprepared students. Based on the study findings, a policy recommendation for improving the educational practices was introduced to support building a better educational environment at the school. The positive social change implications of this study are not only limited to establishing programs to support the students' success and improve retention rates at the institution but also may include the establishment of more effective approaches to the reform measures of the educational system in the country.
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Peterson, Jeff Lynn. "Incidental Learning of Japanese through Reading Online, in Print, and in Digital Games." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5799.
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An increasing amount of attention has been brought to language learning through digital games. Incidental learning through different media types such as in print and online have also seen an increased amount of research done in recent years. This study examines the amount of incidental learning that occurs across three media types (in print, online, and in a digital simulation game) as well as participants' perceptions of how enjoyable and helpful these media types are. Results suggest that of the three media types, incidental learning occurred most through the online reading. Furthermore, although not statistically significant, participants in the present study found the reading in print to be most enjoyable and helpful.
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Kanra, Bora, and bora kanra@anu edu au. "Deliberating Across Difference: Bringing Social Learning into the Theory and Practice of Deliberative Democracy in the Case of Turkey." The Australian National University. Research School of Social Sciences, 2005. http://thesis.anu.edu.au./public/adt-ANU20051202.161618.
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This thesis will argue that one of the main challenges for deliberative democracy is the lack of attention paid to the different modes of deliberative practices. The theories of deliberative democracy often treat deliberation as a decision-making process. Yet, I would argue that this approach fails to appreciate the full benefits of deliberation because it ignores the fundamental role that the social learning phase of deliberation plays in reconciling differences. Hence I argue for a deliberative framework in which social learning and decision-making moments of deliberation are analytically differentiated so that the resources of social learning are freed from the pressures of decision-making procedures and are therefore no longer subordinated to the terms of decision-making.¶
This is particularly important for countries such as Turkey where divisions cut deep across society. A case study examines the discourses of the Turkish public sphere regarding Islam, democracy and secularism to identify the kinds of discourses present in relation to the topic in question. By analysing the types of discourses through Q methodology the study reveals points of convergence and divergence between discourses, hence provides significant insight into how deliberation oriented to social learning can play a substantive role in reconciling differences between sharply divided groups.
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Jia, Hongyi. "Identifying How Successful Vocabulary-Learning Strategies Affect Reading Comprehension among Intermediate Learners of Mandarin Chinese." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2820.
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The Chinese language has become an increasingly important Asian language for American students and more and more of them have a desire to learn it. The problems and the difficulties that Chinese foreign language (CFL) learners have when they try to use their knowledge of new vocabulary in reading comprehension are apparent. Previous studies have described some aspects that may influence reading comprehension and have indicated that Chinese is a relatively difficult language for native speakers of American English, but there are few studies that have focused on improving CFL learners' Chinese reading comprehension. This study investigates the effect of pre-learning vocabulary and contextualized word learning strategies on Chinese reading comprehension. The purpose of this study is to examine whether pre-learning vocabulary and contextualized word learning positively affect CFL learners' reading comprehension. The results show that pre-learning vocabulary does not have a positive effect on Chinese reading comprehension and that although contextualized word learning positively affects CFL learners' reading comprehension the effect is not significant. This study also gives relative analysis.
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Borelli, Verena Alice. "Bases, processos e resultados da aprendizagem interorganizacional em rede de cooperação : um estudo de casos múltiplos." reponame:Repositório Institucional da UCS, 2016. https://repositorio.ucs.br/handle/11338/1148.
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A aprendizagem interorganizacional tem se destacado como um dos temas relevantes para o ambiente no qual as organizações encontram-se inseridas, a qual integram-se em um importante instrumento na formulação e no desenvolvimento de estratégias para as empresas que atuam na forma de redes de cooperação. Ao incorporar a aprendizagem na definição de seus propósitos corporativos, as organizações que atuam em rede passam a adicionar um conjunto de interesses que percorrem as questões meramente econômicas atendendo, assim, as necessidades e expectativas de seus diversos públicos. Para tanto, conhecer as dimensões que influenciam esse aprendizado, assim como, relacionamentos interorganizacionais e o processo de aprendizagem que ocorre de forma situada entre determinados indivíduos e grupos de diferentes organizações - o denominado “pessoal de fronteira” tornam-se, essenciais para esta área de estudo. O objetivo desta dissertação foi analisar as relações entre bases, processos e resultados de aprendizagem interorganizacional. Como metodologia, foi realizada uma pesquisa de natureza qualitativa, de caráter exploratório-descritivo. A estratégia foi o estudo de casos múltiplos, e como técnica de coleta de dados utilizou-se a entrevista em profundidade e observação direta. Dentre os agentes envolvidos, o campo de estudo foi composto por três redes de cooperação, sendo dos segmentos, educação infantil, farmacêutico e de fornecedores para a indústria moveleira, todas localizadas na Serra Gaúcha, as quais foram identificadas como Redes de Cooperação A, Rede de Cooperação B e Rede de Cooperação C. Os resultados do estudo indicaram que a aprendizagem interorganizacional pode ser identificada nas bases interorganizacionais, ao desenvolver nas empresas da Rede o fortalecimento de sua competitividade, diminuindo os custos e oportunizando a participação conjuntamente em eventos de qualificação profissional, visitas a feiras e viagens. Quanto aos processos, a aprendizagem formal e informal ocorre pela troca de experiências, embora haja compartilhamento do conhecimento, há casos específicos em que ele não ocorre. Como resultado, o que está sendo aprendido na rede, está sendo utilizado de forma independente. Quanto aos contextos, o temporal interage com o espacial, e no nível intraorganizacional foram apresentados as trajetórias e experiências de cada associado inseridos nas redes de cooperação. Já no nível interorganizacional foi apresentado o que está ocorrendo no presente, as expectativas e tendências quanto ao futuro. É possível responder à pergunta de pesquisa afirmando que as bases, processos e resultados da aprendizagem no contexto das redes de cooperação, se relacionam e a qualidade das interações é um fator importante, no qual se desenvolve a confiança e o comprometimento.<br>Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-05-11T17:08:35Z
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Previous issue date: 2016-05-11<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES.<br>The inter-organizational learning has emerged as one of the relevant issues to the environment in which organizations are inserted, integrate an important tool in the formulation and development of strategies for companies that are operating in cooperation networks. By incorporating learning in their corporate purposes, organizations working in network start to add a set of interests that run purely economic issues, therefore, in view of the needs and expectations of its stakeholders. Therefore, know the dimensions that influence this learning, as well as inter-organizational relationships and the learning process that occurs between certain individuals and groups of different organizations - the so-called "border people" become essential for the area of study. This project has the objective to analyze the relationships between bases, processes and results of interorganizational learning. The methodology to be used will be a qualitative research, with exploratory and descriptive character. The strategy will be the study of multiple cases, and as a data collection technique will be used in-depth interviews and direct observation. Among the agents involved, the field of study consists of three cooperation networks, being from segment of childhood education, pharmaceutical and suppliers from furniture industry, all located in Serra Gaúcha, which will be identified as Cooperation Networks A, Cooperation Network B and Cooperation Network C. The results of the study indicated that the interorganizational learning can be identified on interorganizational bases, by developing on the company’s network the strengthening of its competitiveness, reducing costs and providing opportunities to participate jointly on professional training events, fairs and trips. In the process, the formal and informal, occur through the exchange of experiences and learning, although there is sharing of knowledge, there are specific cases where it does not occur. As a result, what is being learned in the network, is being used independently. As for the contexts, temporal interacts with spatial, and at intraorganizational level were presented trajectories and experiences of each member associated in the cooperation networks. In the interorganizational level was presented what is happening in the present, the expectations and trends for the future. It is possible to answer to the research question stating that the bases, processes and outcomes of learning in the context of cooperation networks are related and the quality of interactions is an important factor, in which develops confidence and commitment.
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Idrobo, Carlos Julián. "Ponta Negra Ethnoecology of Practice: Intergenerational Knowledge Continuity in the Atlantic Forest Coast of Brazil." Springer Open, 2012. http://hdl.handle.net/1993/23528.
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The intergenerational continuity of knowledge has become a concern as small-scale societies worldwide balance the challenges of adapting to environmental change associated with globalization while retaining continuity in their ways of life. This dissertation examines the intergenerational continuity of environmental knowledge through the conceptual lens of an Ethnoecology of Practice framework (EofP) developed to guide this research. Integrating insights from political ecology, social wellbeing and adaptive learning, the EofP provides theoretical and methodological tools based on practice theory to examine the knowledge of small-scale societies. Based on fieldwork in the community of Ponta Negra (Atlantic Forest Coast, Brazil), this dissertation uses a qualitative case study strategy of inquiry guided by a phenomenological worldview. Methods included participant observation, semi-structured interviews covering livelihoods, life histories and marine and terrestrial knowledge themes, document review and a census. Chapters 4 and 5 examine the perception of marine and terrestrial natural resources by tracing their social life from harvesting grounds to exchange and consumption sites. Chapters 6 and 9 analyse historical and contemporary adaptation to environmental change. While Chapter 6 describes the adoption of the pound net fishery, Chapter 9 illustrates contemporary modes of learning associated with natural resource harvesting and presents the processes associated with production of new knowledge through the example of local participation in the tourism economy. Chapter 7 examines local perspectives on livelihood transition from a social wellbeing perspective and highlights factors underlying the continuity of natural resource harvesting practice in Ponta Negra. Chapter 8 discusses how the term Caiçara, as used in biodiversity conservation and tourism development discourses, circumscribes the relation between coastal people and their local environments to a subsistence economy, denying their current economic engagements as well as their desires and aspirations. This dissertation contributes to ethnobiological understandings of the intergenerational continuity of knowledge by providing a framework and grounding evidence that demonstrates how knowledge is generated through context-specific practice attuned to dynamic environments that leads to individual innovation. It provides a theoretical contribution to our understanding of framing and creating processes inherent to human-in environment relations that lead to fluidity in ways of life over time.
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Ruesch, Ashley. "Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2961.pdf.
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James, Brian Gleason. "Effects of Multimedia Glossary Annotations on Incidental Vocabulary Acquisition in L2 Learners of Japanese." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1812.
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In recent years, advances in computer technology have allowed increasingly rich multimedia content to be incorporated into educational materials in many fields, including the field of language teaching. Yet as visually appealing as such products may be, we must ask whether multimedia-enriched materials actually improve learning in a measurable way. If so, individual curriculum makers can then decide whether the benefits of the multimedia materials justify the cost of purchasing and implementing them. This study attempted to examine the effects of multimedia glossary aids on incidental vocabulary acquisition rates of L2 learners of Japanese. Subjects included 35 third- and fourth-year students of Japanese at a large private university in the United States, who read a Japanese short story using an online web application that included a multimedia-enriched glossary. A total of 27 keywords were selected from the text for inclusion in the glossary. A third were annotated with English text definitions only; another third had an English text definition plus a picture illustration; the final third had an English text definition plus a video illustration. An unannounced post-test measured vocabulary gains. A logistic mixed models regression was performed to test for differences in acquisition rate across the annotation types. Also, due to the unique dual nature of Japanese orthography, which includes both the phonemic kana and so-called ideographic kanji characters, the regression also examined interaction between orthographic representation of the keyword and annotation type on acquisition rate. A significant result (p<0.0001) was found for annotation type as a main effect, with video-annotated words showing the highest acquisition rates. Additionally, a significant interaction (p=0.0139) was observed between orthography and annotation type, indicating that multimedia glossary annotations may have affected the acquisition of phonemic kana representations of keywords differently than they affected ideographic kanji representations.
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Nielsen, Ryler Jay. "Japanese Vocabulary Learning Through an Interactive Video Platform: Comparative Effects of L1 Versus L2 Definitions and Kana Versus Kanji Presentation." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6096.
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Advances in digital technology have recently allowed for richer text annotation in combination with authentic second language video media. As a result, many educational researchers are focusing increased attention on the effect this application of technology can have on second language acquisition. This study examines the comparative effectiveness of target vocabulary treatments with either native language (L1) definitions or target language (L2) definitions when target vocabulary is presented in either kana or kanji as a part of the subtitles of an L2 film based on participant performance on vocabulary assessments. This study also examines the participants' perceived levels of helpfulness of the varying word treatments. The results of the study suggest that providing annotations for target words in the L2 increases learning of that word more than L1 annotations for intermediate learners of Japanese. On the other hand, learners rated access to definitions in L1 as more helpful than L2 definitions, and they expressed their preference for understanding the story more than learning the target vocabulary.
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Bachelder, Leslie Ricks. "The Effect of Computer-Adaptive Control (Remediation) on Achievement and Time on Task in Foreign Language Learning." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/913.
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Technology has provided the means for the creation of many tools to facilitate the teaching and learning of foreign languages. These tools include computer programs designed to aid language learning by providing various levels of control to the language learner. This control allows the learner to make decisions regarding some or all of the elements of a program such as the pace, sequence, and content to name but a few. Because the amount of learner control can be varied, many research efforts have sought to determine the optimal level of control for learning. These efforts have produced mixed results, with some research suggesting that learners perform better with less control while other findings suggest the opposite. The purpose of this research was to investigate the use of remediation, a computer-adaptive control, in Swahili 101 university level courses and its effect on achievement and time. Participants included Swahili language learners from two universities, three colleges, and one student not affiliated with any school. The study required that participants complete a pretest, a background survey, the Swahili 101 online lesson materials, and an opinion survey. “Gate pages," or webpage-based assessments, were used throughout the online course to assess participant progress. The participants were randomly assigned to control and experimental groups. Those in the control group completed the online component at their own discretion, working through assigned tasks with review as desired. Those in the experimental group were required to obtain a minimum score on each lesson's gate page in order to advance in the lesson and thus in the course. If that score was not met, then the software assigned a series of remediation or review pages. Scores from the gate pages and time spent on the gate pages were stored and analyzed for both groups. The results from this study suggest that language learners benefit from computer intervention and guidance (remediation). The participants in the experimental group learned more Swahili than the control group, despite spending the same amount of time on the gate pages as the control group. Therefore, remediation, as defined and implemented in this study, can increase language learning while at the same time not requiring the learners to significantly increase the initial time they spend responding to questions presented on the gate pages.
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Junior, Flávio Bassi. "Entresaberes: modos de conhecer paiter e suas transformações." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-26022019-134034/.
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Esta pesquisa trata dos modos de conhecer entre os Paiter e suas transformações, buscando revelar os seus pressupostos e procedimentos concretos, especialmente à luz da emergência de políticas culturais. Estas têm propiciado um movimento criativo intenso ao valer-se do poder reflexivo e recursivo de cultura, num entrecruzar dinâmico entre os regimes de conhecimento euro-americano e ameríndios. Nesse movimento, investigo especificamente experiências nativas ligadas à normatização da língua e seu ensino nas escolas das aldeias, projetos de patrimonialização da cultura, incluindo iniciativas recentes de registro e salvaguarda de narrativas orais e cantos, bem como museus-escola. Percorro assim um panorama que, embora restrito, já permite ilustrar como o pressuposto e discurso da perda cultural, subsumidos no conceito ocidental de política cultural, são insatisfatórios para dar conta da natureza das transformações em curso e dos experimentos interpretativos recentes dos próprios Paiter para manejar práticas e relações de conhecimento. A aposta é que as dimensões do espaço-tempo e movimento, do corpo e suas relações, e do sopro (a voz e a língua), oferecem um enquadramento que nos permite revelar alguns pressupostos de existência e princípios epistemológicos paiter. A principal lição dessa abordagem é que os saberes paiter só se dão em relação (a outros saberes) e em relações (entre as pessoas, coletivos e seres que sabem ou que buscam saber). Essa dupla dimensão relacional nos leva a reconhecer que os saberes estão sempre alhures e são, essencialmente, fruto desses encontros. Isso reforça a importância, nesse campo tanto intelectual quanto de ação, de privilegiar os processos e os modos de conhecer como caminho para melhor compreender os principais desafios contemporâneos da busca por ser quem se é, manifesta de forma tão pungente por meus interlocutores.<br>This research deals with the ways of knowing among the Paiter and their transformations, seeking to reveal their concrete presuppositions and procedures, especially in light of the emergence of cultural policies. These have provided an intense and creative movement by relying on the reflexive and recursive power of culture, in a dynamic interweaving between Euro-American and Amerindian knowledge systems. In this movement, I specifically investigate native experiences linked to the standardization of language and its teaching in village schools, cultural patrimony projects, including recent initiatives to record and safeguard oral narratives and chants, as well as school-museums. I thus cover a panorama which, although restricted, allows us to illustrate how the presupposition and discourse of cultural loss, subsumed in the Western concept of cultural policies, are unsatisfactory to account for the nature of the ongoing transformations and the recent interpretative experiments of the Paiter themselves to manage knowledge practices and relations. The bet is that the dimensions of space-time and movement, of the body and its relations, and of the breath (the voice and the language), offer a framework that allows us to reveal some paiter presuppositions of existence and epistemological principles. The main lesson of this approach is that paiter knowledge can only exist in relation (to other knowledges) and in relationships (between people, collectives and beings who know or seek to know). This double relational dimension leads us to recognize that knowledge is always elsewhere and is essentially the result of these encounters. This reinforces the importance, in this field, both intellectually and in action, of privileging processes and ways of knowing as a means to better understand the main contemporary challenges of the quest to be who one is, manifested in such a poignant way by my interlocutors.
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Trovarelli, Rachel Andriollo. "A transição para sociedades sustentáveis: uma abordagem a partir de comunidades escolares." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/91/91131/tde-07112016-112256/.
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A presente pesquisa objetiva contribuir com a produção de conhecimento sobre os procedimentos de Educação Ambiental para a construção de sociedades sustentáveis a partir das comunidades escolares, reconhecendo que a escola tem um papel fundamental na formação de uma cidadania comprometida. Tal perspectiva encontra consonância com a proposta do Programa Escolas Sustentáveis do Ministério da Educação, materializada num processo formativo do curso Escolas Sustentáveis Oca/IE, ao longo de oito meses em 2011, bem como no projeto de extensão CriAtividade e Educação Ambiental proposto em 2015, ambos realizados em Piracicaba/SP. Reflexões epistemológicas provocadas a partir da Teoria da Complexidade e da Ecologia de Saberes, bem como dos comentários e sugestões emergentes dos diálogos com as comunidades escolares que lidam com esses processos em seu cotidiano foram fundamentais, configurando uma abordagem metodológica inspirada na pesquisa intervenção. A partir de um conjunto de procedimentos de campo, que revisitou e acompanhou as referidas experiências, bem como do aprofundamento bibliográfico e da avaliação de itens de \"cardápio de aprendizagem\" orientados à formação de agentes de sustentabilidade socioambiental, e construídos pelos mesmos, foram encontrados subsídios para identificar procedimentos de educação ambiental comprometidos com a transição para sociedades sustentáveis a partir de comunidades escolares. Nesse sentido, os resultados da presente pesquisa apontam para quatro procedimentos que se mostraram relevantes nos processos educadores ambientalistas analisados: abordagem subjetiva, senso de comunidade, intervenção em prol ao bem comum e incidência em políticas públicas estruturantes. Conclui-se, portanto, que processos educadores que envolvam a comunidade escolar que incorporem esses quatro procedimentos podem contribuir com a transição não só para escolas mais sustentáveis, mas também para sociedades mais sustentáveis.<br>This research aims to contribute to the production of knowledge about Environmental Education procedures for building sustainable societies from school communities, acknowledging school as fundamental to the formation of a committed citizenship. This perspective is according to the proposed Ministry of Education Program \"Sustainable Schools\", which was first applied in the eight months course \"Sustainable Schools Oca / IE\" (2011) as well as in the Extension Project \"CreActivity and Environmental Education\" (2015), both held in Piracicaba/SP. Epistemological reflections emerged from Theory of Complexity, Ecology of Knowledge, and from dialogues with the school communities in their daily lives were fundamental for setting a methodological approach inspired by the intervention research. The subsidies to identify environmental education procedures committed to the transition to sustainable societies from school communities came from a set of field procedures going over such experiences, supported by the bibliographic search and by the evaluation of items of the \"learning menu\" built from/to the formation of social and environmental sustainability agents. Accordingly, our results point out to four major procedures: subjective approach, sense of community, intervention towards the common good and focus on structural policies. As conclusion, it seems that educational processes that takes into account the school communities applying these four procedures will better prepared to work towards the transition not only to more sustainable schools but also to more sustainable societies.
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Andrus, Donna Lee. "Having Fun While Speaking French: A Foreign Language Housing Case Study." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3653.
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As the need for foreign language education increases, various types of immersion programs are on the rise within the United States. This study presents foreign language housing as an under-researched type of immersion program that can be a valuable component of university language departments. Using the framework of situated learning and communities of practice, this study provides an in-depth look at lower proficiency (LP) student perspectives and experiences within Brigham Young University's French House. Data were collected through a preliminary questionnaire, a semester-long period of observations, and multiple interviews with select participants. A comparison of all three sources revealed that all levels of learners played a role in creating a comfortable, safe community where participants could make linguistic progress and build social ties. In particular, student leaders, known as resident facilitators, play a key role in granting legitimacy to the LP learners by including them in a variety of activities and giving them specific roles to fulfill within the community. By contrast, attitudes of superiority from student leaders or higher proficiency learners as well as misunderstandings between residents damaged the sense of community at one point and hindered LP learner participation through increased social tension and language anxiety. The data also revealed that moderate first language use was an effective tool in building good relationships, a key component of a healthy community of practice. Further, the data suggest that involvement in the community's activities and practices was related to different personality traits in the participants including willingness to communicate in either the first or the second language. As a whole, the study exhibits that foreign language houses provide a wealth of viable research topics and underscores the important role of building community relationships within a second language learning environment.
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Bakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.
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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typical of communicative language teaching: Dialogue activities, Peer Interview activities, and Information-gap activities. They were also asked to respond to 11 statements about language learning, seven of which were taken from the Beliefs About Language Learning Inventory(Horwitz, 1988). Students responded to the survey three times: once during the first week of the semester, again during the fourth week, and again during the eighth week. During the four weeks between the second and third surveys, students in the experimental group received seven treatment lessons based on some of the basic principles of SLA. A Repeated Measures ANCOVA and a Logistical Regression were used to determine the effects of the treatment, time, and a number of demographic variables. Results of this study show that the treatment did not have a significant effect on any of the beliefs that were measured. However, one language learning belief was significantly affected by time. A majority of the students who participated in this study agreed with the statement, “The instructor should teach the class in German.” After three weeks of class instruction, however, they agreed with this statement significantly stronger. The results of this study also show that many of the demographic variables, such as gender and previous language learning experience, had a significant effect on a number of the students' beliefs.
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Rimmasch, Kathryn. "A Process-Based CALL Assessment: A Comparison of Input Processing and Program Use Behavior by Activity Type." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2220.pdf.
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Bledsoe, Jordan Ray. "Tolerance of Ambiguity and Inductive vs. Deductive Preference Across Languages and Proficiency Levels at BYU: A Correlational Study." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2657.
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This study explored the relationships between roughly 330 participants' tolerance of ambiguity and their preference for either an inductive or deductive presentation of grammar by means of an online survey. Most participants were college students. Other variables examined included years of study, in-country experience, proficiency, age, year in school, and language of choice. A new instrument for measuring inductive vs. deductive preference was also created based on Cohen, Oxford, and Chi's (2001) Learning Style Survey (LSS). Results showed weak correlations between: tolerance of ambiguity and inductive preference (.25), tolerance of ambiguity and proficiency (.25), and inductive preference and proficiency (.20). Additional findings include: a correlation (.62) between proficiency and years of instruction received, a slight correlation (.22) between age and tolerance of ambiguity, no correlation between years of language instruction and tolerance of ambiguity, no correlation between studying abroad and ambiguity tolerance or inductive/deductive preference, and no correlation between age and inductive vs. deductive preference. Lastly, data was analyzed to determine whether language was a contributing factor or not, and only the participants learning Japanese were significantly different (p = .004), with a higher preference for inductive learning.
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Betteridge, Amberly Patch. "An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2677.
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The current study examines the implementation of one computer-assisted language learning program (CALL) called Technology Assisted Language Learning (TALL) in a pilot language curriculum at the LDS Missionary Training Center. Because CALL implementation is determined in large part by how successfully users are able to use the computer program to learn language, a primary purpose of this study was to investigate which implementation issues affected the language learning success of the missionaries that used TALL in the pilot curriculum. A survey was, therefore, designed and administered to 86 missionaries from French, Spanish, German, and Mandarin language areas in order to determine which CALL user characteristics were predictive of TALL user success. Through a regression analysis , this study found that the most highly predictive factors on TALL user success were (a) a high indication of pro-activity on the part of the learners in figuring out how to use TALL to their advantage, (b) a high indication of goal-orientation in approaching TALL use with a specific purpose in mind, and (c) a high indication of interaction with the TALL program through frequent use of the electronic glossary feature, the "listen to your voice" feature, and the strategy of repeating out loud the words and phrases encountered while working on TALL. The missionary survey was also analyzed descriptively, and results from this analysis revealed that missionaries in the pilot curriculum felt that more training on how to use TALL effectively would have helped them to be more successful. Focus groups with the missionaries were also conducted in order to better understand their experiences with the TALL program. The analysis of these focus groups revealed that although many missionaries reported liking TALL, there were many who did not sufficiently understand how to successfully use it within the pilot curriculum; a lack of training seemed to be a big contributor to this lack of user success. Additionally, focus groups found that missionaries believed the TALL listening activities to be the most helpful TALL activities. A teacher survey was also designed and administered to the 19 teachers who taught missionaries in the pilot curriculum. Results of the teacher survey revealed a desire for more formal training on how to train missionaries to use the TALL program effectively. In conclusion and based on evidence in the literature and from this study, suggestions are provided for more effective teacher and learner training on TALL.
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Tulloch, Bridget. "The effects of relatedness, social contact, and sex on observational learning in rats (Rattus norvegicus)." The University of Waikato, 2007. http://hdl.handle.net/10289/2468.
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Kin recognition is the ability to identify a conspecific as a relative and can occur even when animals are complete strangers. By being able to recognise relatives, animals are able to give preferential treatment to those with which they share genes. Recognition may occur by either direct familiarisation (learning a phenotypic cue that reliably correlates to kinship), or by indirect familiarisation (learning kinship relationships through previous encounters). Rats (Rattus norvegicus) can recognise kin, however to what degree kin recognition is mediated by genetics (direct familiarisation) or social relationships (indirect familiarisation) are unknown; the influences of kinship and familiarity on the ability to learn from a conspecific is also unknown. Furthermore, the sex of an animal can also influence its ability to learn but this effect has received little attention in the literature, particularly when considering observational learning tasks. I assessed if relatedness and/or familiarity influenced a rat's ability to learn through observation, and if gender relationships influence the learning process. Eighty rats ( observers ) were given the opportunity to observe a demonstrator rat press a joystick in a given direction to obtain a food reward. Observers watched a demonstrator that had one of the following relationships with them: related and familiar, related and unfamiliar, unrelated and familiar, or unrelated and unfamiliar. When observers were given the opportunity to manipulate the joystick, the number of sniffs of the joystick, the latency to first move the joystick and the total number of presses were recorded. Rats that were both familiar and related to the demonstrator consistently performed better than any other treatment group; furthermore, rats that were familiar with the demonstrator performed the task more efficiently than rats that were not familiar with the demonstrator. When the demonstrators and observers were related, the observers produced more presses and sniffs of the joystick while having a lower latency to the first push In addition, male observers learnt better than females regardless of the demonstrator sex, with males that were familiar to their demonstrator making nearly twice as many pushes than any other treatment group. The results from this study are discussed in relation to both the mechanisms of direct and indirect recognition and the potential adaptive value on kin discrimination in the learning process. The home range hypothesis may explain why gender differences in learning were found: male rats have larger home ranges than females. Male rat will regularly encounter more rats than females and would need to ascertain if unfamiliar individuals are relatives. Females remain closer to natal sites and as such are more likely to encounter kin and therefore may not need as well as developed kin recognition ability.
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Sorensen, Meghan Marie. "Student Attitudes toward Social Media Technology as an Enhancement to Language Acquisition." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3783.
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Language students today have grown up with a plethora of technology tools at their fingertips, which has in some cases earned them the title of "digital native". 'Students' high use of technology outside the classroom has led teachers and researchers to believe that technology could be highly effective for language learners when used appropriately. Yet little is known about how students actually react to technology-based tools for language learning purposes. This study seeks to not only understand student attitudes toward technology in general, but also to see how those attitudes might affect student attitudes toward online language learning tools in a social media context. Using a design-based research approach, we implemented a curriculum that utilizes a social networking environment in which students could consume authentic language samples and practice using the language in a controlled environment. Through the analysis of pre and post surveys, it was discovered that age was the most significant predictor of student attitudes toward technology, but that the extent to which students use technology proves to be a more significant predictor when other variables are factored in. Furthermore, it was discovered that general attitudes toward technology do affect the ways in which students will react to a technology-based curriculum. Nevertheless, the way in which a curriculum is presented can be a stronger factor in predicting how the curriculum will be received.
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Asay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.
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Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.
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Brown, Johanna Katherine. "The Effect of a Study Abroad on Acquiring Pragmatics." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd942.pdf.
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Emery, Rebecca Brinck. "Spaced Versus Massed Practice in L2 German Listening Comprehension." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6295.
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Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed listening comprehension posttest to see which improved more, along with several surveys to learn more about extraneous variables and the student experience with the activity. The results showed no significant difference between the two groups, but this is likely due to the many limitations of the study. The two biggest limitations were that of the 75 potential participants, only 13 allowed for their information to be used and had usable information, and that all of those 13 participants did too well on both posttests to be able to differentiate between them, so no conclusions were able to be drawn from this study.
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Mullen, Ana-Lisa Clark. "An Investigation into the Motivational Practice of Teachers of Albanian and Japanese." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5767.
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This study explores the use and effectiveness of motivational strategies with teachers and learners of Albanian and Japanese at the Missionary Training Center (MTC) in Provo, UT. Each teacher was observed three times using a modified version of the Motivation Orientation of Language Teaching (MOLT) observation scheme that was first used by Guilloteaux & Dornyei (2008). Learners were surveyed using an instrument from that same study. Teachers were surveyed using a modified version of the instrument created by Cheng & Dornyei (2007). Data collected from these three instruments provide insight into (a) the relationship between teacher motivational practice and learner motivated behavior in this context and (b) teachers' awareness and use of motivational strategies. The significant relationship found between teacher motivational practice and learner motivated behavior indicates that teachers' use of motivational strategies does influence learner engagement in this context, similar to results from previous studies. Although teachers were observed using some motivational strategies, they underused many other strategies because they lacked confidence, forgot to use them, or did not see how the strategies support the MTC curriculum. Training teachers to use strategies within the framework of MTC principles may help increase teachers' confidence in using motivational strategies, thus improving the teachers' motivational practice.
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Robins, Seth L. "Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains by L2 Japanese Learners." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2840.
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Language learning strategies have become an important element of second language acquisition research over the course of the last few decades. Much research on these strategies has been dedicated to speaking, reading, and other language skill sets. However, one essential skill needed for communication is pronunciation. No matter how proficient other areas of linguistic ability may be, it can be difficult to interact effectively with native speakers if one's pronunciation is poor. Yet research dedicated to pronunciation and language learning strategies is in surprisingly short supply. Of those studies that have researched pronunciation strategies, some have been dedicated to discovering new pronunciation strategies (Derwing & Rossiter, 2002; Osburne, 2003; and Vitanova & Miller, 2002), while others (Peterson, 2000) categorized pronunciation strategies using a well known strategy inventory. However, there is one study that has gone in a different direction concerning pronunciation strategies. Rather than categorize pronunciation strategies using a strategy taxonomy like Oxford (1990), Eckstein (2007) categorized pronunciation strategies using Kolb's (1984) Experiential Learning Cycle model and found significant effects between pronunciation accuracy and use of pronunciation strategies mapped using Eckstein's (2007) Pronunciation Acquisition Construct (PAC).The present study tested the PAC by teaching pronunciation strategies to L2 Japanese learners. The aim of the current study was to examine the effect of pronunciation strategy usage categorized using the PAC upon pronunciation gains and to examine learner differences based upon pronunciation gains and strategy usage. In doing so, significant gains were found in contextualized pronunciation. Additionally, subjects who more frequently used the strategy "think of benefits to be gained by improving pronunciation", a motivation strategy, were found to show higher levels of pronunciation gain in a non-contextualized pronunciation environment.
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Silva, Henrique Oliveira da. "Em busca da aplicabilidade de sociedades articiais em informática educativa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/12181.
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A principal proposta deste trabalho consiste na exploração e definição de bases teóricas e tecnológicas que possam sustentar a utilização do modelo de sistema computacional, chamado de Sociedades Artificiais, como uma ferramenta de aprendizagem. Parte-se do pressuposto de que uma futura implementação desse modelo gerará um tipo específico de ambiente informatizado de aprendizagem que permitirá simulação social, e que, essa simulação social, orientada segundo mecanismo de interação específico, discutido nesse trabalho, será capaz de gerar a aprendizagem significativa de noções sociais. Constata-se que as ferramentas atualmente utilizadas em informática educativa produzem, essencialmente, dois tipos de ganhos: o ganho de tempo, em função da velocidade de processamento dos computadores; e o ganho de espaço de armazenamento e organização, por manipularem-se dados digitalizados. Esses dois ganhos geram ganhos secundários, principalmente relacionados à produtividade, por permitirem o reaproveitamento, reprodução e distribuição de material digitalizado, na construção de material educacional, de forma rápida e com baixo custo operacional. Contudo, esses benefícios, não exploram todo o potencial da natureza computacional da informática. Defende-se a idéia de que Sociedades Artificiais são sistemas computacionais que transcendem os ganhos atuais obtidos em informática educativa, trazendo contribuições significativas para o processo de aprendizagem de noções de interação em ambiente social; por permitirem a interação pró-ativa do aluno com um sistema que produz simulação de interação social complexa não determinista. Portanto, propõe-se uma arquitetura e um modelo de Sociedades Artificiais, juntamente com um mecanismo de interação, que visa à elaboração de um ambiente de aprendizagem informatizado. A metodologia para validação dessa proposição consistirá no estudo teórico e reflexivo das bases conceituais, com ênfase na revisão de Maturana. Acredita-se que o aparato conceitual de Maturana, em particular a Biologia do Conhecer, é suficiente para justificar a elaboração e utilização de Sociedades Artificiais para o enriquecimento do processo de aprendizagem de noções sociais. A contribuição deste trabalho é a produção de material teórico sobre o tema Sociedades Artificiais e a sugestão de um modelo que permite sua utilização em ambientes informatizados de aprendizagem. Sugere-se, em continuidade, a construção de Sociedades Artificiais segundo o modelo aqui apresentado e pesquisas que avaliem os resultados na aprendizagem.<br>The main proposal of this work consists of the exploration and definition of theoretical and technological basis that can support the use of the computational model system, called Artificial Societies, as a learning tool. It is believed that a future implementation of this model will generate a specific type of a computer based learning environment that will allow social simulation, and this social simulation, guided by the specific interaction engine argued in this work, will be capable to generate a significant learning of social concept. It is established that the tools currently used in educative computer science produce, essentially, two types of benefits: the time benefit, due to the speed processing of the computers and the benefit of storage space and organization, by manipulation of the digital data. These two profits generate secondary gains, mainly related to the productivity, by allowing the reutilization, reproduction and distribution of digital contents, in the construction of educational content, with fast and low operational cost. However, these benefits, do not explore all the potential of the computational nature of computer science. It is considered the idea that Artificial Societies are computational systems that exceed the current advantages in educative computer science, bringing significant contributions in the learning of interactive social notion in social environment, by allowing a pro-active interaction of the apprentice with a system that produces a complex non-determinist simulation of social interaction. Therefore, an architecture and a model of Artificial Societies are considered together with a interactive mechanism that aims at the elaboration of a computer based learning environment. The methodology to validate this proposal will consist of the theoretical and reflective study of the conceptual basis, with emphasis in the revision of Maturana. It is believed that the conceptual base of Maturana, mainly the Biology of Knowledge, is enough to justify the elaboration and use of Artificial Societies in the learning process. The contribution of this work is the production of theoretical material on the subject Artificial Societies and the suggestion of a model that allows its application in computer based learning environments. It is suggested, for future research, the construction of Artificial Societies according to the model presented here, as well as research on the benefits of learning in specific groups that might use such technology.
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Smith, Donna Gayle. "A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699861/.
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This historical study chronicled events of the development and implementation of the Paris Small Business Development Center at Paris Junior College in Paris, Texas from 1986-2006. Data was collected from primary and secondary sources and oral histories through personal interviews. The analysis included a brief history of higher education and the service mission and situated the study in the broader context as an extension program in higher education. This study provided a brief history of the U.S. Small Business Administration and America’s Small Business Development Center Network as a background for the study. This study is significant to scholars in the field of higher education for a number of reasons. It provides a historical analysis of a service program that extends the college to the community and demonstrates higher education and its role in economic development. It adds to the current body of research by advancing an understanding of a past to contemporary knowledge. Finally, by integrating historical perspectives from multiple disciplines in higher education, what happened and the context in which it happened can be more fully appreciated. This study also contributes to practical knowledge as it deepens the understanding of significant events and processes that contributed to the success of an outreach program in higher education.
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Andreason, Traci Tomi. "Improving Reading Fluency and Comprehension in Intermediate L2 Japanese Learners." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5480.
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This study explores the effects of different methods employed by language teachers, namely assisted repeated reading (Taguchi, Gorsuch, Takayasu-Maass, & Snipp, 2012) and morphological and syntactic explanation (Tong, Deacon, & Cain, 2013), to improve language learners' reading fluency and reading comprehension, respectively. Volunteers from students enrolled in Japanese 301 through 322 classes at Brigham Young University (BYU) participated in this study. The participants (a) submitted a background questionnaire and consent form, (b) attended a one-hour session in the testing lab, and (c) attended a second one-hour session in the testing lab. Each testing session consisted of the participants making a pre- and post- reading recording and taking reading comprehension tests for two separate reading scripts. Each participant submitted a total of eight reading recordings and eight sets of answers to five reading comprehension questions. The reading texts were chosen from 3-kyu (3rd level of 5, which was deemed to be intermediate by the researcher) of the Japanese Language Proficiency test (JLPT), with a minor modification. Each recording and answer sheet submission was then graded and recorded. The differences between the pre- and post-test scores were then examined to determine the effectiveness of each treatment employed. The treatments included were: (a) assisted repeated reading, (b) assisted repeated reading followed by morphological and syntactic explanation, (c) morphological and syntactic explanation, and (d) morphological and syntactic explanation followed by assisted repeated reading. The analysis of the resultant data revealed that although there was a statistically significant increase in scores for each of the methods and there were differences in the scores between the different methods, there was not a significant difference between the methods. However, one of the important implications that can be drawn from this study is that a short fluency-building exercise of 2-5 minutes can yield significant gains in the language learners, in both reading fluency and in reading comprehension.
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Daniel, Bethany Rae. "Defining Critical Thinking for the 21st Century World Language Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4288.
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Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having great potential to facilitate language learning, and particularly to develop language proficiency (Gaskaree, Mashhady & Dousti, 2010; Heining-Boynton & Heining-Boynton, 1992; Hoch & Hart, 1991; Rojas, 2001; Williams, Lively & Harper, 1994). However, this discussion has not been centered around a single, clear definition or been supported by empirical research. This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K-16 world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States. Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes. Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift. The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed.
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Giladi, Michal. ""Windows of culture : an analysis of Israeli ORT school websites"." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03172005-113718/.
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Reis, Isabel Maria Lopes dos. "A aposta no potencial científico e tecnológico português através do investimento na formação avançada de recursos humanos: contextualização e análise comparativa." Master's thesis, Instituto Superior de Economia e Gestão, 2000. http://hdl.handle.net/10400.5/22039.
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Mestrado em Economia e Gestão de Ciência e Tecnologia<br>A presente dissertação procede a uma incursão sobre como Portugal se tem vindo a
preparar, em termos de recursos humanos de Ciência e Tecnologia, para um contexto de
crescente internacionalização, de rápidas mutações sociais e tecnológicas.
Iremos ponderar sobre o potencial Científico e Tecnológico nacional através da
caracterização dos recursos humanos de Ciência e Tecnologia e do papel destes na nova
sociedade do conhecimento o que implica questionar os actuais modelos de formação
avançada de recursos humanos. A fim de fundamentar a elaboração de orientações
recomendáveis e tendo como quadro de referência as características do novo paradigma e
a realidade dos principais países desenvolvidos, será efectuada a análise dos factores que
caracterizam a realidade nacional, com ênfase em dois programas de apoio à formação
avançada de recursos humanos: o CIÊNCIA e o PRAXIS XXI.<br>The present dissertation is mainly about Portugal's preparation, in terms of Science and
Technology Human Resources in order to integrate a context of increasing
internationalization, and fast mutations in the social and technological fields.
We are going to ponder on the national scientific and technological potential through the
characterization of the science and technology human resources and also their role in the
new Knowledge-Based Society, which leads us to question the advanced training of
human resources actual models. In order to base on the elaboration of laudable
orientations and taking as a frame of reference the characteristics of the new paradigm
and the reality of the main countries, we shall do the analyses of the key-factors that
characterize the national reality, giving special emphasis to two of the advanced training
of human resource supporting programs: CIÊNCIA e PRAXIX XXI.<br>info:eu-repo/semantics/publishedVersion
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Achieng-Evensen, Charlotte. "Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/9.
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By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era.
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Muriithi, Paul Mutuanyingi. "A case for memory enhancement : ethical, social, legal, and policy implications for enhancing the memory." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/a-case-for-memory-enhancement-ethical-social-legal-and-policy-implications-for-enhancing-the-memory(bf11d09d-6326-49d2-8ef3-a40340471acf).html.
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The desire to enhance and make ourselves better is not a new one and it has continued to intrigue throughout the ages. Individuals have continued to seek ways to improve and enhance their well-being for example through nutrition, physical exercise, education and so on. Crucial to this improvement of their well-being is improving their ability to remember. Hence, people interested in improving their well-being, are often interested in memory as well. The rationale being that memory is crucial to our well-being. The desire to improve one’s memory then is almost certainly as old as the desire to improve one’s well-being. Traditionally, people have used different means in an attempt to enhance their memories: for example in learning through storytelling, studying, and apprenticeship. In remembering through practices like mnemonics, repetition, singing, and drumming. In retaining, storing and consolidating memories through nutrition and stimulants like coffee to help keep awake; and by external aids like notepads and computers. In forgetting through rituals and rites. Recent scientific advances in biotechnology, nanotechnology, molecular biology, neuroscience, and information technologies, present a wide variety of technologies to enhance many different aspects of human functioning. Thus, some commentators have identified human enhancement as central and one of the most fascinating subject in bioethics in the last two decades. Within, this period, most of the commentators have addressed the Ethical, Social, Legal and Policy (ESLP) issues in human enhancements as a whole as opposed to specific enhancements. However, this is problematic and recently various commentators have found this to be deficient and called for a contextualized case-by-case analysis to human enhancements for example genetic enhancement, moral enhancement, and in my case memory enhancement (ME). The rationale being that the reasons for accepting/rejecting a particular enhancement vary depending on the enhancement itself. Given this enormous variation, moral and legal generalizations about all enhancement processes and technologies are unwise and they should instead be evaluated individually. Taking this as a point of departure, this research will focus specifically on making a case for ME and in doing so assessing the ESLP implications arising from ME. My analysis will draw on the already existing literature for and against enhancement, especially in part two of this thesis; but it will be novel in providing a much more in-depth analysis of ME. From this perspective, I will contribute to the ME debate through two reviews that address the question how we enhance the memory, and through four original papers discussed in part three of this thesis, where I examine and evaluate critically specific ESLP issues that arise with the use of ME. In the conclusion, I will amalgamate all my contribution to the ME debate and suggest the future direction for the ME debate.
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Chang, Hsuan-Chi, and 張軒齊. "A research on learning performance with end-user training: A comparatively of CYCU i-Learning system and Facebook course societies." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/60667354106211772593.
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碩士<br>中原大學<br>資訊管理研究所<br>100<br>E-learning system is a new learning method, the rapid development of technology through the Internet, so that the students can do learning activities anywhere around. In recent years, the majority of studies started to research a variety of e-learning system as a medium or design different learning methods to understand what factors influence or enhance student’s user intention and user satisfaction. However, most past studies used e-learning systems with the traditional one-to-many e-learning systems which means only the teacher teach many students, so that traditional e-learning system unable to satisfy the teaching in classroom. In this study, believe that the new e-learning system should be a two-way interaction of teaching. This study use Facebook societies as a new e-learning environment, and compare with Chung Yuan Christian University i-learning system. This study organizes the literature to identify factors, and finally propose a research framework. In this study, we use laboratory experiment method and choose the students who elective software project management as a research objects. We recover a total of 99 valid questionnaires and use SPSS 19.0 software to analysis. This study found that students for the Facebook course societies accept a higher degree of learning outcomes than the use of i-learning system. Finally, we purpose findings and suggestions for future research.
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Pinsonneault, Bridget C. "Authentic Input in Early Second Language Learning." 2008. https://scholarworks.umass.edu/theses/150.
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Several foreign language teaching methods facilitate the acquisition of a second language. This research proposes a new pedagogical method for teaching second languages, which is especially practical for younger L2 learners. Lenneberg (1967) has proposed the Critical Period Hypothesis which states that the critical period for foreign language acquisition ends when the acquirer reaches puberty (DeKeyser 2000). Therefore, his work may imply that learning a second language during this “critical period” is useful for foreign language learning. Furthermore, Krashen’s (1982) “Affective Filter Hypothesis” links authentic input as a useful tool in the second language classroom because this type of input can lower the “Affective Filter” of the second language learner. The current study examines if authentic input leads to acquisition of lexical chunks , acquisition of vocabulary and the beginning stages of the acquisition of some aspects of the lexicon, such as root morphemes and plural morphemes, and in some cases, gender morphemes in Spanish for a group of second language learners whose native language is English. Authentic input is incorporated into the language instruction through the use of songs, games, stories that are derived from the target language and culture. This research proposes that language transference is occurring from first language, or L1, to second language, or L2, as the participants may fall under Minimal Trees Hypothesis of Vainikka and Young Scholten (1994; 1996a; 1996b). Since the participants are still developing lexicon and lexical chunks in their L1, this occurrence may aide in the transference from the L1 to the L2. The subjects of the study are seventeen kindergarten, first and second grade students, who have not previously learned a second language. The results from the study confirm that the participants did learn lexical chunks in the target language after being introduced to the L2 via the authentic materials. Additionally, the participants were able to demonstrate acquisition of agreement in number in the L2. The long-term results also confirm the initial set of results.
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時玫君. "Study on student's satisfaction with their learning results to GIS societies in senior high schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/67651715043312722617.
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Smolewski, Magdalena. "Learning from "the Known" : historical and cultural factors influencing the position of women in two Australian Aboriginal societies." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80113&T=F.
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Duguid, Fiona C. B. "'Part of the solution' : developing sustainable energy through co-operatives and learning /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510513&T=F.
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Kanra, Bora. "Deliberating Across Difference: Bringing Social Learning into the Theory and Practice of Deliberative Democracy in the Case of Turkey." Phd thesis, 2004. http://hdl.handle.net/1885/47330.
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This thesis will argue that one of the main challenges for deliberative democracy is the lack of attention paid to the different modes of deliberative practices. The theories of deliberative democracy often treat deliberation as a decision-making process. Yet, I would argue that this approach fails to appreciate the full benefits of deliberation because it ignores the fundamental role that the social learning phase of deliberation plays in reconciling differences. Hence I argue for a deliberative framework in which social learning and decision-making moments of deliberation are analytically differentiated so that the resources of social learning are freed from the pressures of decision-making procedures and are therefore no longer subordinated to the terms of decision-making.¶ This is particularly important for countries such as Turkey where divisions cut deep across society. A case study examines the discourses of the Turkish public sphere regarding Islam, democracy and secularism to identify the kinds of discourses present in relation to the topic in question. By analysing the types of discourses through Q methodology the study reveals points of convergence and divergence between discourses, hence provides significant insight into how deliberation oriented to social learning can play a substantive role in reconciling differences between sharply divided groups.
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Ito, Tomoaki. "The Benefits of Anime Background in Comprehension with Manga in Japanese." 2020. https://scholarworks.umass.edu/masters_theses_2/949.
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The purpose of this study is to examine whether manga and anime can be used as learning materials. Manga is one of the biggest entertainments in Japan and is read all over the world. Many Japanese language learners read manga for fun and use it as a learning material. Similarly, several Japanese language learners watch anime for fun and use it as a learning material. Due to the fact that Japanese language learners use manga and anime as learning materials, this study examines whether using manga and anime together provide high contribution for inferring novel words. There were 6 participants analyzed in this study. The result showed that using both materials together had positive effects on Japanese language learners’ inferencing skills if there is no huge difference for the amount of information between manga and anime. However, if there is a huge difference for the amount of information, most Japanese language learners did not get any effect. These results indicate that using manga and anime together provide high contribution.
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Eustache, Bétina Sandra. "La motivation des étudiants haïtiens aux études supérieures en Haïti." Thèse, 2017. http://hdl.handle.net/1866/20572.
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KOŠNAROVÁ, Jana. "Problematika dětí s ADHD a SPU a její řešení formou svépomocných skupin." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-49615.
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Hyperactivity and attention deficit disorder belong to very complicated disorders which should be considered in a global view. At present no general or miracle medicine can be used. However, specific learning disabilities and ADHD are focused on very intensively at basic schools in the Czech Republic. Children´s aggressiveness, hyperactivity and difficulties in raising are discussed very often. No programme or method can substitute a nice family life, loving parental care and good relations in the family. However, many cases of destroying a contended family life caused by child´s disorders or disharmony are reported. Even the best family is not expected to be able to bring up a hyperactive child by itself. The dissertation is focused on children who suffer from functional disorder called ADHD syndrom. First part of the work is divided into chapters which detail ADHD terminology, its historical development, symptoms, probable causes, diagnostics and ways of dealing with it in general. Further chapters analyse specific learning disabilities which are closely related to ADHD. The goal of the work consists in emphasising importance of self-help societies and civic associations at local and national dimensions. Next part concerns with the study on current situation of the care and service provided for ADHD children and their families in the region of Česká Lípa.Children´s parents were asked to fill in the questionnaire in order to find out their opinions and needs, and if they are satisfied with services provided for their children. They were also informed about the self-help societies and civic associations and ways of establishing local ones. The work should draw attention to the disorders mentioned above and most of all emphasise the importance of civil sector which plays a significant role in dealing with these problems. The author would also like to refer to the necessity of improving lives of these childrens and their close relatives.
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Feng, Bo. "Teaching Character Formation Rationales with a Computer-Assisted Courseware." 2010. https://scholarworks.umass.edu/theses/398.
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TEACHING CHARACTER FORMATION RATIONALES WITH A COMPUTER-ASSISTED COURSEWARE
FEBRURARY 2010
BO FENG, B.A., GUANGZHOU INSTITUTE OF FOREIGN LANGUAGES
M.A., EASTERN ILLILOIS UNIVERSITY
M.F.A, UNIVERSITY OF MASSACHUSETTS AMHERST
M.A., UNIVERSITY OF MASSACHUSETTS AMHERST
Directed by: Professor Zhongwei Shen
This research conducts a literature survey in the areas of Chinese character error analysis; SLA theories in interlanguage and transfer; systemic characteristics of the Chinese writing system; as well as psycholinguist researches in Chinese character acquisition. CFL learners face critical issues in character acquisition, such as confusions caused by the lack of phonetic awareness, semantic awareness, and contextual interferences. In order to assist CFL learners cope with these issues effectively, it is necessary to develop a computer-assisted courseware utilizing multimedia and web technologies to turn character formation rationales into advance organizers which can be used by CFL learners to restructure newly acquired knowledge and skills. The courseware emphasizes enhancing phonetic awareness, while giving sufficient coverage for semantic awareness and preliminary concepts of spatial configuration of character components.
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Cilliers, Hendrik Johannes. "Trainer competency and psychological optimality." Diss., 1995. http://hdl.handle.net/10500/16542.
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A productive workforce is recognized as the primary resource for all organizations. Workforce training and constant retraining must be a priority. The trainers' role to add value in this process is recognised.
The general aim of this research was to ascertain the correlation and difference between trainer competency and psychological optimisation. The following measurement instruments were used in the study - TCQ, POI, SOCq
and SCS. This study was conducted among 57 trainers working for a large transport organisation.
Through a literature survey, training and psychological optimisation were defined and a personality profile of the competent trainer integrated with that of the psychological optimal functioning individual. Through an empirical study, the correlation and difference between trainer competency and psychological optimisation were determined. Supporting evidence, although not enough, indicates a correlation between trainer
competency and psychological optimisation, and a difference in psychological optimisation between the high and low trainer competency groups.<br>Industrial and Organisational Psychology<br>M. Admin. (Industrial Psychology)
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Gauthier, Evelyne. "Nature humaine, pouvoir et compétence : une analyse comparative du statut chez les chasseurs-cueilleurs." Thèse, 2013. http://hdl.handle.net/1866/11127.
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Chez l'être humain, le pouvoir d'influence peut être accordé volontairement aux individus qui se démarquent par leurs habiletés exceptionnelles. Dans cette étude, deux théories issues de la perspective évolutionniste sur ce type de pouvoir sont confrontées : celle de la transmission sociale de l'information (Henrich et Gil-White 2001) et celle de l'échange social (Chapais 2012). Cinq hypothèses principales sont extraites et mises à l'épreuve : 1) la compétence supérieure de certains individus leur permet d'acquérir un statut supérieur; 2) la compétence d'un individu est évaluée par comparaison sociale et par l'intermédiaire de mécanismes psychosociaux; 3) les experts sont utiles à autrui puisqu'ils sont de meilleurs modèles à imiter et de meilleurs partenaires de coopération; 4) ces experts reçoivent de la déférence de leurs admirateurs en échange d'un partenariat avec eux ; 5) conséquemment, une compétition pour l'acquisition d'un statut supérieur émerge via la démonstration publique de la compétence et la recherche d'une réputation favorable. Ces prévisions sont testées par une analyse comparative de la littérature ethnographique portant sur dix sociétés de chasseurs-cueilleurs relativement égalitaires en utilisant la base de données du eHRAF of World Cultures. Les résultats appuient très fortement toutes les prévisions et indiquent que des asymétries de statut sont omniprésentes chez tous les peuples de l'échantillon, ce qui refléterait l'universalité des propensions psychosociales qui sous-tendent ces inégalités.<br>In humans, influence power can be freely given to highly skilled individuals. In this study, two evolutionary theories on the origin of this type of power are considered: the information goods theory (Henrich and Gil-White 2001), and the social exchange theory (Chapais 2012). Based on this theoretical framework, five main hypotheses were extracted and tested: 1) individuals with higher competence in specific domains of activities have a superior status; 2) an individual's higher competence is evaluated through social comparison; 3) highly skilled individuals are useful to others because they constitute better models to imitate and better partners to cooperate with; 4) followers defer to experts in exchange for their partnership ; 5) as a result, individuals compete for status by exhibiting their competence and attempting to improve their reputation. Those predictions were tested by using the eHRAF of World Cultures database and analysing the data relating to ten relatively egalitarian hunter-gatherer societies. The results strongly support all predictions and indicate that status asymmetries are ubiquitous in the sampled societies. This suggests that the underlying psychosocial mechanisms constitute human universals.