Dissertations / Theses on the topic 'Routine and attention'

It was hypothesized that a concentration routine intervention would have a significant positive effect on the performance of intercollegiate golfers. A concentration routine consisted of a preshot and a postshot routine. In addition, this study predicted that a positive relationship would exist between routine execution and golf performance. The seven members of an NCAA Division I female golf team participated in this study. A one-way factorial design with repeated measures on multiple dependent variables tested the effects of the treatment among three time-frames. The three timeframes were: (a) Pre-treatment, which consisted of the four tournaments prior to the intervention; (b) Treatment-one, which consisted of the three tournaments immediately following the Introduction and Implementation Phases of the intervention; and (c) Treatment-two, which consisted of the three tournaments immediately following treatment-one. The results indicated that the treatment had a significant effect on golf performance. Subsequent discriminant function analyses and univariate F-tests revealed that scoring differential -- score minus the course rating -- contributed most to the difference in overall golf performance and exhibited a significant treatment effect. On the other hand, (a) percentage of fairways hit, (b) percentage of greens hit in regulation, (c) percentage of up-and-downs, and (d) number of putts per round revealed no significant treatment effect. A Least Significant Difference (LSD) post hoc test indicated that: (a) Scoring differential increased significantly from pre-treatment to treatment-one; (b) Scoring differential decreased significantly from treatment-one to treatment-two; and (c) Scoring differential decreased significantly from pre-treatment to treatment-two. A multivariate multiple regression found a significant relationship between routine execution and golf performance. The canonical correlation coefficient (Rc), combined with the canonical correlation coefficient squared (Rc2 ), revealed that a majority of the variance between the sets was shared. Additional canonical correlation analyses indicated that a portion of the variance in the individual measures of golf performance was explained by a linear composite of routine execution. Therefore, for this sample of golfers, it was asserted that routine execution was a significant contributor to golf performance.

This article reports a systematic clinical case study of the psychological assessment and treatment of Daniel (9), a coloured South African boy with a diagnosis of attention deficit hyperactivity disorder (ADHD) (inattentive type). The case is of scientific interest because: (1) there was only a single treatment session, in which contingency management training was delivered to Daniel’s parents and teacher; (2) there was evidence for the effectiveness of the intervention immediately and at two-year follow-up; (3) it documents the transportability to a South African context of an intervention developed by overseas research; (4) it documents the central role of case formulation in the delivery of effective psychological interventions; and (5) although Daniel met the criteria for ADHD, he also displayed symptoms of depression and social anxiety and the case supports the use of a transdiagnostic approach to case formulation. The conscientiousness with which his parents and teachers applied the programme was a major factor in the effectiveness of the intervention, and such rapid impact would not be possible where parents and teachers are unavailable or not co-operative. The publication of systematic case studies such as this one is important for the development of a local evidence-based practice in South Africa.

Detta examensarbete dokumenterar arbetet med utveckling, införande och dokumentation av en nymetod för identitetsbestämning av farmaceutiska råvaror med röntgenfluorescens. Metoden ärutvecklad för att användas på laboratorier för kvalitetskontroll på AstraZeneca i Södertälje. Syftetmed arbetet var att utveckla en robust och effektiv metod samt att utbilda användarna i dethanteringssätt som krävs för att utföra snabba och korrekta analyser. Rapporten presenterarteknologin bakom röntgenfluorescensinstrument och vilka felkällor som kan påverka resultaten samtde pedagogiska teorier som använts för att beskriva det praktiska arbete som äger rum pålaboratoriet. Metoden och de försök som föregick metoden presenteras, och resultat och beslutdiskuteras. Hur utbildningen planerades, genomfördes och utvärderades presenteras också.
This master thesis is the documented work of the development, implementation and documentationof a new method for identification of pharmaceuticals excipients using X-ray fluorescence. Themethod is supposed to be used at the laboratory for quality control at AstraZeneca, Södertälje. Thepurpose of the thesis was to develop a stout and effective method and to educate the users in theskills needed to perform fast and correct analyses. This thesis presents the technology behind XRFinstruments and which sources of errors that could affect the results as well as the pedagogicaltheories used to describe the practical work that takes place at the laboratory. The method and theexperiment that preceded the method are presented, and the results and decisions are discussed.How the education was planned, performed and evaluated is also presented.

Augmented Reality (AR) is a technology that adds a virtual layer to the physical world. The most promising future for AR is in personal computing. Several studies have found that the usage of AR guidance leads to problems with attention to objects that are not directly addressed by the AR guidance. This study explore how AR guidance affects route learning. To do so, a Mobile Augmented Reality application for navigation was developed. The application was developed for Android using ARCore and Sceneform API. Route learning was evaluating by comparing the performance of participants navigating using the application to a reference group that got verbal instructions for the same route. Route learning performance was measured in the participants memory for details of the route e.g. the amounts of sharp turns, specific landmarks they had seen along the route and their ability to retail where they had seen the distractions in relation to the final point of the route. The results of the study show that route learning was not noticeably different for the participants using the application compared to the participants that got verbal instructions. Using the application did not reduce the participant’s ability to navigate safely. Due to the few participants of the study the results should not be considered statistically definitive rather as trends.

The purpose of this study was to gain a better understanding of the past research that has been conducted to date on pre-shot routines in golf via a thorough review of the literature. A historical review is presented in a chronological order of research studies that have been conducted pertaining to pre-shot routines in golf over the last 40 years. From this review, the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was developed and assessed amongst college golf coaches in the United States. A total of 36 college golf coaches working at the NCAA Division I level participated in a two-round Delphi study to validate the usefulness and future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf. The usefulness of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf was validated by achieving a 72.73% consensus agreement level amongst study participants. The researchers were unable to reach adequate levels of expert consensus amongst college golf coaches working at the NCAA Division I level pertaining to the future utility of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf in their golf instruction. However, it was found that future utilization rates of the model may increase if the designer of the model were to provide educational sessions to college golf coaches and members of their college golf team. Practitioners and researchers are encouraged to further examine the efficacy and future adoption rates of the STOP S.L.O.W. GO Pre-Shot Routine Model for Golf amongst golfers of all ability levels. In addition, a study examining the real adoption and utilization rates of college golf coaches working at the Division I level is encouraged upon the completion of face-to-face educational sessions by a researcher who has expertise in the area of pre-shot routines in golf.

Le principal objectif de cette thèse est de mieux comprendre comment un message de prévention peut moduler les capacités de détection d'usagers vulnérables chez un automobiliste. Un message de prévention délivre à la fois une information sur la vulnérabilité de certains usagers mais peut également générer des émotions chez la personne qui y est exposée. Cette thèse s'intéresse donc d'une part à comment l' émotion seule, mais également l'information sur la vulnérabilité de certains usagers de la route, peuvent impacter les capacités de détection des usagers vulnérables. Nous porterons une attention particulière aux cyclistes, population pour laquelle, à notre connaissance, peu de travaux existent à ce sujet. Par ailleurs, étant donné le focus porté sur les émotions dans le cadre de cette thèse, l'un des objectifs secondaire de cette thèse sera de s'intéresser à des signatures physiologiques particulières de certaines émotions
The aim of the present project is to provide a better understanding of how safety messages can control drivers' vulnerable road user detection abilities. Safety messages provide both vulnerability information and elicit emotion with persons that are exposed to it. This thesis deals with how vulnerability information and emotions respectively affect vulnerable road user detection performances. A special focus was placed on cyclists because of the lack of studies that address cyclist detetcion issues. The project also focused on physiology, especially emotion identification through physiological patterns

L'étude proposée s'inscrit dans le cadre des recherches portant sur les fluctuations des performances attentionnelles dans les transports, et plus précisément dans la conduite automobile. Elle a pour objectif de montrer, dans une perspective développementale et différentielle, l'impact du moment de la journée sur les accidents de la route et les performances attentionnelles et de conduite, selon l'âge, le sexe et la typologie comportementale des conducteurs. Afin de pouvoir procéder à l’identification des performances, 84 onducteurs occasionnels de véhicules légers, dont 42 hommes et 42 femmes, sont répartis en trois groupe d’âge (jeunes (20-29 ans), adultes (30-59ans) et âgés (plus de 60 ans)) et selon leur horaires préférentiels de sommeil (typologie matinalité-vespéralité). Ces conducteurs sont, parallèlement à des tests d’attention (barrage de nombres), soumis à des tests de conduite simulée, à différents moments de la journée : début et fin de matinée, début et fin d'après-midi. Les résultats indiquent que les performances journalières attentionnelles et de conduite (indicées par le temps de réaction au freinage) fluctuent différemment selon l'âge, le sexe, la typologie, et que les niveaux moyens de l'attention et des temps de réaction au freinage diminuent avec l’âge. Le moment de la journée, au travers d’une étude statistique (accidents de la route survenus en France métropolitaine au 1er janvier 2007), semble également avoir un effet différentiel sur les accidents de la route: les conducteurs sont plus fréquemment victimes d’accidents pendant la journée que la nuit ; en revanche, l’indice de gravité semble plus accentué la nuit. Par ailleurs, si les conducteurs jeunes âgés de 20 à 29 ans et les conducteurs d’âge moyen (30 à 59 ans) sont plus souvent victimes d’accidents que les personnes âgées, celles-ci, en revanche, sont surreprésentées dans les accidents mortels. Les femmes sont moins victimes d’accidents que les hommes et restent les moins exposées. Enfin, la description de l’évolution journalière des performances attentionnelles et celle des performances de conduite montre l’existence d’une relation entre le niveau d’attention et le temps de réaction, en fin de matinée et en début d'après-midi. Ces résultats viennent compléter les réflexions menées sur les moments propices pour une bonne conduite, et permettent de souligner la place prépondérante de l’âge, du sexe et de la typologie des conducteurs dans la genèse des accidents
The proposed survey appears in the setting of the research concerned with the fluctuations of the attention performance in transportation and more precisely in driving conduct. It has for objective to show, in a developmentale and differential perspective, the impact of the moment of the day on road accidents and the attention performance and of conduct, according to age, sex and typology morning-evening. In order to be able to conduct the identification of the performances, 84 occasional drivers of light vehicles, of which 42 men and 42 women, are distributed in thee groups of age (young (20-29 years), adults (30-59 years) and aged (more than 60 years)) and according to their preferential timetables of sleep (typology morning-evening). These drivers are, in the same way to tests of attention (dam of numbers), submitted to tests of simulated conduct, at different moments of the day: the beginning and end of the morning, the beginning and end of the afternoon. The results indicate that the daily performance attention and of conduct (subscripted by the time of reaction to braking) fluctuate differently according to age, sex and typology, and that the middle levels of the attention and the times of reaction to braking decrease with age. The moment of the day, through a statistical study (accidents of the road occurred in metropolitan France to January 1st, 2007), seems to have a differential effect also on road accidents: the drivers are more frequently victims of accidents during the day than the night; on the other hand, the indication of gravity seems more accentuated at night. However, if young drivers aged from 20 to 29 years and middle age drivers (30 to 59 years) are more frequently victims of accidents than oldes people, these, on the other hand, are overrepresented in the fatal accidents. Women are less victims of accidents and remain the less exposed. Finally, the description of the daily evolution of the attention performance and that of conduct indicates a relation between the level of attention and the time of reaction at the end of the morning and the beginning of the afternoon. These results complete the reflections led on the auspicious moments for good driving and permit to underline the major place of age and the typology of the drivers in the cause of the accidents

L’attention est un prérequis à l’exécution de la majorité des tâches que nous réalisons au quotidien. Si notre niveau d’attention fluctue naturellement au cours de la journée, de nombreux facteurs peuvent également altérer notre niveau de vigilance (p. ex. alcool, médicaments) ou détourner notre attention (p. ex. téléphone, pensées) et, dès lors, nous exposer à un risque d’accident. En accidentologie routière, les défauts d’attention sont devenus un enjeu de préoccupation majeur, mais des questions demeurent en suspens. Et qu’en est-il des autres traumatismes non intentionnels ? L’objectif de ce travail de thèse était d’étudier le rôle des défauts d’attention dans la survenue de traumatismes non intentionnels. Il s’agissait d’explorer des questions épidémiologiques restées en suspens en accidentologie routière tout en élargissant la problématique à ces accidents moins connus que sont les accidents de la vie courante (AcVC). Pour ce faire, trois axes ont été explorés. Le premier a consisté à étudier le lien entre consommation de médicaments et risque d’accident de la route chez les piétons en s’appuyant sur l’appariement des données sur les remboursements de médicaments de l’Assurance Maladie avec celles sur les accidents de la circulation recueillies par les forces de l’ordre. Dans un second temps, nous nous sommes intéressés à la problématique des différents types de distraction au volant. Cette seconde partie a reposé sur les données d’une étude menée au CHU de Bordeaux. Enfin, un dernier axe a consisté à étudier le rôle des défauts d’attention dans la survenue des AcVC en s’appuyant sur les données d’une cohorte prospective et en ligne sur les AcVC. Dans cette dernière étude, les défauts d’attention ont été étudiés sous l’angle du mind-wandering en tant que trait mesuré par le biais d’un questionnaire ainsi que par l’implémentation de trois tests neuropsychologiques en ligne. Plusieurs classes de médicaments, dont les benzodiazépines, étaient associées à une augmentation du risque d’accident chez les piétons. Dans l’étude sur la distraction au volant, la distraction visuelle a été identifiée comme étant celle qui présentait le plus de risque. Enfin, si aucun lien n’a été trouvé entre les mesures aux tests neuropsychologiques et le risque d’accident de la vie courante, le mind-wandering trait a été associé à une augmentation du risque d’accident de type sports, loisirs et déplacements. Ce travail fournit un éclairage essentiel sur des questions restées jusqu’ici inexplorées. Au-delà des conducteurs et du risque routier, nos résultats indiquent que les défauts d’attention pourraient également présenter un risque pour les piétons ainsi que pour la survenue d’autres accidents du quotidien. Dans les années à venir, la part des défauts d’attention dans la survenue de traumatismes devrait encore croître du fait notamment de l’utilisation croissante des nouvelles technologies dans notre quotidien. Par conséquent, mieux comprendre le rôle de ces défauts d’attention dans la survenue de traumatismes non intentionnels est plus que jamais essentiel
Attention is a complex process that is required in almost all our daily activities. Beyond its natural fluctuation during the day, our level of attention is also influenced by a large range of factors that can diminish our level of alertness (e.g. medicines, alcohol use) or divert our attention (e.g. mobile phone, thoughts) thus exposing us to the occurrence of unintentional injuries. In road traffic safety, attention failures have been identified as a major cause of concern but questions remain unsolved. What about attentional failures in the occurrence of daily-life injuries ? The aim of this thesis was to explore the role of attention failures on the risk of unintentional injuries. The idea was to explore epidemiological issues that remained unresolved in road traffic injuries while extending the problematic to those lesser-known injuries that are Home and Leisure Injuries (HLIs). To that end, this thesis was divided in three parts. First, we investigated the association between medicine use and the risk of road traffic injuries among pedestrians. To do that, we used data on road traffic crashes collected by the French police forces matching with data on reimbursed medicine from the French Health insurance. In a second part, we were interested in several types of driving distractions on the risk of road traffic crashes using data from a sample of road users interviewed at the Bordeaux University Hospital. The third and final part was to study the role of attentional failures on the occurrence of HLIs and was based on data from a prospective and online cohort on HLIs. Attentional failures were studied from the perspective of mind-wandering as a trait measured through a questionnaire and also the implementation of three online neuropsychological tests. Several medicine classes, including benzodiazepines, were associated with an increased risk of being involved in a road traffic crash as a pedestrian. In the study on distracted driving, the higher risk was found for visual distraction. Finally, whereas neuropsychological test scores were not associated with a higher risk of HLI, mind-wandering trait was associated with a higher risk of sport, leisure and moving-related injuries. This work provides essential insights into issues that have remained unexplored to date. Beyond the drivers and road risk, our results indicate that attentional failures could also present a risk for pedestrians as well as for the occurrence of other everyday injuries. In years, to come, the share of attentional failures in the occurrence of injuries is expected to further increase, particularly due to the increasing use of new technologies in our daily live. Therefore, a better understanding of the role of these attentional failures in the occurrence of unintentional injuries is more than ever essential

Le contrôle aérien doit faire face à une forte intensification du trafic aérien. Dans cette situation, la problématique de la charge mentale chez les contrôleurs aériens est une préoccupation majeure pour maintenir le niveau de sécurité actuel. Le système d’aide automatisé ERASMUS a été élaboré afin de réduire la charge mentale chez les contrôleurs aériens. L’objectif d’ERASMUS est de compenser les effets liés à l’intensification du trafic en réduisant de manière subliminale la charge mentale associée à l’augmentation des conflits potentiels. L’objectif principal de cette thèse est de proposer pour la première fois une mesure objective de l’impact du système d’aide ERASMUS sur la charge mentale des contrôleurs aériens. La réalisation de cet objectif a nécessité le développement d’une plateforme originale d’enregistrement et de traitement des mouvements oculaires non intrusive dans un environnement de simulation hautement fidèle. Les mouvements oculaires d’un groupe de contrôleurs aériens experts ont été enregistrés. En accord avec l’hypothèse d’ERASMUS, les résultats ont montré des effets de tailles moyennes à grandes sur l’amplitude des saccades, le temps moyen passé sur les aéronefs et sur la distribution de l’attention allouée à la scène visuelle. De plus, sans ERASMUS, l’augmentation de la densité du trafic a augmenté de manière significative les diamètres pupillaires. A l’opposé, quand ERASMUS est actif, l’intensification du trafic n’a pas impacté significativement les diamètres pupillaires. Nous discutons l’impact d’ERASMUS sur la charge mentale ainsi que l’utilisation des mesures oculométriques dans un environnement de simulation écologique de contrôle aérien
Air Traffic Control has to handle the strong and constant increase in air traffic density. In this context, mental workload experienced by air traffic controllers is a key research concept to maintain the actual safety level. ERASMUS is an automated aid system designed to reduce air traffic controllers’ workload. The purpose of ERASMUS is to compensate the effects of the air traffic growth by reducing the increased mental workload associated with a greater number of potential conflicts. Prior experiments designed to validate the ERASMUS system showed a reduction in ratings of mental workload, but only subjectives measures were used. In the present thesis, the first goal is to complete these first results by providing, for the first time, a real time objective measure of controllers’ mental workload. In this purpose, we had to develop a new non-intrusive eye-tracking platform in a fully realistic simulation environment. The eye movements of seven controllers, placed in a high-fidelity simulation, were recorded. Traffic sequences were manipulated (with vs. without ERASMUS). Consistent with a reduced workload hypothesis, results showed medium to large effects of ERASMUS on the amplitude of saccades, on the time spent gazing aircraft, and on the distribution of attention over the visual scene. Moreover, without ERASMUS, growth in the traffic density significantly increased pupil diameters. In contrast, when ERASMUS was activated, traffic density growth did not impact significantly pupil diameters. Finally, we discuss the impact of ERASMUS on mental workload and the use of pupillometric measures in an ecological air traffic control environment

Le contrôle aérien doit faire face à une forte intensification du trafic aérien. Dans cette situation, la problématique de la charge mentale chez les contrôleurs aériens est une préoccupation majeure pour maintenir le niveau de sécurité actuel. Le système d'aide automatisé ERASMUS a été élaboré afin de réduire la charge mentale chez les contrôleurs aériens. L'objectif d'ERASMUS est de compenser les effets liés à l'intensification du trafic en réduisant de manière subliminale la charge mentale associée à l'augmentation des conflits potentiels. L'objectif principal de cette thèse est de proposer pour la première fois une mesure objective de l'impact du système d'aide ERASMUS sur la charge mentale des contrôleurs aériens. La réalisation de cet objectif a nécessité le développement d'une plateforme originale d'enregistrement et de traitement des mouvements oculaires non intrusive dans un environnement de simulation hautement fidèle. Les mouvements oculaires d'un groupe de contrôleurs aériens experts ont été enregistrés. En accord avec l'hypothèse d'ERASMUS, les résultats ont montré des effets de tailles moyennes à grandes sur l'amplitude des saccades, le temps moyen passé sur les aéronefs et sur la distribution de l'attention allouée à la scène visuelle. De plus, sans ERASMUS, l'augmentation de la densité du trafic a augmenté de manière significative les diamètres pupillaires. A l'opposé, quand ERASMUS est actif, l'intensification du trafic n'a pas impacté significativement les diamètres pupillaires. Nous discutons l'impact d'ERASMUS sur la charge mentale ainsi que l'utilisation des mesures oculométriques dans un environnement de simulation écologique de contrôle aérien.

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This dissertation is the result of an analysis of how a group of teachers conceive digital technologies and how these modes of perception become the route of training workshops in an educational environment. We start from the initial research question seeking to understand how modes of conceiving and producing with digital technologies transform the course of training workshops for teachers in a public school, emphasizing attention to you in the know - live process. As a working hypothesis, we believe that the meeting of teachers with digital technologies in an exercise experience of authorship, enhances the understanding of technology as a device that modifies the ways of life school, learning, knowledge. The experience of the workshops encouraged the development of research that we believe do with the subject teachers when they lend us their actions, experiences, emotions. The network of theoretical underpinning of the research studies considered the Biology of Cognition by Humberto Maturana and Francisco Varela (2011), the inventive knowledge perspective that brings in Henry Bergson (1979), understanding the relationship of Gilbert Simondon human - machine (1958, 1989) , known as the philosopher of technology and also the buildings on the modus operandi of care developed by Virginia Kastrup (2004, 2005) and Claudia Rodrigues de Freitas (2011). While intervention research, the methodological procedures involved the proposition workshops in which teachers interacted with digital technologies, conducted various productions related to its unique demands and their pedagogical activities and at the same time, the analysis of productions that are woven in the form of networks conversations in which teachers share the learning experience. Observed recurrences and movements of transformation referred to understand how the technologies in the construction of knowledge. We follow the inventive production pathways that allowed the observation and analysis of changes in networks built by teachers, cognitive processes referred to the way we perceive the technologies that we can observe in the coordination of gestures, ideas and emotions in the making. The enactive perspective of knowing that brings us Varela (2001) contended do the research we observe that emerged from be - do - knowing teachers. As a result of the work we distinguish cognitive processing referred to attentional processes in themselves do with digital technologies. By analyzing images, and written productions that make up this intervention study, we observed movements in which teachers, in the early stages of the workshops, gave visibility to a thrill of insecurity, fear of not knowing operate, anguish, a certain discomfort and resistance in producing with digital tools. Furthermore, the group of tools for use or disposal when no longer needed rejected the technology concept. In the course of the experience of the workshops, we have in ducts greater articulation in the interaction with digital technologies and changes in the way people feel and perceive when confidence in making himself steps in and interferes in our understanding of technology, now as a partner in circumstances of daily life
Esta dissertação é o resultado de uma análise sobre como um grupo de professores concebem as tecnologias digitais e como esses modos de percepção se transformam no percurso de oficinas de formação em um ambiente educacional. Partimos da questão inicial da pesquisa buscando compreender como os modos de conceber e de produzir com as tecnologias digitais se transformam no percurso de professores durante oficinas de formação em uma escola pública, enfatizando a atenção a si no processo de conhecer-viver. Como hipótese de trabalho, acreditamos que o encontro de professores com tecnologias digitais, em uma experiência de exercício de autoria, potencializa o entendimento de tecnologia enquanto dispositivo que modifica os modos de viver a escola, a aprendizagem, o conhecimento. A experiência das oficinas favoreceu o desenvolvimento da pesquisa que acreditamos fazer com os sujeitos professores, quando estes nos emprestam suas ações, experiências, emoções. A rede de sustentação teórica da pesquisa considerou os estudos da Biologia da Cognição de Humberto Maturana e Francisco Varela (2011); a perspectiva inventiva do conhecimento que nos aporta Henry Bergson (1979); o entendimento da relação humano-máquina de Gilbert Simondon (1958; 1989), conhecido como o filósofo da técnica e ainda, as construções sobre as formas de funcionamento da atenção desenvolvidas por Virgínia Kastrup (2004; 2005) e Cláudia Rodrigues de Freitas (2011). Enquanto pesquisa intervenção, os procedimentos metodológicos envolveram a proposição de oficinas em que professores interagiram com tecnologias digitais, realizaram diferentes produções relacionadas às suas demandas singulares e às suas atividades pedagógicas e, ao mesmo tempo, à análise de produções que se tecem na forma de redes de conversações em que professores compartilham as aprendizagens na experiência. Observamos as recorrências e os movimentos de transformação referidos ao modo como entendem as tecnologias na construção de conhecimento. Acompanhamos os percursos inventivos de produção que permitiram a observação e a análise das transformações nas redes construídas pelos professores, processos cognitivos referidos a modo de perceber as tecnologias que podemos observar na coordenação de gestos, ideias e de emoções no fazer. A perspectiva enativa do conhecer que nos aporta Varela (2001) sustentou o fazer da pesquisa em que observamos o que emergia do ser-fazer-conhecer dos professores. Como resultado do trabalho, pudemos distinguir transformações cognitivas referidas aos processos de atenção a si no fazer com tecnologias digitais. Ao analisar imagens, produções e escritas que configuram esta pesquisa intervenção, pudemos observar movimentos em que os professores, nos momentos iniciais das oficinas, davam visibilidade a um emocionar de insegurança, medo de não saber operar, angústias, um certo desconforto e resistência na produção com ferramentas digitais. Além disso, o conceito de tecnologia acolhido pelo grupo era o de ferramentas para uso ou descarte quando não mais necessário. No transcurso da experiência das oficinas, temos nas condutas uma maior articulação na interação com as tecnologias digitais e mudanças no modo de sentir e perceber, quando a confiança no próprio fazer entra em cena e interfere na direção do entendimento da tecnologia, agora como parceira nas circunstâncias do viver cotidiano

Ce travail de thèse est centré sur les effets de la distraction sur les performances de conduite. Lorsqu’il conduit, un conducteur doit non seulement être capable de maintenir le contrôle du véhicule, mais également être en mesure de prélever et de traiter les informations pertinentes provenant de l’environnement routier. Ces capacités peuvent être mises à défaut par l’introduction des systèmes de communications et d’informations dans les véhicules qui le placent en situation d’attention partagée et augmentent les sources de distraction. Ce travail a tenté de déterminer comment la population des jeunes conducteurs novices, caractérisée par un fort taux d’accidents (Clarke et al. 2005) et des compétences de conduite faiblement développées (Whelan at al. 2004) gère ces situations d’attention partagée. Deux expérimentations ont alimentés cette thèse. La première, en environnement réel de conduite, visait à analyser les effets de l’utilisation conjointe d’un système de navigation et d’un téléphone portable sur la qualité de la prise d’information et du traitement de l’information (au travers de différents paramètres comportementaux). La seconde, réalisée en laboratoire, était destinée à compléter les résultats de la première expérimentation en se concentrant exclusivement sur les modalités de recherche et de prise d’informations selon que le conducteur soit novice ou expérimenté. En fonction de l’expérience de conduite, les résultats offrent des conclusions mitigées en matière de traitement de l’information en situations d’attention partagée
This PhD thesis aims to study the distraction effects on driver performances. While driving, a driver must be able to maintain the vehicle control and also to process the relevant information from the road environment. These abilities can be impaired by the introduction of information and communication systems inside the car which put the driver in dual-task situation and increase the sources of distraction. This work tries to determine how the population of young novice drivers, characterized by a high crash rate (Clarke et al. 2005) and by poorly developed driving skills (Whelan et al. 2004) manages these situations of time sharing.Two experimentations were conducted. The first one, on real road, aims at analyzing the effects of simultaneously use of a navigation system and a mobile phone on the information processing (achieve by analyzing behavior parameters). The second one, in laboratory, aims at completing the first results, by focusing on modalities of research and handling information according to the drivers’ experience (novice or experienced). According to the driving experience, results are ambivalent in terms of information processing during divided attention situations

‘What was I thinking ?!?’ – No matter age, intelligence or social status, we all experience moments like these. Perhaps it is walking into a room and forgetting what you went there to do or maybe failing to add sugar to your coffee due to an interruption. Regardless, even though many of our daily activities are accomplished through routines that require very little conscious effort, errors of attention or slips of action do occur. This collection of studies was designed with three main questions in mind: 1) can action slips be induced in a laboratory-based task (Slip Induction Task; SIT), 2) how well do currently established theories of action slips explain the errors that are induced within the SIT, and 3) what insight can be gained about preventing such errors? The first experiment was developed to replicate previous findings regarding the effectiveness of the SIT, as well as to determine the extent to which SIT performance correlates with other measures of attention failure. The study discussed in Chapter 3 expands on those results by investigating the effects of healthy aging on slip induction and finds that while older adults were better able to avoid action slips, they appear to sacrifice speed for accurate performance. The goal of the subsequent study was to determine whether young adult participants would also enjoy increased accuracy if they completed the task at a slower pace. Finally, the study discussed in Chapter 5 looks at whether changing the goal of the SIT would alter participants’ ability to inhibit unexpected cue information.

Several decades of physiology, imaging and psychophysics research on attention has generated an enormous amount of data describing myriad forms of attentional effects. A similar breadth of theoretical models have been proposed that attempt to explain these effects in varying amounts of detail. However, there remains a need for neurally detailed mechanistic models of attention that connect more directly with various kinds of experimental data -- behavioural, psychophysical, neurophysiological, and neuroanatomical -- and that provide experimentally testable predictions. Research has been conducted that aims to identify neurally consistent principles that underlie selective attentional processing in cortex. The research specifically focuses on describing the functional mechanisms of attentional routing in a large-scale hierarchical model, and demonstrating the biological plausibility of the model by presenting a spiking neuron implementation that can account for a variety of attentional effects. The thesis begins by discussing several significant physiological effects of attention, and prominent brain areas involved in selective attention, which provide strong constraints for developing a model of attentional processing in cortex. Several prominent models of attention are then discussed, from which a set of common limitations in existing models is assembled that need to be addressed by the proposed model. One central limitation is that, for many existing models, it remains to be demonstrated that their computations can be plausibly performed in spiking neurons. Further, few models address attentional effects for more than a single neuron or single cortical area. And finally, few are able to account for different forms of attentional modulation in a single detailed model. These and other limitations are addressed by the Attentional Routing Circuit (ARC) proposed in this thesis. The presentation of the ARC begins with the proposal of a high-level mathematical model for selective routing in the visual hierarchy. The mathematical model is used to demonstrate that the suggested mechanisms allow for scale- and position-invariant representations of attended stimuli to be formed, and provides a functional context for interpreting detailed physiological effects. To evaluate the model's biological plausibility, the Neural Engineering Framework (NEF) is used to implement the ARC as a detailed spiking neuron model. Simulation results are then presented which demonstrate that selective routing can be performed efficiently in spiking neurons in a way that is consistent with the mathematical model. The neural circuitry for computing and applying attentional control signals in the ARC is then mapped on to neural populations in specific cortical laminae using known anatomical interlaminar and interareal connections to support the plausibility of its cortical implementation. The model is then tested for its ability to account for several forms of attentional modulation that have been reported in neurophysiological experiments. Three experiments of attention in macaque are simulated using the ARC, and for each of these experiments, the model is shown to be quantitatively consistent with measured data. Specifically, a study by Womelsdorf et al. (2008) demonstrates that spatial shifts of attention result in a shifting and shrinking of receptive fields depending on the target's position. An experiment by Treue and Martinez-Trujllo (1999) reports that attentional shifts between receptive field stimuli produce a multiplicative scaling of responses, but do not affect the neural tuning sensitivity. Finally, a study by Lee and Maunsell (2010) demonstrates that attentional shifts result in a multiplicative scaling of neural contrast-response functions that is consistent with a response-gain effect. The model accounts for each of these experimentally observed attentional effects using a single mechanism for selectively processing attended stimuli. In conclusion, it is suggested that the ARC is distinguished from previous models by providing a unifying interpretation of attentional effects at the level of single cells, neural populations, cortical areas, and over the bulk of the visual hierarchy. As well, there are several advantages of the ARC over previous models, including: (1) scalability to larger implementations without affecting the model's principles; (2) a significant increase in biological plausibility; (3) the ability to account for experimental results at multiple levels of analysis; (4) a detailed description of the model's anatomical substrate; (5) the ability to perform selective routing while preserving biological detail; and (6) generating a variety of experimentally testable predictions.

This thesis describes Sonja, a system which uses instructions in the course of visually-guided activity. The thesis explores an integration of research in vision, activity, and natural language pragmatics. Sonja's visual system demonstrates the use of several intermediate visual processes, particularly visual search and routines, previously proposed on psychophysical grounds. The computations Sonja performs are compatible with the constraints imposed by neuroscientifically plausible hardware. Although Sonja can operate autonomously, it can also make flexible use of instructions provided by a human advisor. The system grounds its understanding of these instructions in perception and action.