Dissertations / Theses: 'Shared cognition'

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Berggren, Peter. "Assessing Shared Strategic Understanding." Doctoral thesis, Linköpings universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-126346.

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This thesis describes the development of an instrument for assessing shared understanding in teams. The purpose was to develop an instrument that would be usable, understandable, objective, flexible and self-explanatory. Teams working in naturalistic settings are expected to have a shared understanding concerning common goals and how to achieve these. The problem investigated in this thesis is that current techniques and instruments for assessing shared understanding in teams generally suffer from one or more of the following drawbacks, namely that they are expensive, difficult to use, time-consuming, requiring expertise, and are often based on subjective perceptions. Departing from existing theory in team cognition techniques and theories, the research questions posed in this thesis are: 1) How can shared understanding be measured without the disadvantages of existing methods? 2) How can shared understanding be assessed without the bias of self-ratings and/or assessments by experts/observers? 3) Can team performance be better understood by the outcomes of an instrument that measures shared understanding? These research questions are answered through six studies that are presented in this thesis. Over the six studies an instrument was iterated and subsequently developed, called the “shared priorities instrument”. When using this instrument, team members are instructed to generate items and rank these in order of importance. By comparing these rank orders from different participants, a team measure of shared understanding can be calculated. The advantages of this instrument compared to earlier measures are that it is less expensive, easier to use, less time-consuming, does not require subject matter expertise, and that the instrument is distanced from subjective perceptions. Furthermore, the final study provides results where outcomes from the shared priorities instrument correlate with performance, supporting earlier research connecting shared understanding in teams with team performance. A structural equation model, a result of the final study, shows that the instrument is both valid and reliable. Denna avhandling beskriver utvecklingen av ett mätinstrument för att värdera delad förståelse hos team. Syftet har varit att utveckla ett mätinstrument som är användbart, förståeligt, objektivt, flexibelt och självförklarande. Team som arbetar i naturalistiska miljöer förväntas ha en delad förståelse för gemensamma mål och hur dessa ska uppnås. Befintliga tekniker och mätinstrument för värdering av delad förståelse hos team är att de ofta lider av ett eller flera av följande problem: de är dyra, svåra att använda, tidskrävande, kräver expertis, och bygger många gånger på subjektiva bedömningar. Genom att utgå från teoribildningen inom teamkognition ställs följande forskningsfrågor: 1) Hur kan delad förståelse i team mätas utan nackdelarna hos befintliga metoder? 2) Hur kan delad förståelse i team mätas utan att riskera att färgas av partiskheten hos egenbedömningar och/eller experters värderingar? 3) Kan teamprestation förstås bättre med hjälp av ett instrument som mäter delad förståelse? Dessa frågeställningar besvaras i de sex delstudier som presenteras i denna avhandling där ett instrument (som kallas shared priorities) utvecklats för att mäta delad förståelse. Tillämpningen innebär att medlemmarna i ett team individuellt får generera och rangordna faktorer som de anser vara viktiga för att teamet ska nå sitt/sina gemensamma mål och därefter rangordna varandras faktorer. Genom att beräkna överensstämmelsen i dessa rangordningar erhålls ett mått på teamets delade förståelse. Fördelen med detta instrument, i jämförelse med tidigare mått, är att det kostar mindre, är lättare att använda, tar mindre tid, inte kräver någon domänexpertis, och att mätmetoden inte bygger på rent subjektiva bedömningar. I den sista delstudien erhålls resultat där instrumentet shared priorities korrelerar med prestation, vilket stöder tidigare forskning om delad förståelse. En statistisk modell (SEM) visar på instrumentets validitet och reliabilitet.

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Lippa, Katherine Domjan. "Cognition of Shared Decision Making: The Case of Multiple Sclerosis." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1463576554.

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Klotz, Shannon Marie. "Cooperative Success Under Shared Cognitive States and Valuations." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1344.

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A mental model of the another person’s state of mind including their thoughts, feelings, and beliefs, otherwise known as Theory of Mind (ToM), can be created to better predict their behavior and optimize our own decisions. These representations can be explicitly modeled during both the development and presence of stable cooperation via communication outcomes, allowing us to understand the sophistication or depth of mental coordination, involved in an individual’s social perception and reasoning. Almost all current scientific studies of ToM take a spectatorial approach, relying on observation followed by evaluation (e.g., the Sally-Anne Task). However given evidence that social cognition fundamentally shifts during valuationally significant social encounters with others, this study adopts a second-person approach. Each participant’s actions under dynamic uncertainty influence the joint reward probabilities of both, favoring cooperation and coordination. Only Teachers have knowledge of the correct action-reward contingencies, while Learners must ascertain the Teacher’s directive and correctly adjust their actions to obtain the optimal reward. The complexity of cooperative behaviors cannot be captured with simple reinforcement learning models, however a similarity in valuation exists, probing further investigation.

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Banissy, M. J. "Mirror-touch synaesthesia : the role of shared representations in social cognition." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19307/.

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Synaesthesia is a condition in which one property of a stimulus results in conscious experiences of an additional attribute. In mirror-touch synaesthesia, the synaesthete experiences a tactile sensation on their own body simply when observing touch to another person. This thesis investigates the prevalence, neurocognitive mechanisms, and consequences of mirror-touch synaesthesia. Firstly, the prevalence and neurocognitive mechanisms of synaesthesia were assessed. This revealed that mirrortouch synaesthesia has a prevalence rate of 1.6%, a finding which places mirror-touch synaesthesia as one of the most common variants of synaesthesia. It also indicated a number of characteristics of the condition, which led to the generation of a neurocognitive model of mirror-touch synaesthesia. An investigation into the perceptual consequences of synaesthesia revealed that the presence of synaesthesia is linked with heightened sensory perception - mirror-touch synaesthetes showed heightened tactile perception and grapheme-colour synaesthetes showed heightened colour perception. Given that mirror-touch synaesthesia has been shown to be linked to heightened sensorimotor simulation mechanisms, the impact of facilitated sensorimotor activity on social cognition was then examined. This revealed that mirror-touch synaesthetes show heightened emotional sensitivity compared with control participants. To compliment this, two transcranial magnetic stimulation (TMS) studies were then conducted to assess the impact of suppressing sensorimotor activity on the expression recognition abilities of healthy adults. Consistent with the findings of superior emotion sensitivity in mirror-touch synaesthesia (where there is facilitated sensorimotor activity), suppressing sensorimotor resources resulted in impaired expression recognition across modalities. The findings of the thesis are discussed in relation to neurocognitive models of synaesthesia and of social cognition.

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Hildreth, Paul M. "Going the extra half-mile : international communities of practice and the role of shared artefacts." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341485.

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Alfadhli, Khalifah H. "The role of shared identity in social support among refugees of conflict : case of Syrian refugees in Middle East." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/78468/.

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Forced displacement is the crises of our time as it has reached an unprecedented magnitude and rate, which exceeds the capacity of the international relief system and required efforts from global citizens, institutions, governments and communities. Social psychology has an important role in this needed mass response, to provide a better understanding of how the forcibly displaced people deal with their situation and how they are affected by it. Taking into consideration the sharp gap of resources available to the international relief system, it is especially important to understand the natural mechanisms of support the affected communities have, which can be an effective tool to build more efficient interventions and to empower marginalised communities and individuals. This research project aims to explore one possible mechanism underlining social support among refugees of conflict in developing countries, and sought to answer three main questions: how refugees help each other? Does sharing an emergent identity of being a “refugee” facilitate support among them, similar to people affected by disasters? Does this shared identity-based support impact their health? After conducting a systematic literature review (Paper 1) of psychosocial support among refugees of conflict in developing countries, we identified that the main challenge was the stressors arising from the exile environment (secondary stressors) and found indications of shared identity-based support among them. To do further exploration with social identity in mind, we conducted an 8-month ethnography (Paper 2) with Syrian refugees in Jordan that revealed an emergent shared “refugee” identity which seems to stem from a sense of common fate and motivates providing help to other refugees in addition to creating new social networks in exile that facilitates support efficiently. To better understand the secondary stressors (Paper 3), we conducted a survey (N = 305) and combined it with ethnographic data to find that Syrian refugees in Jordan suffer the most from financial stressors, due to loss of income and high living expenses; environmental stressors arise from exile and are either circumstantial (e.g., services and legal requirements) or created by this environment (e.g., instability and lack of familiarity); social stressors, directly related to social relations (e.g., discrimination & exploitation). In order to explore the process of support and the exact role of shared identity, we conducted two surveys (Paper 4) among Syrian refugees in Jordan (N = 156) and Turkey (N = 234) and used path analysis to build a model, which suggested that shared social identity is an important predictor of providing support and collective efficacy, which in turn has a positive association with general health of the refugees. We found indications that such positive associations could have a buffering effect in counter to the negative effect of stressors and stress on the health of refugees. We do acknowledge the stigmatic nature of a “refugee” identity and that there are other sources of support among the refugees. Nevertheless, we suggest that shared social identity can be a valuable resource in the field of psychosocial support among refugees of conflict in developing countries, especially if incorporated in the design of community level intervention.

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Alavi, Seyyed Babak Education Faculty of Arts &amp Social Sciences UNSW. "A multilevel study of collective efficacy, self-mental models, and collective cognition in university student group activities." Awarded by:University of New South Wales. Education, 2005. http://handle.unsw.edu.au/1959.4/33242.

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The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.

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O'Mara, Raymond P. (Raymond Patrick). "The socio-technical construction of precision bombing : a study of shared control and cognition by humans, machines, and doctrine during World War II." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67754.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Engineering Systems Division, 2011. Cataloged from PDF version of thesis. Includes bibliographical references (p. 353-368). This dissertation examines the creation and initial use of the precision bombing system employed by the United States Army Air Forces during World War II in the opening phase of the Combined Bomber Offensive against Germany. It presents the system as distinctly sociotechnical, constructed of interdependent specially trained humans-the pilot, navigator, and bombardier-purpose-built automated machines-the Norden bombsight and the Minneapolis- Honeywell C-1 Autopilot-and the high-altitude, daylight bombing (HADPB) doctrine, all of which mutually shaped each other's creation and use. The first part of the study establishes the relationship between the HADPB doctrine, the humans, and the machines, presenting the bombardment system as a three-level socio-technical system designed for optimum control at all levels. It describes the elements at each level, their design for use as a system, how they initially employed the system, and how their actions caused a revision of the HADPB doctrine, in the process redefining precision from a system perspective and significantly changing the system's social structure. The second part of the study examines the actions performed by the three principal sociotechnical members the bomber crew, and determines the specific tasks and roles accomplished both the humans and machines within the system. It establishes what the crewmembers did, analyzing their professional construct, the machines that shaped their professional identities, how the humans and machines, through distinct processes of shared control and cognition, accomplished the tasks associated with precision bombing-flying, navigating, and bombingand how the HADPB doctrine affected their actions. It focuses on how technology, by granting varying levels of control over the task of flying the aircraft, created conflict over control of the system itself, and how command, a uniquely military function granted organizationally and doctrinally to the pilot, served as arbiter of that conflict. This study establishes a perspective for the future study aerial combat systems, and a better understanding of the organizational and social impact of the increased use of automation in those systems, particularly relevant to the discussion surrounding the expanded use of remotely piloted aircraft by the United States Air Force in the conflicts in Iraq and Afghanistan. by Raymond P. O'Mara. Ph.D.

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Soley, Gaye. "Exploring the nature of early social preferences: The case of music." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10390.

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This dissertation aims to explore the nature of early social preferences by testing attention to a cue that might have evolved as a reliable signal of shared group membership – shared cultural knowledge. Part 1 shows that children attend to this cue when making social choices: Children both prefer others who know songs they themselves know, and avoid others who know songs they do not know, while other cues such as shared preferences for songs are not as powerful drivers of social preferences. Part 2 shows that this cue affects how five-months-old infants allocate attention to human singers. After listening to two individuals singing different songs, infants look longer at singers of familiar songs than at singers of unfamiliar songs. When both songs are unfamiliar, infants do not show preferences for singers of songs that follow or violate Western melodic structure, although they are sensitive to these differences. In focusing on familiar songs but not musical styles, infants may selectively attend to information that might mark group membership later in life, namely shared knowledge of specific songs. Part 3 investigates whether children are selective in the properties they use to infer that two individuals belong to the same group, targeting two potentially important social cues: race and gender. Specifically, Part 3 asks if children attribute shared musical knowledge to individuals of the same race or gender. Four-year-olds attribute shared knowledge to individuals of the same gender, but not of the same race. Five-year-olds attribute shared knowledge to individuals of the same race, but not of the same gender. In contrast, a control unrelated to group-membership – attributions of shared musical preferences – do not yield any dissociation between attributions based on race or gender. Thus, as they gain experience, children seem to adaptively update the social cues they use to infer shared group-membership. Together these results begin to elucidate the mechanisms underlying early social preferences by showing that children might selectively attend to the most reliable cues to shared group-membership, which, in turn, might allow them later in life to participate in the complex social organization that is unique to human societies. Psychology

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Jimenez, Rodriguez Miliani. "Two Pathways To Performance: Affective- and Motivationally-Driven Development In Virtual Multiteam Systems." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5322.

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Multiteam systems are an integral part of our daily lives. We witness these entities in natural disaster responses teams, such as the PB Oil Spill and Hurricane Katrina, governmental agencies, such as the CIA and FBI, working behind the scenes to preemptively disarm terrorist attacks, within branches of the Armed Forces, within our organizations, and in science teams aiming to find a cure for cancer (Goodwin, Essens, & Smith, 2012; Marks & Luvison, 2012). Two key features of the collaborative efforts of multiteam systems are the exchange of information both within and across component team boundaries as well as the virtual tools employed to transfer information between teams (Keyton, Ford, & Smith, 2012; Zaccaro, Marks, & DeChurch, 2012). The goal of this dissertation was to shed light on enabling the effectiveness of multiteam systems. One means of targeting this concern was to provide insight on the underpinnings of MTS mechanism and how they evolve. The past 20 years of research on teams supports the central role of motivational and affective states (Kozlowski & Ilgen, 2006; and Mathieu, Maynard, Rapp, & Gibson, 2008) as critical drivers of performance. Therefore it was my interest to understand how these critical team mechanisms unravel at the multiteam system level and understanding how they influence the development of other important multiteam system processes and emergent states. Specifically, this dissertation focused on the influence motivational and affective emergent states (such as multiteam efficacy and multiteam trust) have on shaping behavioral processes (such as information sharing-unique and open) and cognitive emergent states (such as Transactive memory systems and shared mental models). Findings from this dissertation suggest that multiteam efficacy is a driver of open information sharing in multiteam systems and both types of cognitive emergent states (transactive memory systems and shared mental models). Multiteam trust was also found to be a critical driver of open information sharing and the cognitive emergent state transactive memory systems. Understanding that these mechanisms do not evolve in isolation, it was my interest to study them under a growing contextual state that is continuously infiltrating our work lives today, under virtual collaboration. This dissertation sought to uncover how the use of distinct forms of virtual tools, media rich tools and media retrievability tools, enable multiteam systems to develop needed behavioral processes and cognitive emergent states. Findings suggest that the use of media retrievability tools interacted with the task mental models in promoting the exchange of unique information both between and within component teams of a multiteam system. The implications of these findings are twofold. First, since both motivational and affective emergent states of members within multiteam systems are critical drivers of behavioral processes, cognitive emergent states, and in turn multiteam system performance; future research should explore how we can diagnose as well as target the development of multiteam system level efficacy and trust. Second, the virtual communication tools that provide multiteam systems members the ability to review discussed materials at a later point in time are critical for sharing information both within and across component teams depending on the level of shared cognition that multiteam system members possess of the task.Therefore the ability to encourage the use and provide such tools for collaborative purposes is beneficial for the successful collaboration of multiteam systems. ID: 031001482; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Leslie A. DeChurch.; Title from PDF title page (viewed July 17, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 289-305). Ph.D. Doctorate Psychology Sciences Psychology; Industrial and Organizational

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Keukelaere, Camille de. "Modes de coordination interindividuelle et régulation du partage en situation dynamique collaborative : application au handball et au théâtre d'improvisation." Thesis, Brest, 2012. http://www.theses.fr/2012BRES0015/document.

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Les études de psychologie des industries et des organisations montrent que la compréhension partagée (CP) conditionne la performance collective. Nous mobilisons le concept de la Team Situation Awareness pour identifier les éléments qui concourent à la CP et à son évolution au cours de l'action. Une analyse en handball nous a permis d'identifier (a) 4 formes typiques d'articulation des activités individuelles, (b) 7 contenus typiques et (c) 6 processus typiques interindividuels. Nos résultats montrent que les formes de partage sont locales et ponctuelles, alternant entre trois modes de coordination en cours d'action : (1) application du plan, (2) ajustement transitoire en fin d’action, (3) adaptation en temps réel au contexte de jeu. L’analyse de la dynamique du partage met en évidence que le sentiment de performance collective est subordonné à une fluidité dans l'enchaînement des actions et au jugement de sécurité quant à l'évaluation de la situation. L'analyse en théâtre d'improvisation conforte la classification proposée dans la première étude. Notre étude a permis d'apporter des éléments sur les activités collaboratives en situation dynamique, et notamment sur la fonction de la CP qui peut être considérée comme un phénomène dynamique dont la principale fonction est de maintenir un potentiel de coordination suffisant entre les partenaires d'une équipe. À partir de nos résultats, nous proposons une modélisation qui rend compte des mécanismes de CP à deux échelles : (1) à l'échelle de l'équipe, nous proposons une modélisation qui renseigne l'alternance des modes de coordination en fonction des contraintes de l'environnement ; (2) à une échelle locale, nous proposons une modélisation qui rend compte de la régulation du partage entre les agent de l'équipe In the field of I/O psychology, most of studies estimate that team performance under temporal pressure is directly related to shared understanding (SU) within a team. In order to account for the dynamics of SU within a team, we have studied the evolution of contents, forms and mechanisms of the sharing process, as a function of context variability and temporal pressure. We primarily work in line with the Team Situation Awareness model, that is usually mobilized in work situations. A first study allowed us to identify the various elements of SU and its dynamics in feminine handball competitions. The analysis permitted to identify (a) four typical forms of shared understanding, (b) seven typical contents shared and (c) six typical interaction processes between teammates. Results shows that sharing forms are local and punctual, alternating between two main modes of SU : either a preestablished plan follow-up, together with possible adaptation to conclude a given action, or a real-time adaptation to the context of action. A second study deals with improvisational theatre, regulated in real time by the director through earphones. Our results show that the sharing typical forms, contents and processes that rise in this activity also correspond to the classification we made in the first field study, which strengthens the genericity of our proposal. These results invite us to think that online regulation may either enhance or hamper the SU and thus the collective performance, respectively by improving the update and interaction processes between actors, or by overloading the cognitive activity of the team members in the course of action. Based on these results, we propose to consider the SU as a process that works over two space and time scales: on the global scale, SU may envolve over long periods within a team; and on a local scale, SU is actually developed through interpersonal updating and in situ adjustment processes. In order to account for these two scales, we proposed a team coordination model together with an interindividual regulation model. Our work opens the way to the study of the correlation between local mechanisms of shared understanding and the global dynamics of a collaborative activity

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Zoogah, Baniyelme David. "Alliance mental models and strategic alliance team effectiveness." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148569488.

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Bluemink, J. (Johanna). "Virtually face to face: enriching collaborative learning through multiplayer games." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514294235.

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Abstract This study focused on enriching collaborative learning through pedagogically scripted multiplayer games. Collaborative learning was examined in the synchronous discussions of small group problem-solving activities in face-to-face and virtual game settings. The theoretical approach is socio-cognitive and builds on the contextual and situated nature of learning. Interaction between group members in social situations is a key mechanism fostering students’ collaborative learning. In the field of Computer-Supported Collaborative Learning the underlying aim is to stimulate and structure socially shared construction of knowledge and development of shared understanding among the collaborators. This thesis consisted of three empirical studies. The first study focused on analysing the macro-level elements of teacher education students’ face-to-face discussions in a context of an international web-based course. The focus of the second and third empirical studies was on how distributed collaboration can be enriched by scripting multiplayer game environments. The game environments were developed and tailored as part of the empirical studies. The main aim was to analyse small-group micro-level interactions and activities taking place during the game. Moreover, the particulars of a 3D voice-enhanced multiplayer game context for small-group shared collaborative activities were investigated. The focus of the last empirical study was on aspects of collaborative game activity and shared problem solving described from the perspective of individual players. The results indicated that the synchronous small-group discussions, on the macro-level, consisted of explaining, sharing knowledge, providing critiques, reflection, and joint engagement. The micro-level elements of the players’ discussions during the game were questions, content statements, social statements, suggestions, instructions or orders, encouragements, and responses. Both macro and micro level elements varied in random order during the discussion, forming a base for small-group discussion and joint problem-solving efforts. Not all problem-solving situations in the game data were shared, indicating that if shared collaborative activity was pursued, the scripting of the game tasks must require equal participation and teamwork during the game. The 3D game environment created a strong shared context for the distributed groups by engaging the players and reinforcing individual participation through the avatar activity. The findings of this thesis contribute to the future development of serious games and highlight the potential of multiplayer games as tools for supporting the social aspects of distributed teamwork Tiivistelmä Väitöstutkimus tarkastelee yhteisöllisen oppimisen rikastamista pedagogisesti vaiheistettujen virtuaalipeliympäristöjen avulla. Tutkimuksessa on analysoitu pienryhmien sosiaalista vuorovaikutusta luokkahuonekeskusteluissa ja puhevälitteisissä peliympäristöissä. Teoreettisesti tutkimus pohjautuu sosiokognitiiviseen käsitykseen oppimisesta, jonka mukaan sosiaaliset tilanteet voivat käynnistää yksilöissä oppimisen kannalta keskeisiä mekanismeja, kuten esimerkiksi selittämistä ja tiedon jakamista. Yhteisöllisen oppimisen ytimeksi katsotaan jaetun ymmärryksen rakentaminen sosiaalisessa vuorovaikutuksessa, mitä tietokoneavusteisen yhteisöllisen oppimisen tutkimuslinjassa pyritään tukemaan vaiheistamalla oppimisympäristöjä. Tutkimus koostuu kolmesta eri osatutkimuksesta, joista ensimmäisessä analysoitiin korkeakouluopiskelijoiden pienryhmäkeskustelua luokkahuonetilanteessa. Lähitapaamiset toimivat kurssilla hajautetun kansainvälisen verkkotyöskentelyn tukena. Toisessa osatutkimuksessa tarkasteltiin, voiko hajautettua yhteisöllistä oppimista rikastaa puhevälitteisen monenpelaajan peliympäristön avulla. Pelin tehtävät suunniteltiin ja vaiheistettiin yhteisöllistä toimintaa vaativiksi sekä jaetun ymmärryksen rakentamista tukeviksi. Analyysi keskittyi korkeakouluopiskelijoiden pelinaikaisen keskustelun ja ongelmanratkaisutilanteiden tarkasteluun. Kolmannen osatutkimuksen tavoitteena oli tutkia, mitä osatekijöitä työelämäkontekstista tulleet osallistujat joutuivat hallitsemaan puhevälitteisessä monenpelaajan pelissä. Tutkimusten video- ja haastatteluaineistot analysoitiin laadullisen sisällönanalyysin menetelmin. Tutkimustulokset osoittivat, että pienryhmän vuorovaikutus koostuu makrotasolla mm. selittämisestä, tiedon jakamisesta ja reflektoinnista. Mikrotasolla mm. kysymykset, toteamukset, auttaminen ja ehdottaminen vaihtelivat puheenvuoroittain ja muodostivat yhteisen toiminnan pohjan pienryhmän pelaamisessa. Kaikki ongelmanratkaisutilanteet pelin aikana eivät kuitenkaan olleet jaettuja. Tulokset osoittavat, että kun tavoitellaan aidosti yhteisöllisiä tilanteita, pelin tehtävät täytyy vaiheistaa niin, että ne vaativat kaikkien osallistumista ja pitävät ryhmää virtuaalisesti yhdessä. Tässä tutkimuksessa käytetyt peliympäristöt muodostivat hajautetuille ryhmille vahvan jaetun tilan ja virtuaalisten ihmishahmojen eli avatarien kautta osallistuminen vahvisti yksilöiden toimijuutta pienryhmän osana. Tuloksia voidaan hyödyntää hajautetun tiimityön kontekstissa sekä käyttää tukena tulevaisuuden virtuaalisten tiimipelien suunnittelussa

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Prebot, Baptiste. "Représentation partagée et travail collaboratif en contexte C2 : monitoring d'opérateurs en situation simulée de command and control." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0227.

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L’évolution des technologies de l’information et de la communication (TIC) a permis le développement du travail collaboratif dans quasiment tous les secteurs de l’activité humaine. Pour assurer la performance du collectif et minimiser le risque d’erreurs, il est crucial que les individus qui collaborent partagent une même représentation de la situation dans laquelle ils sont engagés. Ceci est d’autant plus vrai en situation de crise militaire, comme il en existe au sein des structures de commandement et contrôle d’opérations (C2).Dans un environnement marqué par la complexité grandissante des conflits, l’enjeu est aujourd’hui à la fois scientifique et hautement applicatif. L’avancée de l’étude de la cognition collective, cœur du travail collaboratif, est porteuse d’un potentiel certain qui doit se traduire par des applications concrètes au service de l’optimisation de la gestion et de la réalisation des tâches collectives. L’évaluation en temps réel de la cognition des individus et des équipes permet d’envisager des outils et des systèmes adaptatifs pour gagner en efficacité, en performance et en agilité. Face à ces enjeux, notre objectif, sur commande de la DGA, est de trouver des mesures appropriées qui permettraient une évaluation de la dynamique du partage des consciences de situation, dans le contexte très contraignant des salles de commandement et de contrôle, qui nécessite la plus faible instrumentation possible des opérateurs.Notre contribution au domaine est double. D’une part nous proposons le concept de synchronie des consciences de situation, pour soutenir le développement théorique de l’étude de la dynamique de partage de conscience de situation. D’autre part nous mettons en évidence l’importance d’adopter une méthodologie d’ingénierie cognitique, dans une perspective de transposition des connaissances de laboratoire à une situation d’application complexe, s’apparentant autant que possible à l’environnement réel de prise de décision en C2.Notre travail a alors consisté à explorer des mesures quantitatives du partage de conscience de situation, adaptées à l’exploitation automatisée et en temps réel par un système de diagnostic de la cognition collective. Nous avons mis en pratique l’utilisation du monitoring psychophysiologique et comportemental d’opérateurs engagés dans une tache (individuelle, puis collective) de C2, pour évaluer leur partage de conscience de situation, par l’utilisation de la pupillométrie par oculomètre (eye tracker).Ces études, nous ont amenés à mesurer la sensibilité du monitoring à la dynamique des consciences de situation des opérateurs et à leur partage en environnement écologique.Ce travail de doctorat se présente comme une mise en avant de l’intérêt et de l’applicabilité de systèmes d’évaluation du partage de cognition en environnement de travail collaboratif réaliste, et s’accompagne de propositions concernant le futur de la recherche sur le C2 Advances in information and communication technologies has enabled the development of collaborative work in almost all sectors of human activity. To ensure the performance of the group and minimize the risk of errors, it is crucial that the team members share a common understanding of the situation in which they are involved. This is particularly true in military crisis situations, such as those that exist within command and control (C2) structures.Within an environment characterized by the growing complexity of conflicts, the challenge today is both scientific and highly applicative. Progress in the study of collective cognition, the heart of collaborative work, has a clear potential that must be translated into tangible applications to optimize the management and execution of collective tasks. Real-time evaluation of the cognition of individuals and teams allows to envisage adaptive tools and systems to improve efficiency, performance and agility.In light of these challenges, our objective, commissioned by the DGA, is to find appropriate measures that would enable an assessment of the dynamics of the sharing of situational awareness, in the very constraining context of command and control room operations, which require the lowest possible level of instrumentation of operators.Our contribution to the field has been dual. We have proposed the concept of situation awareness synchrony to support the theoretical development of the study of the dynamics of situation awareness sharing. In addition, we have highlighted the importance of adopting a cognitive engineering methodology, in the perspective of transposing laboratory knowledge to a more complex application environments.Thus, our work consisted in exploring quantitative measures of shared situational awareness, suitable for automated and real-time exploitation by a collective cognition diagnostic system. We applied psychophysiological and behavioural monitoring of operators engaged in a C2 task (individual, then collective), to evaluate their shared situation awareness, using eye tracker pupillometry.These studies have led us to analyze the sensitivity of this monitoring to the dynamics of the operators' situational awareness and its sharing in an ecological environment.This doctoral work is presented as a demonstration of the interest and applicability of shared cognition evaluation systems in realistic collaborative work environments, and is supported by proposals concerning the future of research on C2

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Braunschweig, Brandt Benedict. "Measuring shared understanding in software design teams." Thesis, University of Maryland, Baltimore County, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118999.

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Background: Software engineering teams must have a shared understanding of the system design in order to work independently but successfully integrate their code. These issues of understanding are important to project success but difficult to investigate with current approaches. Current techniques for investigating shared understanding, such as interviews or questionnaires, are limited by the difficulty of team members to externalize knowledge relevant to shared understanding. Aims: This research has two goals. The first goal is to identify and validate a measure of shared understanding that researchers can use to investigate issues of shared understanding in software design. The second goal is to evaluate the potential for this measure to be used by practitioners to improve the software design process. Method: A measure of shared understanding was developed by adapting an approach from the Team Mental Models literature. Five student teams and two industrial teams were recruited to evaluate the measure empirically. The validity of the measure, the significance of the differences in understanding found, and the applicability for design process improvement were investigated using qualitative techniques, including group interviews, observation, and questionnaires. Results: When ranked by the measure of shared understanding, high ranking design concepts were generally, but not consistently, found to be associated with greater similarity of understanding than low ranking concepts. This supports a finding that the measure is valid, but imprecise. Although no specific misunderstandings were identified within the team, some team members found the discussion, guided by the measured differences, valuable for improving shared understanding generally. Conclusions: The results support the use of the measure as a tool to investigate shared understanding so long as consideration is given to its limitations. It is premature for practitioners to use the measure to improve the design process. The results are based on only two industrial teams without a history of failures related to shared understanding. Future research should re-evaluate the measurement in different contexts. Guidance is given for additional research to refine the measurement.

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Campos, Natalia Ferreira. "Percepção e aprendizagem no Museu de Zoologia: uma análise das conversas dos visitantes." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-22072014-165445/.

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Este trabalho apresenta uma análise de aspectos da aprendizagem presentes nas conversas de visitantes adultos em uma exposição de zoologia. Adotamos a perspectiva sociocultural de aprendizagem e desenvolvimento de Vigotski (2009), segundo a qual o uso da linguagem é entendido como forma de compartilhar e desenvolver conhecimentos conjuntamente, mas também como ferramenta que orienta os processos psicológicos internos do indivíduo. Nesse sentido exploramos o processo cognitivo de percepção verbalizada, ou seja, mediada pela linguagem (VIGOTSKI, 2009; LURIA, 1970), além da aprendizagem colaborativa entre pares (MERCER, 2000). Nosso objetivo foi analisar como a linguagem verbalizada é utilizada na interação para qualificar e ampliar as percepções sobre os elementos da exposição e para construir significados conjuntamente sobre os objetos e conteúdos apresentados. Para isso, buscamos caracterizar as conversas dos sujeitos ao longo da exposição por meio da análise das operações epistêmicas realizadas na fala e também das formas de interação como caracterizadas por Mercer (2000) (conversas acumulativas, disputativas e exploratórias). As operações epistêmicas foram organizadas em três grupos: operações dirigidas pela percepção; operações de conexão com conhecimentos e experiências; e operações de maior elaboração conceitual. Nossos sujeitos foram adultos, integrantes do ensino médio na modalidade Educação de Jovens e Adultos, visitando em duplas a exposição Fauna da América do Sul, que é centrada na apresentação de animais preservados e dioramas de ambientes naturais, do Museu de Zoologia da Universidade de São Paulo, em agosto de 2011. Observou-se que a maior parte das conversas se desenvolveu de forma colaborativa para aprendizagem, em geral com construção positiva, mas não crítica, dos parceiros sobre as falas uns dos outros (conversas acumulativas), sendo raras as conversas centradas na argumentação de pontos divergentes (exploratórias). Durante as visitas as conversas foram majoritariamente centradas em elementos da exposição, indicando a atratividade dos objetos. Por meio das operações epistêmicas de Nomeação, Apontamento, Afetividade e Caracterização os sujeitos direcionaram a atenção dos parceiros, qualificaram e compartilharam percepções, atuando na construção conjunta de significados para os objetos; dentre essas se ressalta a importância da Nomeação dos objetos para os visitantes, que promoveu em algumas ocasiões discussões e um engajamento mais profundo na exposição. Também observamos, porém com menor ocorrência, as operações de Conexão com o conhecimento, Suposição e Explicação que indicavam conversas de maior elaboração conceitual. Ressalta-se, entretanto, que as conversas mais elaboradas em geral apresentaram maior articulação das operações epistêmicas, incluindo sobreposições, como por exemplo, no caso de Explicações constituídas por Conexões com o conhecimento ou Caracterizações, o que indica a importância das operações dirigidas pela percepção para as operações mais elaboradas conceitualmente. Os questionamentos também apresentaram papel relevante na promoção de operações epistêmicas. As conversas mais elaboradas foram desenvolvidas tanto em função da percepção dos objetos, como por demandas da própria conversa, apontando a relevância da experiência concreta com os objetos e dos aspectos da interação social para a aprendizagem. Esperamos que este estudo contribua para a compreensão do papel educativo de exposições, e para a compreensão de como visitantes adultos compartilham percepções, negociam e constroem significados relacionados aos conhecimentos e objetos musealizados. This study presents an analysis of aspects of learning through the conversations of adult visitors at an exhibition of zoology. We adopt the sociocultural perspective of learning and development of Vygotsky (2009), according to which the use of language is understood as a way to share and develop knowledge together, but also as a tool that guides the internal psychological processes of the individual. Accordingly, we explore the cognitive process of perception verbalized, i.e., mediated by language (Vygotsky, 2009; LURIA, 1970), and the collaborative learning among peers (Mercer, 2000). Our goal was to analyze how language is used in the voiced interaction to qualify and expand perceptions of the elements of the exhibition and to jointly construct meaning about objects and contents. For this, we seek to characterize the conversations of the subjects throughout the exhibition, through the analysis of epistemic operations performed in speech and also the forms of interaction as characterized by Mercer (2000) (cumulative, disputational and exploratory talk). Epistemic operations were organized into three groups: operations guided by perception; operations connecting to knowledge and experiences; and operations of greater conceptual elaboration. Our subjects were adults, members of school in the modality of Youth and Adult Education, visiting in pairs the exhibition Fauna of South America, which was focused on the presentation of preserved animals and habitat dioramas, at the Museum of Zoology, University of São Paulo, in August 2011. It was observed that most of the conversations developed collaboratively to learning, often with partners building positively, but uncritically, on what the other has said (cumulative talk), being rare conversations centered in arguing divergent points (exploratory talk). During the visits, the conversations were mostly focused on elements of the display, indicating the attractiveness of objects. Through the epistemic operations of Naming, Pointing, Affectivity and Characterization subjects directed the attention of partners, qualified and shared perceptions, acting on the joint construction of meanings about objects. Among these stands out the importance of Naming objects for visitors, that has promoted discussions on some occasions and deeper engagement in the exhibition. We also observed, but with lower occurrence, the operations of Knowledge-connection, Supposition and Explanation, which indicated talks with greater conceptual elaboration. It is noteworthy, however, that more elaborated conversations generally showed greater articulation of epistemic operations, including overlapping, such as in the case of Explanations constituted by Knowledge- connections or Characterizations, which indicates the importance of operations guided by perception for operations of greater conceptual elaboration. Questions also had an important role in promoting epistemic operations. Operations of greater conceptual elaboration were developed as both a function of the perception of objects as per demands of conversation itself, indicating the relevance of concrete experience with objects and aspects of social interaction for learning. We hope that this study may contribute to understanding the role of educational exhibits, and to understanding how adult visitors share perceptions, negotiate and construct meanings related to musealized knowledge and objects.

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Prytz, Erik. "Performance and Shared Understanding in Mixed C2-Systems." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-56430.

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OBJECTIVE: This thesis had two purposes. The main one was to examine how mixed conditions affect a Command & Control (C2) system, particularly in terms of shared understanding, situation awareness (SA), performance and workload. Mixed conditions refer here to when subsystems of a larger C2-system differ in terms of capabilities, particularly those capabilities influencing the understanding of a situation e.g. sensors or communication, which could affect the C2-capabilities when working toward a common goal. The second purpose of this thesis was to investigate a newly developed tool for measuring shared understanding, Shared Priorities, in terms of validity and usefulness. METHOD: A number of hypotheses were constructed and investigated by a controlled experiment using a microworld, C3Fire, where two-man teams fought a simulated forest fire. The independent variable manipulated was the type of support system used. One condition used one computer interface per participant, the second was mixed conditions where one participant used the computer interface and one used a paper map, and the last condition was both participants using a paper map. Different questionnaires developed to measure SA, workload etc. was used to measure the dependent variables. RESULTS: The statistical analysis performed on the collected data showed that the performance and SA was comparatively better when both participants used the computer interface than the mixed condition, which in turn was better than when both participants used a paper map. For workload and teamwork, no differences between the mixed condition and the dual map condition were found. As for the Shared Priorities measurement, no differences were found between any of the conditions. CONCLUSION: A C2-system in which some additional capabilities are introduced for some but not all subsystems may not benefit in some regards, e.g. workload and teamwork, but could improve in others, e.g. SA and performance. A Structural Equation Model (SEM) shows that the theoretical constructs of SA, workload, teamwork and performance are related and affect each other, so that the workload of the system negatively affects the teamwork and SA, while the teamwork may affect SA positively and a high SA enables high performance.

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Liao, Huakai. "A Unified Framework of the Shared Aesthetic Experience." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1307.

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Aesthetic expressions have been seen as the manifest of human culture. The psychology of aesthetics have proposed various models, describing the various phenomena related to aesthetic experience, such as sensory pleasure derived from aesthetic stimuli, emotional response toward aesthetic depiction, cognitive mastering over aesthetic emotion, etc. However, further examination reveals current models have theoretical limits for the explanation of society-wide aesthetic preference due to limited scope of focus. Thus, the current project proposes a new theoretical framework to describe the process through which the society comes to converge on aesthetic preference. Examination of related theories and experimental evidence shows that the convergence process of our aesthetic preference is a function of several inter-related yet independent psychological mechanisms at the perceptual, affective, and cognitive stages of aesthetic processing. The proposed framework can inform future research in general psychology as well as other applications, such as the making of creative machines.Aesthetic expressions have been seen as the manifest of human culture. The psychology of aesthetics have proposed various models, describing the various phenomena related to aesthetic experience, such as sensory pleasure derived from aesthetic stimuli, emotional response toward aesthetic depiction, cognitive mastering over aesthetic emotion, etc. However, further examination reveals current models have theoretical limits for the explanation of society-wide aesthetic preference due to limited scope of focus. Thus, the current project proposes a new theoretical framework to describe the process through which the society comes to converge on aesthetic preference. Examination of related theories and experimental evidence shows that the convergence process of our aesthetic preference is a function of several inter-related yet independent psychological mechanisms at the perceptual, affective, and cognitive stages of aesthetic processing. The proposed framework can inform future research in general psychology as well as other applications, such as the making of creative machines.

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Avnet, Mark Sean. "Socio-cognitive analysis of engineering systems design : shared knowledge, process, and product." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/52782.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Engineering Systems Division, 2009. This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. Cataloged from student-submitted PDF version of thesis. Includes bibliographical references (p. 213-222). This research is based on the well-known but seldom stated premise that the design of complex engineered systems is done by people -- each with their own knowledge, thoughts, and views about the system being designed. To understand the implications of this social dimension, the Integrated Concurrent Engineering (ICE) environment, a real-world setting for conceptual space mission design, is examined from technical and social perspectives. An integrated analysis demonstrates a relationship among shared knowledge, process, and product. The design process is analyzed using a parameter-based Design Structure Matrix (DSM). This model, consisting of 682 dependencies among 172 parameters, is partitioned (reordered) to reveal a tightly coupled design process. Further analysis shows that making starting assumptions about design budgets leads to a straightforward process of well-defined and sequentially executed design iterations. To analyze the social aspects, a network-based model of shared knowledge is proposed. By quantifying team members' common views of design drivers, a network of shared mental models is built to reveal the structure of shared knowledge at a snapshot in time. A structural comparison of pre-session and post-session networks is used to compute a metric of change in shared knowledge. Based on survey data from 12 design sessions, a correlation is found between change in shared knowledge and each of several system attributes, including technological maturity, development time, mass, and cost. Integrated analysis of design process and shared knowledge yields three interdisciplinary insights. (cont.) First, certain features of the system serve a central role both in the design process and in the development of shared knowledge. Second, change in shared knowledge is related to the design product. Finally, change in shared knowledge and team coordination (agreement between expected and reported interactions) are positively correlated. The thesis contributes to the literature on product development, human factors engineering, and organizational and social psychology. It proposes a rigorous means of incorporating the socio cognitive aspects of design into the practice of systems engineering. Finally, the thesis offers a set of recommendations for the formation and management of ICE design facilities and discusses the applicability of the proposed methodology to the full-scale development of complex engineered systems. by Mark Sean Avnet. Ph.D.

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Lange, Catilcia Prass. "Formulação e ensino-aprendizagem na fala-em-interação de sala de aula de inglês como língua adicional na educação de jovens e adultos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/25749.

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Esta pesquisa tem como objetivo investigar a prática de formulação na fala-em-interação de uma sala de aula de inglês como língua adicional na Educação de Jovens e Adultos (EJA). Os conceitos teóricos e a fundamentação metodológica estão embasados na Análise da Conversa Etnometodológica (ACE). O conjunto de dados se constitui de cerca de 14 horas de gravações audiovisuais realizadas em uma escola estadual situada na periferia geográfica e econômica de Porto Alegre. Houve trabalho colaborativo entre a pesquisadora e a professora de inglês da escola que produziram em conjunto o material didático utilizado nas aulas. A análise dos dados evidenciou que a prática da formulação foi uma prática recorrente utilizada pela professora para conduzir a aula. As formulações auxiliaram no destaque e na exposição da construção de conhecimento realizada no grupo, bem como na checagem de entendimento e na resolução dos problemas de intersubjetividade através do reparo em terceira posição. Também foi observada e analisada a relação entre a prática de formular e a cognição socialmente compartilhada e a relação das formulações com o ensino-aprendizagem. A análise detalhada das interações revelou o engajamento dos participantes com a construção conjunta de conhecimento, revelou também essa construção sendo tornada explícita por eles na interação. This research aims at investigating the formulating practice in talk-in-interaction at an young and adults’ (EJA) classroom in which English is taught as an additional language. The theoretical and methodological concept underlying the research is the Conversation Analysis (CA). The research collection is comprised of a fourteen-hour video recording of interactions carried out at a state school situated in Porto Alegre geographic and economics’ suburb. There was a collaborative work between the researcher and the school English teacher, they elaborated the didactic material used in class. The data analysis provided evidence that the formulating practice was a recurrent practice used by the teacher to conduct the class. The formulations helped in pointing out and explicit the construction of knowledge which was being done by the group, to check understanding and to solve intersubjectivity problems by the third position repair. It was also observed and analyzed the relation between the formulating practice and the socially shared cognition and the relation between formulation and learning-teaching. A detailed analysis of the interactions reveals the participants’ engagement to the joint construction of knowledge and it also shown this construction being made explicit by them in the course of their interaction.

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21

Gao, Bo. "Coexistence of Wireless Networks for Shared Spectrum Access." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50525.

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The radio frequency spectrum is not being efficiently utilized partly due to the current policy of allocating the frequency bands to specific services and users. In opportunistic spectrum access (OSA), the ``white spaces'' that are not occupied by primary users (a.k.a. incumbent users) can be opportunistically utilized by secondary users. To achieve this, we need to solve two problems: (i) primary-secondary incumbent protection, i.e., prevention of harmful interference from secondary users to primary users; (ii) secondary-secondary network coexistence, i.e., mitigation of mutual interference among secondary users. The first problem has been addressed by spectrum sensing techniques in cognitive radio (CR) networks and geolocation database services in database-driven spectrum sharing. The second problem is the main focus of this dissertation. To obtain a clear picture of coexistence issues, we propose a taxonomy of heterogeneous coexistence mechanisms for shared spectrum access. Based on the taxonomy, we choose to focus on four typical coexistence scenarios in this dissertation. Firstly, we study sensing-based OSA, when secondary users are capable of employing the channel aggregation technique. However, channel aggregation is not always beneficial due to dynamic spectrum availability and limited radio capability. We propose a channel usage model to analyze the impact of both primary and secondary user behaviors on the efficiency of channel aggregation. Our simulation results show that user demands in both the frequency and time domains should be carefully chosen to minimize expected cumulative delay. Secondly, we study the coexistence of homogeneous CR networks, termed as self-coexistence, when co-channel networks do not rely on inter-network coordination. We propose an uplink soft frequency reuse technique to enable globally power-efficient and locally fair spectrum sharing. We frame the self-coexistence problem as a non-cooperative game, and design a local heuristic algorithm that achieves the Nash equilibrium in a distributed manner. Our simulation results show that the proposed technique is mostly near-optimal and improves self-coexistence in spectrum utilization, power consumption, and intra-cell fairness. Thirdly, we study the coexistence of heterogeneous CR networks, when co-channel networks use different air interface standards. We propose a credit-token-based spectrum etiquette framework that enables spectrum sharing via inter-network coordination. Specifically, we propose a game-auction coexistence framework, and prove that the framework is stable. Our simulation results show that the proposed framework always converges to a near-optimal distributed solution and improves coexistence fairness and spectrum utilization. Fourthly, we study database-driven OSA, when secondary users are mobile. The use of geolocation databases is inadequate in supporting location-aided spectrum sharing if the users are mobile. We propose a probabilistic coexistence framework that supports mobile users by locally adapting their location uncertainty levels in order to find an appropriate trade-off between interference mitigation effectiveness and location update cost. Our simulation results show that the proposed framework can determine and adapt the database query intervals of mobile users to achieve near-optimal interference mitigation with minimal location updates. Ph. D.

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Palonen, Tuire. "Shared knowledge and the web of relationships /." Turku : Turun yliopisto, 2003. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017748367&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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23

Prytz, Erik. "Performance and Shared Understanding in Mixed C²-Systems." Thesis, Linköping University, Department of Computer and Information Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-56430.

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OBJECTIVE: This thesis had two purposes. The main one was to examine how mixed conditions affect a Command & Control (C2) system, particularly in terms of shared understanding, situation awareness (SA), performance and workload. Mixed conditions refer here to when subsystems of a larger C2-system differ in terms of capabilities, particularly those capabilities influencing the understanding of a situation e.g. sensors or communication, which could affect the C2-capabilities when working toward a common goal. The second purpose of this thesis was to investigate a newly developed tool for measuring shared understanding, Shared Priorities, in terms of validity and usefulness.METHOD: A number of hypotheses were constructed and investigated by a controlled experiment using a microworld, C3Fire, where two-man teams fought a simulated forest fire. The independent variable manipulated was the type of support system used. One condition used one computer interface per participant, the second was mixed conditions where one participant used the computer interface and one used a paper map, and the last condition was both participants using a paper map. Different questionnaires developed to measure SA, workload etc. was used to measure the dependent variables.RESULTS: The statistical analysis performed on the collected data showed that the performance and SA was comparatively better when both participants used the computer interface than the mixed condition, which in turn was better than when both participants used a paper map. For workload and teamwork, no differences between the mixed condition and the dual map condition were found. As for the Shared Priorities measurement, no differences were found between any of the conditions.CONCLUSION: A C2-system in which some additional capabilities are introduced for some but not all subsystems may not benefit in some regards, e.g. workload and teamwork, but could improve in others, e.g. SA and performance. A Structural Equation Model (SEM) shows that the theoretical constructs of SA, workload, teamwork and performance are related and affect each other, so that the workload of the system negatively affects the teamwork and SA, while the teamwork may affect SA positively and a high SA enables high performance.

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Hewitt, Max R. "Using cognitive load theory to explain the accrual anomaly /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8810.

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Spicer, David Philip. "Mental models, cognitive style, and organisational learning : the development of shared understanding in organisations." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/363.

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Organisational learning is seen by many to be a key determinant of organisational performance. This is demonstrated by the growth of the 'learning company' concept (Pedler et al. 1991), and by the suggestion that the ability to learn faster than one's competitors is the only sustainable competitive advantage (DeGeus 1988). Consequently, organisations need to integrate and maximise the knowledge and learning of their individuals, and central to the learning process in firms is an effective means of transferring knowledge and learning between individuals and their organisation as a whole. Mental models (individual and shared) have been postulated as a mechanism through which this occurs (Senge 1990a; Kim 1993; Hayes and Allinson 1998). An individual mental model can be characterised as a simplification or representation of understanding of an idea, notion, process or system which provides the cognitive framework in which that individual's knowledge in respect of that issue is stored, whilst shared (group or organisational) mental models can be characterised as the common elements that exist between individual mental models. Both of these have been theoretically linked with individual and organisational learning. Literature in respect of individual and organisational learning, mental models and a third issue cognitive style is reviewed. Cognitive style represents the way individuals obtain, store and operationalise knowledge, and is included here as it is recognised as potentially affecting how learning and mental models interact (Hayes and Allinson 1998). A research model is posited which integrates key theory in respect of these three concepts, and research undertaken in two phases is presented. Phase One focused upon the representation of individual and shared mental models through semi-structured causal interviews with senior mangers in participant organisations, whilst Phase Two involved organisation wide surveys of these models, aspects of learning and cognitive style. Results obtained suggest that the complexities of an organisation, its environment, learning and mental models all mitigate against the identification of a simple relationship between these constructs. However some of the sources of these complexities are identified and suggested, and it is posited that the progression of work addressing organisational learning would best be served through a case study approach addressing the sources of complexity and effectiveness of learning in relation to specific mental models and within organisations.

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Fonooni, Benjamin. "Cognitive Interactive Robot Learning." Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97422.

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Building general purpose autonomous robots that suit a wide range of user-specified applications, requires a leap from today's task-specific machines to more flexible and general ones. To achieve this goal, one should move from traditional preprogrammed robots to learning robots that easily can acquire new skills. Learning from Demonstration (LfD) and Imitation Learning (IL), in which the robot learns by observing a human or robot tutor, are among the most popular learning techniques. Showing the robot how to perform a task is often more natural and intuitive than figuring out how to modify a complex control program. However, teaching robots new skills such that they can reproduce the acquired skills under any circumstances, on the right time and in an appropriate way, require good understanding of all challenges in the field. Studies of imitation learning in humans and animals show that several cognitive abilities are engaged to learn new skills correctly. The most remarkable ones are the ability to direct attention to important aspects of demonstrations, and adapting observed actions to the agents own body. Moreover, a clear understanding of the demonstrator's intentions and an ability to generalize to new situations are essential. Once learning is accomplished, various stimuli may trigger the cognitive system to execute new skills that have become part of the robot's repertoire. The goal of this thesis is to develop methods for learning from demonstration that mainly focus on understanding the tutor's intentions, and recognizing which elements of a demonstration need the robot's attention. An architecture containing required cognitive functions for learning and reproduction of high-level aspects of demonstrations is proposed. Several learning methods for directing the robot's attention and identifying relevant information are introduced. The architecture integrates motor actions with concepts, objects and environmental states to ensure correct reproduction of skills. Another major contribution of this thesis is methods to resolve ambiguities in demonstrations where the tutor's intentions are not clearly expressed and several demonstrations are required to infer intentions correctly. The provided solution is inspired by human memory models and priming mechanisms that give the robot clues that increase the probability of inferring intentions correctly. In addition to robot learning, the developed techniques are applied to a shared control system based on visual servoing guided behaviors and priming mechanisms. The architecture and learning methods are applied and evaluated in several real world scenarios that require clear understanding of intentions in the demonstrations. Finally, the developed learning methods are compared, and conditions where each of them has better applicability are discussed. Att bygga autonoma robotar som passar ett stort antal olika användardefinierade applikationer kräver ett språng från dagens specialiserade maskiner till mer flexibla lösningar. För att nå detta mål, bör man övergå från traditionella förprogrammerade robotar till robotar som själva kan lära sig nya färdigheter. Learning from Demonstration (LfD) och Imitation Learning (IL), där roboten lär sig genom att observera en människa eller en annan robot, är bland de mest populära inlärningsteknikerna. Att visa roboten hur den ska utföra en uppgift är ofta mer naturligt och intuitivt än att modifiera ett komplicerat styrprogram. Men att lära robotar nya färdigheter så att de kan reproducera dem under nya yttre förhållanden, på rätt tid och på ett lämpligt sätt, kräver god förståelse för alla utmaningar inom området. Studier av LfD och IL hos människor och djur visar att flera kognitiva förmågor är inblandade för att lära sig nya färdigheter på rätt sätt. De mest anmärkningsvärda är förmågan att rikta uppmärksamheten på de relevanta aspekterna i en demonstration, och förmågan att anpassa observerade rörelser till robotens egen kropp. Dessutom är det viktigt att ha en klar förståelse av lärarens avsikter, och att ha förmågan att kunna generalisera dem till nya situationer. När en inlärningsfas är slutförd kan stimuli trigga det kognitiva systemet att utföra de nya färdigheter som blivit en del av robotens repertoar. Målet med denna avhandling är att utveckla metoder för LfD som huvudsakligen fokuserar på att förstå lärarens intentioner, och vilka delar av en demonstration som ska ha robotens uppmärksamhet. Den föreslagna arkitekturen innehåller de kognitiva funktioner som behövs för lärande och återgivning av högnivåaspekter av demonstrationer. Flera inlärningsmetoder för att rikta robotens uppmärksamhet och identifiera relevant information föreslås. Arkitekturen integrerar motorkommandon med begrepp, föremål och omgivningens tillstånd för att säkerställa korrekt återgivning av beteenden. Ett annat huvudresultat i denna avhandling rör metoder för att lösa tvetydigheter i demonstrationer, där lärarens intentioner inte är klart uttryckta och flera demonstrationer är nödvändiga för att kunna förutsäga intentioner på ett korrekt sätt. De utvecklade lösningarna är inspirerade av modeller av människors minne, och en primingmekanism används för att ge roboten ledtrådar som kan öka sannolikheten för att intentioner förutsägs på ett korrekt sätt. De utvecklade teknikerna har, i tillägg till robotinlärning, använts i ett halvautomatiskt system (shared control) baserat på visuellt guidade beteenden och primingmekanismer. Arkitekturen och inlärningsteknikerna tillämpas och utvärderas i flera verkliga scenarion som kräver en tydlig förståelse av mänskliga intentioner i demonstrationerna. Slutligen jämförs de utvecklade inlärningsmetoderna, och deras applicerbarhet under olika förhållanden diskuteras. INTRO

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Morton, Sherry Lynn. "The Brain on Ritual: How Tantric Puja Shapes the Mind." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/rs_theses/24.

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Traditional ritual studies approaches to the body are effective for illuminating how the body functions as an entity that absorbs and expresses a variety of social, and political dynamics; however, they are less productive for understanding the body as a physical organism. This interdisciplinary thesis applies theoretical models from cognitive science, social psychology and ritual studies to the Śrī Cakra Pūjā in order to develop a more complete understanding of the ritual body as a physical body. Using Lawrence Barsalou’s theory of embodied cognition, which focuses on the impact of human experiences on the creation and integration of neural pathways, this essay, argues that Śrī Cakra Pūjā affects the mind by shaping the neural architecture of the brain. This cognitive perspective on religious ritual practice is compared with the more traditional ritual studies approach of Catherine Bell in an effort to provide a more complete understanding of the religious ritual body, brain and mind.

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Ronson, Sarah. "Creativity in small groups: the cognitive, affective, and social consequences of shared representations for group creativity." Thesis, London Business School (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582568.

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Research on group creativity has focused on the ability of group members to improve their divergent thinking by interacting with others who have different perspectives. I argue that this research has ignored the issue of how groups converge around highly creative ideas. I suggest that the processes that facilitate divergent thinking can also reduce the ability of the group to build on and integrate information in creative ways. Moreover, differing perspectives disrupt the cognitive, affective, and social processes necessary for the group to select creative ideas. Thus, in organizational groups charged with developing creative outputs, diversity of perspective can actually reduce the group's overall level of creativity. In contrast, when group members share a common framework for thinking about the task (i.e., have a shared representation), they can generate creative ideas by building on and integrating the ideas of multiple members and recognize and select the most creative of these ideas. I develop a theory of group creativity based on the challenges for groups in making intuitive, creative judgments. I argue that shared representations of the group task - rather than diversity of perspectives - are the basis for group creativity, because they help groups to converge around highly creative ideas. I test these ideas with a multi-method approach. The first exploratory study in the asset management industry reveals the importance of shared representations to group creativity. The second field study tests the role of shared representations in individual cognitive, affective, and social processes. The third study is an experiment that demonstrates these affects and their impact on creativity at the group level. The final study presents quantitative evidence of these effects in the asset management industry

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Schaeper-Levy, Tamara. "An exploration of social and cognitive dimensions with narrative and expository texts during shared book events /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862399451284.

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Hoch, Julia E., and Jürgen Wegge. "Shared leadership in virtual teams: the impact of Cognitive, affective and behavioural team leadership on team performance." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141229.

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The present investigation is concerned with shared leadership and team performance in a sample of 20 organizational virtual teams. We examine shared team leadership in terms of cognitive processes (team learning), affective processes (perceived team support), and behavioural processes (team member exchange quality). Our findings document internal validity of the shared leadership model, and high external validity in predicting team performance. Findings are discussed with regard to management of virtual teams in organizations.

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Hoch, Julia E., and Jürgen Wegge. "Shared leadership in virtual teams: the impact of Cognitive, affective and behavioural team leadership on team performance." Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A27942.

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The present investigation is concerned with shared leadership and team performance in a sample of 20 organizational virtual teams. We examine shared team leadership in terms of cognitive processes (team learning), affective processes (perceived team support), and behavioural processes (team member exchange quality). Our findings document internal validity of the shared leadership model, and high external validity in predicting team performance. Findings are discussed with regard to management of virtual teams in organizations.

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Swee, Hsien-Yao. "A Cognitive Perspective of Self-Other Agreement: A Look at Outcomes and Predictors of Shared Implicit Performance Theories." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1247775372.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2009. "August, 2009." Title from electronic dissertation title page (viewed 9/2/2009) Advisor, Rosalie J. Hall; Committee members, Steven R. Ash, James M. Diefendorff, Paul E. Levy, Robert G. Lord; Department Chair, Paul E. Levy; Dean of the College, Chand Midha; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Reich, Wendelin. "Dialogue and Shared Knowledge : How Verbal Interaction Renders Mental States Socially Observable." Doctoral thesis, Uppsala : Univ. : Sociologiska institutionen, Univ. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3622.

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Fernandez, Jean Eli Cerrillo. "A cognitive mechanism for vertical handover and traffic steering to handle unscheduled evacuations of the licensed shared access band." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/169331.

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There has been a steady growth in the traffic generated by Mobile Network Operators (MNOs), and by 2020 it is expected to overload the existing licensed spectrum capacity and lead to the problem of scarce resources. One method to deal with this traffic overload is to access unlicensed and shared spectrum bands using an opportunistic approach. The use of Licensed Shared Access (LSA) is a novel approach for spectrum sharing between the incumbent user (i.e., the current owner of the shared spectrum) and the LSA licensee (i.e., the temporary user of frequencies, such as an MNO). The LSA system allows the incumbent users to temporarily provide the LSA licensee with access to its spectrum resources. However, licensees must adopt vertical handover and traffic steering procedures to vacate their customers from the LSA band without causing interference, whenever this is required by the incumbent. These procedures should be carried out, de facto, before the base station is turned off as a part of a rapid release of unscheduled LSA band facing evacuation scenarios. Thus, in this dissertation, a cognitive mechanism is proposed to make decisions in advance to find the best target network(s) for evacuated customers in connected mode and with active traffic per class of service. On the basis of these decisions, the vertical handover and traffic steering procedures are carried out for the best target network(s), which are selected in advance and undertaken immediately to avoid interference between the licensee and incumbent services. Furthermore, this guarantees the seamless connectivity and QoS of evacuated customers and their traffic respectively, during and after the unscheduled evacuation scenarios. A performance evaluation conducted in a simulating scenario consisting of one LTE-LSA and three Wi-Fi networks, demonstrated that the proposed solution could be completed within the time required for the unscheduled evacuation, as well as, being able to ensure the QoS and seamless connectivity of the evacuees. The total execution time obtained during the performance evaluation of the proposed solution was around 46% faster than of two related works and could thus avoid interference between the licensee and incumbent services.

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Johnson, Susan L. "Cross-Functional Team Performance: Inquiry, Identity, and Shared Reality." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586782484754153.

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Wiles, Bradford Broyhill. "Toward a theory of how young children learn to read in the ZPD: Implications for research and practice." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32058.

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The purpose of this position paper is to propose a comprehensive theoretical model of what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking, learning and construction of meaning within a shared reading activity setting, including the development and emergence of language, literacy and social skills. By incorporating Lev Vygotskyâ s sociocultural perspective, Jean Piagetâ s dialectical learning, and the concepts of metacognition, mindfulness, and mind-mindedness, a model depicting the dynamics of a shared reading activity is proposed. Implications for research and practice are discussed, including suggestions for future research and ways to foster effective teaching practices. Master of Science

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Scotland, James. "Participating in a shared cognitive space : an exploration of working collaboratively and longer-term performance of a complex grammatical structure." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32739.

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Qatar’s education system has recently been subjected to a process of deep structural reform. One of the beliefs which underpins this reform is the assumption that learner-centred pedagogy is more effective than traditional teacher-centred pedagogy. However, there is limited empirical evidence from a Qatari classroom context regarding the effectiveness of using learner-centred pedagogies. This lack of empirical evidence extends to the teaching of English as a foreign language. This study employed Vygotskian sociocultural theory as a lens to investigate the effects of working collaboratively on learners’ longer-term performance of two grammatical structures, the simple past passive and the present continuous passive, as well as the cognitive processes involved. Interventionist dynamic assessment was used to quantify the linguistic performance of male Arabic undergraduate EFL learners (N = 52) three times (pretest, posttest, and delayed posttest) over a 12-week period. In-between the pretest and the posttest, six form-focused treatment tasks were administered. The experimental group (n = 20) completed the treatment tasks collaboratively; the comparison group (n = 16) completed the treatment tasks individually; and the control group (n = 16) did not complete the treatment tasks. In addition, the genetic method was employed to trace the linguistic development of four participants in the experimental group. These four participants were audio-recorded as they collaboratively completed each treatment session. Mood’s median test (Mood, 1954) found a pretest to posttest statistically significant difference (M = 7.70, df = 1, p = 0.01) between the performances of the experimental and control groups for the structure of the simple past passive which is moderate to large in size (Cramér’s V = 0.46). However for both target structures, no statistically significant difference was found between the experimental group and the comparison group, suggesting that the treatment condition of working collaboratively was not more effective in promoting learners’ linguistic development than the treatment condition of working individually. Additionally, the descriptive statistics revealed high levels of individual variation. Of the four participants who were audio-recorded, the journey of one learner is presented. This data was analysed using a microgenetic approach with LREs (Swain and Lapkin, 1995, 1998, 2002) as the unit of analysis. The microgenetic analysis shows how working collaboratively provides learners with access to a shared cognitive space. Within this space, they can employ language as a cognitive tool to access other-regulation from their peers and deploy their own self-regulatory strategies. The experience of an individual was explored within the context of the linguistic gains made by the collective to whom he belongs. Thus, even though the statistical analysis of the results suggests that working collaboratively is not more effective in facilitating learners’ linguistic development than working individually, the process of language learning has been connected to the outcome of language learning through the results of the descriptive statistics and the microgenetic analysis. This study contributes to a better understanding of: the types of pedagogies that may be effective in a Qatari undergraduate context, why collaborative learning can be effective, how knowledge which is initially social can take on a psychological function, and how the Vygotskian sociocultural methodologies of the genetic method and dynamic assessment can be integrated into an SLA design.

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Siefke, Brian Michael. "The Formation of Episodic Memory: How Context Change Shapes Distinctiveness." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500642787431847.

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Warren, Jenn. "SpeakUP! Young Women Share Powerful Stories From Their Own Lives." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22591.

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How can a Digital Storytelling workshop help educate, inspire and mobilise young women engaged in a non-profit organisation, in order to assist their peers? This exploratory study investigates whether Digital Storytelling can foster digital literacy, self-awareness and reflection amongst workshop participants, and how young women may be able to support each other and their peers through the act of creating and sharing personal digital stories. Conducted using qualitative and participatory methods, with the theoretical underpinnings of Albert Bandura’s Social Learning Theory and Social Cognitive Theory, Paulo Freire’s conscientisation and participatory development, this research is conducted in collaboration with female mentors from the sport-based adolescent health organisation, Grassroot Soccer. First, I analyse the women’s interactions and learnings during the Digital Storytelling workshop, where participants create digital stories in a hands-on setting (using the Story Center model). This is done through participant observation and semi-structured interviews with participants following the workshop. Second, I seek to understand how or if young women can re-present themselves in the context of a facilitated Digital Storytelling workshop and challenge gender stereotypes through their own digital stories. This data is collected through a pre-workshop questionnaire, participant observation, semi-structured interviews, and analysis of the digital stories. While this is an exploratory study, I anticipate results in the following areas: (1) cross-pollination of knowledge between workshop participants and facilitators; (2) self-awareness, self-confidence and reflection amongst young women; (3) increase in digital literacy, storytelling and audio/visual skills; and (4) increase in understanding of, or introduction to, digital media and communication, activism and social change.

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Kinani-El, Halfawy Ghizlane. "Analyse cognitive de la prédisposition des dirigeants de PME à adopter une stratégie de création de la valeur partagée (CVP) : utilisation de la cartographie cognitive." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCD089.

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Nouvelle étape de la RSE, la Création de Valeur Partagée s’impose actuellement comme un levier stratégique qui participe à la conciliation entre le business et l’éthique. Elle permet aux entreprises de créer conjointement la valeur économique et sociétale. Si les études académiques ont démontré la pertinence de la CVP dans des grandes entreprises, son utilité dans le contexte des PME reste à prouver. Dans le cadre de cette thèse nous proposons de confronter le cadre théorique du concept de la Création de Valeur Partagée élaboré par M. Porter et M. Kramer (2011) à la réalité des PME Françaises. Il s’agit de répondre aux questions suivantes : Comment les dirigeants de PME perçoivent-ils la Création de Valeur Partagée? Dans quelle mesure la mise en place de la Création de Valeur Partagée passe-t-elle par les trois leviers identifiés par Porter et Kramer à savoir : La nouvelle conception des produits, services et marchés ; la redéfinition de la productivité dans la chaine de valeur et enfin, la participation au développement d’un pôle de compétitivité local ? Les spécificités des PME et les caractéristiques de leurs dirigeants influencent-elles le choix et la pertinence d’un levier par rapport aux autres? Dans cette recherche, nous utilisons la technique de la cartographie cognitive pour analyser et modéliser les représentations mentales des dirigeants de PME interrogés sur le concept de la Création de Valeur Partagée. La typologie élaborée démontre que si les PME participent à la Création de la Valeur Partagée, les leviers stratégiques choisis sont déterminés par la spécificité de la PME et du type de son dirigeant. Cette thématique ouvre un potentiel de recherche riche et intéressant pour le milieu académique comme pour le milieu des affaires A new stage in CSR, Creating Shared Value (CSV) is a strategic lever that allows reconciliation between business and ethics. It enables companies to create both economic and societal value. Although academic research has demonstrated the relevance of CSV in big companies, its usefulness in the context of SMEs remains to be proven. In this thesis we propose to confront the theoretical framework of the concept of CSV developed by M. Porter and M. Kramer (2011) with the reality of French SMEs. The following questions are examined: 1) How do SME leaders perceive Creating Shared Value? 2) How does the implementation of CSV include the three levers cited by Porter and Kramer, namely: New development of products, services and markets; the redefinition of productivity in the value chain, and the development of a local competitiveness cluster? 3) And finally: how do the specificities of SMEs and the characteristics of their leaders influence the choice and the relevance of one lever as opposed to another one? In this research, we use the technique of cognitive mapping to model and analyze the mental representations of SME managers that have been interviewed on the theme of CSV. The typology used shows that if SMEs participate in Creating Shared Value the strategic levers chosen by them are determined by the SME specificity and by the type of its manager. This theme opens up a rich and interesting research potential for both academic and business communities

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Hundevad, Meng Cecilie. "Idiot Diagram : DIS GON BE SHAPED LIKE A MUFFIN at some point." Thesis, Kungl. Konsthögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kkh:diva-10.

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The essay acts as a blueprint over my artistic practice. It is through the friction caused by th relations between the Keywords mentioned above I strive to achieve a dynamic which will act as an interlocutor between the fields, which are not separated but which fail to understand each others' logic and instead more or less intentionally seek to overwrite each other. [I examensarbetet ingår utställningen: "Taking care of business":] The show was a total installation spanning over 7 days in which Studio Stök (Fredrik Fermelin and I) were constantly keeping the exhibition going: One room was filled with gelatine and lasers, was connected to another room by a tunnel in which a robotic vacuum cleaner constantly active. The other room was filled with +20 office chairs with incense sticks. Fredrik and I were never seen, but for 13 hours a day (07:00am-06:00pm), we mopped up the water from the "melting" gelatin so people could walk, lightning new incense, switching vacuum cleaners and mixing playlists with binaural beats for the tunnel. It was a way of catering an immediate sensation experienced as a viewer, no textualization was presented and enunciated indicating the exhibition was to be read in a certain way, and no artist was present creating a somewhat eerie sensation of a presence or absence. The smells were carried through the exhibition by the draft from the open doors and each room thus pre-empted the other. . Each room had an entrance and people were thus entering from two directions, there was no wrong way of entering and experiencing, the choreography of the exhibition created a sort of moebious strip which ended as quickly as it had lasted. During the week various flash events were held where the backspace which in normal circumstances acts as the entrance was opened. Material: Various Teknik: Installation The exhibition and partially the essays was a completely collaboration between Cecilie Hundevad Meng and Fredrik Fermelin as the artist group Studio Stök. The Exhibition and the essay(s) was only indirectly connected. The essay was abstractly linked to the exhibition.

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Deroo, Mathieu. "Contrôle cognitif, assistance à la conduite et coopération homme-machine : le maintien sur une trajectoire acceptable et sécurisée." Phd thesis, Université Rennes 2, 2012. http://tel.archives-ouvertes.fr/tel-00730507.

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Ce travail de thèse utilise le cadre de la Coopération Homme-Machine afin d'étudier l'articulation entre le traitement symbolique (interprétatif) du contexte et le traitement subsymbolique de l'intervention d'assistances à la conduite directement sur le volant. Quatre études expérimentales menées sur simulateur de conduite sont présentées.Les deux premières études s'intéressent à la capacité des conducteurs à conserver la totale maîtrise du véhicule lorsque l'assistance intervient ponctuellement sur le volant, en cas de risque imminent de sortie de voie (amorçage haptique). Les résultats montrent que seuls les temps de réaction des conducteurs sont entièrement déterminés au niveau sensori-moteur, les processus symboliques intervenant très tôt pour inhiber ou moduler la réponse motrice. Les deux dernières études s'intéressent à la Coopération Homme-Machine lorsque l'intervention de l'automate sur le volant est continue (contrôle partagé). Le degré de partage entre les deux agents et l'adaptation à l'assistance sur le moyen terme ont été étudiés. Les résultats permettent de conclure qu'il est possible d'intégrer efficacement l'intervention des automatesdans les boucles de contrôle sensori-motrices à condition que cette intégration respecte certaines précautions. Il s'agira notamment de calibrer finement le degré d'intervention ou la temporalité d'intervention dans ces boucles.

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Arvola, Mattias. "Shades of Use : The Dynamics of Interaction Design for Sociable Use." Doctoral thesis, Linköpings universitet, MDI - Interaction and Service Design Research Group, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5019.

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Computers are used in sociable situations, for example during customer meetings. This is seldom recognized in design, which means that computers often become a hindrance in the meeting. Based on empirical studies and socio-cultural theory, this thesis provides perspectives on sociable use and identifies appropriate units of analysis that serve as critical tools for understanding and solving interaction design problems. Three sociable situations have been studied: customer meetings, design studios and domestic environments. In total, 49 informants were met with during 41 observation and interview sessions and 17 workshops; in addition, three multimedia platforms were also designed. The empirical results show that people need to perform individual actions while participating in joint action, in a spontaneous fashion and in consideration of each other. The consequence for design is that people must be able to use computers in different manners to control who has what information. Based on the empirical results, five design patterns were developed to guide interaction design for sociable use. The thesis demonstrates that field studies can be used to identify desirable use qualities that in turn can be used as design objectives and forces in design patterns. Re-considering instrumental, communicational, aesthetical, constructional and ethical aspects can furthermore enrich the understanding of identified use qualities. Witha foundation in the field studies, it is argued that the deliberation of ynamic characters and use qualities is an essential component of interaction design. Designers of interaction are required to work on three levels: the user interface, the mediating artefact and the activity of use. It is concluded that doing interaction design is to provide users with perspectives, resources and constraints on their space for actions; the complete design is not finalized until the users engage in action. This is where the fine distinctions and, what I call 'shades of use' appear.

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Men, Shaoyang. "Spectrum sensing techniques in cognitive wireless sensor networks." Thesis, Nantes, 2016. http://www.theses.fr/2016NANT4015/document.

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Dans cette thèse, nous étudions l’optimisation des techniques de détection du spectre dans le contexte des réseaux cognitifs de capteurs sans fil. L’objectif de ces techniques est de déterminer l’occupation ou la disponibilité du canal. Tout d’abord, une vue d’ensemble des techniques de détection du spectre développées dans la littérature est fournie. Ensuite, les défis posés par le cadre applicatif des réseaux de capteurs sans fil sont décrits ; il s’agit de considérer dans le processus de décision les ressources et les capacités limitées des noeuds du réseau. Ainsi, plusieurs méthodes de détection du spectre sont proposées dans cette thèse. Certaines s’appliquent uniquement localement au niveau d’un noeud, tandis que d’autres mettent en oeuvre une stratégie coopérative entre les noeuds pour une meilleure détection du spectre. En premier lieu, afin de diminuer la durée d’observation du canal et de réduire la consommation d’énergie, le problème adressé est celui de la détection du spectre à partir d’un très petit nombre d’échantillons. Deux techniques reposant sur la statistique des échantillons sont donc proposées afin d’améliorer la décision concernant la disponibilité ou non du canal : une détection locale du spectre basée sur un test Goodness-of-Fit et, une détection coopérative du spectre basée sur la théorie des croyances de Dempster-Shafer. Puis, le problème de l’optimisation de l’efficacité énergétique à l’échelle du réseau est abordé. Une nouvelle technique basée sur un algorithme de classification est alors proposé. Cette dernière permet d’améliorer la fiabilité de la détection, notamment par sa capacité à rejeter du processus de décision les noeuds qualifiés de défectueux ou moins fiables In this thesis we investigate the required efficiency and reliability trade-off of spectrum sensing techniques in cognitive wireless sensor networks (CWSNs). An overview of the developed spectrum sensing techniques in the literature is provided. Then, considering the challenges posed by the framework of resource-constrained nodes in CWSNs, we propose several improved local and cooperative methods for spectrum sensing. Firstly, in order to minimize the channel observation duration and to get reduced power consumption, the problem of running the spectrum sensing process from a small sample size is addressed. We thus propose two techniques in order to increase the strength of the decision on the presence or not of a signal: local spectrum sensing based on the goodness-of-fit (GoF) principle and cooperative spectrum sensing based on the Dempster- Shafer (D-S) theory of evidence. Moreover, considering the energy efficiency of the whole network and the reliability of the decision, a robust and energy efficient cooperative spectrum sensing scheme is proposed. This latter is based on a clustering algorithm and utilizes a double reliability evaluation. Compared with the methods in the literature, the proposed method present an improved performance of detection, and is designed to support harsh channel conditions and faulty nodes

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Thomas, Sarah Nichole. "Decisions to Seek and Share: A Mixed Methods Approach to Understanding Caregivers Surrogate Information Acquisition Behaviors." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595545894518707.

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Ferreira, Rafael António Gonçalves. "Profile of older adults with dementia in Europe: results from the SHARE study." Master's thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/23133.

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Mestrado em Psicologia da Saúde e Reabilitação Neuropsicológica A esperança média de vida está a aumentar devido às melhorias nos cuidados de saúde nas últimas décadas. No entanto, esse facto tem acompanhado o aumento da incidência das demências nas idades avançadas. O presente trabalho tem como objetivos analisar e comparar o perfil da população Europeia com demência auto-relatada e sem demência, assim como estudar algumas variáveis associadas tais como sociodemográficas, de saúde geral, saúde mental, função cognitiva, riscos comportamentais, educação e emprego. Foi utilizada uma amostra de pessoas com idade igual ou superior a 51 anos, retirada de uma base de dados europeia de acesso público no âmbito da sexta e última onda do Projeto SHARE. Após a seleção da amostra, os resultados revelam que dos 45340 inquiridos (40.1% homens), 897 (2%) têm demência. O presente estudo vai de encontro com investigações anteriores, na medida em que, os sujeitos com demência apresentam uma saúde física e mental e uma qualidade de vida inferiores aos sujeitos sem demência. Verificou-se ainda neste estudo que as pessoas com demência em relação às pessoas sem demência: i) reformam-se, em média, 2 anos mais cedo; ii) apresentam níveis mais baixos de educação formal; iii) estão viúvos; iv) apresentam padrões de risco comportamental mais moderado; v) apresentam uma proporção feminina mais elevada principalmente em idades mais avançadas; vi) apresentam défices de função cognitiva que implicam um envelhecimento precoce mínimo de 10 anos. Estes resultados são pertinentes não só para investigações futuras, mas também para prestadores de cuidados a pessoas com demências, pois permitem uma melhor compreensão das variáveis associadas a esta síndrome Life expectancy is increasing due to upgrades in health care in the past decades. However, that lead to an increase of the incidence of dementia in advanced ages. The present work have as objective to analyze and compare the profile of self-reported dementia to without dementia in a European population. We will also study dementia-related sociodemographic, general health, mental health, cognitive function, behavioral risks, education and employment. We used a sample aged 51 or more years that was taken from a European database of public access within SHARE Project sixth and last wave. After sample selection, our results reveal that from 45340 subjects (40.1% males) 897 (2%) have dementia. Our study corroborates published bibliography stating that individuals with dementia have a lower physical and mental health as well as a lower life quality than people without dementia. We also verified that in this study that, when compared to people without dementia, dementia subjects: i) retire on average two years earlier; ii) show lower levels of formal education; iii) more are widowed; iv) exhibit a more moderate pattern of behavioral risks; v) show a higher female proportion, especially for advanced ages; vi) exhibit deficits in cognitive function that implies a premature aging of, at least 10 years. These findings are pertinent not only for future investigations, but also for dementia caregivers because it allows a better understanding of the variables associated with this syndrome

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Portellano, Ortiz Cristina. "Depresión, declive cognitivo y calidad de vida en el envejecimiento con el proyecto SHARE (Survey of Health, Ageing and Retirement in Europe)." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666780.

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ANTECEDENTES: El envejecimiento es una etapa del ciclo vital que presenta una alta correlación entre salud física, depresión, capacidades cognitivas y percepción de la calidad de vida. OBJETIVOS: El objetivo general del estudio fue analizar la influencia de la depresión, cognición y calidad de vida en adultos mayores de 50 años. METODOLOGÍA: El presente estudio utiliza datos de la encuesta Survey of Health, Ageing and Retirement in Europe (SHARE), una encuesta, multidisciplinar y transnacional que cuenta con datos de más de 60.000 participantes, no institucionalizados, mayores de 50 años. Los principales instrumentos clínicos fueron la escala de Depresión EURO-D, la escala de Calidad de vida CASP-12 y una escala específica de Cognición. Se realizaron análisis bivariantes y de regresión y un análisis factorial exploratorio de la EURO-D. En todos los análisis de contraste se valoró la magnitud del efecto. RESULTADOS: 1. Depresión: En todas las muestras la media de depresión osciló entre el 2,5 ± 2,2 y el 2,6 ± 2,3 con una prevalencia media de síntomas depresivos clínicamente significativos (EURO-D ≥4) en torno al 30%. La menor autopercepción de la salud, género femenino, menor percepción de la calidad de vida y menor número de actividades fueron los aspectos más relevantes asociados a la depresión. En la comparación de los países participantes, la depresión presentó una mayor prevalencia en Italia, Francia y España. 2. Factores de la EURO-D: Se identificaron dos factores: Suffering y Motivation. El género femenino tuvo mayor relevancia en el factor Suffering mientras que la menor cognición sólo afectó al factor Motivation. El factor Motivation tuvo mayor relevancia en los países mediterráneos, España, Italia, Israel y Eslovenia, mientras que el factor Suffering estuvo más presente en Suiza, Alemania, Estonia, Luxemburgo, Chequia y Dinamarca. 3. Calidad de vida: La puntuación media de la escala de calidad de vida CASP-12 osciló entre el 35,8 ± 6,3 y el 37,8 ± 6,2. Las variables más relevantes, asociadas a una mejor CV, fueron la menor depresión, las mayores facilidades económicas para llegar a fin de mes y la mejor percepción de salud física. Otras variables significativas fueron el realizar actividades, menores dificultades en las actividades de la vida diaria (AVD) y la práctica de ejercicio físico. Las diferencias más notables se produjeron entre las regiones de países Nórdicos y Continentales vs. Este y Sur, con menores puntuaciones en estas últimas regiones. 4. Cognición: La capacidad cognitiva (SHARE) presentó puntuaciones medias entre 25,2 ± 4,8 y 21,8 ± 6,7 Las variables asociadas con una mayor cognición fueron la menor edad, la mayor educación, las menores dificultades económicas y la menor depresión. Los factores de la EURO-D tuvieron una asociación negativa con la cognición, de forma más relevante en el factor Motivation que en el factor Suffering. En la comparación entre países, España, Italia y Francia, tuvieron unas puntuaciones en cognición inferiores a la puntuación media global. CONCLUSIONES: De forma general la mayor depresión estuvo asociada a menor cognición y menor calidad de vida. Las correlaciones entre estas tres variables fueron más relevantes en los países del Este y Sur de Europa, respecto a los países del Norte y Continentales. Más allá de las notables diferencias individuales, se constata también la importante influencia de los aspectos sociales y culturales. La educación, el nivel económico y las prestaciones sociales y sanitarias de los diversos modelos de bienestar tuvieron un efecto destacable en las variables estudiadas. Los países con un modelo de bienestar más deficitario, como en el Este y Sur de Europa, tuvieron las menores puntuaciones en Calidad de Vida y Cognición y mayores puntuaciones en Depresión. BACKGROUND: Aging is a stage in the life cycle that presents a high correlation between physical health, depression, cognitive abilities and the perception of quality of life (QoL). OBJECTIVES: To analyse the influence of depression, cognition and quality of life in adults over 50 years of age. METHOD: This study uses data from the “Survey of Health, Age and Retirement in Europe” (SHARE), a multidisciplinary and transnational survey with records of more than 60,000 non- institutionalized participants over the age of 50. The main clinical instruments used were the EURO-D Depression Scale, the CASP-12 Quality of Life scale and a specific Cognition scale. Bivariate and regression analyses and an exploratory factor analysis of the EURO-D were carried out. In all the contrast analyses, the effect size was assessed. RESULTS: 1. Depression: In all samples, the mean depression score ranged between 2.5 ± 2.2 and 2.6 ± 2.3 with a median prevalence of clinically significant depressive symptoms (EURO- D ≥4) in around 30%. Lower self-perception of health, female gender, lower perception of quality of life and fewer activities were the most relevant variables associated with depression. In the comparison by country, the prevalence of depression was highest in Italy, France and Spain. 2. Factors of the EURO-D: Two factors were identified: Suffering and Motivation. Female gender was more relevant in the Suffering factor, while lower cognition affected only the Motivation factor. Motivation was more relevant in the Mediterranean countries, Spain, Italy, Israel and Slovenia, while Suffering was more present in Switzerland, Germany, Estonia, Luxembourg, the Czech Republic and Denmark. 3. Quality of Life: The mean score of the CASP-12 quality of life scale ranged from 35.8 ± 6.3 to 37.8 ± 6.2. The most relevant variables associated with a better QoL were low levels of depression, fewer economic difficulties and positive perception of physical health. Other significant variables were carrying out activities, fewer difficulties in the ADL and the practice of physical exercise. The most notable differences were between the regions of Northern and Central countries vs. Eastern and Southern, with lower scores in the latter regions. 4. Cognition: The cognitive status (SHARE) showed mean scores between 25.2 ± 4.8 and 21.8 ± 6.7. The variables associated with higher cognition were younger age, higher education, fewer economic difficulties and lower depression. The factors of the EURO-D were negatively associated with cognition and were more relevant in the Motivation factor than in the Suffering factor. In the comparison between countries, Spain, Italy and France had lower cognition scores than the mean global score. CONCLUSIONS: In general, higher depression was associated with lower cognition and lower QoL. The correlations between these three variables were more notable in Eastern and Southern European countries than in the Northern and Central countries. Beyond the individual differences, the influence of social and cultural variables was also notable. Education, economic status and the social and health benefits of the various welfare models had a marked effect on the variables studied. Countries with more deficient welfare models (those in Eastern and Southern Europe) had the lowest scores for QoL and Cognition and the highest scores for Depression.

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Anderer, Stefan. "The valuation of values." HHL Leipzig Graduate School of Management, 2018. https://slub.qucosa.de/id/qucosa%3A33702.

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The doctoral thesis explores the relationship of Business and Society in four essays. The growing public, corporate and academic interest in organizational contribution to society – in this thesis measured as Public Value, Shared Value and Corporate Social Responsibility – poses the question how we can determine value creation beyond financial benefits. The thesis provides psychological and sociological perspectives to shed light on this pressuring question. The psychological view in essay four shows that value is rooted in relationship between an observing subject and an object that is to be evaluated, thus, it is not objectively out there. This perspective is rooted in motivational psychology of basic human needs upon which individuals assess the contribution of organizations to society. Adding to this emotional-affective perspective on human psychology, we show that cognition (‘cognitive styles’) plays a vital role in individuals’ determination of how value for society is created. Essay three provides evidence that how an individual perceives value creation for society reciprocally affects the individual. We show that employees who perceive their organizations’ value creation more strongly, also derive higher levels of meaningfulness from their work and identify more strongly with their employing organization, which in turn is related to higher levels of work addiction. The final paper takes a sociological perspective borrowed from the actor network theory and shows that some discourses concerning corporate value creation for society narrow the concept of value for society down to a self-serving notion for corporations. In a case study, the essay not only shows how this narrow concept infuses corporate action but, moreover, it details how it negatively impacts society. The multi-facetted approach of the dissertation furthers the understanding of the notion of value creation for society as much as it poses new questions and calls for ambivalent investigation.:1. FRAMEWORK PAPER 1.1 Introduction 1.2 Society, Knowledge and Performativity 1.3 Technology, Complexity and Trust 1.4 Framework of the Dissertation 1.5 Four Essays on the Relationship of Business and Society 1.6 Overview of Key Findings 1.7 Implications 1.8 Strengths, Limitations, and Avenues for Future Research 1.9 References 2. MAKING SENSE OF A MOST POPULAR METAPHOR IN MANAGEMENT: TOWARDS A HEDGEFOX SCALE FOR COGNITIVE STYLES 2.1 Introduction 2.2 Theoretical Background 2.3 Data and Methods 2.4 Analysis and Findings 2.5 Discussion 2.6 Limitations and Future Research 2.7 Conclusion 2.8 References 3. TOO MUCH OF A GOOD THING? ON THE RELATIONSHIP BETWEEN CSR AND EMPLOYEE WORK ADDICTION 3.1 Introduction 3.2 Development of Hypotheses 3.3 Method 3.4 Results 3.5 Discussion and Conclusion 3.6 References 4. CREATING SHARED VALUE? ON THE PROLIFERATION OF A RESOURCE-BASED SOCIAL 4.1 Introduction 4.2 Agencements and the Proliferation of the Social 4.3 Creating Shared Value 4.4 From a Value Proposition to a Network of Valuation 4.5 Nestlé in Society 4.6 Insuring Shared Value 4.7 Discussion 4.8 Conclusion 4.9 References 5. PUBLIC VALUE PERFORMANCE: WHAT DOES IT MEAN TO CREATE VALUE IN THE PUBLIC SECTOR? 5.1 Introduction 5.2 Theoretical background 5.3 Public Value Scorecard (PVSC) 5.4 Public Value Atlas (GemeinwohlAtlas) 5.5 Conclusions 5.6 References

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Schreyer, Nadine B. "Space, Place, and Self: The Art of How Environment Shapes Us." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1228821690.

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Thesis (M.F.A.)--Kent State University, 2008. Title from PDF t.p. (viewed Jan. 21, 2010). Advisor: Isabel Farnsworth. Keywords: Cognitive mapping; self and place; sculpture and geography; sculpture; geography. Includes bibliographical references (p. 20-21).

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Nogueira, Lauro César Bezerra. "Ensaios sobre desigualdade de oportunidades educacionais e de renda." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8121.

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Submitted by Maike Costa (maiksebas@gmail.com) on 2016-04-15T13:24:02Z No. of bitstreams: 1 arquivo total.pdf: 1491135 bytes, checksum: a2db08f0e7806e5d3675b926779be199 (MD5) Made available in DSpace on 2016-04-15T13:24:02Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1491135 bytes, checksum: a2db08f0e7806e5d3675b926779be199 (MD5) Previous issue date: 2015-02-06 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES This study proposes a research on classical theory of equal opportunities. The expression information related to educational opportunities and income. For this purpose, are used four different databases associated with some empirical strategies. Thus, this study was divided into three stages: i) in the first, it appears the intergenerational transmission level of education in several economies. In addition, measures to indirect influence of environmental factors on individual effort expended. Moreover, clears up what the effect of a socio-economic growth in the test result; ii) in the second stage, we highlight the role of social and economic characteristics in educational performance. In particular, it appears the indirect influence of parental education on individual results. And finally, in the last step, it investigates the option called luck has deterministic influence on individual results. The results show different patterns of intergenerational transmission of education. In short, shall discharge to low levels of educational transmission in South American countries. On the other hand, there is a significant effect of the circumstances of the individual employee effort and a strong involvement of social and economic characteristics in educational performance. Finally, there was a substantial portion of luck option in determining the income, but also an important contribution of unobservable characteristics in individual economic results. Este estudo propõe uma investigação sobre a clássica teoria de igualdade de oportunidades. Consideram-se informações referentes às oportunidades educacionais e de renda. Para tanto, utilizam-se quatro bases de dados distintas associadas a algumas estratégias empíricas. Diante disso, este estudo foi dividido em três etapas: i) na primeira, verifica-se o nível de transmissão intergeracional da educação em diversas economias. Adicionalmente, mensura-se a influência indireta de fatores circunstanciais sobre o esforço individual despendido. Além do mais, apura-se qual o efeito de um incremento socioeconômico no resultado do teste; ii) na segunda etapa, destaca-se o papel das características sociais e econômicas no desempenho educacional. Em especial, verifica-se a influência indireta da educação parental sobre o resultado individual. E, por fim, na última etapa, investiga-se se a denominada sorte opção tem influência determinística no resultado individual. Os resultados encontrados apontam diferentes padrões de transmissão intergeracional da educação. Em síntese, apuram-se baixos níveis de transmissão educacional nos países sul-americanos. Por outro lado, observa-se um efeito significativo das circunstâncias sobre o esforço individual empregado e uma forte participação das características sociais e econômicas no desempenho educacional. Por último, constatou-se uma parcela substancial da sorte opção na determinação da renda, como também, uma importante contribuição das características não observáveis no resultado econômico individual.

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Dissertations / Theses on the topic 'Shared cognition'

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