Dissertations / Theses: 'Verbal and non verbal predication'

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Carnie, Andrew Hay. "Non-verbal predication and head-movement." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11072.

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Parreira, Ana Caroline de Lima. "Investigação diacrônica de construções complexas formadas por [[achar] + [predicação não-verbal]]." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154338.

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Submitted by Ana Caroline de Lima Parreira (ana_caroline_lima@hotmail.com) on 2018-06-21T19:12:44Z No. of bitstreams: 1 Tese_versãodefinitiva.pdf: 1932805 bytes, checksum: 432d5e1871ea8f55c28a6f207bb0350e (MD5) Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: Problema 01) A LISTA DE QUADROS, TABELAS, GRÁFICOS E ABREVIATURAS deve ser inserida antes do SUMÁRIO. Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. 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No. of bitstreams: 1 parreira_acl_dr_sjrp.pdf: 1933203 bytes, checksum: 0b9b34f43d3b9dda5596e8a89375e705 (MD5) Previous issue date: 2018-05-25 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Este trabalho investiga dois tipos de predicações não-verbais encaixadas no verbo achar e estruturadas por recurso a predicador de natureza adjetival, o primeiro designado predicação não-verbal encaixada simples (acho (que) a pesquisa (é) interessante) e o segundo, predicação não-verbal encaixada complexa (acho (que é) bom (que) você ir /vá embora). O principal objetivo do trabalho consiste em traçar o percurso de desenvolvimento diacrônico dessas construções na história do português, adotando-se como aparato teórico-metodológico os Modelos Baseados no Uso (KEMMER; BERLOW, 2000; BYBEE, 2010), perspectiva que procura conjugar pressupostos da Linguística Cognitiva e do Funcionalismo, estes representados, especialmente, pelos estudos sobre gramaticalização de orações (HOPPER; TRAUGOTT, 2003; LEHMANN, 1988). A fim de atestar a trajetória de mudança das construções em análise, investigaram-se dois diferentes corpora: um primeiro, composto por amostras do português histórico dos séculos XIII a XX; e um segundo, que inclui amostras de fala representativas do século XXI. A análise dos resultados comprovou que as predicações não-verbais, ao longo da história do português, não resultam de um processo de integração de orações, como propõe Lehmann (1988) para as predicações verbais. Constatou-se que essas construções são resultantes de um processo de gramaticalização que leva à expansão da estrutura e do significado dos argumentos que as constituem, motivada por analogização. As mudanças observadas nas predicações não-verbais encaixadas envolvem três fatores: o primeiro de ordem formal, diz respeito ao tipo morfossintático do argumento sujeito da construção, que, de nominal passa a oracional; o segundo, de ordem funcional, relaciona-se ao tipo semântico da entidade representada pelo argumento sujeito, que de indivíduo passa a permitir a codificação também de estado-de-coisas, episódio e proposição (LYONS, 1977; DIK, 1989; HENGEVELD; MACKENZIE, 2008); o terceiro, também de ordem funcional, refere-se à classe semântica do predicado não-verbal, que se expande da classe dos qualificativos para a classe dos avaliativos e dos modais. Essas mudanças em conjunto, associadas à abstratização do verbo achar, permitiram comprovar a hipótese de que predicações não-verbais simples, mais integradas à construção matriz, submetem-se a um processo histórico de expansão semântica e estrutural, rumo a um complexo oracional menos integrado, e não a processo contrário. Conclui-se, portanto, que essa nova forma de organização do complexo oracional reflete o modo como a língua permite aos falantes avaliar experiências mais abstratas, a partir de experiências mais concretas, utilizando-se, para isso, de estruturas pré-existentes na língua. This study investigates two kinds of non-verbal constructions embedded in the verb achar and structured using a predicate of adjectival nature, the first one designated as predicação nãoverbal encaixada simples (simple non-verbal embedded construction) (acho (que) a pesquisa (é) interessante) and the second, predicação não-verbal encaixada complexa (complex nonverbal embedded construction) (acho (que é) bom (que) você ir /vá embora). The aim of this work is to trace the course of development of these constructions in the history of Portuguese language, adopting as theoretical-methodological approach Usage Based Models of Language (Kemmer; Berlow, 2000; Bybee, 2010), perspective that seeks to combine Cognitive Linguistics and Functionalism assumptions, especially represented by studies on clauses grammaticalization (Hopper; Traugott, 2003; Lehmann, 1988). In order to attest the path of changing of the constructions in analysis, we investigated two different corpora: the first composed of Portuguese historical samples from 13th to 20th centuries and the second, which includes representative speech samples of the 21st century. The analysis of the results proved that the non-verbal constructions, throughout the history of Portuguese, do not result from a clause integration process, as proposed by Lehmann (1988) for the verbal predications. It was noted that these constructions are result of a grammaticalization process that leads to the expansion of the structure and the meaning of the arguments which compose them motivated by analogy. The observed changes in non-verbal embedded constructions involve three factors: the first, from formal order, concerned to the morphosyntactic type of the construction subject argument, which changes from nominal to clausal; the second, from functional order, relates to the semantic type of the entity represented by the subject argument that from individuals allow the coding also of state of affairs, episode and proposition (LYONS, 1977; DIK, 1989; HENGEVELD; MACKENZIE, 2008); the third, also from functional order, refers to the semantic class of non-verbal predicate, which expands from qualificatives class to evaluation and modal class. These changes together, associated with the abstractization process of the verb achar, allowed to prove the hypothesis that simple non-verbal constructions, more integrated with the matrix construction, undergo a historic process of semantic and structural expansion, towards to a less integrated sentence complex, and not to the opposite process. It is therefore concluded that this new form of organization of complex sentence reflects the way language allows speakers to evaluate more abstract experiences, based on more concrete experiences, using for this, pre-existing structures in language.

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Chachu, Sewoenam. "Les verbes supports en français, anglais et éwé : une étude comparative." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040243.

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Les constructions à verbe support et les constructions à prédicat composé ont été longuement étudiées, mais de façon indépendante dans la linguistique française et anglo-saxonne. En se basant sur le courant du Lexique-Grammaire, cette thèse a visé de répondre à la lacune dans les langues africaines, des études sur des constructions similaires dans lesquelles le verbe est sémantiquement vague et dont la force prédicative repose principalement sur nom. Cette thèse comprend aussi une étude comparative entre les langues des familles différentes pour valider la notion d’universalité de ce type de verbes qui sont dénommés les verbes supports dans le courant dont nous nous basons. En effet notre recherche à démontré que les verbes délexicalisés et désemantisés actualisent des nominaux gérondifs prédicatifs dans la langue éwé, une langue Kwa de la famille Nigéro-congolaise pour laquelle il n’existait pas d’études préalables à ce sujet. D’ailleurs, une étude comparative nous a aussi révélé que les constructions à verbe support en français partagent certaines propriétés syntaxico-sémantiques avec des constructions à prédicat composé en anglais et des constructions à nominal gérondif en éwé telles que la réduction du verbe support et sa reconstructibilité par le biais d’une proposition relative. Les trois langues ont aussi partagé la propriété de certains verbes actualisateurs fonctionnant comme des agents de nominalisation. Cependant, il existe aussi des différences au niveau des constructions. L’une des différences est le fait que la détermination du nom joue un rôle important dans les constructions à verbe support en français et les constructions à prédicat composé en anglais alors que la détermination n’est pas un enjeu important dans la construction à nominal gérondif. D’autres différences qui sont ressorties de notre thèse étaient les différences dans le nombre et la fréquence des constructions à verbe support dans les trois langues ainsi que les différences dans les relations d’interdépendance des éléments différents des constructions étudiées dans les trois langues. En général, l’anglais et le français semblaient très proches et il y avait peu des distinctions syntaxico-sémantiques. Par contre, l’éwé montrait plus de différences – ce qui est un argument en faveur de l’existence de grammaires locales différenciées selon les langues comme le suggère le cadre du Lexique-Grammaire.Cependant, il existe aussi des différences au niveau des constructions. L’une des différences est le fait que la détermination joue un rôle important dans les constructions à verbe support en anglais et en français alors que la détermination n’est pas un enjeu important dans la construction à support en éwé. D’autres différences qui sont ressorties de notre thèse étaient les différences dans le nombre et la fréquence des constructions à verbe support dans les trois langues ainsi que les différences dans les relations d’interdépendance des éléments différents des CVS dans les trois langues. En général, l’anglais et le français semblaient très proches et il y avait peu des distinctions syntaxico-sémantiques. Par contre, l’éwé montrait plus de différences – ce qui est un argument en faveur de l’existence de grammaires locales différenciées selon les langues comme le suggère le cadre du Lexique-Grammaire Support verbs have been studied to a great extent in the Lexicon-Grammar framework. This thesis aims at filling the gap of studies of support verb constructions in African languages, as well as that of comparative studies among languages of different families in order to validate the notion of the universality of support verbs. Indeed our research has demonstrated that support verbs do exist in Ewe, a Kwa language of the Niger-Congo family for which there had been no prior study of this notion. Moreover, a comparative study also revealed to us that support verb constructions in English, French and Ewe share certain syntax-semantic properties such as the reduction of the support verbe and its reconstruction through a relative clause. The three languages also shared the property of support verbs being agents of nominalization. However, there are also differences in these constructions. One of the differences is the fact that determination plays an important role in support verb constructions in English and French. However, determination is not an important factor in support verb constructions in Ewe. Other differences that were reflected in our thesis include the differences in number and frequency of support verb constructions (SVCs) in the tree languages, as well as differences in the interdependency links among the various elements of SVCs in the three languages. On the whole, English and French seem linguistically close and there were few syntax-semantic differences. On the other hand, Ewe displayed more differences – which supports the concept of different language-specific local grammars suggested by the Lexical-Grammar framework

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Durand, Tom. "L'intransitivité scindée dans les langues arawak." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016INAL0012/document.

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Dans cette thèse, j’étudie l’intransitivité scindée dans la famille linguistique arawak (Amérique du sud). L’analyse grammaticale du phénomène de l’intransitivité scindée s’appuie sur la prise en compte d’une part de ses motivations sémantico-pragmatiques, et d’autre part de ses réalisations morphosyntaxiques selon les catégories grammaticales, les changements de diathèse et les facteurs de TAM. En plus des marquages canoniques de l’agent et du patient d’un verbe transitif, les constructions impliquant des marquages non canoniques, comme celles engageant des verbes nominalisés ou un marquage différentiel, ont également été considérées.Cette étude non seulement révèle l’existence d’une grande diversité parmi les sous-types d’intransitivité scindée, mais propose les moyens de comprendre l’évolution diachronique de ces sous-types, avec laquelle ont pu interférer les effets du contact de langues. Les hypothèses avancées sur l’évolution historique des systèmes grammaticaux mettent à jour les voies où plusieurs langues ont pu s’engager vers des alignements à coloration accusative vs. ergative.Au travers de cette orientation, l’étude nous éclaire sur les différentes manières qu’a l’intransitivité scindée d’affecter l’alignement des actants, apportant ainsi sa contribution à la typologie des langues In this thesis I study in depth the split intransitivity in the Arawak family of languages of South America. The grammatical analysis of the split intransitivity phenomenon is based on both their semantico-pragmatical motivations and their morphosyntactical realizations according to grammatical categories, valence changes and TAM. Besides, I also take into account constructions involving other types such as nominalized verbs and differential marking.This study not only reveals the existence of a rich diversity of split intransitivity patterns within this family, but it also proposes paths to understand the diachrony of such patterns, involving shifts from ergative alignment to accusative alignment, for which the effects of language contact may have played an important role. In this connection, the study sheds light onto the ways split intransitivity has implication for alignment-type and it is thus of interest for language typology

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Valentine, Bordal Heidi. "Negation of existential predications in Swedish : A corpus study." Thesis, Stockholms universitet, Institutionen för lingvistik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144128.

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The aim of this corpus study is to provide an adequate description of negation strategies in existential predications in Swedish. In Swedish, existential predications may be negated by a standard negative marker. Another possibility to negate existence is by using a negative indefinite pronoun. In negation of existential predications in Swedish, the choice between standard negation and indefinite pronouns, whether negative or not, has not been previously described in any descriptive or theoretical work. It is therefore the purpose of the current study to describe what factors determine the choice of negative marker in existential predications. The results of this study show that there is a strong preference to negate existential predications with a negative indefinite pronoun. Further, it is shown that the negative indefinite pronoun is frequently used as a modifier to the pivot, and thus states an unconditional absence.

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Bouzidi, Said. "L'énoncé averbal en allemand et en kabyle (berbère)." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA083/document.

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Cette étude compare le fonctionnement de l’énoncé averbal (EAV) en kabyle et en allemand, en prenant comme cadre théorique la triade sémantico-logique établie par Zemb (1978), i. e. le thème (ce dont on parle), le rhème (ce qu’on en dit) et le phème (lieu d’articulation de la modalisation et de la négation) appliquée par Behr et Quintin (1996) et Behr (2013) à la catégorisation des EAV de l’allemand. Nous postulons que chaque langue dispose de moyens morphosyntaxiques, contextuelles et situationnelles contribuant à la réalisation d’EAV et que ces moyens sont plus étendus en kabyle. Nous supposons qu’il existe des structures sémantico-logiques uniques qui pourraient s’exprimer à travers des structures morphosyntaxiques variées. Nous supposons enfin que les EAV réalisent toutes les modalités, disposent de moyens morphologiques et/ ou contextuels permettant de les localiser dans le cadre temporel. Parmi les résultats, nous avons constaté que les EAV sont plus fréquents en kabyle grâce aux structures prédicatives grammaticalisées, sauf l’EAV représentant une continuité syntaxique avec le segment de gauche dont la fréquence en allemand est due au scrambling. Au niveau syntaxique, la pré-/postposition du thème par rapport au rhème obéit à des contraintes liées à la langue, i. e. l’état du nom en kabyle et la définitude du GN en allemand ; des contraintes propres à l’EAV se manifestent dans la prédilection pour l’ordre rhème-thème en allemand. Les EAV expriment toutes les modalités, ils sont situés dans le temps par les circonstants, certains démonstratifs ou le contexte, et les nominalisations en tant que rhème existentiel expriment l’aspectualité télique et atélique The study compares the functioning of non-verbal utterances in German and Kabyle (Berber) using the Zemb’s (1978) semantico-logical triad as a theoretical framework, i.e. the theme (what is being talked about), the rheme (what is said about the theme) and the phème (place of articulation of modalisation and negation), applied by Behr and Quintin (1996) and Behr (2013) to categorisation of German non-verbal utterances. We posit that each language has morphosyntactic, contextual and situational means allowing the construction of non-verbal utterances and that these means are more extensive in Kabyle.We also hypothesise that there are unique semantico-logical structures which could be expressed through varied morphosyntactical structures. Finally, we presume that non-verbal utterances express all the modalities; they have morphological and/ or contextual possibilities which locate them within the temporal framework. We have observed, among other results, that the frequency of non-verbal utterances is higher in Kabyle due to grammaticalized predicative structures, except for those depending syntactically on a main sentence, which could be explained by the scrambling-process. At the syntactic level, the pre-/postposition of the rheme in relation to the theme is subject to language specific constraints, i.e. changes in the noun state in Kabyle, the determination and definiteness in German; constraints concerning non-verbal utterances appear in the preference of the rheme-theme order in German. Non-verbal utterances express all modalities; they are located in time by circumstances, by some demonstratives or by the context, and nominalisations as existential rheme express telic and atelic aspectuality

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Mikkelsen, Line. "Copular clauses : specification, predication and equation /." Amsterdam : J. Benjamins, 2005. http://catalogue.bnf.fr/ark:/12148/cb41362193z.

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Alvim, Laila Maria Hamdan. "A transitividade verbal: uma revisão semântico-pragmática." Universidade do Estado do Rio de Janeiro, 2006. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4244.

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Esta tese aborda o tema Transitividade Verbal em construções predicativas encontradas em corpus construído com textos jornalísticos impressos do Brasil. Os verbos são estudados segundo ocorrências retiradas de jornais de grande circulação em três capitais. Toma-se a semântica, a pragmática e a sintaxe como determinantes potenciais da transitividade verbal e aborda-se o tema segundo perspectiva histórica, ou seja, procura-se desenhar o percurso do tema nos estudos de língua portuguesa desde a sua primeira gramática, chegando-se, então, a reflexões mais atuais e também ao tratamento dispensado aos verbos e sua construção predicativa em dicionários e em gramáticas pedagógicas. O confronto com estudos acerca da língua espanhola também é motivo de atenção, devido à proximidade que o tema apresenta nas duas línguas. A partir desses estudos, buscou-se elaborar quadro sistemático e mais coerente dos verbos segundo a transitividade e construção predicativa, procurando aliar-se a base teórica consistente, apresentada pela tradição dos estudos gramaticais, às reflexões técnico-científicas acordadas com a realidade lingüística levantada a partir do corpus This theory approaches the theme Verbal Transitivity starting from the predicative constructions found in corpus of the printed of Brazil journalistic language. The verbs are studied according to solitary occurrences of newspapers of great circulation in three capitals. It is taken the semantics, the pragmatic and the syntax as potential determinant of the verbal transitivity and the theme second historical perspective is approached, in other words, it tries to draw the course of the theme in the studies of portuguese language from her first grammar, being arrived, then, to more current reflections and also to the treatment released to the verbs and her predicative construction in dictionaries and in pedagogic grammars. The confrontation with studies concerning the spanish language is also reason attention for, due to the proximity that the theme presents in the two languages. To leave of those studies, it is looked for to elaborate systematic and more coherent picture of the verbs according to the transitivity, trying to ally the solid theoretical base presented by the tradition of the grammatical studies to the awake technician-scientific reflections with the lifted up linguistic reality starting from the corpus

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Wetzer, Henricus Maria. "The typology of adjectival predication /." Berlin ; New York : Mouton de Gruyter, 1996. http://catalogue.bnf.fr/ark:/12148/cb37032944j.

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León, Ramón, and Elena Martell. "Verbal and non verbal behavior values as expression of envy." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102468.

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The present communicarion reports a study abour verbal and non verbal behavior perceived as expression of envy in a sample of Peruvian students. 709 students of a privare university ofLima (376 women and 333 men} complered a 31-irems scale, prepared by rhe aurhors. They evaluared rhemselves in a 11-points scale abour rhe rheir traits of envioussnes and completed too a 11-points scale about the amount of envy in Peru, as they perceive it. Resulrs are almost the same form both genders (3.19 versus 3.20}, but women believe more than men there is envy in Peru (7.34 versus 6.96; <0.05). The behavior found as the most representative of envy was "one becomes green of envy" (Peruvian idiomatic expression that means extreme envy). The second behavior was malicious comments about mistakes and defeats of people. Aurhors comment these results in the frame of the social reality of Peru. La presente comunicación reporta los resultados de una investigación acerca de conductas verbales y no verbales percibidas como indicadores de envidia en un grupo de estudiantes universitarios deLima Metropolitana. 709 estudiantes (376 mujeres y 333 hombres) respondieron una escala de 31 ítemes preparados por los autores. Además, se les solicitó que se autoevaluaran en una escala de Oa 10 como envidiosos -no envidiosos, y que valoraran el grado de envidia en el Perú, asimismo en una escala de O a 10 (nada de envidia- demasiada envidia). Tanto hombres como mujeres puntúanbajo en la autovaloración de la envidia (mujeres 3.19 versus hombres 3.20}, pero atribuyen (en especial las mujeres) mucha envidia a los peruanos (mujeres 7.34 versus hombres 6.96; <0.05). La conductaconsiderada como más expresiva de envidia tanto por hombres como por mujeres fue "ponerse verde de envidia". La segunda "comentar con alegría los fracasos de una persona". Los autores formulan una serie de comentarios acerca de los hallazgos en el contexto de la realidad peruana.

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Stave, Matthew. "Temporal Relations of Verbal and Non-Verbal Behavior in Storytelling." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24224.

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This dissertation takes a ‘big data’ approach to analyzing a corpus of multimodal storytelling with the goal of providing data for researchers interested in developing more holistic models of production that integrate verbal and non-verbal behavior. Rather than approaching the data with a specific hypothesis in mind, I approach the data with a set of methods that analyze the temporal relationship between two behaviors and apply the methods to every single possible pair of behaviors. Rather than using the data to test hypotheses, I am using it to formulate them. The methods used in this dissertation examine covariation between behaviors (how much do two behaviors overlap with each other, and is this more or less likely than we would expect, given a random distribution of the two behaviors), the sequential patterns of behaviors (the multimodal n-grams of behaviors that are most strongly associated), and the frequency distribution of behavior boundaries (the timing of behavior onsets and offsets near other behavior onsets and offsets). The analyses examine all possible pairs of behaviors from four modalities (head gesture, manual gesture, eye-gaze, and speech), as well as looking within and across roles of speaker and listener. A list of testable hypotheses is given, based on the findings in the data.

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Rothstein, Susan Deborah. "The syntactic forms of predication." Bloomington, IN : Indiana University Linguistics Club, 1985. http://books.google.com/books?id=pWRiAAAAMAAJ.

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Wedgwood, Daniel J. "Predication and information structure : a dynamic account of Hungarian pre-verbal syntax." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/630.

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Hungarian 'focus position' is typically thought of as a central example of a 'discourse configurational' phenomenon, since it not only involves the expression of information-structural (or 'discourse semantic') meaning through the manipulation of word order but also interacts syntactically with other elements of the sentence. In this thesis, I argue that this kind of phenomenon highlights fundamental theoretical problems with conventional assumptions about the relationships between linguistic form and different kinds of meaning and demonstrate that these problems have led to empirical inadequacies in the syntactic analysis of Hungarian. I propose an alternative analysis that makes use of a dynamic, incremental parsing-based approach to grammar, which in turn allows for the influence of inferential pragmatic operations (investigated in terms of Relevance Theory) at all stages in the process of interpreting linguistic form. This opens up possibilities of structural and interpretive underspecification that allow for the interpretation of the 'focus position' to be unified with the information-structural interpretation of sentences that do not contain a syntactically focused expression. This analysis explains the interaction of syntactic foci with other pre-verbal items. The burden of explanation is thus shifted away from specialised, abstract syntactic representations and onto independently necessary aspects of cognitive organisation. The use of 'discourse semantic' primitives---whether in terms of focus or exhaustivity---to encode the effects of the 'focus position' is shown to be both theoretically problematic and empirically inadequate. The information-structural meanings associated with the position must be viewed not as the input to interpretive processes but instead as the result of inferential processes performed in context. Reanalysis of the syntactic evidence shows the relevant position to be not merely pre-verbal, but underlyingly pre-tense, showing that the unmarked position of the main verb is essentially the same as that of syntactically focused expressions. This leads to an analysis whereby both 'neutral', topic-comment readings and cases of narrow focus emerge from inferences over a common interpretive procedure. This procedure is identified as 'main predication': the point in the parsing of a sentence at which the application of a single predicate effects the conversion of a mere description of an event into a truth-conditional assertion. Main predication is represented using neo-Davidsonian, event-based semantics (the effect of the main predicate being equivalent to that of the application of an existential quantifier over an event variable in the neo-Davidsonian approach) and made dynamic by the use of the epsilon calculus. This analysis predicts the postposing of any (otherwise pre-tense) 'verbal modifier' (VM) in the presence of a syntactic focus and the apparent information-structural ambiguity of VMs when they are pre-tense. Certain constraints on the distribution of quantifiers are also predicted, one such constraint being adequately characterisable only within a semantically underspecified, procedural account. The behaviour of the negative particle "nem" is also given a maximally simple explanation. The apparently variable scope of the negative operator is explicable without ad hoc syntactic mechanisms: the apparent wide scope reading associated with 'sentential' negation follows inferentially from narrow scope negation of temporal information. The syntactic positions of negation are predictable on this basis. In addition, the assumption of consistent narrow scope negation correctly predicts that VMs must postpose or receive a narrow focus reading in the presence of "nem".

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Garnier, Mylène Dajean-Trutaud Sylvie. "Approche de l'enfant au cabinet dentaire rôles du non-verbal et du verbal /." [S.l.] : [s.n.], 2005. http://theses.univ-nantes.fr/thesemed/CDgarnier.pdf.

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Heidel, Varinia. "Holistic processing of verbal and non-verbal information in single integrated visual objects." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22077/.

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The present work examined how holistic, conceptual processing could be achieved by meaningfully integrating verbal and non-verbal information into a single visual object, which would allow simultaneous, complementary encoding of both dimensions. The main interest of the current work was in the exploration of encoding and retention mechanisms associated with holistic processing. While both pictures and words have been investigated in isolation, less research exists to explore the complementary potential of both presentation formats. Even in instances where combined presentation is used, such as the Stroop effect (Stroop, 1935) the primary focus has been on interference rather than facilitation of processing. Overall results showed that holistic integration could be achieved successfully and visual integration of verbal and non-verbal information led to processing of both dimensions as a single object rather than as separate dimensions. While there may not be a direct recall benefit of integrated verbal and non-verbal information, combining pictures and words into a single visual object significantly increases stimulus recognisability regardless of encoding intention. In addition, holistic activation was achieved for verbally ambiguous stimuli. Findings indicate that integrated presentation of verbal and non-verbal information is encoded through a mostly incidental route, which is most accurately tested by using a recognition test. In addition, data show that although participants appear to rely mostly on the verbal dimension for positive identification of targets, non-verbal information is encoded successfully and significantly impacts encoding and retrieval processes. Results suggest that while integrated presentation does not aid free recall, it is highly effective in improving stimulus recognisability.

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Farouk, Mohamedade. "Modélisation du comportement verbal et non verbal d'un agent pédagogique : une étude exploratoire." Paris 8, 2008. http://www.theses.fr/2008PA083766.

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L'objectif de notre travail de thèse est de modéliser le comportement verbal et non verbal d'un agent pédagogique (AP) pouvant être intégré à terme dans un environnement informatique d'apprentissage humain (EIAH). Nous avons été amenés à nous poser les questions de recherche suivantes : quelle est la composante non verbale dans une communication pédagogique ? Comment étudier cette composante pour obtenir un modèle computationnel du comportement plausible d'un agent virtuel ? Quelles corrélations entre les actes pédagogiques et la direction du regard d'un agent humain ? Pour mener à bien un travail exploratoire, nous avons adopté une approche méthodologique fondée sur l'étude de corpus vidéo multimodaux. Au sein d'une équipe pluridisciplinaire, comprenant des informaticiens et des didacticiens des mathématiques, nous avons mis au point une situation pédagogique dans laquelle un agent pédagogique virtuel serait susceptible d'intervenir. Nous avons ainsi filmé des interactions dyadiques entre enseignants et apprenants de fin de 3e début 2nde (15-16 ans) lors d'un entretien de bilan de compétences en mathématiques suite à la résolution d'exercices par les élèves avec le logiciel Pépite. Nous avons proposé un schéma d'annotation multi-niveau pour annoter les comportements observés. La pluridisciplinarité du sujet de recherche (informatique, EIAH, IHM, sciences de l'éducation, didactique, linguistique, etc. ) fait de la mise au point de ce schéma de codage un travail délicat mais important vu la richesse de connaissance provenant des différentes disciplines. Après un travail d'annotation d'une partie du corpus recueilli, des mesures statistiques calculées à partir des annotations effectuées suggèrent différentes stratégies des enseignants en termes de direction du regard en fonction du profil de l'apprenant et des actes pédagogiques. Ces mesures nous ont permis d'extraire des règles permettant de piloter la composante direction du regard d'un AP. Un prototype mettant à l'épreuve ce modèle a été développé.

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Bertel, François. "Animation d'humanoi͏̈de dans un contexte conversationnel impliquant un dialogue verbal et non verbal." Rennes 1, 2003. http://www.theses.fr/2003REN10090.

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L'objectif de cette étude est d'élaborer un module d'animation temps-réel capable de produire les comportements co-verbaux, c'est-à-dire les mouvements du corps associés à la parole. À partir de résultats théoriques sur la conversation humaine, et en supposant l'existence d'un système capable de générer une phrase multimodale (c'est-à-dire une phrase enrichie de comportements co-verbaux comme les mouvements de sourcils ou les gestes des bras), cette thèse décrit une manière d'animer les bras de manière naturelle, tout en respectant les contraintes spatio-temporelles dues au couplage avec la parole. Ce couplage parole-animation étant une contrainte forte, une solution est proposer pour résoudre les problèmes de synchronisation qui peuvent survenir, en s'interrogeant sur la manière de spécifier une phrase multimodale et sur la manière de planifier l'animation. La dernière partie de cette thèse est consacrée aux choix d'architecture et à des aspects logiciels plus généraux.

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Lozano, Enrique. "A play and its exegesis verbal and non-verbal information in contemporary theatrical writing." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988756560/04.

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19

Mahon, Karen Anne. "Comparison of self-determination between verbal and non-verbal residents of intermediate care facilities." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2633.

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This study compared verbal and nonverbal residents of Intermediate Care Facilities-Developmental Disabilities-Habilitative type (IFC-DD-H) on self-determination. The residents were compared using an adapted version of the Association for Retarded Citizen's (ARC) Self-determination scale.

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20

Wigham, Ciara. "The interplay between non-verbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language." Thesis, Clermont-Ferrand 2, 2012. http://www.theses.fr/2012CLF20020/document.

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Cette recherche vise à analyser la communication pédagogique multimodale dans des mondes synthétiques (virtuels). L'étude se focalise sur le rapport entre le verbal et le non verbal et son rôle de soutien pour la production et la participation verbales en langue étrangère. Celui-ci est analysé dans une perspective socio-sémiotique de la multimodalité, dans le contexte d'une formation conduite dans le monde synthétique Second Life selon une approche Enseignement d'une Matière Intégré à une Langue Étrangère (Emile). La formation, 'Building Fragile Spaces' menée dans le cadre du projet européen ARCHI21 a été conçue pour des étudiants d'architecture dont la langue étrangère était soit le français soit l'anglais.Le rapport entre le verbal et le non verbal est examiné selon trois angles différents. Premièrement, le rôle du non verbal pendant une activité de construction collaborative est analysé au vu des opportunités offertes par des mondes synthétiques pour la co-création de l'environnement et pour la collaboration. A travers cette étude, nous nous demandons si l'utilisation du mode non verbal a un impact sur la participation des étudiants dans le mode verbal et si le rapport entre ces deux modes a une influence sur la production verbale. Deuxièmement, l'utilisation du non verbal pour la construction des identités est abordée et est considérée en rapport avec l'interaction et la participation verbale des étudiants dans la langue étrangère. Finalement, la recherche se concentre sur le rapport entre les modalités audio et clavardage dans le mode verbal. Plus particulièrement, l'étude s'intéresse au rôle du clavardage dans l'interaction puisqu'il est en compétition non seulement avec l'audio mais également avec plusieurs modalités non verbales. La possibilité d'utiliser le clavardage pour la rétroaction est également abordée.Cette thèse cherche à contribuer aux considérations méthodologiques exigées pour que la recherche concernant la communication pédagogique multimodale dans des mondes synthétiques puisse aller au-delà des exemples spéculatifs et anecdotiques. Une typologie de modalités verbales et non verbales est proposée. Elle sert à étendre une méthodologie proposée pour la transcription des interactions multimodales aux interactions possibles dans les mondes synthétiques. En vue de la problématique plus générale, dans les domaines des Sciences Humaines et des Sciences du Langage, il s'agit de rendre visibles et accessibles publiquement les données utilisées pour les analyses. En effet, cette étude se réfère à un corpus d'apprentissage dans son approche méthodologique. La construction d'un corpus structuré permet d'effectuer des analyses contextualisées des données recueillies lors de la formation 'Building Fragile Spaces'.Cette recherche propose quelques éléments de réponse concernant l'augmentation de la participation verbale en rapport avec l'organisation proxémique des étudiants, la customisation de l'apparence des avatars des étudiants et l'utilisation importante des actes non verbaux. Concernant la production verbale, l'étude décrit comment, dans le mode non verbal, le mouvement de l'avatar est employé en tant que stratégie pour surmonter des difficultés de communication dans le mode verbal. Ces difficultés concernent, en particulier, l'expression de la direction et de l'orientation. L'étude montre également l'intérêt d'utiliser le clavardage pour offrir de la rétroaction concernant la forme linguistique dans le but de soutenir la production verbale des apprenants dans la modalité audio. Au vu des résultats, l'étude propose quelques considérations concernant la conception des activités pédagogiques pour l'apprentissage des langues dans des mondes synthétiques This research focuses on multimodal pedagogical communication in synthetic (virtual) worlds. The study investigates the interplay between verbal and nonverbal interaction which supports verbal participation and production in a foreign language. This is analysed from a socio-semiotic perspective of multimodality within the context of a course held in the synthetic world Second Life, which adopted a Content and Language Integrated Learning (CLIL) approach. The course, entitled 'Building Fragile Spaces', formed part of the European project ARCHI21. It was designed for higher education students of Architecture whose foreign language was either French or English.The interplay between verbal and nonverbal interaction is examined from three different angles. Firstly, considering the opportunities synthetic worlds offer for the co-creation of the environment through building activities and for collaboration, the role played by the nonverbal mode during a collaborative building activity is investigated. The study questions whether the use of the nonverbal mode impacts on the participation of students in the verbal mode, and whether any interplay exists between these two modes that influences verbal production. Secondly, use of the nonverbal mode by students in inworld identity construction is addressed and considered with reference to their verbal interaction, and participation, in the foreign language. Thirdly, the research concentrates upon interplay between the audio and textchat modalities in the verbal mode. More specifically, the focus is on whether the textchat plays a role during interaction, considering it is in competition not only with the audio modality but also with several nonverbal modalities; and on whether the textchat modality can serve for feedback provision on language form.This thesis seeks to contribute to the methodological considerations to allow research to move beyond speculative and anecdotal examples of multimodal pedagogical communication in synthetic worlds. A typology of nonverbal and verbal modalities is proposed, and then drawn upon, to extend a previous methodology suggested for multimodal transcription to interactions in synthetic worlds. Considering, within the fields of Social Sciences and Language Sciences, the more general research problem to render research data used for analyses visible and publically accessible, the study adopts a LEarning and TEaching Corpus (LETEC) methodological approach. Constituting a structured corpus allows for contextual analyses of the data collected during the 'Building Fragile Spaces' course.This research offers insights into how verbal participation increases with reference to the proxemic organisation of students, the customization of students' avatar appearance and an increased use of nonverbal acts. Concerning verbal production, the study shows how avatar movement in the nonverbal mode was used as a strategy to overcome verbal miscommunication when expressing direction and orientation and also the benefits of using the textchat modality for feedback on language form in order to support learners’ productions in the audio modality. In light of these results, the study suggests some considerations concerning the design of pedagogical activities for language learning within synthetic worlds

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21

Sabbagh, Joseph. "Non-verbal argument structure : evidence from Tagalog." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33712.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2005. Includes bibliographical references (leaves 211-220). This dissertation examines the syntax and argument structure of non-verbal predicates (focusing primarily on adjectives) in Tagalog. Drawing on evidence from a variety of construction types (including Comparative, Existential, and Ellipsis constructions among others), I argue against the claim that adjectives differ from verbs in their ability to project an internal theme argument (Pesetsky 1982; Borer 1984, 1991; Levin and Rappaport 1986; Baker 2003; among others). More generally, I argue that evidence about the argument structure of non-verbal predicates offers a more general argument against strong decompositional views of argument in which both external and internal arguments are 'severed' from the predicate. by Joseph A. Sabbagh. Ph.D.

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Biland, Claudine. "Comportement non verbal et mensonge, recherches expérimentales." Aix-Marseille 1, 1999. http://www.theses.fr/1999AIX10038.

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Cette these se situe au sein des preoccupations de la psychologie sociale experimentale et concerne l'encodage (emission) et le decodage (perception) du mensonge. Son interet est centre sur les comportements et communications non verbales. Les perspectives envisagees consistent en une collaboration entre la psychologie du temoignage oculaire et l'etude des comportements non verbaux du mensonge. Une revue de questions consacree a nos preoccupations est presentee ainsi que l'aspect pluridisciplinaire du champ completes par des travaux consacres a l'expression faciale des emotions. Deux recherches se sont attachees a mettre en evidence les criteres non verbaux presents chez des sujets menteurs, une recherche a ete consacree aux facteurs susceptibles d'accroitre la detection correcte du mensonge. Deux recherches ont mis en commun des analyses verbales et non verbales. La premiere etude permet d'observer un mensonge factuel, emis en presence d'observateurs (comparaison intra-sujets). La seconde recherche permet d'observer un mensonge factuel et d'opinion (comparaison intergroupes). Les resultats indiquent que les menteurs emettent un nombre plus important d'expressions simulees et spontanees que les personnes de bonne foi. La juste perception du mensonge est augmentee grace a la mise en place d'un entrainement des recepteurs sur des emetteurs de bonne foi. La collaboration entre la psychologie du temoignage et l'observation des comportements non verbaux du mensonge, permet d'avancer des resultats faiblement contrastes mais encourageants, en particulier quand ils s'articulent autour de la notion d'enjeu.

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23

Fukuda-Oddie, Mayumi School of Modern Language Studies UNSW. "Non-verbal and verbal behaviour of beginner learners of Japanese: pragmatic failure and native speaker evaluation." Awarded by:University of New South Wales. School of Modern Language Studies, 2007. http://handle.unsw.edu.au/1959.4/27313.

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This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

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24

Caussade, Diane. "Troubles du langage verbal et non-verbal dans la maladie d'Alzheimer : Effets d'ateliers en voix chantée." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAL019/document.

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Malgré le caractère multimodal du langage, peu de recherches se sont intéressées aux troubles langagiers verbaux et non-verbaux des personnes atteintes de la maladie d’Alzheimer, et encore moins à la prise en charge via la voix chantée de ces troubles. Pourtant, la remédiation de ces troubles langagiers permettrait de ralentir la progression symptomatique des troubles langagiers. Etant donné l’allongement de l’espérance de vie, la prévalence exponentielle des troubles neurocognitifs dès 65 ans – dont la cause la plus fréquente est la maladie d’Alzheimer pour laquelle il n’existe pas à l’heure actuelle de traitement curatif –, l’identification des facteurs pouvant ralentir la progression des symptômes est de première importance. Au vu de ces éléments, cette recherche s’est intéressée aux troubles de la communication verbale et non-verbale dans la maladie d’Alzheimer, ainsi qu’à l’impact de la voix chantée sur ces troubles. Pour ce faire, un protocole original a été mis en place consistant en une tâche de répétition en voix parlée ou voix chantée, avec ou sans gestes manuels communicatifs présentés. Ce protocole a permis d’évaluer les capacités de communication multimodale de personnes atteintes de la maladie d’Alzheimer et de personnes au vieillissement dit ‘normal’. A T0, de nombreux troubles du langage verbal et non-verbal ont été observés. Dès le stade léger de la maladie, les participants du groupe Patient ont produit des erreurs linguistiques et des pause(s) et/ou allongement(s) vocalique(s) de types différents des participants du groupe Contrôle. La capacité de répétition des gestes manuels des participants du groupe Patient semble également impactée, tout comme la qualité de reproduction des gestes iconiques. Dès le stade modéré de la maladie, les participants du groupe Patient ont produit davantage d’erreurs linguistiques (sur des types différents d’unités lexicales), ainsi que plus de gestes co-verbaux spontanés que les participants du groupe Contrôle. Au stade sévère de la maladie, les participants du groupe Patient ont répété moins d’énoncés et produit plus de pause(s) et/ou allongement(s) vocalique(s) que ceux du groupe Contrôle. Un impact de la voix chantée n’a été observé qu’au niveau du taux de répétition d’énoncés, moins élevé en voix chantée qu’en voix parlée pour tous les participants, ce qui pourrait être dû à un effet de double tâche. Les résultats comparatifs des capacités langagières verbales et non-verbales montrent un impact positif des ateliers en voix chantée sur la production d’erreurs linguistiques et de la répétition des gestes manuels des participants du groupe Patient. Nos résultats ont été discutés au vu de la littérature afin de distinguer les troubles langagiers verbaux et non-verbaux liés au vieillissement dit ‘normal’ et ceux symptomatiques de la maladie d’Alzheimer, d’apporter des éléments aux débats sur les diverses origines possibles du langage dans sa multimodalité, ainsi que de proposer des pistes de recherches de l’impact de la voix chantée sur les troubles langagiers des personnes atteintes de la maladie d’Alzheimer Despite the multimodal character of language, few researches studied the verbal and non-verbal communication abilities of people with Alzheimer’s disease, and even less of remediation via singing voice of those disorders. However their remediation could help to slowing down the symptomatic progression of language disorders. Given life expectancy, the exponential prevalence of neurocognitive disorders from 65 years old – of which most frequent cause is Alzheimer’s disease for which no curative treatment exists at this time –, the identification of factors slowing the symptoms progression is of the utmost importance. In view of those elements, this research focuses on the impact of singing on verbal and non-verbal communication disorders in Alzheimer’s disease. To do so, an original protocol has been set up consisting in a repetition task in singing or in speech, with or without the presentation of communicative manual gestures. This protocol helped evaluating multimodal communication abilities of people with Alzheimer’s disease and with ‘normal’ ageing. At the pre-tests, many verbal and non-verbal language disorders have been found. From the mild stage of the disease, the participants of the Patient group have produced more linguistic errors (of different types) and pauses and/or vocalic lengthenings than Control group participants. The manual gestures repetition ability of the participants of the Patient group also seems impacted, as the quality of iconic gestures production. From the moderate stage of the disease, the participants of the Patient group have produced more linguistic errors and on different types of linguistic unities, as well as more spontaneous co-verbal gestures than Control group participants. From the severe stage of the disease, the participants of the Patient group have repeated less utterances and produced more pauses and/or vocalic lengthenings than Control group participants. An impact of singing voice has only been noted on the utterances’ repetition rate, less high in singing and speech for all participants, which could be cause by a double task effect. The comparative results of verbal and non-verbal linguistic abilities have showed a positive impact of workshops in singing on the production of linguistic errors and the communicative gestures repetition of the participants of the Patient group. Our results have been discussed in the light of literature in order to distinguish verbal and non-verbal language disorders linked to ‘normal’ ageing and those symptomatic of Alzheimer’s disease. These findings enable us to make progress and to bring contribution in the current debate on the diverse possible origins of language in its multimodality, as well as suggest a line of research of the impact of singing voice on language disorders of people with Alzheimer’s disease

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25

Cressey, Jason. "Children's friendships : a non-verbal, cross-cultural perspective." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296863.

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26

Goll, J. C. "The cognition of non-verbal sound in dementia." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1331883/.

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A growing body of functional imaging studies provides considerable insight into cortical networks for non-verbal auditory processing. However, determination of the essential cognitive and anatomical components of these networks depends upon the study of damaged brains, and yet, auditory neuropsychology is little studied and poorly understood. Whilst naturally occurring lesions that selectively disrupt auditory processes are rare, increasing evidence suggests that degenerative diseases target functional networks implicated in non-verbal auditory processing. Furthermore, a small but significant auditory neuropsychological literature shows that dementia can lead to impairments of non-verbal sound processing. This thesis comprises a series of studies designed to reveal deficits of non-verbal auditory processing in four distinct dementia syndromes: three variants of primary progressive aphasia (semantic dementia, SD; progressive non-fluent aphasia, PNFA; logopenic aphasia, LPA), and typical Alzheimer’s disease (AD). The first two studies (Chapters 2 and 3) involve the development of two novel non-verbal auditory neuropsychological batteries, including tests to examine perceptual property, apperceptive, and semantic stages of processing; the subsequent use of these batteries reveals syndrome-specific profiles of non-verbal auditory impairment. Next, a detailed psychoacoustic assessment of two single cases (Chapter 4) provides evidence for specific disorders of auditory property and object processing. A further study (Chapter 5) comprises the examination of non-verbal auditory object processing in SD using functional magnetic resonance imaging (fMRI); results suggest that auditory object recognition depends upon a distributed temporo-parietal network involving closely associated mechanisms of perceptual and semantic processing. Finally, novel neuropsychological assessments are used to reveal the selective impairment of auditory scene analysis in AD (Chapter 6). Together, these neuropsychological findings provide novel insights into the organisation of cortical networks for non-verbal auditory cognition.

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Shen, Tianrui. "Mental abacus and innate non-verbal numerical representations." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608681.

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28

Velasquez, Araque Daniel. "Inclusive online social play through non-verbal communication." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22492.

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This research focuses on the connection between voice-based interactions and harassment in online games, from the point of interaction design. It points out severe faults in privacy afforded by voice-based communication and explores beyond this medium to design a communication system that relies only on non-verbal communication (NVC). Such system was co-created with the players supporting the idea that inclusion starts even in the early design stages. Through the playtesting of the NVC system the research shows the many ways in which the type of communication impacts the game and how players experience cooperation, cohabitation, and inclusion in online games. However, to achieve this, this research had to create a framework and mapping methods that focus on the players and their communicative intention. Hence, the “levels of multiplayer communication” is proposed as a tool to analyze and a method to design for communication in games, and it stands as a knowledge contribution along with the information acquired through its use.

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Schad, Daniel J. "How do implicit and explicit motives differ? The role of non-verbal versus verbal stimulus and non-declarative versus declarative response formats." Master's thesis, Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2014/7139/.

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How distinct implicit and explicit motive systems differ has long been unclear. Schultheiss' (2001) information processing account of implicit motive arousal hypothesized that implicit motives respond to nonverbal stimuli to influence non-declarative measures of motivation and that explicit motives respond to verbal stimuli to influence declarative measures of motivation. Moreover, in individuals high in referential competence, i.e., with the ability to quickly translate non-verbal stimuli into a verbal representation, implicit motives are thought to respond to verbal stimuli and influence declarative measures of motivation and explicit motives are thought to respond to nonverbal stimuli and to influence non-declarative measures of motivation. The present study tested these hypotheses by assessing liking ratings as a declarative response format and an affective stroop task as a non-declarative response format using emotion words as verbal and emotional facial expressions as non-verbal stimuli. Individual power, affiliation, and achievement motive dispositions were assessed via the Picture Story Excercise for implicit motives and via questionnaires for explicit motives. Referential competence was assessed via a colour-naming/-reading task. I found that as expected explicit and implicit motives overall were not correlated across subjects. Moreover, implicit and explicit motives affected declarative and non-declarative responses for verbal and non-verbal stimuli. As predicted, however, implicit motives responded to verbal stimuli and influenced declarative responses more strongly for individuals high compared to those low in referential competence. Likewise, explicit motive effects were moderated by referential competence in some - but not all - of the predicted conditions. These results show that implicit and explicit motives can influence declarative and non-declarative responses to verbal and non-verbal stimuli. They support the hypothesis that referential processing is needed for implicit motives to respond to verbal stimuli and influence declarative response formats, and they partly support the hypothesis that referential processing plays a role for the influence of explicit motives. Results for explicit motives may suggest that new measures are needed to assess the referential competence to translate verbal stimuli into non-verbal representations. Overall, the findings provide support to the information processing account of implicit motive arousal by Schultheiss' (2001), suggesting that a non-verbal and non-declarative implicit motive system and a distinct verbal and declarative explicit motive system interact via referential processing, i.e., by translating information between representational formats. Wie sich distinkte implizite und explizite Motivsysteme voneinander unterscheiden war lange unklar. Schultheiss' (2001) Informationsverarbeitungsansatz für implizite Motivanregung hat die Hypothese aufgestellt, dass implizite Motive auf nonverbale Reize reagieren um nicht-deklarative Motivationsmaße zu beeinflussen, und dass explizite Motive auf verbale Reize reagieren um deklarative Motivationsmaße zu beeinflussen. Zudem wird angenommen, dass in Individuen mit einer hohen referentiellen Kompetenz - d.h. mit der Fähigkeit nonverbale Reize schnell in eine verbale Repräsentation zu übersetzen - implizite Motive auf verbale Reize reagieren und deklarative Motivationsmaße beeinflussen, und explizite Motive auf nonverbale Reize reagieren um non-deklarative Motivationsmaße zu beeinflussen. Die aktuelle Studie hat diese Hypothesen getested indem sie Bewertungen zum individuellen Gefallen von Reizen als ein deklaratives Antwortformat und eine affektive Stroop-Aufgabe als ein nicht-deklaratives Antwortformat unter Verwendung von Emotionswörtern als verbale Reize und emotionalen Gesichtsausdrücken als nonverbalen Reizen gemessen hat. Individuelle Macht-, Anschluss-, und Leistungsmotivdispositionen wurden durch die Bildgeschichtenaufgabe für implizite Motive und durch Fragebögen für explizite Motive gemessen. Referentielle Kompetenz wurde durch eine Farb-Nennungs/-Lesen Aufgabe gemessen. Die Ergebnisse zeigen, dass - wie erwartet - implizite und explizite Motive über Versuchspersonen hinweg nicht korreliert waren. Zudem zeigte sich insgesamt ein Einfluss von impliziten und expliziten Motiven auf deklarative und nicht-deklarative Antworten für verbale und nonverbale Reize. Wie vorhergesagt reagierten implizite Motive auf verbale Reize und beeinflussten deklarative Antworten stärker für Individuen mit einer hohen im Vergleich zu einer niedrigen referentiellen Kompetenz. Zudem wurden explizite Motiveffekte in einigen, aber nicht in allen vorhergesagten Bedingungen von referentieller Kompetenz moderiert. Diese Ergebnisse zeigen, dass implizite und explizite Motive deklarative und nicht-deklarative Antworten auf verbale und nonverbale Reize beeinflussen können. Sie unterstützen die Hypothese, dass referentielle Verarbeitung notwendig ist damit implizite Motive auf verbale Reize reagieren und deklarative Antworten beeinflussen können, und unterstützen teilweise die Hypothese, dass referentielle Verarbeitung eine Rolle für den Einfluss von expliziten Motiven spielt. Das Ergebnis für explizite Motive könnte Nahe legen, dass neue Maße notwendig sind um die referentielle Kompetenz zu messen um verbale Reize in nonverbale Repräsentationen zu übersetzen. Zusammengefasst bieten diese Befunde Unterstützung für den Informationsverarbeitungsansatz der impliziten Motivanregung von Schultheiss (2001), welcher vorschlägt, dass ein nonverbales und nicht-deklaratives implizites Motivsystem und ein distinktes verbales und deklaratives explizites Motivsystem miteinander durch referentielle Verarbeitung wechselwirken, d.h., indem Information zwischen repräsentationalen Formaten übersetzt wird.

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Stadler, Stefanie Alexa. "Multimodal (im)politeness: the verbal, prosodic and non-verbal realization of disagreement in German and New Zealand English." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/1766.

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The present study takes a multimodal approach to speech act analysis. It investigates the disagreeing behaviour of Germans and New Zealanders exhibited during televised panel discussions on a verbal, prosodic, and non-verbal level. More specifically, the present study aims to uncover whether there are differences in the use of prosodic and non-verbal cues between the two groups and if potential differences influence how polite a disagreement is perceived to be. The investigation showed that, on a verbal level, Germans have a preference for more concise disagreements, with a more direct and explicit disagreeing style, producing a large number of strengthening devices, while New Zealanders produce more indirect disagreements, containing a large number of softening devices. Prosodically, the Germans differ from the New Zealanders by using audibly loud and fast speech significantly more frequently, while the two groups’ use of mean pitch, pitch range and intensity range differs little. On a non-verbal level, Germans produce significantly more non-verbal cues during disagreements than their New Zealand counterparts. The main difference between the two groups, however, lies in how their disagreeing behaviour differs from their non-verbal behaviour in neutral speech. While Germans use significantly fewer non-verbal cues in neutral speech than in disagreements and also use a much more limited range of non-verbal cues, the New Zealanders’ non-verbal behaviour in disagreements differs little from their behaviour in neutral speech. In order to test the effect of these differences on the perceived level of politeness, two questionnaires were developed; one prosodic questionnaire testing the effects of loud and fast speech in disagreements on the perceived level of politeness and one non-verbal questionnaire testing the effect of a large number of non-verbal cues on the perceived level of politeness. The results show that fast and loud speech has a negative effect on politeness, as perceived by New Zealanders. A large number of non-verbal cues only appear to have a negative effect on the level of politeness, as perceived by New Zealanders, when disagreements exhibit a high level of involvement and emotion. Overall, it appears that German disagreeing behaviour is likely to be perceived negatively by New Zealanders.

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Lindblom, Camilla. "Negation in Dravidian languages : A descriptive typological study on verbal and non-verbal negation in simple declarative sentences." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-110811.

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Over the years the typology of negation has been much described and discussed. However, focus has mainly been on standard negation. Studies on non-verbal negation in general and comparative studies covering the complete domain of non-verbal negation in particular are less common. The strategies to express non-verbal negation vary among languages. In some languages the negation strategy employed in standard negation is also used in non-verbal negation. Several researchers have argued that languages express negation of non-verbal predications using special constructions. This study examines and describes negation strategies in simple declarative sentences in 18 Dravidian languages. The results suggest that the majority of the Dravidian languages included in this study express standard negation by the use of a negative suffix while non-verbal negation is expressed by a negative verb. Further distinctions are made in the negation of non-verbal predications in that different negation markers are used for attributive and existential/possessive predications respectively.

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Saleh, Zinat. "Observations et analyses du comportement verbal et non verbal des adultes en première année d'apprentissage d'une langue étrangère." Lille 3 : ANRT, 1988. http://catalogue.bnf.fr/ark:/12148/cb37601470w.

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Saleh, Zinat. "Observations et analyses du comportement verbal et non verbal des adultes en première année d'apprentissage d'une langue étrangère." Besançon, 1986. http://www.theses.fr/1986BESA1016.

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La méthodologie adoptée dans cette recherche consiste à observer et à analyser des groupes d'apprenants adultes débutants qui ont suivi la même méthode non conventionnelle destinée à l'apprentissage de l'anglais: le silent way en l'occurrence. En vue de situer cette méthode dans un contexte historique et afin d'établir le lien entre sa théorie et sa pratique, un panorama des méthodes clés qui ont influencé l'enseignement des langues depuis quatre décennies parait essentiel. Les observations des groupes d'apprenants qui ont suivi le silent way se font empiriquement au moyen des notes et de la camera vidéo. Les analyses, fondées sur le comportement verbal et non verbal des participants, mettent en évidence différentes catégories de comportement des apprenants au sein du groupe. Le traitement informatique des questionnaires proposés aux apprenants de silent way et les analyses factorielles des correspondances permettent d'obtenir des résultats statistiques qui étayent ainsi les observations faites dans les groupes. Le comportement verbal et non verbal des participants, leurs réactions face à la méthode silent way, ainsi que le réseau des relations interpersonnelles au sein du groupe sont à la base des critiques et des propositions qui, elles, relèvent d'une pratique pédagogique différente de celle de silent way. Sont privilégiés plus particulièrement les besoins langagiers, l'insertion de l'apprenant dans la culture cible et la communication non verbale dont certaines composantes, plus évidentes dans les interactions sociales, sont analysées et appliquées à la situation pédagogique. Etant donné la diversité des facteurs d'ordre psychologique et ou sociologique qui influent sur le comportement des apprenants adultes les résultats obtenus au travers des observations et des analyses mettent en évidence difficulté d'appliquer une seule méthode d'enseignement a tous types d'apprenants.

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Shearer, John. "Persuasive interactive non-verbal behaviour in embodied conversational agents." Thesis, Newcastle upon Tyne : University of Newcastle upon Tyne, 2009. http://hdl.handle.net/10443/791.

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Apps, Linda K. "Collaborative art, a study of a non-verbal collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65021.pdf.

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Bethel, Cindy L. "Robots Without Faces: Non-Verbal Social Human-Robot Interaction." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003097.

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Nakano, Yukiko I. 1963. "Non-verbal signals for grounding in embodied conversational agent." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/62369.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002. Includes bibliographical references (leaves 79-82). In face-to-face conversation, speakers present non-verbal signals collateral with verbal information. Nodding and gazing at a speaker are known to provide positive feedback from listeners, which contributes to establishing common ground (a process called grounding). However, previous theories and computational models of grounding were mainly concerned with verbal grounding acts, and there have not been enough discussion about how nonverbal behaviors are used in the process of grounding. This thesis first compares face-to-face conversation to conversation without co-presence, revealing how nonverbal behaviors are used in the process of grounding in human communication. Results of the analysis show that, in face-to-face communication, non-verbal behaviors are changing during an utterance and a typical transition pattern of non-verbal behaviors is also different depending on the type of verbal act. Then, the implementation of grounding functionality onto an Embodied Conversational Agent is presented. The dialogue state updating mechanism in the Dialogue Manager accesses non-verbal information conveyed by a user and judges the groundedness of presented materials based on the results of empirical study. by Yukiko I. Nakano. S.M.

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Xavier, Clarissa Castell? "Learning non-verbal relations under open information extraction paradigm." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2014. http://tede2.pucrs.br/tede2/handle/tede/5275.

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Made available in DSpace on 2015-04-14T14:50:19Z (GMT). No. of bitstreams: 1 466321.pdf: 1994049 bytes, checksum: fbbeef81814a876679c25f4e015925f5 (MD5) Previous issue date: 2014-03-12 O paradigma Open Information Extraction - Open IE (Extra??o Aberta de Informa??es) de extra??o de rela??es trabalha com a identifica??o de rela??es n?o definidas previamente, buscando superar as limita??es impostas pelos m?todos tradicionais de Extra??o de Informa??es como a depend?ncia de dom?nio e a dif?cil escalabilidade. Visando estender o paradigma Open IE para que sejam extra?das rela??es n?o expressas por verbos a partir de textos em ingl?s, apresentamos CompIE, um componente que aprende rela??es expressas em compostos nominais (CNs), como (oil, extracted from, olive) - (?leo, extra?do da, oliva) - do composto nominal olive oil - ?leo de oliva, ou em pares do tipo adjetivo-substantivo (ASs), como (moon, that is, gorgeous) - (lua, que ?, linda) - do AS gorgeous moon (linda lua). A entrada do CompIE ? um arquivo texto, e sua sa?da ? um conjunto de triplas descrevendo rela??es bin?rias. Sua arquitetura ? composta por duas tarefas principais: Extrator de CNs e ASs (1) e Interpretador de CNs e ASs (2). A primeira tarefa gera uma lista de CNs e ASs a partir do corpus de entrada. A segunda tarefa realiza a interpreta??o dos CNs e ASs gerando as triplas que descrevem as rela??es extra?das do corpus. Para estudar a viabilidade da solu??o apresentada, realizamos uma avalia??o baseada em hip?teses. Um prot?tipo foi constru?do com o intuito de validar cada uma das hip?teses. Os resultados obtidos mostram que nossa solu??o alcan?a 89% de Precis?o e demonstram que o CompIE atinge sua meta de estender o paradigma Open IE extraindo rela??es expressas dentro dos CNs e ASs. The Open Information Extraction (Open IE) is a relation extraction paradigm in which the target relationships cannot be specified in advance, and it aims to overcome the limitations imposed by traditional IE methods, such as domain-dependence and scalability. In order to extend Open IE to extract relationships that are not expressed by verbs from texts in English, we introduce CompIE, a component that learns relations expressed in noun compounds (NCs), such as (oil, extracted from, olive) from olive oil, or in adjectivenoun pairs (ANs), such as (moon, that is, gorgeous) from gorgeous moon. CompIE input is a text file, and the output is a set of triples describing binary relationships. The architecture comprises two main tasks: NCs and ANs Extraction (1) and NCs and ANs Interpretation (2). The first task generates a list of NCs and ANs from the input corpus. The second task performs the interpretation of NCs and ANs and generates the tuples that describe the relations extracted from the corpus. In order to study CompIE s feasibility, we perform an evaluation based on hypotheses. In order to implement the strategies to validate each hypothesis we have built a prototype. The results show that our solution achieves 89% Precision and demonstrate that CompIE reaches its goal of extending Open IE paradigm extracting relationships within NCs and ANs.

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Xavier, Clarissa Castellã. "Learning non-verbal relations under open information extraction paradigm." Pontifícia Universidade Católica do Rio Grande do Sul, 2014. http://hdl.handle.net/10923/7073.

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Made available in DSpace on 2015-03-17T02:01:01Z (GMT). No. of bitstreams: 1 000466321-Texto+Completo-0.pdf: 1994049 bytes, checksum: fbbeef81814a876679c25f4e015925f5 (MD5) Previous issue date: 2014 The Open Information Extraction (Open IE) is a relation extraction paradigm in which the target relationships cannot be specified in advance, and it aims to overcome the limitations imposed by traditional IE methods, such as domain-dependence and scalability. In order to extend Open IE to extract relationships that are not expressed by verbs from texts in English, we introduce CompIE, a component that learns relations expressed in noun compounds (NCs), such as (oil, extracted from, olive) from olive oil, or in adjectivenoun pairs (ANs), such as (moon, that is, gorgeous) from gorgeous moon. CompIE input is a text file, and the output is a set of triples describing binary relationships. The architecture comprises two main tasks: NCs and ANs Extraction (1) and NCs and ANs Interpretation (2). The first task generates a list of NCs and ANs from the input corpus. The second task performs the interpretation of NCs and ANs and generates the tuples that describe the relations extracted from the corpus. In order to study CompIE’s feasibility, we perform an evaluation based on hypotheses. In order to implement the strategies to validate each hypothesis we have built a prototype. The results show that our solution achieves 89% Precision and demonstrate that CompIE reaches its goal of extending Open IE paradigm extracting relationships within NCs and ANs. O paradigma Open Information Extraction - Open IE (Extração Aberta de Informações) de extração de relações trabalha com a identificação de relações não definidas previamente, buscando superar as limitações impostas pelos métodos tradicionais de Extração de Informações como a dependência de domínio e a difícil escalabilidade. Visando estender o paradigma Open IE para que sejam extraídas relações não expressas por verbos a partir de textos em inglês, apresentamos CompIE, um componente que aprende relações expressas em compostos nominais (CNs), como (oil, extracted from, olive) - (óleo, extraído da, oliva) - do composto nominal olive oil - óleo de oliva, ou em pares do tipo adjetivo-substantivo (ASs), como (moon, that is, gorgeous) - (lua, que é, linda) - do AS gorgeous moon (linda lua). A entrada do CompIE é um arquivo texto, e sua saída é um conjunto de triplas descrevendo relações binárias. Sua arquitetura é composta por duas tarefas principais: Extrator de CNs e ASs (1) e Interpretador de CNs e ASs (2). A primeira tarefa gera uma lista de CNs e ASs a partir do corpus de entrada. A segunda tarefa realiza a interpretação dos CNs e ASs gerando as triplas que descrevem as relações extraídas do corpus. Para estudar a viabilidade da solução apresentada, realizamos uma avaliação baseada em hipóteses. Um protótipo foi construído com o intuito de validar cada uma das hipóteses. Os resultados obtidos mostram que nossa solução alcança 89% de Precisão e demonstram que o CompIE atinge sua meta de estender o paradigma Open IE extraindo relações expressas dentro dos CNs e ASs.

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40

Presse, Marie-Christine. "Non verbal et communication : pédagogie différenciée ou différenciation sociale." Lille 1, 1999. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1999/50377-1999-1.pdf.

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A l'origine de cette thèse qui se situe dans le champ des Sciences de l'éducation à orientation sociologique se trouve une question : Pourquoi ne prend-on pas, tous, la parole en public avec autant de facilité ? Les recherches charchant à expliquer les différences par des facteurs héréditaires ou par des niveaux variés, de connaissances grammaticales, n'ont pas apporté de réponses. On s'est interrogé sur le rôle des facteurs non verbaux, dans la situation , qui pourraient faciliter ou entraver la prise de parole, qui pourraient agir sur la construction du rapport au "savoir prende la parole", et sur le ien entre les valeurs des enseignantes et les éléments non verbaux des pratiques pédagogiques. C'est armé de ces questions et des hypothèses qui ont succédé, que l'on a observé, pendant trois cents heures, des enfants et leurs enseignantes en première année ou les enfants apprennent à parler dans des situations construites à cet effet. Le recueil des données non verbales, est assorti de propos obtenus au cours de conversations ordinaires. Deux règles de méthode ont été suivies : la règle de la totalité selon laquelle l'homme fait son histoire dans des conditons déterminées. On considère donc que la prise de parole est une pratique sociale, résultat d'un choix effectué par des acteurs sociaux dans une situation donnée. On a identifié le système de valeur indépendant et sytème de valeur interdépendant, nommé coopératif pour des queitons de lisibilité, puis établi que les éléments non verbaux des pratiques sont des indices de ces systèmes de valeurs. Ces éléments non verbaux, produits à l'égard des familles, dans les modalités d'accueil de l'élève, interviennent sur la place d'interlocuteur de l'élève. Cette place est renforcée par les éléments non verbaux interindividuels. Les analyses successives des effets des éléments non verbaux ont permis de montrer que le droit de prendre la parole dépend du rapport enseignante-élève. Ce rapport au savoir est dépendant d'un rapport de pouvoir manifesté entre autres par les éléments non verbaux des pratiques pédagogiques, qui participent à la constructionh de l'identité des élèves et à la construction de leur rapport à ce savoir.

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41

Hemmingsson, Nils, and Oliver Åstrand. "Deciphering conversationparticipants' uncertainty : A study using non-verbal cues." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-211564.

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The eld of human emotion expression has become increasingly important for engineers due to the potential of developing computors and robots that can interact naturally with humans. This study investigates uncertainty is manifested in facial expressions. We formulated the binary denition "A conversation participant is uncertain when they feel they do not understand what the counterpart is trying to communicate or that they do not know what to say". With regards to this denition, a corpus consisting of videos where people were playing a spot the dierence-game and participants could only communicate verbally was marked with uncertainty labels. Facial features were extracted using the computor vision software OpenFace. These features, along with the uncertainty markings were then used to train a neural network. The trained model was then used to predict whether a participant is uncertain or not at a given moment. To evaluate the model, it was tested on previously unseen data with an even distribution of certain and uncertain data points as well the actual data. For both of the cases, the best prediction model managed to perform only better than if the model would employ majority class prediction.

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42

Gorman, Ann. "Turn taking and non-verbal activity in the classroom." Thesis, Aston University, 1985. http://publications.aston.ac.uk/12305/.

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The proliferation of research into communication between teachers and pupils illustrates the intricacies of the communication process. Whilst many studies give emphasis to the verbal, there are an increasing number which demonstrate that teacher-pupil perceptions and understanding are validated, in part, through non-verbal signalling. The present work is one such study and provides descriptions and interpretations of the sequential processes and patterning which characterise the exchange of turns between teachers and pupils. Beacuse the methododlogy to collect descriptive data required the researcher to be involved in the classroom setting, decisions were made about personal and procedural reactivity in relation to both the role of the researcher and the establishment of the recording technique. Video data was finally collected in a secondary school where co-learnership was in evidence. A feature of the main data collection process was its re-defining and cumulative character. To avoid unmanageable data, the sample was kept small and consisted of five teachers and their respective classes. No account was taken of their sex or the subject matter of the lesson. Supplementary data was obtained from field notes and interviews. the school based work extended over sixteen months. Analyses revealed that the teacher-pupil exchange were not random occurrences, but incorporated some of the features of conversational turn taking established by Sacks et al (1978). Modifications of the rules were documented, (previoulsy unreported). Some empirical supplort was established which indicated that the placing of non-verbal activity contributed to the maintenenance of interactional order and the repair of disorder at points of smooth and simultaneous exchange. Data from interviews confirmed that the range and location of some non-verbal actions attended to by teachers and pupils, bore some similarity to those observed by the researchers. The relevance of the findings to teacher interactional competence were discussed.

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Gooden, Dennessa D. ""The cry of a revolutionary spirit: Reactions to the goals of three movements from revolutionary groups within the United States of America"." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1559585489842687.

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44

Andersson, Ida. "Balance of music education : chartering verbal and non verbal knowledges in the philosophies of music teachers in South Africa." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1488.

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This thesis discuss how balance between declarative and procedural knowledge can be reached in music education. The purpose is to shine light on how balance between different kinds of knowledge shows itself in South African music teachers descriptions of their ways of teaching. The main focus lies in how non verbal and verbal knowledge present itself in the teacher's philosophies. The categorisation of different kinds of knowledge from the book Music Matters by David Elliott is used to distinguish the main question in the analysis. This categorisation suggests there are five categories of knowledge of where one is verbal and four non verbal. Seven teachers are included in the study and the results show that there are some difficulties in the process of balancing verbal and non verbal knowledges in their teaching situations. The difficulties is shown largely between the desire to teach through non verbal methods and the traditional way of teaching that is more directed towards verbal knowledge and the fact that it is the easiest and quickest way to use spontaneously in the teaching situations. The thesis concludes that despite the fact that there are areas of development in balancing knowledges in teaching situations, there is more elements of the philosophical theories discovered in reality than expected. The pattern show that the teacher's philosophical reflections present more gaps individually than put together which results in the reflection that if teachers use the knowledge and experience among each other in a larger extent, balance between different kinds of knowledge is more easily approached than when doing it on their own.

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Lévesque, Mélanie. "Étude des effets des lésions mésio-temporales unilatérales sur l'encodage et le rappel d'un matériel verbal et non-verbal." Master's thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/44425.

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La littérature nous a appris que les fonctions verbales sont gérées par l'hémisphère gauche alors que les fonctions visuelles le sont par l'hémisphère droit. Une récente étude suggère que la différence entre les hémisphères pourrait être plus complexe que la dichotomie verbal/non-verbal. L'hémisphère droit serait alors spécialisé pour l'encodage des informations non-verbales alors que l'hémisphère gauche le serait pour la consolidation des informations verbales. La présente étude vise à vérifier si les résultats de cette étude sont reproductibles et s'ils peuvent s'appliquer à d'autres tests neuropsychologiques que ceux qui ont été utilisés pour tirer ces conclusions. Pour ce faire, 52 participants ont été sélectionnés et leurs résultats à des tests neuropsychologiques ont été étudiés. Selon les résultats, les participants porteurs d'une lésion temporale gauche consolideraient les informations verbales de façon moins efficace que les participants porteurs d'une lésion temporale droite. Cependant, les résultats obtenus à l'aide des tests non-verbaux ne démontrent pas un encodage plus faible pour le groupe droit que pour le groupe gauche.

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Raybaud-Patin, Nicole. "Pratiques d'enseignement évaluatives informelles orales au regard du sentiment d’efficacité personnelle et du statut de l’élève dans trois disciplines : le cas d’enseignants du Cycle III de l’école primaire." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20111/document.

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Notre recherche sur les pratiques d’évaluations informelles orales d’enseignants, apporte une contribution pour décrire, expliquer, comprendre les modalités et les dynamiques de l’enseignement dans leurs relations aux élèves en cours d’apprentissages. Nous posons la conjecture suivante : « Sur une année scolaire, les pratiques d’enseignement évaluatives informelles orales d’enseignants relèvent de la dynamique qui s’établit entre leurs ressources personnelles et professionnelles, leurs environnements d’exercice professionnel et des « émergents » en situations d’enseignement-apprentissage ». Quatre enseignants de C.E.2 ont été filmés, chacun neuf fois sur une année, à raison de trois séances : une de Français, une de Mathématiques et une d’Éducation Physique et Sportive, par trimestre. Nous étudions les « Unités Évaluative Orale » qui allient verbal et non-verbal. Les ressources professionnelles des enseignants s’actualisent par l’étude de leurs Sentiments d’Efficacité Personnelle (S.E.P.). Leur environnement d’exercice professionnel est perçu à travers les statuts qu’ils attribuent à leurs élèves.Ces enseignants évaluent fréquemment, en sont à l’initiative, leurs énoncés sont brefs, parfois implicites (le non-verbal permettant d’en saisir le sens). Ce sont les « faibles » qui sont les plus évalués. La fréquence des évaluations est moindre en E.P.S.. Le plus souvent, lorsque les S.E.P. sont élevés, les évaluations sont « positives » et adressées aux « forts » ; lorsque les S.E.P. sont modérés, les évaluations sont « négatives », principalement en E.P.S. ; lorsque les S.E.P. sont faibles, les évaluations sont « négatives » et s’adressent à la « classe entière » Our research about the informal oral assessment practices of teachers is contributing to describe, explain, understand modalities and dynamics of teaching into their links to learning students.We state the following conjecture : "During a scholarly year, informal oral assessment practices of teachers belong to dynamic between teacher's personal and professional resources, their professional environments and "what is emerging" in teaching-learning situations".Four 3rd class teachers have been filmed, each of them nine a year, for three lessons: French, Mathematics and Physical Education each trimester. We study "Oral Assessment Unities" linking verbal and non verbal. Teacher's professional resources are updated by research of their own self efficacy. Their professional environment is sensed through the status that they give to their students.These teachers are frequently assessing, of their own initiative, their reports are short, sometime implicit (non verbal contributing to get meaning). “Low" pupils are most frequently assessed. Teachers are less assessing in Physical Education. More often, when self efficacy is high, assessments are "positive" for "high" pupils; when self efficacy is moderated, assessments are "negative" mainly in Physical Education; when self efficacy is "low", assessments are "negative" for the entire class

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Schooler, Jonathan Wolf. "Verbalizing non-verbal memories : some things are better left unsaid /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/9054.

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Clerkin, Colin P. "Investigation of an intervention to facilitate non-verbal communicative behaviour." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239878.

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McPherson, Lori A. "Art interpretation constructing meaning through poetic and non-verbal responses /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3899.

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Thesis (M.A.)--West Virginia University, 2005 Title from document title page. Document formatted into pages; contains iv, 36 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 36).

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Grantham, Sola. "Generation of non-verbal behavior for an embodied conversational character." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/86275.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 1998. Thesis: S.B., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 1998. Title as it appears in MIT Commencement Exercises program, June 5, 1998, p. 140: Beat generation. Cataloged from PDF version of thesis. Includes bibliographical references (pages 91-95). This thesis discusses the generation of multi-modal conversational cues in animated computer characters. Drawing from psycholinguistic literature of behaviors observed in human-human interactions, a study of turn-taking cues in a human-computer interaction, and previous work in creating animated conversational agents, I attempt to formulate a set of behaviors and appropriate times to produce these behaviors for a new conversational character, Rea. by Sola Grantham. M. Eng. S.B.

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Dissertations / Theses on the topic 'Verbal and non verbal predication'

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