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Leão, Maria Luiza Oliveira Castro de. „Les moments de turbulence : la déséquilibration cognitive et sa signification dramatique“. Paris 5, 2005. http://www.theses.fr/2005PA05H021.
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C'est une recherche qui étudie la pensée entrain de connaître, dans les moments spécifiques de déséquilibration cognitive appelés moments de turbulence. Dans une étude expérimentale, à propos de la flottaison des corps, nous essayons d'analyser le processus d'évolution de la pensée lorsu'elle est déstabilisée cognitivement. Le cadre épistémologique retenu pour étuider ce phénomène d'apprentissage repose principalement sur la théorie de Sara Pain qui aborde la pensée comme une double structure, l'une de caractère logique-conceptuel, chargée de la construction de l'objectivité de l'autre de caractère dramatique-désidératif, chargée de donner de la signification subjective et affective à la connaissance et à l'ignorance. Nous considérons la possibilité d'articulerles apports de l'école de Genève et ceux de la psychanalyse. L'objectif didactique d'indiquer des directions pour une "pédagogie de la turbulence". La partie empirique est réalisée avec un petit groupe de professeurs de l'école élémentaire confrontés à des moments de turbulences provoqués à dessinThis research studies cognition processes, in specific moments of cognitive disequilibrium, named turbulence moments. We analyze the evolution of thought in a situation in an experimental situation based to the floating of the bodies. The epistemological framework chosen to study this learning phenomenon is founded mainly on Sara Pain's theory which deals with thought as a double structure, one being of a logical conceptual nature- in charge of building the objectivity- and the other of a dramatic-desiderative nature- in charge of giving subjective and affective significance to knowledge and ignorance. The didactic aims to show directions for a "pedagogy of turbulence". The data have been collected with a small group of elementary school teachers, for whom the moments of turbulence have been on purpose created
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JEANNES, ERIC. „Signification d'une echelle d'evaluation cognitive, le dnbc, dans la maladie de parkinson“. Rennes 1, 1992. http://www.theses.fr/1992REN1M011.
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Lavalle, Terron Gabriel Armando. „On a Multipropositionalist Approach to Modal and Cognitive Contents in Language“. Electronic Thesis or Diss., Paris, EHESS, 2024. http://www.theses.fr/2024EHES0064.
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Cette thèse explore une approche multipropositionnelle du langage et son application à divers phénomènes linguistiques. Ici, je motive une extension de la théorie réflexive-référentielle de John Perry pour couvrir les énoncés de phrases simples et complexes. J’argumente que ce cadre offre une compréhension plus profonde des contenus modaux et cognitifs ainsi que de leur interaction. Tout d’abord, j’introduis la théorie en soulignant sa base multipropositionnaliste. J’applique ensuite l’analyse aux phrases simples pour résoudre les problèmes de signification cognitive et les violations apparentes des principes d’extensionnalité dues à la substitutivité. Par la suite, j’étends cette analyse aux phrases complexes contenant des verbes d'attitude ou des expressions modales. Concernant les rapports d’attitude, je propose une solution au problème de l’opacité, une interprétation des rapports opaques versus transparents, relationnels versus non relationnels, et une approche novateur des rapports de croyance impliquant des constituants non articulés. Pour les phrases modales, je discute du rôle de la rigidité dans l’élucidation de la sémantique des noms et critique les réactions à la rigidité. Enfin, je présente une interprétation de la rigidité et un compte rendu du contenu modal, des modalités mixtes, et de la distinction de dicto et de re dans les phrases modales au sein du cadre multipropositionnelThis thesis explores a multipropositional approach to language and its application across various linguistic phenomena. Here, I motivate an extension of John Perry’s reference-reflexive theory to cover utterances of simple and complex sentences. I argue that this framework provides a deeper understanding of modal and cognitive contents and their interaction. First, I introduce the theory emphasizing its multipropositionalist basis. I then apply the analysis to simple sentences for solving problems with cognitive significance and apparent violation of extensional principles due to substitutivity. Afterward, I extend this analysis to complex sentences with attitude verbs or modal expressions. Concerning attitude reports, I offer a solution to the problem of opacity, an interpretation of opaque vs. transparent reports, relational vs. non-relational reports, and a novel approach to belief reports involving unarticulated constituents. For modal sentences, I discuss the role of rigidity in elucidating the semantics of names and critique reactions to rigidity. Finally, I present an interpretation of rigidity and an account of modal content, mixed modalities, and the de dicto and de re distinction in modal sentences within the multipropositional framework
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Mazaleyrat, Hélène. „Vers une approche linguistico-cognitive de la polysémie : Représentation de la signification et construction du sens“. Phd thesis, Université Blaise Pascal - Clermont-Ferrand II, 2010. http://tel.archives-ouvertes.fr/tel-00545777.
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Tout d'abord perçue comme un phénomène marginal, presque un accident en langue, on considère aujourd'hui que la polysémie fait partie intégrante des systèmes linguistiques. De nombreuses théories se sont intéressées au phénomène des unités à sens multiples et reliés. La première partie de notre travail en dresse un panorama non exhaustif mais révélateur, montrant comment et pourquoi la polysémie s'est peu à peu imposée comme un phénomène incontournable qui doit nécessairement être au cœur de tout modèle de la signification. Aussi, à partir de la distinction établie par G. Kleiber (1999), nous considérons deux grands courants selon le rapport établi entre signification, référence et polysémie. Le premier décrit la polysémie en termes de sens premier référentiel dont sont dérivés des sens secondaires (courant objectiviste). Le second l'analyse en termes de potentiel sémantique aréférentiel à partir duquel est obtenu l'ensemble des sens du polysème par spécialisation ou enrichissement contextuel(le) (courant constructiviste). Notre réflexion porte ensuite sur la représentation de la signification des polysèmes - principalement des noms - en grammaire cognitive (R.W. Langacker). Nous postulons que toute expression est associée, dans l'appareil cognitif des locuteurs-auditeurs, à une structure conceptuelle d'informations représentant sa signification. Nous proposons une modélisation en réseau structuré autour de valeurs sémantiques plus ou moins schématiques et de sens élaborés. Ainsi, c'est la valeur la plus schématique qui permet de faire le lien en langue entre ses élaborations que sont les sens observables en discours. Sur la base des travaux de D. Tuggy (1993), nous déclinons les représentations de la signification des mots à sens multiples le long d'un continuum homonymie-polysémie-multifacialité-indétermination, selon les degrés d'enracinement, de saillance, et les possibilités d'accessibilité et d'activation des différents composants (valeur schématique et élaborations sémantiques). Et, nous mettons ainsi en avant certaines des régularités organisatrices propres aux représentations sémanticoconceptuelles des polysèmes nominaux, ainsi qu'une typologie des sens polysémiques. Nous abordons enfin la construction du sens en grammaire cognitive, notamment l'influence du contexte dans l'interprétation d'expressions complexes comportant un polysème. Ainsi, nous considérons qu'il s'agit d'un processus non modulaire, compositionnel et dynamique. L'analyse de syntagmes nominaux du type Adj-N et N-Adj révèle en outre certaines régularités dans l'activation des sens polysémiques des unités linguistiques mises en jeu, liées au cotexte (place et fonction de l'adjectif par rapport au substantif recteur) et au contexte extralinguistique
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Mullet, Véronique. „Rôle de la polarité des homographes et de la nature du contexte sur l'accès au lexique“. Paris 8, 1994. http://www.theses.fr/1994PA08A005.
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Adjiman, Rémi. „L'émergence du sens du spectateur, au cours de la projection cinématographique : une approche communicationnelle et cognitive“. Montpellier 1, 2002. http://www.theses.fr/2002MON10042.
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Ce travail s'intéresse à la manière dont se construisent les significations, ce sur quoi ces dernières s'appuient et comment elles évoluent au cours de la projection cinématographique. La façon dont la construction du sens progresse, concerne plus cette recherche que le résultat de l'interprétation lui-même. Pour effectuer cette recherche, nous nous appuyons plus spécifiquement sur des situations d'interprétations expériencées (vs expérimentées) au cours de la projection du film. Lost Higway est le film central de notre analyse. Plusieurs spécificités permettent de cerner l'approche fondamentalement compréhensive de notre démarche. La première consiste à ne pas se centrer exclusivement sur le film. Nous souhaitons dépasser les seules données filmiques et introduire le spectateur au centre du débat. La seconde est de considérer que la construction de sens ne peut pas se comprendre, si on oublie de la considérer au sein de la situation de communication dans laquelle elle existe. Les interprétations des spectateurs sont des actions situées. Pour finir, notre axe de recherche s'intéresse tout particulièrement au " cours d'action " de la projection. Cela signifie que nous cherchons à comprendre le processus de l'avancée des significations, au fur et à mesure de la projection du film. Ces positions nous contraignent à observer un mouvement d'interprétation qui mobilise toute une dynamique de relation entre le film, le spectateur et la situation. Ce que nous cherchons à décrire est " un " mode de fonctionnement progressif et complexe de l'avancée progressive du sens.
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Crepalde, Adilson. „A construção do significado de tekoha pelos kaiowá do Mato Grosso do Sul“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/115758.
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Este trabalho objetiva discutir aspectos culturais do processo de significação, analisando a linguagem de conversas com indígenas Kaiowá do Mato Grosso do Sul, Brasil. O ponto central da tese é discutir as diferenças culturais do processo de significação. Para desenvolver o trabalho, foram coletadas falas de indígenas identificados como representantes da cultura kaiowá, ou seja, indígenas reconhecidos por seus pares por possuírem conhecimentos tradicionais e habilidades de liderança. As falas foram coletadas em dez diferentes lugares e tematizaram o tekoha [teko’ha] - espaço genericamente definido como o lugar onde vivem os Kaiowá segundo seu modo de ser. Dessas conversas, delimitou-se um corpus que foi analisado com base em perspectivas teóricas desenvolvidas no âmbito da Linguística Cognitiva pensadas e aplicadas por Lakoff (1987), Lakoff; Johnson (2003), Fauconnier (1994, 2002), Kövecses (2005) e outros. A interpretação do corpus permitiu demonstrar traços comuns a todos os entrevistados, evidenciando características da cultura kaiowá. As análises das conversas permitiram refletir sobre o jeito kaiowá de conceptualizar e simbolizar elaborado na experiência desse grupo étnico pelo mundo, configurando-se como uma maneira específica de construir entendimentos da realidade e de elaborar e utilizar uma linguagem para evocar e reatualizar esses entendimentos. Dessa maneira, este trabalho corrobora a tese da Cognição Corporificada, ou seja, de que a elaboração de significado institui-se no contato do corpo com o meio. Esse processo é determinado por forças biológicas, mas é elaborado nas experiências dos grupos sociais com seu meio ambiente. Os diferentes grupos sociais vivenciam experiências diferentes em ambientes diferentes, o que suscita diferentes culturas, isto é, diferentes maneiras de produzir a vida, de perceber, conceptualizar e representar as experiências sócio-históricas. Os resultados do trabalho demonstraram a importância de se compreender os aspectos cognitivos, linguísticos, sociais e históricos das culturas bem como as premissas básicas que as alicerçam. Levar em consideração todos esses aspectos possibilitou demonstrar a complexidade e o engendramento do significado de tekoha e o entrelaçamento desses aspectos no processo de construção e reatualização desse significado. A análise dos dados possibilitou ainda refletir sobre a cultura kaiowá como um ninho de pertença, uma possível maneira de estabelecer uma verdade, um conjunto de premissas e valores que garante e justifica a existência desses indígenas. Por meio desse tipo de análise, foi possível demonstrar como o significado de tekoha, fora do frame cultural kaiowá, pode ser compreendido de maneira muito superficial, o que reforça a tese da importância do contexto cultural para a compreensão de categorias e conceitos. A realização do trabalho permitiu concluir que o método de coleta de dados, com destaque para a etnografia semiestruturada, a perspectiva teórica e a abordagem interdisciplinar foram fundamentais para atingir os objetivos estabelecidos. A perspectiva teórica da Linguística Cognitiva mostrou-se um importante aporte teórico para discutir a significação e compreender as questões indígenas, podendo auxiliar, inclusive, em discussões sobre diálogo intercultural. Por fim, as reflexões realizadas neste trabalho podem servir de base para se pensar projetos de pesquisa, de ensino e métodos de ensino a serem aplicados em escolas indígenas diferenciadas. Pode ainda, contribuir com discussões que pautem as relações interétnicas, sobretudo as relações entre não índios e os Kaiowá.This work aims at discussing the cultural aspects of the signification process, by analyzing the language used in talks with Kaiowá people from Mato Grosso do Sul, Brazil. Its central point is to discuss cultural differences in the signification process. To develop the work, conversations with Kaiowá members considered being cultural examples by their peers, for having traditional knowledge and leadership traits were recorded and analyzed. The conversations were recorded in ten different places and approached the theme tekoha [teko’ha], generically defined as a place where the Kaiowá people live according to their way of living. With the recordings, a corpus was formed and analyzed on the basis of theoretical perspectives developed within the Cognitive Linguistics framework, as thought and applied by authors like Lakoff (1987), Lakoff; Johnson (2003), Fauconnier (1994, 2002), Kövecses (2005), and others. The corpus interpretation permitted to demonstrate common traits among all people interviewed, evidencing Kaiowá cultural characteristics. The corpus analyses revealed these cultural traits as well as reflected the Kaiowá way of conceptualizing and symbolizing. These traits have been constructed based on their experience in the world, becoming a specific way of constructing world understandings and of elaborating and applying a language to evoke and update them. In this way, this work corroborates the Embodied Cognition Hypothesis, according to which meaning elaboration takes place in the interaction between body and environment, a process determined by biological forces, but elaborated in the experience of social groups in a determined place, which comes up with different ways of perceiving, conceptualizing and representing social-historical experiences. The analyses demonstrated the importance of understanding cognitive, linguistic, social, and historical aspects as well as the basic premises that mix up to form cultures. Taking into account all these aspects made possible to demonstrate the complexity and the engendering of the meaning of tekoha, as well as to show how they are all interconnected in the process of meaning building and updating. The data analyses reflected how the Kaiowá people have built their culture as a belonging nest, a possible way of engendering truth and a set of premises and values whereof they ensure and justify their existence. By using this kind of analysis, it was possible to demonstrate how the meaning of tekoha, out of this cultural frame, might sometimes be understood very superficially, which reinforces the thesis of the importance of the context for the comprehension of categories and concepts. The research has led to conclude that the data collection method, by means of semi structured ethnography, as well as the theoretical perspective and the interdisciplinary approach were suitable so as to achieve the established objectives. The Cognitive Linguistics theoretical perspective proved to be an important theoretical support to understand not only the signification process in academic terms but also to discuss indigenous issues contributing to understand intercultural dialog. At last, the reflections carried out in this work can inspire research and teaching projects and also be used as a support for teaching methods at indigenous schools. It can still contribute for discussions on interethnic relations, especially on relations between the non-indigenous and the Kaiwoá people.
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Nayigizente, Ildefonse. „Le rôle du contexte dans la résolution des problèmes isomorphes“. Paris 8, 1994. http://www.theses.fr/1994PA08A011.
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Reinberger, Marie-Laure. „Modélisation pour une construction dynamique de la signification : le cas des expressions adjectif-nom“. Clermont-Ferrand 2, 2001. http://www.theses.fr/2001CLF20012.
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Ce travail a pour but de simuler la compréhension d'expressions de la langue par le locuteur-auditeur. Cette simulation se situe dans un courant qui privilégie l'accès à l'ensemble de l'information cognitive et une construction du sens au fur et à mesure de la prise en compte de l'énoncé. Nous fournissons en entrée des expressions. Le système dispose d'une base de connaissances qui contient les représentations conceptuelles des unités composant ces expressions, et la sortie se présente sous la forme d'une structure de représentation de l'énoncé entré. L'obtention de ce résultat requiert différentes modélisations : tout d'abord celle de structures de représentation des lexèmes qui traduisent leur richesse informationnelle et l'organise au moyen de filtres. Ensuite, nous devons imaginer un système d'interaction pour la compréhension dynamique et l'élaboration d'une structure complexe à partir de la signification de ces lexèmes. Le coeur du projet est ce système d'interaction entre les éléments de l'expression complexe. Il privilégie le principe de compositionnalité entre les unités et les processus de construction : les parties s'influencent entre elles, les parties influencent le tout et le tout influence les parties. Le processus de compréhension est dynamique dans la mesure où il évolue au cours de la construction de la signification de l'expression, cette évolution étant permise du fait de l'interaction constante entre les mots. Ce travail se focalisera plus particulièrement sur les associations nom-modifieur de nom, mais avec l'ambition d'atteindre à une formalisation suffisamment générale pour qu'elle permette ensuite un élargissement aux autres éléments syntaxiques et aux interactions qui se produisent entre eux. Parmi la multitude d'énoncés possibles, nous nous attacherons à choisir plus particulièrement des unités polysémiques, et des énoncés permettant la prise en compte des différentes facettes des unités impliquées
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Iliopoulos, Antonios. „The prehistory of material signification : tracing the nature and emergence of early body ornamentation through a pragmatic and enactive theory of cognitive semiotics“. Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:0811d8f8-e885-4785-b7a6-681faaceca41.
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This thesis explores the nature and emergence of early body ornamentation, which has long been at the forefront of the debate on modern human origins. According to most prehistorians, ornamental shell beads are unequivocal proxies for behavioural and cognitive "modernity", for they are considered the arbitrary products of symbolically-capable brains. In my dissertation, I argue against the "symbolic" dictum of reducing material signification to linguistic terms, and attributing its creation to a representational mechanism. For one, the significative meaning of material culture is not entirely arbitrary, because concepts can be founded on physical properties and affordances. Moreover, material signification is not the epiphenomenal product of innate cognitive modules, for the mind is not a computational device that processes internal representations before externalising them through behaviour. I thus suggest that these theoretical fallacies about the nature and emergence of material signification can be overcome by combining a pragmatic semiotic approach with an enactive theory of cognition. Briefly put, a pragmatic semiotic theory describes the nature of material signification by recognising that significative concepts can be founded on physical qualities and relations, whereas an enactive theory of cognition accounts for the emergence of material signification by explaining how significative concepts are brought forth via the constitutive entwinement of mind and matter. Through the synergistic fusion of these theoretical tenets, the origins of early body ornamentation can be examined from a developmental perspective that treats the generation of significative meaning as the emergent product of material engagement. In its light, the preoccupation of most evolutionary archaeologists with the notion of "modernity" appears to be inherently problematic. It is therefore ultimately proposed that the dominant symbolic interpretation of material signification need be replaced with a pragmatic and enactive theory of cognitive semiotics that is suitably geared to trace the evolution of prehistoric material signs.
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Bert, Nicolas. „Dissonance cognitive et transformation de la représentation sociale du sport : effets du changement de la signification d'un élément central sur les attitudes et les comportements“. Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3056/document.
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La théorie de l’engagement (Joule & Beauvois, 1998 ; Kiesler, 1971), associée à la théorie de la dissonance cognitive (Festinger, 1957 ; Fointiat, Girandola, & Gosling, 2013), fournit un cadre expérimental d’observation et de compréhension de certains effets des pratiques sociales sur la dynamique des représentations sociales (Abric, 1994 ; Flament, 1994 ; Guimelli, 1989). Notre travail s’inscrit dans la continuité des recherches opérées dans le cadre des effets de la double soumission forcée (Joule, 1991) sur la transformation des représentations sociales (Renard, Bonardi, Roussiau, & Girandola, 2007). Plus précisément, l’objectif de cette thèse est de déterminer quels types de modification au sein de la représentation sociale du sport chez des étudiants non-sportifs sont susceptibles de produire un impact sur les attitudes et les comportements, et de voir si des processus de réduction de la dissonance sont à l’origine de ces changements. Si la transformation structurale de la représentation sociale du sport entraine une évolution au niveau des attitudes à court terme, il semble que la modification de la signification d’un élément central provoque des changements attitudinaux et comportementaux à long terme.Les étudiants ayant réalisé deux actes engageants, dans un contexte de liberté, se déclarent plus favorables et pratiquent plus de sport que les participants de la condition contrôle. Une interprétation en termes de rationalisation est avancéeThe theory of commitment (Joule & Beauvois, 1998 ; Kiesler, 1971), combined with thetheory of cognitive dissonance (Festinger, 1957 ; Fointiat, Girandola, & Gosling, 2013),provides an experimental framework of observation and understanding of some social practiceeffects on the social representation dynamics (Abric, 1994 ; Flament, 1994 ; Guimelli, 1989).This work follows on from the research led in the area of the effects of forced doublecompliance (Joule, 1991) on the transformation of social representations (Renard, Bonardi,Roussiau, & Girandola, 2007). The aim of this thesis is more precisely to determine what typesof modification within the social representation of sport among nonathletic students are likelyto produce an impact on attitudes and behaviours, and to see whether those changes originatefrom some dissonance reduction processes. If the structural transformation of sport socialrepresentation produces an evolution on short-term attitudes, it seems that the modification ofa central element signification causes long-term attitudinal and behavioural changes. Thestudents who fulfilled two acts in a context of commitment (ie, free- choice) declare themselvesmore favorable and practise more sport than the participants in the control condition. Aninterpretation in terms of rationalisation is put forward
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Bellachhab, Abdelhadi. „Construction du sens dans les interactions verbales en classe de FLE : le cas de l'excuse en contexte marocain“. Nantes, 2009. http://www.theses.fr/2009NANT3029.
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Cette recherche porte sur la construction du sens dans les interactions verbales en classe de FLE par des apprenants marocains de niveaux avancés. En s’inscrivant dans une démarche expérientialiste, cette étude examine, d’une part, la représentation sémantique et conceptuelle de l’acte s’excuser dans une perspective comparative entre le français et l’arabe marocain, et d’autre part, la réalisation linguistique de celle-ci d’un point de vue développemental. Elle retrace les structures représentationnelles et les mécanismes cognitifs susceptibles de mobiliser les formes linguistiques réalisées lors de l’interaction verbale. Pour ce faire, deux modèles théoriques se sont imposés de par leur pertinence à notre analyse et leur rapprochement théorique et méthodologique, à savoir la Grammaire Cognitive et la Sémantique des Possibles Argumentatifs. L’analyse menée dans cette étude sur la construction et la réalisation de l’acte s’excuser, à la fois d’un point de vue sémantico-cognitif et d’un point de vue linguistique, a fait apparaître que la construction du sens, déterminée par nos expériences dans et avec le monde, se fait préalablement au niveau cognitif. Ensuite, ce sens se négocie, s’actualise, se modifie et se réalise au cours de l’interaction verbale. Cette analyse a également montré que l’apprentissage ne se réduit pas au fait de s’approprier des formes linguistiques ou de développer des rapports biunivoques entre les sens et les formes qui les expriment. Il s’agit plutôt de repérer, comprendre et apprendre les représentations conceptuelle et sémantique sous-jacentes à l’expression de ces formesThis research studies meaning construction in verbal interactions of Moroccan advanced learners of French as a Foreign Language (FFL). In line with the experiential approach, this study investigates semantic and conceptual representations underlying apologies both in French and in Moroccan Arabic, and their linguistic realizations from a developmental point of view. It examines representational structures and cognitive mechanisms likely to mobilize linguistic forms realized during verbal interaction. In order to do this, two theoretical models are considered by virtue of their relevance to our analysis and of their theoretical and methodological connection, namely Cognitive Grammar and Semantics of Argumentative Probabilities. The analysis undertaken within the scope of this study on apology speech act construction and realization, whether it is semantic, cognitive or linguistic, reveals that meaning construction, determined by our experiences in and with the world, takes place beforehand at the cognitive level. Then meaning is negotiated, actualized, modified, and realized during verbal interaction. Likewise, this analysis shows that learning is not limited to internalizing linguistic forms or developing a one-to-one connection between forms and the meanings they are expressing. Rather, learning is about marking, understanding, and internalizing semantic and conceptual representations underlying those forms
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Pariollaud, Fanelly. „Verbes, agents et patients : questions de sémantique : étude de verbes de relations interpersonnelles“. Poitiers, 2006. http://www.theses.fr/2006POIT5018.
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Le verbe, longtemps exclu des recherches portant sur la sémantique, n'est que depuis un passé proche considéré comme dénotant un concept d'action. Ce travail de thèse avait pour objectif d'étudier le verbe d'un point de vue sémantique, c'est-à-dire de déterminer si son traitement permet l'activation rapide d'informations sémantiques relatives à ses rôles thématiques d'agent et de patient. La question de l'organisation des concepts d'action est abordée conjointement avec celle du traitement des verbes par le biais de l'étude expérimentale de verbes de relations interpersonnelles. Les expériences de décision lexicale, utilisées ici, ont permis de mettre en évidence une activation automatique d'une représentation privilégiée - non associée - d'agent lors du traitement du verbe. Bien qu'une méthodologie identique ait été exploitée pour les expériences portant sur les patients, les résultats, eux, ne le sont pas. Il aura fallu la mise en oeuvre de processus stratégiques pour mettre en évidence l'activation de la représentation privilégiée de patient. Ainsi, si le lien unissant le verbe à son rôle thématique "agent" peut- être considéré comme purement sémantique, celui l'unissant au "patient" pourrait bien révéler être de nature sémantico-associativeThe verb, excluded a long time from semantic research, is only recently considered as denoting an action-concept. This work aimed to study verbs under a semantic approach and to determine if a verb rapidly activates semantic knowledge of its patient and agent thematic roles. Action-concepts organization is questioned jointly with verbs processing by an experimental study of interpersonal verbs. Lexical decision task paradigm, used here, revealed an automatic activation of the priviledge -nonassociated - agent representation durgin verbs' on-line processing. Although a same methodology was used for the patients and agents, the results obtained were non identical : patient preferred representation had been only actived when strategic processes were engaged. So, if verb-agent link can be reasonably considered as purely semantic, the verb-patient one should be thought as being semantico-associative
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Doguet, Jean-Paul. „Représentation et référence“. Clermont-Ferrand 2, 1997. http://www.theses.fr/1997CLF20002.
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L'objet de ce travail est de reprendre le problème ancien des relations entre langage et réalité. L'auteur affirme que ces relations sont caractérisées par deux liens fondamentaux, qui sont la représentation et la référence, opérations qui sont à la fois distinctes et complémentaires, et qui sont successivement examinées. La représentation est inhérente au lexique, elle est constituée par un lien intentionnel, partagé par les usagers d'une langue, entre des significations et l'univers extra-linguistique. Elle est structurée indépendamment de l'acte de parole par un réseau d'oppositions que l'on appelle l'espace lexical, et est elle-même dépourvue d'implications existentielles. Elle peut néanmoins se rapporter à des extensions de nature différente que le présent travail s'efforce de classer. La référence en revanche fait nécessairement intervenir un acte de langage, qui est l'oeuvre de l'individu, et permet la réalisation d'un signe référentiel. Ce type de signe peut être formel ou réel, symbolique ou déictique, et il est inséparable d'un certain engagement ontologique. La thèse propose une classification des niveaux de la référence. C'est-à-dire des entités de toute nature susceptibles d'être identifiées par un signe de ce genre. Le travail s'achève par un bref réexamen du problème de l'intersubjectivité à la lumière de ces conceptsThe matter of that work is the resumption of an old problem : the relations between language and reality. The author claims that these relations are made up by two basic ties, representation and reference, operations which are different but at the same time complete each other. The essay looks into both operations after another. Representation is inherent in lexical, and is made up by an intentional link set between meanings and the extra-linguistic world, a link shared by the speakers of a language. Representation is structured independantly from any speech act, by a net of oppositions we conventionally call lexical space, and it is in itself free from every ontological implications regarding the existence of any entity. It can however be related to several types of extensions and the essay is propounding a classification of them. On the other hand reference necessarily requires a speech act, preformed by an individual, thus allowing the achievement of a referential sign. Such a kind of sign may be either formal or real, and cannot be separated from any ontological involvment. The work propounds a classification of the levels of reference, that is of the entities of all kinds that may be identified by a sign of that kind. The essay ends with a new inquiry into the problem of intersubjectivity
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Rodriguez, Hugo. „Sémantique et pragmatique de la musique: Une approche cognitive basée sur le travail de Philippe Schlenker et sur les oeuvres de Franz Liszt“. Doctoral thesis, Universite Libre de Bruxelles, 2021. https://dipot.ulb.ac.be/dspace/bitstream/2013/320810/5/Contrat.pdf.
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Ce travail propose une théorie générale de l'interface entre deux dimensions du fait musical : sa dimension sémantique (les significations que la musique peut contenir) et sa dimension pragmatique (ses usages en contexte). Cette théorie se situe dans une perspective naturaliste, au carrefour de trois disciplines : la philosophie de l'esprit, la psychologie cognitive et la musicologie historique. Elle part du postulat que la sémantique et la pragmatique de la musique sont des cas particuliers de certaines normes universelles (par exemple la norme de vérité) et certaines dispositions cognitives et sociales de l'être humain, pour l'essentiel non spécifiques à ce qu'on appelle la musique, l'art et l'esthétique. La première partie trace les grandes lignes de la théorie. Elle se fonde sur les travaux du linguiste et philosophe Philippe Schlenker. On y défend deux thèses principales : une thèse sémantique et une thèse pragmatique. La thèse sémantique soutient que toute signification musicale est indexicale, c'est-à-dire que toute signification musicale consiste dans le fait d'attribuer à une unité formellement cohérente de sons musicaux un ensemble de causes probables. Ces causes probables des sons musicaux peuvent être des entités réelles et/ou fictives, des entités objectives et/ou subjectives, des entités productrices de son ou non. Dans tous les cas, ces entités sont situées dans le contexte d'écoute de la musique, et la musique les « indique » à l'auditeur (d'où le terme « indexical »). Ces entités sont alors tenues pour être les contenus indexicaux vrais ou faux de la musique. La thèse pragmatique soutient que toute communication en musique consiste à organiser intentionnellement (y compris à distance, via des dispositifs de médiation adéquats, tels que des programmes, des techniques et lieux d'écoute, des rituels et autres conventions) la relation entre la musique composée/interprétée d'une part, et le contexte effectif ou supposé où cette musique sera perçue d'autre part, de sorte à maximiser la pertinence des significations indexicales, vraies ou fausses, inférées de l'écoute musicale dans ce contexte. La seconde partie du travail approfondit ces thèses en étudiant en détail trois phénomènes sémantico-pragmatiques suffisamment riches et complexes : la fiction, la narration et l'évocation. Cette seconde partie est bâtie sur l'analyse de trois poèmes symphoniques de Franz Liszt (Hamlet, Tasso et Mazeppa). Elle est ancrée dans le contexte de la querelle entre la musique à programme et la musique pure, qui a agité les milieux musicaux au XIXe siècle autour des mêmes problématiques que celles de ce travail.This PhD aims to build a general theory of the interface between two dimensions of music : its semantic dimension (i.e. the meaningful nature of music) and its pragmatic dimension (i.e. the uses of music in context). The theory is grounded in a naturalistic perspective, at the intersection of three disciplines :philosophy of mind, cognitive psychology and historical musicology. The basic premise is that semantics and pragmatics of music are just particular cases of certain universal norms (i.e. the norm of truth) and certain social-cognitive dispositions of the human being, essentially non specific to what is usually called music, art or æsthetics. The first part outlines the main aspects of the theory, building on the work of linguist and philosopher Philippe Schlenker. We defend two claims :a semantic one and a pragmatic one. The semantic claim is that every musical meaning is indexical. In other words, a musical meaning is the set of possible causes attributed to a formally coherent unit of musical sounds, be they real and/or fictional causes, objective and/or subjective causes, sound producing or not sound producing causes. In any case, these possible causes are entities that are located within the listening context and are “indicated” by the music to the listener (hence the use of the word “indexical”). The entities that have possibly caused the musical sounds are, then, considered to be the true or false indexical content of the music. The pragmatic claim is that communication in music consists in organizing intentionally (including indirectly, at a distance, by means of relevant devices, such as programs, listening technologies, performance places, rites and other conventions, etc.) the relation between the composed and/or performed music and the supposed or effective context where the music would be listened, in order to enhance as much as possible the relevance of the true or false indexical meanings, inferred from the musical listening in this context. In the second part, the two hypotheses are further investigated by focusing on more complex semantico-pragmatic issues. We propose an in-depth analysis of three phenomena : fiction, narration and evocation. This three-part study is based on a detailed analysis of three symphonic poems by Franz Liszt (Hamlet, Tasso and Mazeppa). It is also grounded in the context of a central episode of 19th Century musical life :the quarrel between program music and pure music about the same semantic and pragmatic issues.
Doctorat en Langues, lettres et traductologie
info:eu-repo/semantics/nonPublished
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Meunier, Jean-Marc. „Les primitives sémantiques et l'organisation des significations d'actions“. Paris 8, 1999. https://hal-univ-paris8.archives-ouvertes.fr/tel-01098003.
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La recherche que nous presentons ici porte sur la maniere dont les gens peuvent se representer les significations d'actions et la maniere dont ces representations sont organisees en memoire. Ces connaissances sur l'action interviennent dans de nombreuses activites, et il parait tout a fait essentiel de comprendre en quoi elles consistent et comment elles sont organisees en memoire. Nos hypothesessont les suivantes: hypothese 1 : au niveau le plus general, les significations d'actions sont organisees en champs semantiques independants les uns des autres. Ces champs correspondent aux grandes finalites de l'action. Hypothese 2: l'organisation intra-champ repose sur des relations d'implication semantique entre les verbes plus generaux qui correspondent aux buts et les verbes specifiques qui correspondent aux modes de realisation. Une premiere serie d'experiences, nous a permis de montrer que les significations d'actions sont organisees en groupes de significations independants, stables dans le temps et permettant de rendre compte d'une part importante du lexique sur l'action. Ces champs sont: le changement de localisation, la possession, les actions sur les objets, les activites,les activites de bases et l'atteinte a l'integrite d'une entite. Une deuxieme serie d'etudes vise a tester la seconde hypothese. Nous nous sommes servis du modele d'analyse de la g. A&c pour decrire les relations d'implication entre les significations des verbes a l'interieur des classes semantiques, sous la forme de reseaux semantiques. Globalement nous montrons que les classifications des sujetssont tout a fait compatibles avec les relations de proximites que nous decrivons dans nos reseaux theoriques et que les relations d'implication decrites dans le reseau theorique sont tout a fait valides d'un point de vue psychologique. Ces resultats accreditent l'idee que c'est la finalite de l'action qui est importante dans l'organisation des significations d'actions.
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Costa, Sandra Aparecida da. „Mapas conceituais: um caminho para a aprendizagem significativa“. Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10137.
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Previous issue date: 2009-05-26The aim of this work is to point out the contributions of conceptual maps and the Information and Communication Technologies (ICTs) as strategies in the construction of a significant learning. The intention is to head for the writing development of our students so that we can get contributions to the use of the Information and Communication Technologies in the school environment. As a theoretical fundamentation in the search for the comprehension of the subject, some writers as Jonassen, Moreira, Ontoria and Okada, give us subsidies so much that we can understand the concepts of conceptual maps, technology and significant learning. The research teacher and the fifth-grade students in tutorial situation of a public and elementary school participated in the research. We use the qualitative methodology in our work. At the end of this research, we have made it clear that to develop the concept of mapping, it is necessary to select, link, integrate, reorganize and open concepts so that the construction of the knowledge goes through the interaction, organization and share. The concept of construction is intrinsically linked to the concept of sharing. From this confirmation derives the proposal of the ampliation of this knowledge net to all the school scope from the ICTs that were important elements in the construction of the practice and researches route
O objetivo desta pesquisa é destacar as contribuições dos mapas conceituais e das Tecnologias da Comunicação e Informação (TIC) como estratégias na construção de uma aprendizagem significativa. A intenção é procurar encaminhamentos para o desenvolvimento da escrita de nossos alunos numa visão de rede de modo a buscar contribuições para o uso das Tecnologias de Comunicação e Informação no ambiente escolar. Como fundamentação teórica na busca da compreensão do tema alguns autores, como Jonassen, Moreira, Ontoria e Okada, forneceram subsídios de modo a compreender os conceitos de mapas conceituais, tecnologia e aprendizagem significativa. Participaram da pesquisa a professora pesquisadora e alunos do 5º ano do ensino fundamental em situação de recuperação, em uma escola pública de ensino fundamental. Empregamos a metodologia qualitativa nesse trabalho. No final desta pesquisa ficou claro que, para desenvolver o conceito de mapeamento, é necessário selecionar, relacionar, conectar, integrar, reorganizar e abrir conceitos, ou seja, que a construção do conhecimento passa pela interatividade, organização e partilha. O conceito de construir está intrinsecamente ligado ao conceito de partilhar. A partir dessa constatação nasce a proposta de ampliação dessa rede de conhecimento por todo âmbito escolar por meio das TIC que foram elementos importantes na construção do percurso de práticas e pesquisas
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Osta, Vélez Matías. „Inference and the structure of concepts“. Thesis, Paris 1, 2020. http://www.theses.fr/2020PA01H206.
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Cette thèse porte sur le rôle du contenu conceptuel dans l'inférence et le raisonnement. Les deux premiers chapitres offrent une analyse critique de la "thèse formaliste", i.e., l'idée selon laquelle l'inférence rationnelle est un mécanisme qui applique des règles syntaxiques à des pensées avec structure linguistique. Le Chapitre 3 porte sur la relation entre l'inférence et la représentation. Il est avancé que l'inférence doit être étudiée depuis une perspective pluraliste en raison de sa dépendance à l'égard de différents formats de représentation des informations qui caractérisent la cognition humaine. Les quatre chapitres suivants sont ceux de la mise en œuvre de la théorie des espaces conceptuels à trois types d'inférence basés sur des concepts. Tout d'abord, une explication formelle de la notion d'inférence matérielle chez Wilfrid Sellars est avancée. Ensuite, le modèle est étendu pour saisir l’inférence non monotone en étudiant le rôle des "attentes" (expectations) dans le raisonnement. Enfin, un nouveau modèle mathématique d'induction avec des concepts (category-based induction) est présenté. Il est indiqué que la fécondité explicative de cette approche novatrice montre l'échec de la thèse formaliste et appelle le développement d’un modèle unifié d'inférence rationnelle centré sur la sémantique. Le dernier chapitre de la thèse porte sur la manière dont l'inférence et les concepts interagissent dans le raisonnement scientifique, qui fait constamment appel à des structures symboliques hybrides pour représenter les informations conceptuellesThis thesis focuses on the role of conceptual content in inference and reasoning. The first two chapters offer a critical analysis of the " formalist thesis ", i.e., the idea that rational inference is a mechanism that applies syntactic rules to propositionally-structured thoughts. Chapter 3 deals with the relationship between inference and representation. It is argued that inference must be studied from a pluralistic perspective because of its dependence on different formats representation in which conceptual information can be encoded. The next four chapters apply Peter Gärdenfors’ theory of conceptual spaces to three types of concept-based inference. First, an explication of Wilfrid Sellars' notion of material inference is advanced. Second, the model is extended to capture non-monotonic inference by studying the role of "expectations" in reasoning. Finally, a new mathematical model of category-based induction is presented. It is argued that the explanatory fruitfulness of the conceptual spaces-approach shows the failure of the formalistic thesis and calls for a unified model of rational inference centered on semantics. The last chapter of the thesis focuses on how inference and concepts interact in scientific reasoning, which constantly uses hybrid symbolic structures to represent conceptual information
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Cottereau-Reiss, Françoise. „Contribution à l'étude du développement cognitif chez les enfants kanak : représentations et significations d'une pratique d'espace : le Kellö“. Montpellier 3, 1997. http://www.theses.fr/1997MON30004.
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A weave task was designed to analyse both spatial exploration and conceptualization kanak and french children from 5 to 11 years old. This study was elaborated in a cross-cultural cogntive and developmental perspective. In order to respect the significance of events and objects given by the children, in their context. We emphazied on two objectives. On the one hand, it was important to clarify the opportunities given to kanak children to experience object-action interactions. On the other hand, cognitive task with operatory components, proposed to kanak children was extracted from their contextual and cultural environment. Results are interpreted in the regional constructivism perspe tive. They provided evidence for the existence universal processes of acquisition, since both population showed similarities. However, they also showed that differences observed are contextual- dependent. Results also revealed the possibility to describe the children abilities in terms of local organization. Une situation de tressage a ete proposee pour analyser l'exploration et la conceptualisation d'une pratique d'espace chez des enfants kanak et francais ages de 15 a 11 ans. Cette etude a ete concue dans une perspective interculturelle au developpement cognitif, de maniere a respecter les significations attribuees aux evenements et aux objets ar les enfants dans leur contexte. Nous avons ainsi mis l'accent sur deux objectifs. D'une part, nous avons precise les occasions d'actions que procure l'environnement dans lequel l'enfant evolue. D'autre part, la situation et ses composantes operatoires, proposee aux enfants kanak est extraite de leur environnement contextuel et culturel. Nos resultats s'inscrivent dans une perspec- tive de constructivisme regional. Ils concilient a la fois une conception en termes de processus d'acquisition generale postules universals, et l'observation de differences. En effet, ils montrent que les modes d'analyses sont similaires aux deux populations mais leur ancrage est sensible aux situations dans lesquelles ils s'exercent. Les resultats obtenus revelent egalement qu'il est possible de decrire les competences du sujet en termes d'organisations locales.
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Takeuchi, Margareth Yuri. „Estudo do uso de mapa conceitual na promoção de aprendizagem significativa de conteúdo de neurociência na graduação“. Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/47/47135/tde-08122009-102302/.
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Os estudos dos processos cognitivos propiciam um cenário promissor para a realização de pesquisas visando uma maior compreensão de como o funcionamento do cérebro pode favorecer a educação, possibilitando o desenvolvimento de novas teorias e abordagens que estimulem a aprendizagem. O presente trabalho abordará principalmente como se dá a aquisição, o armazenamento, processamento e a recuperação do conhecimento do ponto de vista da neurociência e de que forma o mapa conceitual (MC) pode mapear o conhecimento do indivíduo. O MC pode ser utilizado tanto como uma estratégia de aprendizagem para a compreensão de conceitos-chave bem como as relações entre estes quanto para promover o pensamento crítico do indivíduo. É uma representação gráfica bidimensional cuja estrutura permite organizar visualmente as relações entre conceitos que podem ser indicadas por palavras, frases e símbolos. É usado para facilitar o aprendizado ao hierarquizar os conceitos por meio de construções significativas para o indivíduo. Os conceitos aparecem nas caixas e as relações nas linhas que os unem: a dois conceitos conectados chamamos de proposição. Durante a construção de um MC o indivíduo exercita a sua capacidade de estabelecer relações entre o conhecimento que já tem e o adquirido no decorrer da aprendizagem ao representar graficamente os conceitos sobre um determinado assunto.The study of cognitive processes provide a promising scenario to research aimed at better understanding of how the functioning of the brain may promote the education, enabling the development of new theories and approaches that encourage learning. This work will mainly occurs as the acquisition, storage, processing and retrieval of knowledge from the viewpoint of neuroscience, and how the conceptual map can map the knowledge of the individual. The conceptual map (CM) can be used both as a strategy of learning for the understanding of key concepts and relations between them and to promote critical thinking of the individual. Two-dimensional graphical representation, the CM allows visually organize the relationships between concepts. This structure from the wider concepts up to less comprehensive and relations between them can be indicated by words, phrases and symbols. It is used to facilitate the learning concepts ranking by building significant to the individual. The concepts appear in the boxes and lines that unite them: two concepts connected call proposition. During the construction of a CM, the individual exercises its ability to establish relationships between knowledge that he has already acquired in the course of learning to represent graphically the concepts of a particular subject.
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Arambulo, Ayudante Iris Teresa. „Hacia una convivencia armoniosa para generar aprendizajes significativos: plan de acción“. Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11022.
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El presente plan de acción se justifica en la necesidad de intervenir para mejorar la convivencia escolar entre los estudiantes de primaria de la IE N°10717 José María Arguedas debido a los constantes conflictos suscitados los cuales impiden de alguna manera elevar los niveles de aprendizaje de los estudiantes. El objetivo principal de la propuesta es mejorar la convivencia escolar que permita asegurar las condiciones del entorno según las dimensiones de Viviane Robinson y el compromiso de gestión escolar relacionado con la convivencia, siendo un reto a lograr a partir de mi experiencia como líder pedagógico. Ante ello nos hemos propuesto desarrollar ambiciosos objetivos y metas que conlleven a fortalecer las relaciones interpersonales entre los estudiantes. Para lograrlo es necesario revisar marco teórico así como antecedentes relacionados con experiencias exitosas en nuestro país y en otros lugares del mundo. Según el informe TERCE la convivencia afecta de manera directa el logro de aprendizajes, razón por la cual se hace necesario involucrar a toda la comunidad educativa estableciendo tareas y estrategias viables y que logren el impacto deseado. Asimismo el enfoque transformacional apuesta por la reforma de la escuela transformando la gestión directiva para centrar el quehacer de toda la comunidad educativa en la mejora de los aprendizajes. Visitas domiciliarias, talleres con docentes y padres de familia, elaboración de un plan de convivencia contextualizado serán algunas de las actividades a realizar con la finalidad de mejorar la convivencia entre los estudiantes. Empoderar a los docentes y padres de familia de estrategias para regular el comportamiento de los estudiantes en la institución educativa será uno de los grandes resultados. Finalmente lograr que nuestros estudiantes convivan en un ambiente de respeto y tolerancia frente a las diferencias individuales beneficiará el logro de aprendizajes elevando la calidad de los mismos.Trabajo académico
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Bugin, Elisa <1985>. „Oralità, scrittura e scienze cognitive : alcuni significativi aspetti dell'epica di Omero, Apollonio Rodio, Quinto Smirneo“. Doctoral thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4626.
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La tesi intende dimostrare come le scienze cognitive e, in particolare, in questo caso, lo studio della working memory (WM), possono tracciare una netta distinzione fra oralità e scrittura. Applicando alla poesia epica greca quello che le scienze cognitive insegnano sulla WM, si dimostrerà che Iliade e Odissea ebbero una genesi e, per lungo tempo, una trasmissione completamente orali. In base a tali insegnamenti è possibile anche confermare che altri poemi epici, come per esempio Argonautica e Posthomerica ebbero una genesi e una trasmissione scritta. Attraverso l’applicazione delle scienze cognitive a questi diversi testi epici e attraverso lo studio dei processi mentali che distinguono l’oralità dalla scrittura, si mostrerà che i segni dei processi cognitivi propri dell’oralità sono ancora evidenti in Omero, mentre i segni dei processi cognitivi propri della scrittura sono visibili in Apollonio Rodio e in Quinto Smirneo.My thesis aims to demonstrate how cognitive science, and, particularly, in this case, the study of working memory (WM), can draw a sharp distinction between orality and writing. Applying to Greek epic poetry what cognitive science teaches about WM, I will demonstrate that the Iliad and the Odyssey had an oral genesis and, for a long time, a completely oral transmission. I will argue that by the same token it is possible to confirm that other epic poems, such as the Argonautica and the Posthomerica had a written genesis and transmission. Applying cognitive science to these various epic texts and studying mental processes that distinguish orality from writing, I will show that signs of cognitive processes concerning orality are still evident in Homer whereas signs of cognitive processes concerning writing are visible in Apollonius of Rhodes and Quintus of Smyrna.
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Moy, Corinne. „Le sujet et son entrée dans la lecture : du signe à la signification“. Paris 8, 1997. http://www.theses.fr/1997PA081330.
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La lecture est envisagee a l'appui des modalites d'entree dans la lecture du sujet. L'investigation prend place au-dela de la lecture, le produit fini d'un processus le plus souvent elabore a compter d'un modele, ainsi qu'en-deca du lecteur, une entite theorique, de sorte a tenir compte de l'acte de lire et du sujet. Elle est centree sur les rapports du sujet au signe dans sa relation a l'autre ; la demarche est clinique. Tout en considerant les apports de la semiotique de c. S. Peirce, de la linguistique saussurienne et de ses remaniements ulterieurs, elle s'en demarque en posant, a l'instar de la reflexion de j. Lacan, l'autonomie du signe a l'egard du contenu semantique. L'ecart introduit est pose comme la condition indispensable a la mise au jour du processus par lequel un signe reduit au signifiant fait sens pour un sujet. Depuis le langage en fonctionnement, la lecture parait etre un processus temporel realisant l'articulation de l'heterogeneite du semiotique et du semantique. Cette dimension elucide certaines des difficultes a apprendre a lireReading is viewed according to the subject's modalities of entry into reading. The inquiry takes place beyond reading, as it is the finished product of a process most often morked out from a model, as well as beyond the reader -a theorical entity- in order to take into account both the act of reading and the subject. The approach focusses on the links of the subject to the sign in its relation to the "other" ; the study is a clinical one. Considering the contributions of c. S. Peirce's semiotics, f. De saussure's linguistics and its subsequent reshapings, it differentiates itself, after j. Lacan, by establishing the autonomy of the sign from the semantic content. The gap thus introduced is put as the essential condition for discovery of the process by which a sign reduced to the signifier carries meaning for a subject. From language in use, readind appears to be a temporal process which achieves the heterogeousness of semiotics and of semantics. This dimension elucidates some of the difficulties encountered when learning to read
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Antonini, Roberta. „Le contrôle de la pensée lors de l'effort sportif : stratégies cognitives, styles de coping et signification de la douleur“. Nice, 2002. http://www.theses.fr/2002NICE5799.
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Notre étude s’intéresse au domaine psychologique et culturel de la douleur lors de l’effort, composante indissociable de la pratique des sports. Plusieurs auteurs montrent que les interventions psychologiques peuvent alléger la composante affectivo-émotionnelle de la douleur, ces interventions sont les stratégies cognitives. Ces méthodes cognitives peuvent altérer la perception de la douleur et aider le sujet à faire face au malaise causé par cette sensation de douleur. L’analyse des stratégies cognitives est faite à partir de la définition de Morgan et Pollock (1977) qui distinguent deux types de stratégies cognitives : la stratégie associative et la stratégie dissociative. Le concept de coping, qui permet de gérer au mieux les contraintes internes et/ou externes d’une situation stressante (Lazarus & Folkman, 1984) est également analysé. La douleur étant considérée comme un événement stressant et comme une menace perturbatrice de l’équilibre psychophysiologique du sportif. Les résultats mettent tout d’abord en évidence l’inconsistance de ces stratégies cognitives, de plus certaines catégories définies comme associatives s’avèrent en relation avec le coping d’évitement. Cette nouvelle dimension a été interprétée comme une stratégie de diversion technique de la douleur. L’influence de différentes variables telles que le sexe, la discipline pratiquée, le niveau d’expertise et l’expérience de la blessure sur cette nouvelle stratégie ainsi que sur le coping a été analysée. Les résultats de l’analyse thématique mettent en évidence le rôle de la signification de la douleur. Une douleur interprétée de façon positive n’est pas considérée comme un stress, auquel il faut absolument faire face. En revanche, lorsque la douleur a valeur négative, il devient nécessaire de s’en dissocier. Les résultats mettent ainsi en évidence le rôle des croyances. Plus précisément, le fait de croire dans l’efficacité de la stratégie devient plus efficace que la stratégie elle-mêmeThis study focuses on the psychological and cultural aspect of pain during effort, a factor implicit in the practice of sport. Several authors show how psychological activity can reduce the affective-emotional factor of pain. This activity is known as cognitive strategy. These cognitive methods can alter the perception of pain and help the subject face the discomfort caused by the sensation of pain. The analysis of cognitive strategies is based on the definition given by Morgan and Pollock (1977) who differentiate between two types of cognitive strategies : the associative strategy and the dissociative strategy. They also analyses the concept of coping which allows for the management of the internal and/or external constraints of a stressful simulation. Pain is considered to be stress-producing, threatening to destabilize the psycho-physiological balance of the sportsperson. Results put in evidence the inconsistency of these cognitive strategies , besides some categories defined like associative prove to be in relation with the avoidance coping. This new dimension has been interpreted like a strategy of technical diversion of the pain. The results highlight the influence of the different variables such a gender, the sport in question, the level of expertise and past experience of injury on his new cognitive strategies and on coping. Furthermore, the hypothesis that the two concepts are unrelated has been confirmed. The results of the thematic analysis highlight the important role of pain. Pain looked at in a positive light is not seen to be stressful and does not have to be confronted. On the other hand, when pain is seen in a negative light, it becomes absolutely essential to disassociate oneself from it. These results show the part played by belief. To be precise, believing in the efficiency of the strategy is more important than the strategy itself
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Oliveira, Ângelo Mozart Medeiros de. „Fundamentos metodológicos para a medida de carga cognitiva e do conhecimento prévio num contexto de ensino de cinemática com o auxílio de uma hipermídia“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156631.
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Neste trabalho foi estudada a utilização de um sistema hipermídia como um instrumento de avaliação de conhecimento prévio e de medida educacional, dentro da perspectiva da teoria da carga cognitiva e da teoria da aprendizagem significativa, em ensino de cinemática. Para isso, foi realizada uma revisão da literatura em hipermídias adaptativas e a resolução de problemas. A parte experimental do trabalho foi fundamentada na literatura em hipermídias e os resultados foram analisados com o citado aporte teórico. Para tanto, foi desenvolvida uma aproximação teórica entre a aprendizagem significativa e a teoria da carga cognitiva, juntamente com os aspectos teóricos elaborados pela literatura em hipermídia adaptativa. Em um primeiro estudo, foi desenvolvida uma metodologia exploratória para a construção de uma hipermídia programada para registrar dados referentes às respostas dos alunos, e, também, a sua navegação dentro da hipermídia durante um teste sobre velocidade média, sendo aplicado a um grupo de alunos do primeiro ano do Ensino Médio do Instituto Federal do Rio Grande do Sul, no campus Ibirubá, RS, Brasil. O primeiro estudo revelou que a atribuição teórica da dificuldade das questões foi satisfatória e que os alunos possuem a tendência de se estabilizar em determinada dificuldade No segundo estudo, aplicado sobre alunos do primeiro ano do Ensino Médio do Instituto Federal do Rio Grande do Sul, no campus Bento Gonçalves, RS, Brasil, foi abordado um estudo de caso, onde o conteúdo produzido pelos alunos foi analisado a partir da sua interação com a hipermídia num contexto de ensino de cinemática, só que agora com uma carga de matéria superior ao primeiro estudo e não apenas sobre a velocidade média. Além de corroborar a atribuição da dificuldade das questões, percebeu-se que não é possível alinhar o estilo cognitivo do aluno com o seu estilo de navegação. Sob a luz do referencial teórico, tentou-se entender esses resultados e fez-se uma crítica à lógica da tentativa de utilizar o estilo cognitivo como método de adaptação da navegação. Por fim, sugere-se uma série de diretrizes que devem ser seguidas para futuros estudos em hipermídias adaptativas no ensino de cinemática.In this research it was analyzed the use of a hypermedia system as a evaluating instrument of previous knowledge and learning assessment, within the perspective of the cognitive load theory and of the meaningful learning theory, in the teaching of kinematics. For this, initially a review of the literature on adaptative hypermedia and problem solving. The experimental part of research was based on the literature about hypermedia and the findings were interpreted in the light of these theories. It was also made a theoretical approximation between the meaningful learning theory and the cognitive load theory, together with the theoretical features of adaptative hypermedia found in the literature. In the first study an exploratory methodology was developed for the construction of a hypermedia programmed to make records of the answers given by the students as well as their browsing within the hypermedia during a test on average speed applied to students of high school first year of the Federal Institute of Rio Grande do Sul, Ibirubá campus, Brazil. Findings of the first study suggest that the theoretical distribution of the difficult level of the questions was satisfactory and that the students tend to stay in the certain difficult. The second study was carried out with high school first year students of the Federal Institute of Rio Grande do Sul, campus Bento Gonçalves, Brazil A case study was done, in which the content produced by students in their interaction with the hypermedia in the context of kinematics teaching was analyzed, but in this case with a context load higher than in the first study that was just about average speed. In addition of corroborating the level of difficult of the question it was found that it is not possible to align the students cognitive style and their browsing style, In the light of the theoretical framework an attempt was made to interpret these findings and a critical position was assumed regarding the logic of using cognitive style as adaptative method of browsing. At the end, a series guideline is proposed for future studies about the use of adaptative hypermedia in the teaching of kinematics.
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Are, Beatrice. „Significations sociales contextuelles et resolution de probleme influence sur l'elaboration et la gestion de strategies comportamentales et cognitives“. Master's thesis, Universite, 1988. http://hdl.handle.net/10400.12/324.
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Souza, Graziela Ferreira de. „Mapas conceituais no ensino de ciências: uma proposta para a aprendizagem significativa de conceitos científicos nos anos iniciais“. Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2473.
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Acompanha: Mapas conceituais no ensino de ciências: uma proposta para a aprendizagem significativa de conceitos científicos nos anos iniciais do ensino fundamentalO presente trabalho teve como objetivo analisar as contribuições do uso dos Mapas Conceituais como ferramenta potencializadora da Aprendizagem Significativa no ensino de ciências, para os anos iniciais do Ensino Fundamental, especificamente em uma turma de 5° ano de uma escola municipal da cidade de Ponta Grossa - PR. Para de alcançar tal objetivo, desenvolveu-se uma pesquisa, com enfoque qualitativo de cunho interpretativo, junto a 30 alunos dos anos iniciais do ensino fundamental, durante o primeiro semestre de 2016, totalizando 30 horas/aula. Para isso propôs-se o trabalho com abordagem sobre mapas conceituais e aplicaram-se atividades pedagógicas com enfoque no tema Energia, de modo a analisar o percurso de aprendizagem. Como aporte teórico para a pesquisa, foram estudados David Ausubel e Joseph Novak sobre a Teoria da Aprendizagem Significativa e Mapas Conceituais, bem como pesquisadores referentes ao Ensino de Ciências e a perspectiva da Alfabetização Científica e Tecnológica. Considerando o quadro teórico estabelecido, a pesquisa de campo desenvolveu-se em duas etapas: primeiramente aplicaram-se atividades de familiarização com mapas conceituais, de modo que ao longo de 10 horas/aula os alunos pudessem conhecer os elementos constitutivos desse recurso representacional. Na segunda etapa da pesquisa elaborou-se um roteiro de atividades didático-pedagógicas, em torno do tema gerador Energia. Nessa etapa aplicou-se uma sequência de atividades pedagógicas sobre a temática, e durante o processo de ensino aprendizagem, sistematizou-se e registraram-se o percurso de aprendizagem por meio da construção de mapas conceituais. Os mapas conceituais elaborados pelos alunos durante a aplicação da segunda etapa de pesquisa compuseram a análise da aprendizagem à luz das ideias de Novak. Com base na interpretação dos dados, identificou-se a ocorrência da aprendizagem significativa em relação aos conceitos científicos estudados, com ampliação do conhecimento e sua relação com a sociedade, aspectos evidenciados na alfabetização científica. Deste modo, foi possível inferir que para o contexto estudado os mapas conceituais foram um recurso potencialmente facilitador da aprendizagem significativa, dada à sua característica de representatividade da estrutura cognitiva dos alunos durante o processo de aprendizagem. Como produto educacional oriundo deste estudo, apresenta-se como material complementar um caderno de estratégias pedagógicas para professores, resultado das análises e registros do percurso de ensinoaprendizagem vivenciados nessa pesquisa.
This current study aimed to analyze the contributions of the use of concept maps as a potential tool for the Meaningful Learning in science teaching, for the initial years of elementary school, specifically in a class of 5th grade in a municipal school of the city of Ponta Grossa, in Paraná state. To achieve the aim, was developed a qualitative research of investigative nature with 30 students from the initial years of elementary school, in the beginning of 2016, totalizing 30 hours / class. For this, was offered an approach on conceptual maps and was applied pedagogical activities with focus on the theme Energy, in order to analyze the learning course. As theoretical contribution for the research, David Ausubel and Joseph Novak were studied on Theory of Meaningful Learning and Conceptual Maps, as well as researchers related to Science Teaching and a perspective of Scientific and Technological Literacy. Whereas the established theoretical framework, a field research was developed in two phases: first, it was applied familiarization activities with conceptual maps in 10 hours / class, where the students could know the constituent elements of representational resource. In the second stage of the research, was elaborated a script of didactic-pedagogical activities, on the generator theme Energy. In this stage, was offered an instructional approach of the theme during the teaching-learning process. The learning was systematized and registered through the construction of conceptual maps. The conceptual maps were elaborated by the students during an application of the second stage of the research composed the analysis of learning in the light of Novak's ideas. Based on the interpretation of the data, it was identified the occurrence of meaningful learning of the concepts scientific studied, with an increase in the understanding and knowledge and its relationship with the society, evidenced in scientific literacy. Thus, was possible to infer that, for the context studied, conceptual maps were a potential facilitator of meaningful learning, given its characteristic of representing the cognitive structure of the students during the learning process. As an educational product from this study, it was presented in a pedagogy strategic notebook for teachers, results of the analysis and process of teaching-learning in this research.
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Bochner, Gregory. „Naming and contingency : towards an internalist theory of direct reference“. Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209797.
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This work is an essay on the reference of names in language and thought. According to the Theory of Direct Reference, nowadays dominant in philosophy of language, the semantic content of a proper name is directly its referent (Chapter 1).Nevertheless, despite its current fame, this theory must face two major difficulties, familiar since Frege and Russell: the Co-Reference and the No-Reference Problems. The traditional response to these problems consisted precisely in abandoning Referentialism in favour of a version of Descriptivism according to which the semantic content of a proper name would be, not its referent, but a descriptive condition (Chapter 2).
However, it is also this traditional version of Descriptivism that the arguments offered by the pioneers of modern Referentialism—including Kripke, Putnam, and Kaplan—have largely discredited (Chapter 3).
The theoretical tools developed within the framework of possible worlds semantics enable to restate the problems generated by Referentialism in terms of the opacity of linguistic intensions and Modal Illusions (Chapter 4).
At this stage, our semantic theory of names seems to have reached a dead end: on the one hand, modern Referentialism recreates the problems which classical Descriptivism was meant to solve, but, on the other hand, this kind of Descriptivism appears to be refuted by the argumentation of new Referentialists. A common reaction, then, has been to devise more complex semantic theories purporting to combine Referentialism with crucial features from Descriptivism. However, a careful examination reveals that the various versions of this strategy fail (Chapter 5).
Another type of reaction, also ecumenical, has been to draw a distinction between two kinds of contents which would be associated with names and the sentences in which these occur: while the first kind of content would be descriptive, the second would be referential. The Two-Dimensionalist framework has received several interpretations (pragmatic, semantic, metasemantic); but a new construal, metasyntactic, is defended in this work (Chapter 6).
The metasyntactic interpretation of Two-Dimensionalism allows for a radical gap between language and thought: while the thoughts of their users can remain descriptive, names are supposed to achieve direct reference by themselves, and independently of the mental states of their users. Hence, names must be regarded as objects living in the external world, on a par with other ordinary objects like trees or chairs, and not as mental objects. An Externalist metaphysics of names is then submitted, as well as a corresponding epistemology, according to which external names are described in the mind through a description of their reference (Chapter 7).
The general strategy pursued in this work amounts to combining a Theory of Direct Reference in language with a Descriptivist (hence, Internalist) account of thought. Also, certain influential arguments — notably devised by Burge — intended to support Mental Referentialism (hence, Externalism) beyond Linguistic Referentialism, are rejected; it is moreover argued that a Non-Descriptivist conception of the mental is incapable of securing the introspective transparency of thoughts, which, however, seems indispensable, among other things in order to solve and even pose the Co-Reference and the No-Reference Problems (Chapter 8).
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Ce travail est un essai sur la référence des noms dans le langage et la pensée. Selon la Théorie de la Référence Directe, aujourd'hui dominante en philosophie du langage, le contenu sémantique d'un nom propre est directement son référent (Chapitre 1).
Or, malgré son succès récent, cette théorie Référentialiste se heurte à deux obstacles majeurs, reconnus depuis Frege et Russell : les Problèmes de la Co-référence et de la Non-Référence. La réponse traditionnelle à ces problèmes consistait précisément à abandonner la conception Référentialiste en faveur d'un Descriptivisme selon lequel le contenu sémantique d'un nom propre serait, non pas son référent, mais une condition descriptive (Chapitre 2).
Toutefois, c'est aussi ce Descriptivisme traditionnel que les arguments formulés par les hérauts du Référentialisme moderne—dont Kripke, Putnam, et Kaplan—ont largement discrédité (Chapitre 3).
Les outils théoriques développés dans le cadre de la sémantique des mondes possibles permettent de reformuler les problèmes générés par le Référentialisme en termes d'opacité des intensions linguistiques et d'Illusions Modales (Chapitre 4).
A ce stade, la théorie sémantique des noms semble dans une impasse : d'une part, le Référentialisme moderne recrée des problèmes que le Descriptivisme classique devait résoudre, mais d'autre part, ce Descriptivisme paraît bel et bien réfuté par l'argumentation des Référentialistes. Aussi, une réaction commune a été de chercher à concilier le Référentialisme et une forme de Descriptivisme au sein d'une même théorie sémantique. Cependant, un examen approfondi révèle que les différentes versions de cette stratégie échouent (Chapitre 5).
Une autre réaction, elle aussi œcuménique, a été d'opérér une distinction entre deux types de contenus qui seraient associés avec les noms et les phrases dans lesquels ceux-ci figurent : le premier contenu serait descriptif, tandis que le second serait référentiel. Le cadre offert par un tel Bi-Dimensionnalisme a reçu plusieurs interprétations très différentes (pragmatique, sémantique, métasémantique) ; mais c'est une nouvelle version, métasyntaxique, qui est défendue dans ce travail (Chapitre 6).
Le Bi-Dimensionalisme métasyntaxique autorise une séparation radicale entre langage et pensée : tandis que les pensées de leurs utilisateurs peuvent rester descriptives, les noms sont censés référer directement par eux-mêmes, indépendamment des états mentaux de leurs utilisateurs. Dès lors, les noms doivent être considérés comme des objets appartenant au monde extérieur, au même titre que des objets ordinaires tels que les arbres ou les chaises, et non comme des objets mentaux. Une métaphysique externaliste des noms est proposée, ainsi qu'une épistémologie assortie, selon laquelle les noms externes sont décrits dans l'esprit à travers une description de leur référence (Chapitre 7).
La stratégie générale qui est défendue dans ce travail revient à combiner une Théorie de la Référence Directe dans le langage avec une conception Descriptiviste (et donc, Internaliste) de la pensée. Aussi, certains arguments influents — émis par notamment Burge — censés établir un Référentialisme non seulement linguistique mais aussi mental (et donc, un Externalisme) sont rejetés ; il est en outre défendu qu'une vision Non-Descriptiviste du mental apparaît incapable de garantir la transparence introspective des pensées, cependant indispensable, notamment pour résoudre et même poser les Problèmes de Co-Référence et de Non-Référence (Chapitre 8).
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
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Rix-Lièvre, Géraldine. „Les actes de jugement de l'arbitre“. Phd thesis, Clermont-Ferrand 2, 2003. http://www.theses.fr/2003CLF20041.
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Cette recherche s'intéresse à l'activité de jugement en dehors d'un formalisme juridique qui la réduit à une application de règles. Elle appréhende l'acte de jugement de l'arbitre de rugby expérimenté dans une perspective anthropologique d'inspiration phénoménologique. L'investigation qui met en oeuvre une méthodologie innovante, a été menée avec sept arbitres officiant dans le championnat de Nationale 1 de la Fédération Francaise de Rugby au cours des saisons 2000/01 et 2001/02. Les résultats montrent qu'il est possible de rendre compte des actes de jugement de l'arbitre en phase active de jeu à travers trois manières d'être de l'arbitre à sa situation : (1) un jugement-en-acte, moment judicatoire, qui se construit progressivement dans la dynamique du rapport de l'arbitre aux actes des joueurs qui se déroulent, (2) un jugement de fait qui s'ancre dans une évidence perceptive où une réalité s'impose dans un certain rapport à la règle, (3) un jugement délibéré qui résulte d'une reconstruction consciente, réfléchie et documentée d'un évènement fini, dans un scénario plausible. L'acte de jugement n'est ni une réaction à une configuration de l'environnement, ni une manière standard d'appréhender une phase de jeu donnée. Tout acte de jugement de l'arbitre étant descriptif et performatif, il est possible, en conséquence, de poser que l'arbitre co-construit le déroulement du jeu en amenant les joueurs dans un monde du rugby. Les règles du jeu sont la possibilité de cette co-construction sans la déterminer strictement : dans leur formalisation, elles fondent le pouvoir de l'arbitre sur le jeu, et comme limites du jeu de rugby, elles sont les valeurs communes nécessaires à la coordination de l'arbitre avec les joueurs
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Rodrigues, Luciane [UNESP]. „Cognição e ação significativa: contribuições do realismo pragmaticista para a epistemologia contemporânea“. Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/91752.
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Neste trabalho, procuramos explicitar aspectos do conceito contemporâneo de cognição, fundamentando nossa análise no Realismo Pragmaticista. De acordo com esta perspectiva, a cognição segue o princípio da ação que se configura em duas dimensões: uma ontológico, que caracteriza a ação como hábito, e outro epistemológico, que caracteriza a ação como Semiose. No contexto geral das discussões sobre o conceito de cognição, a definição que mais se difundiu trata a cognição como representação simbólica. A abordagem Representacionista, como é tradicionalmente conhecida, considera que o sujeito abstrai o mundo, formando representações internas, ontologicamente distintas do objeto representado. Em contraste, a capacidade cognitiva do sujeito é vista na concepção pragmaticista como ação significativa, que está necessariamente ligada a sua Realidade Histórica. O conceito-chave desta perspectiva é o de Signo que delimita a forma com que o sujeito pensa seu mundo, através de sua interação com uma história pessoal, formada ao longo do tempo. Em nossa abordagem, símbolos são tipos específicos de processos de significação; sendo que sua caracterização depende do conceito de Signo, mais geral e, por hipótese, mais adequado para o entendimento da noção de cognição. Nesta perspectiva, o sujeito clássico é substituído pelo que chamamos de sujeito semiótico. O sujeito semiótico organiza aspectos de sua realidade histórica através da ação significativa, que somente se torna possível dentro de seu universo semiótico; a realidade histórica do sujeito é, por hipótese, constituída de signos que estão diretamente relacionados com seu universo específico. Para entender a formação da realidade histórica que possibilita a ação significativa do sujeito, aspectos inatos e adquiridos de sua história são considerados. Em nossa abordagem, esses aspectos...
In this work, we elucidate aspects of the contemporary concept of cognition, basing our analysis in the Pragmaticist Realism. According to this perspective, cognition follows a principle of action that is configured in two levels: one ontological that characterizes action as habit, and another one epistemological that characterizes action as Semiosis. In the general context of the discussions on the concept of cognition, the definition that most has been diffused treats cognition as symbolic representation. The Representationalist approach, as it is traditionally known, considers that subjects abstract the world, forming internal representations that are ontologic distinct of the represented object. In contrast, in the present dissertation, the capacity of cognitive organisms is seen as their meaningful action that is necessarily linked with their Historical Reality. The key-concept of our perspective is the Sign that delineates the form subjects think their world, through their interaction with a personal history, formed during their trajectories in time. In our perspective, symbols are specific types of meaningful processes; being their characterization dependent of the concept of Sign. We argue that signs been more general than symbols are more adequate for the explanation of the notion of cognition. In this point of view, the classical cognitive subject is replaced by the semiotic subject, who organizes his historical reality through meaningful actions, which is only possible inside a semiotic universe. The historical realities of semiotic subjects are, by hypothesis, constituted of signs that are directly related with their specific universe. In order to understand the formation of historical reality that makes possible meaningful actions, innate and acquired aspects of their history are considered. In our view, these aspects are treated from the intricate relation between the ... (Complete abstract click electronic access below)
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Denizart, Jean-Michel. „L'émergence des significations chez le monteur son, au cours de la recherche et de la sélection des sons : une approche communicationnelle et cognitive“. Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0303.
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Il y a plusieurs années, le département SATIS de l'Université d'Aix-Marseille ainsi que le laboratoire ASTRAM ont entamé le développement d’une sonothèque en ligne intitulée « Sons du Sud ». Cette base de données sonores est destinée aux professionnels du son dans les secteurs du cinéma et de l'audiovisuel et, plus particulièrement encore, aux monteurs son. L’objectif à présent est de développer pour Sons du Sud une nouvelle méthode d’indexation en rupture avec les logiques d’indexation causales les plus largement répandues. En effet, dans la perspective d’une exploitation filmique, il apparaît qu’un son n’est que rarement choisi sur la base de critères exclusivement en lien avec son origine ou ses propriétés acoustiques, mais aussi en vertu des significations potentielles que celui-ci est à même de revêtir au contact des autres matières de l’expression filmique, des fonctions qu’il est susceptible de remplir, des liens qu’il entretient avec ce que le film exprime, etc. On peut alors se demander si ce n’est pas plutôt ce « potentiel d’informations » que les descripteurs sémantiques utilisés par les sonothèques actuelles devraient essayer d’expliciter. C’est pourquoi la présente thèse se positionne comme une étape de travail préliminaire à l’élaboration d’une nouvelle méthode d’indexation : afin de répondre aux exigences de la sonothèque Sons du Sud, il semble indispensable d’entièrement nous consacrer à une meilleure appréhension des facteurs contribuant à modifier le « système de pertinences » de son principal usager, en examinant plus avant ce qui guide sa démarche, polarise son écoute et influence ses actions au cours de la recherche et de la sélection des sonsSeveral years ago, the SATIS department of the University of Aix-Marseille and the ASTRAM laboratory initiated the development of an online sound library entitled "Sons du Sud". This sound database is intended for sound professionals and more specifically, sound editors, in the film and audiovisual sectors. The current objective is to develop a new indexing method of sound for Sons du Sud breaking with the logic of causal indexation most widely used. Indeed, it appears that, from the perspective of a filmic exploitation, a sound is rarely selected based on criteria exclusively related to its acoustic origin but also related to the potential meanings it is able to take on with the other materials of filmic expression, the functions it is likely to fulfill, the links it maintains with what the film expresses, and so on. We can then ask ourselves if it is not rather this "information potential" which the semantic descriptors used by the current sound libraries should try to make explicit. Therefore, this thesis is a preliminary step in the development of a new indexing method: in order to meet the requirements of Sons du Sud sound library, it seems essential to devote ourselves entirely to a better understanding of the contributing factors that change the "system of relevance" of its main users, to examine further what guides their approach, polarizes their listening and influences their searches and selections
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Rodrigues, Luciane. „Cognição e ação significativa : contribuições do realismo pragmaticista para a epistemologia contemporânea /“. Marília : [s.n.], 2009. http://hdl.handle.net/11449/91752.
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Resumo: Neste trabalho, procuramos explicitar aspectos do conceito contemporâneo de cognição, fundamentando nossa análise no Realismo Pragmaticista. De acordo com esta perspectiva, a cognição segue o princípio da ação que se configura em duas dimensões: uma ontológico, que caracteriza a ação como hábito, e outro epistemológico, que caracteriza a ação como Semiose. No contexto geral das discussões sobre o conceito de cognição, a definição que mais se difundiu trata a cognição como representação simbólica. A abordagem Representacionista, como é tradicionalmente conhecida, considera que o sujeito abstrai o mundo, formando representações internas, ontologicamente distintas do objeto representado. Em contraste, a capacidade cognitiva do sujeito é vista na concepção pragmaticista como ação significativa, que está necessariamente ligada a sua Realidade Histórica. O conceito-chave desta perspectiva é o de Signo que delimita a forma com que o sujeito pensa seu mundo, através de sua interação com uma história pessoal, formada ao longo do tempo. Em nossa abordagem, símbolos são tipos específicos de processos de significação; sendo que sua caracterização depende do conceito de Signo, mais geral e, por hipótese, mais adequado para o entendimento da noção de cognição. Nesta perspectiva, o sujeito clássico é substituído pelo que chamamos de sujeito semiótico. O sujeito semiótico organiza aspectos de sua realidade histórica através da ação significativa, que somente se torna possível dentro de seu universo semiótico; a realidade histórica do sujeito é, por hipótese, constituída de signos que estão diretamente relacionados com seu universo específico. Para entender a formação da realidade histórica que possibilita a ação significativa do sujeito, aspectos inatos e adquiridos de sua história são considerados. Em nossa abordagem, esses aspectos ... (Resumo completo, clicar acesso eletrônico abaixo)Abstract: In this work, we elucidate aspects of the contemporary concept of cognition, basing our analysis in the Pragmaticist Realism. According to this perspective, cognition follows a principle of action that is configured in two levels: one ontological that characterizes action as habit, and another one epistemological that characterizes action as Semiosis. In the general context of the discussions on the concept of cognition, the definition that most has been diffused treats cognition as symbolic representation. The Representationalist approach, as it is traditionally known, considers that subjects abstract the world, forming internal representations that are ontologic distinct of the represented object. In contrast, in the present dissertation, the capacity of cognitive organisms is seen as their meaningful action that is necessarily linked with their Historical Reality. The key-concept of our perspective is the Sign that delineates the form subjects think their world, through their interaction with a personal history, formed during their trajectories in time. In our perspective, symbols are specific types of meaningful processes; being their characterization dependent of the concept of Sign. We argue that signs been more general than symbols are more adequate for the explanation of the notion of cognition. In this point of view, the classical cognitive subject is replaced by the semiotic subject, who organizes his historical reality through meaningful actions, which is only possible inside a semiotic universe. The historical realities of semiotic subjects are, by hypothesis, constituted of signs that are directly related with their specific universe. In order to understand the formation of historical reality that makes possible meaningful actions, innate and acquired aspects of their history are considered. In our view, these aspects are treated from the intricate relation between the ... (Complete abstract click electronic access below)
Orientador: Willem Ferdinand Gerardus Haselager
Coorientador: Maria Eunice Quilici Gonzalez
Banca: Renato Kipnis
Banca: Lauro F. B. da Silveira
Mestre
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Marcy, Thomas Tiercelin Claudine. „Les tentatives contemporaines de sémantique naturaliste et l'héritage peircien“. S. l. : S. n, 2008. http://doxa.scd.univ-paris12.fr:8080/theses-npd/th0494628.pdf.
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Steiner, Pierre. „De l'externalisme de la signification à l'externalisation de la pensée : usages contemporains du pragmatisme en philosophie de l'esprit et en philosophie des sciences cognitives“. Aix-Marseille 1, 2008. http://www.theses.fr/2007AIX1A089.
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Ce travail consiste en une défense de divers types d'externalisme en philosophie de l'esprit et en philosophie des sciences cognitives, et ce au moyen d'un usage critique et constructif de thèses propres aux philosophies pragmatistes classiques et contemporaines. Dans un cadre épistémologique "antireprésentationnaliste" et dans un cadre sémantique "inférentialiste", nous défendons un "externalisme transcendantal social" (pas d'épisodes de pensée signifiants chez un être vivant sans insertion active et réflexive de cette créature dans un contexte institutionnel), un "externalisme sans véhicule" à propos des épisodes mentaux (les épisodes mentaux n'ont pas pour véhicules des évènements physiques internes ; leurs véhicules sont des "personnes" situées dans des pratiques d'interprétation) et un "externalisme actif" à propos des opérations cognitives (les opérations cognitives en vertu desquelles une personne est en mesure d'accomplir un ensemble de tâches cognitives peuvent être localisées hors des limites crâniennes et corporelles de cette personne, notamment dans des dispositifs techniques).
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Gimenes, Guillaume. „Traitement des gestes sans signification en mémoire de travail : Structure, stratégies et optimalisation“. Thesis, Tours, 2014. http://www.theses.fr/2014TOUR2017.
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L’objectif de ce travail vise l’approfondissement des connaissances sur le traitement des gestes sans signification en mémoire de travail. Cette recherche se décompose en 5 études réparties sur trois temps : la caractérisation de la structure dédiée à ces stimuli ; les stratégies utilisées spontanément ; l’optimalisation des performances par des stratégies induites. Nos deux premières études montrent que les gestes sans signification sont traités par une composante dédiée en mémoire de travail. Celle-ci fonctionnerait à la manière de la boucle phonologique de Baddeley, Allen et Hitch (2011) tout en étant distincte d’elle. Les deux études suivantes mettent en évidence l'utilisation spontanée d’une verbalisation qui sert à l’évaluation des performances, sans pour autant les améliorer. À la vision des gestes, des traitements mnésiques verbaux et moteurs opèreraient en parallèle, sans pour autant que les traces mnésiques se combinent. Enfin, la dernière étude établit que le rappel gestuel est facilité par l’utilisation d’une stratégie verbale induite. En revanche, les performances ne sont pas améliorées par une stratégie de répétition gestuelle. Une combinaison entre différentes traces mnésiques peut donc s’effectuer en cas d’induction d’une stratégie permettant la concordance entre geste et mot. La discussion de la thèse s’articule autour d’une mise à jour du modèle de Baddeley et al. (2011), par l’addition d’une nouvelle composante nommée « boucle motrice ». Les gestes semblant être particulièrement sujets au contexte, nous ouvrons également le cadre de cette recherche sur les théories de cognitions ancrées et incarnées (Wilson, 2002 ; Barsalou, 2008), ainsi que sur le modèle des processus imbriqués (Cowan, 2001)The objective of this work is to improve knowledge on the treatment of meaningless gestures in working memory. This research is based on five studies divided into three phases: the characterization of the structure dedicated to these stimuli; strategies used spontaneously; and optimization of performance due to induced strategies. Our first two studies show that meaningless gestures are processed by a dedicated working memory component. This component operates like the phonological loop of Baddeley, Allen and Hitch (2011) whilst being distinct from it. The next two studies highlight spontaneous verbalization, which is used in metacognitive judgments of performances, yet without improving the latter. When participants are watching gestures, both verbal and motor encoding could operate at the same time, though without combination of memory traces. The last study shows that the recall of gestures is facilitated by the use of an induced verbal strategy. However, performance is not improved by a gestural strategy. By consequence, a combination of the different memory traces is possible when words match gestures. The discussion of the thesis is structured around an update of Baddeley’s model (Baddeley et al., 2011) by adding a new component called the "motoric loop". As the gestures seem to be particularly prone to context, we are also opening the framework of this research on theories of embodied cognition (Wilson, 2002) and grounded cognition (Barsalou, 2008), as well as the embedded processes model of working memory (Cowan, 2001)
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Testoni, Elaine Alves. „A tessitura dialógica no processo de ensino-aprendizagem em educação à distância : constituição significativa na apreensão dos sentidos cognitivos“. reponame:Repositório Institucional da UFABC, 2017.
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Orientadora: Profa. Dra. Sílvia DottaDissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciências Humanas e Sociais, 2017.
O objetivo deste trabalho é investigar o emprego e as contribuições do dialogismo para a obtenção de resultados significativos no processo de ensino-aprendizagem em um curso a distância. Para tanto, serão utilizadas metodologias que amparem a produção de material didático cujo aporte se embasa em aspectos dialógicos de modo a oferecer subsídios relevantes à construção de significados e à apreensão de sentidos cognitivos em ambiente educacional. As investigações teóricas encontram suporte, dentre outras possibilidades, nos estudos fundamentados em Bakhtin (2002, 2009, 2010, 2011), Vigotski (1998, 2001), Freire (1977, 1987, 1996), Engeström (1999), Heemann (2011), Dotta (2009), Moore e Kearsley (2007), Litto e Formiga (2009, 2012), Tori (2010), Preti (2009, 2010) e Aretio (2001). A sistematização dessa análise apoia-se em cinco vertentes. A primeira alude à teorização de conceitos dialógicos na qual transitamos por noções correspondentes à polifonia e ao plurilinguismo resvalando variadas esferas da linguagem bakhtiniana. A segunda remete a concepções sobre a Educação a Distância enleadas ao processo de ensino-aprendizagem. A terceira abrange a pesquisa sobre o estado da arte voltada à produção de material didático-dialógico para cursos a distância. A quarta corresponde à metodologia e a quinta diz respeito à averiguação dos dados provenientes das interações entre os sujeitos envolvidos na oferta do curso e da multiplicação dos saberes adquiridos. Os resultados esperados englobam o predomínio do discurso dialógico no fazer educativo, reduzindo-se a ocorrência da transmissão de conteúdos. Dessa forma, ampliam-se as possibilidades de tornar significativa a compreensão didática e de promover a valorização do conhecimento construído.
The aim of this paper is to investigate the employment and contributions of dialogism to obtain significant results in the process of teaching and learning in a distance course. Therefore, methodologies will be used to support the production of teaching materials whose contribution was grounded in dialogic aspects, in order to offer relevant benefits to the construction of meaning and the capture of cognitive senses in educational environment. The theoretical investigations are supported, among other possibilities, in the studies based on Bakhtin (2002, 2009, 2010, 2011), Vigotski (1998, 2001), Freire (1977, 1987, 1996) Engeström (1999), Heemann (2011), Dotta (2009, 2014), Moore and Kearsley (2007), Litto and Formiga (2009, 2012), Tori (2010), Preti (2009, 2010) and Aretio (2001). The systematization of this analysis is based on five strands. The first one refers to the dialogical theory concepts in which we transit by corresponding notions polyphony and plurilinguism, sliding various spheres of Bakhtinian language. The second refers to the concepts about Distance Learning that are related to the teaching and learning process. The third covers state-of-the-art research focusing in the production of didactic-dialogic material for distance learning courses. The fourth corresponds to the methodology and the fifth concerns to the investigation of data from the interactions between the involved subjects in the supplying of course and multiplication of acquired knowledge. The expected results include the preponderance of dialogical discourse in making educational, reducing the occurrence of content delivery. Thus, are extended the possibilities of making significant didactic understanding and to promote the enhancement of the built knowledge.
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Ferreira, Ruy. „Interatividade educativa : uma visão pedagogica“. [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251765.
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Orientador: Jose Armando ValenteTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A tese trata do conceito de Interatividade Educativa sob a fundamentação dada na intersecção do conceito de facilitação pedagógica da Teoria da Aprendizagem Significativa de David Ausubel e interação/mediação proposta por Lev Vygotski, em sua Teoria Sócio-Histórica. A pesquisa, realizada numa abordagem sistêmico-relacional, tratou da influência do conceito de Interatividade Educativa quando do planejamento, elaboração e emprego de conteúdos educativos em meios digitais de ensino e aprendizagem. Como objetivo principal buscou-se definir interatividade educativa quando a oferta de conteúdos curriculares se der em mídia digital e submeter o modelo a uma ação pedagógica intentando validá-lo. Tem como objetivos intermediários: 1) Analisar a literatura sobre interatividade, nos campos da Computação, Comunicação e Pedagogia; 2) Definir conceitualmente interatividade educativa na ação pedagógica realizada em meio digital; 3) Refletir sobre o emprego de meios digitais e sobre o papel do professor a partir da concepção de interatividade educativa; 4) Confrontar o modelo proposto com a realidade escolar buscando pontos fortes e fracos capazes de validá-lo ou não. Os métodos utilizados foram a pesquisa teórica de cunho bibliográfico, por meio de um exaustivo processo de análise, reflexão, crítica e síntese, associado a uma pesquisa-ação que aplica a definição proposta em uma situação pedagógica. Os resultados obtidos até o momento, por meio da análise da matriz SWOT realizada pelos participantes da pesquisa-ação, determinam qualitativamente a validade do modelo ao indicar pontos fortes coincidentes com sua finalidade, destacando entre outros: Capacidade pedagógica; Processo avaliativo; e Adequação ao dispositivo pedagógico de formação.
Abstract: The thesis aims to define Educational Interactivity, based on the concepts of instructional strategies from David Ausubel's Theory of Meaningful Learning and interaction/mediation proposed by Lev Vygotski's Sociohistorical Theory. The research, developed according to the systemic-relational approach, investigates the influence of Educational Interactivity concept on planning, elaboration and use of educational contents in digital media to be used in teaching and learning contexts. The main objective is to establish a formal model for the Educational Interactivity concept in the context of elaboration of didactic contents to be used with digital media and to validate this model in a pedagogical activity. The intermediary objectives are to 1) study the literature related to interactivity, in the areas of computing, communication and pedagogy; 2) define Educational Interactivity conceptually related to pedagogical activity developed through digital media; 3) Reflect on the use of digital media and on the teacher's role related to the Educational Interactivity concept; 4) Confront the proposed model with the school reality, looking for strong and weak points in order to be able to validate this model. The methods used were bibliographical research, through an extensive process of analysis, reflection, criticism and synthesis, and an action-research approach applying the proposed model in a practical pedagogical situation. The results obtained by means of the SWOT analysis, conducted by the participants of the action-research, show the qualitative validity of the model highlighting aspects such as Pedagogical Capacity, Evaluation Process and Pedagogical Suitability related to the model purpose.
Doutorado
Ensino e Práticas Culturais
Doutor em Educação
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Angé, Caroline. „La question du sens : écrire et lire le fragment : du texte à l'hypertexte“. Paris 13, 2005. http://www.theses.fr/2005PA131027.
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Cette thèse s'inscrit dans le champ des SIC. Il s'agit de questionner le processus de construction du sens en considérant qu'il dépend d'un dispositif informationnel et communicationnel spécifique. Nous l'appréhenderons par le biais d'une communication traditionnelle (l'écrit) dans ses contextes du texte à l'hypertexte. C'est du côté de la textualité et plus précisément d'un objet original : le fragment que nous interrogerons ce processus. Nous proposerons une réflexion au croisement, du texte, de l'auteur et du lecteur. Le repérage de cette forme dans le texte d'écran ouvre une réflexion critique sur le numérique et nous oriente vers une problématique de la lectureThe present thesis falls into the domain of communication sciences. Its object is to explore the process at work in the construction of meaning, considering that it depends on a specifc information and communication pattern. Our analysis is based on a traditional –i. E. Written- form of communication, as it appears both in linear text and hypertext. We explore this process in its textual dimension, exemplified in a specific type of text : the fragment. We propose a threefold approach combining text, author and reader. The identification of this form in scrren texts is the basis of a critical reflexion on the digital environment and leads to further investigation of the act of reading
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Leite, Rosemeire Moreira. „A leitura significativa do texto escrito: recursos léxico-gramaticais no espaço do ensino-aprendizagem da educação formal“. Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/14344.
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Previous issue date: 2015-03-24This dissertation was written by following reading, writing and teaching research of Portuguese language, belonging to the postgraduate Studies program in Portuguese Language from the Pontifical Catholic University of São Paulo and discusses the processes of construction of senses, developed through the reading of written text. Based on the principles and assumptions of Linguistic Education, as well as the Textual Linguistics of interacting strand partner, this research has as main objective the reflection on theories and practices for training proficient readers, capable of assigning senses to written texts, by means of dialogue and interaction with them. Although the reading is themed in many academic research of significant prestige, there is still much to be achieved in the teaching-learning practices of this theme in formal school. Thus, the motivation of this work associates to lousy results revealed by national and international assessments focused on characterization of regular school formed by contemporary readers. To this end, studies will be organized, initially by a literature search of historiographical character, in order to situate historically formal education with regard to the teaching of reading text written in their origins and, subsequently, by the presentation of methods and conceptions of reading and its meaningful learning, culminating in a proposal of didactic sequence guided by principles of Linguistic Education that guide this dissertation
Esta Dissertação situa-se na linha de pesquisa Leitura, Escrita e Ensino da Língua Portuguesa, do Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo e tematiza os processos de construção de sentidos, desenvolvidos por meio da leitura significativa do texto escrito. Fundamentada pelos princípios e pressupostos da Educação Linguística, bem como da Linguística Textual de vertente sócio interacionista, a presente pesquisa tem por objetivo principal a reflexão sobre teorias e práticas para a formação leitores proficientes, capazes de atribuir sentidos aos textos escritos, por meio do diálogo e da interação com os mesmos. Embora a leitura seja tematizada em muitas pesquisas acadêmicas de significativo prestígio, ainda há muito a ser conquistado nas práticas de ensino-aprendizagem desse tema na escola formal. Sendo assim, a motivação desse trabalho associa-se aos péssimos resultados revelados por avaliações nacionais e internacionais voltadas à caracterização dos leitores formados pela escola regular contemporânea. Para tal, os estudos serão organizados, inicialmente, por uma pesquisa bibliográfica de caráter historiográfico, com intuito de situar historicamente a educação formal no que se refere ao ensino da leitura do texto escrito desde sua origem e, posteriormente, pela apresentação de métodos e concepções de leitura e de sua aprendizagem significativa, culminando em uma proposta de sequência didática orientada pelos princípios da Educação Linguística que norteiam essa dissertação
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Crochet, Patrícia Martins Neves. „O papel do estereótipo na constituição do gênero piada: uma abordagem sociocognitiva“. Universidade Federal de Juiz de Fora (UFJF), 2007. https://repositorio.ufjf.br/jspui/handle/ufjf/3439.
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Nosso estudo debruça-se sobre o processo de significação lingüística, pensado a partir da negação da Hipótese Forte da Composicionalidade e da afirmação da natureza dinâmica, projetiva e multidirecional dos modos sociocognitivos de significar. Mais precisamente, nossa agenda de trabalho objetiva descrever os processos metonímicos de constituição dos estereótipos sociais, focalizados como personagens no gênero textual ‘piada’ e verificar em que medida tais construções instituem um padrão prototípico na estrutura composicional desse gênero. Assumimos a perspectiva da Lingüística Cognitiva, nos termos de Lakoff, Johnson, Fauconnier, Turner (cf cap 2), que, conferindo um estatuto sociocognitivo aos estereótipos, os toma como modelos metonímicos, nos quais uma subcategoria tem um status reconhecido social e culturalmente como padrão para a categoria como um todo. Tendo recolhido um corpus significativo de piadas, encontramos tais personagens configurados como frames conceptuais entrincheirados e, valendo-nos da Teoria da Integração Conceptual, ou Mesclagem, verificamos o seu papel no processo de significação das piadas. Para tanto, retomamos os construtos teóricos do programa sociocognitivista quais sejam, os processos de conceptualização e categorização; a questão do poder projetivo da mente humana e da linguagem, referenciados a partir da Teoria Conceptual da Metáfora e, em especial, da Metonímia; a questão das Redes de Integração Conceptual ou Mesclagem, como fundamentação teórica para nossas hipóteses. Tomamos ainda, como recurso analítico, o Modelo Baseado no Uso, que visa à análise da freqüência de tipos que comparecem nas piadas e da freqüência de uso dos mesmos, relacionando tais dados, respectivamente, com a força de convencionalização e com a produtividade de cada construção estereotipada. O resultado de nossas análises representa uma evidência em favor das teses sociocognitivas da linguagem no que respeita ao princípio da relevância de toda forma de experiência humana (física, social, cultural, interacional) na constituição do pensamento e da linguagem.
Our study lies over the process o linguistic signification, thinking it on base of the negation o the Hypothesis of the Strong Compositionality and the affirmation of the dynamic projective and multidirectional nature of o socio-cognitive ways of signification. More precisely, our work agenda objectives to describe the metonymic processes of constitution of social stereotypes, focused as characters on the textual gender “joke” an verify in which measure those constructions institute a prototype pattern on the compositional structure of that gender. We assume the perspective of the Cognitive Linguistic, on the terms of Lakoff, Johnson, Faucconier, Turner (cf cap 2), that, giving a cognitive status to the stereotypes, take them as metonymic models, on which a subcategory has a status social and culturally recognized as a pattern for the category as a hole. Having collected a significant corpus of jokes, we found those characters configured as entrench conceptual frames and, making use of the theory of the conceptual Integration, or Blending, we verified its role on the process of joke signification. For that, we retake the theoretical constructs of the socio-cognitive program which are, the processes of conceptualization an categorization, the projective power of the human mind and pf the language, referenced from the Conceptual Theory of the Metaphor and, in special, of Metonymy, and the Conceptual Integration Networks or Blending, as theorist foundation for our hypotheses. Still taking, as analytic resource, the Model Based on Use, that aims the analyses of the frequency of types that appear on jokes an the frequency of use of them, relating those data, respectively, with the strength of conventionalization and productivity of each stereotyped construction. The results of our analyses represents an evidence favoring the socio-cognitive theses of language on the concern to the principle of relevance of all kind of human experience (physical, social, cultural, international) on the constitution of thinking and language.
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Gómez, Gabriela. „Intervención cognitiva en la enseñanza de la física y la matemática para estudiantes de los primeros ciclos“. En Blanco y Negro, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/117191.
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En este artículo, se describe una experiencia de intervención cognitiva, realizada en la universidad, organizada por la Oficina de Apoyo Académico y orientada a la problemática de las dificultades para alcanzar un aprendizaje significativo por parte de nuestros estudiantes. Para ello se aplicó el Programa de Enriquecimiento Instrumental (PEI)[1], con la finalidad de que el alumno sea consciente de su propio proceso de pensamiento, sea capaz de modificar sus hábitos de procesamiento de información y resuelva situaciones problemáticas de física y matemática, desde un enfoque estructurado y organizado, considerando las operaciones mentales necesarias.
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Aparicio, Gómez Óscar Yecid. „Las TIC como herramienta cognitiva para la investigación escolar“. Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/369830.
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Esta tesis doctoral es el resultado de una Investigación que recoge el proyecto de un nuevo Centro Educativo que pretende incorporar, en las prácticas cotidianas, el uso de las TIC como herramienta cognitiva para la investigación. Su desarrollo se divide en tres partes: Marco Teórico, Marco Metodológico y Conclusiones.
La primera parte, desarrollada en los capítulos 1 al 4, recoge el pensamiento de autores enfocados en la construcción del conocimiento desde la perspectiva constructivista y construccionista como teorías que soportan el desarrollo de esta tesis doctoral. Los autores de ambas propuestas coinciden en su interés con respecto a la construcción del conocimiento, independientemente de las circunstancias del aprendizaje, pero cada planteamiento centra su atención en la manera como se lleva a cabo dicho aprendizaje. Una vez conocidas ambas formulaciones, se procede a desarrollar las condiciones de posibilidad de concebir las Tecnologías de la Información y la Comunicación (TIC) como herramienta cognitiva, a partir de las propuestas de algunos autores, del estudio de su tipología y de los criterios pedagógicos que sustentan los usos habituales en entornos educativos. pretende, por tanto, describir y analizar los usos de las TIC en el Colegio Padre Manyanet - Chía, mediante el conocimiento de la percepción de los estudiantes y profesores. Este objetivo general se desarrolla a través de la aplicación de cinco instrumentos de investigación.
El capítulo 5 recoge la presentación de la Investigación, los objetivos que se plantean a lo largo de los capítulos siguientes, su contexto y el marco legal donde se adelanta todo su proceso. También se hace una exposición de los recursos físicos y tecnológicos de los que se dispone para la Investigación, pasando por el diseño metodológico, una descripción de la población a la que va dirigida y la selección de la muestra participante. En el capítulo 6 se desarrolla la primera fase del proceso de Investigación con el objetivo de describir y analizar los usos de las TIC en el Colegio Padre Manyanet - Chía, y la percepción de los estudiantes y profesores.
El capítulo 7, que responde a la segunda fase del Proyecto de Investigación, pretende describir y analizar el proceso de introducción de la investigación como eje educativo en el Colegio Padre Manyanet – Chía. En el capítulo 8, que responde a la tercera fase del Proyecto de Investigación, se pretende analizar y comprender el uso de las TIC como herramienta cognitiva para la investigación escolar en el Colegio Padre Manyanet – Chía.
Finalmente, se presentan las conclusiones, limitaciones y prospectiva de esta tesis doctoral. Con respecto a la prospectiva, se insiste en buscar mecanismos para fomentar la continuidad del uso de las TIC como herramienta cognitiva para la Investigación escolar a través de la consolidación de proyectos que amplíen y hagan accesible a muchas personas la posibilidad de construir procesos orientados a la innovación, la creatividad y el emprendimiento en todos los niveles sociales. Se ha preparado un segundo volumen de esta tesis doctoral, donde se presentan como anexos los cinco instrumentos aplicados durante las fases de esta Investigación.This dissertation is the result of a research project that includes a new school that aims to incorporate into daily practices the use of Information and Communication Technology (ICT) as a cognitive tool for research. Its development is divided into three parts: Theoretical Framework, Methodological Framework and Conclusions. The first part, developed in chapters 1 to 4, focus on the construction of knowledge from the constructivist and constructionist perspective, through representative authors. The second part, developed in chapters 5 to 8, presents the methodological framework. The research aims to describe and analyze the uses of ICT in the Father Manyanet School -Chia, by understanding the perception of students and teachers. Chapter 5 develops the presentation of the research, the objectives proposed along the following chapters, its context and the legal framework in which the whole process moves forward. It also describes the methodological design, the population to which it is addressed and the selection of the participant sample. In Chapter 6, the first phase of the research process is developed in order to describe and analyze the uses of ICT, and the perception of students and teachers. Chapter 7, which corresponds to the second phase of the research project, aims to describe and analyze the process of introduction of research as an educational hub. In Chapter 8, which corresponds to the third phase of the research project, it is to analyze and understand the use of ICT as a cognitive tool for school research. Finally, conclusions, limitations and prospective of this thesis are presented. In the prospective, it is proposed to seek ways to promote the use of ICT as a cognitive tool for school research through projects that make building oriented to innovation, creativity and entrepreneurship at all social levels. It has been prepared a second volume of this thesis, in which are presented as annexes, the five instruments used during the phases of this investigation.
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Amaral, Marco Antônio Franco do. „Mapas conceituais: tecnologia cognitiva para entendimento textual na educação de jovens e adultos“. Universidade Federal de Uberlândia, 2015. https://repositorio.ufu.br/handle/123456789/17473.
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This exploratory and experimental research aims to analyze the use of Concept Maps as a Cognitive Technology for textual understanding in adult education. The research was conducted with Youth and Adult elementary school students during Portuguese language classes. To achieve this goal, the pedagogical features implemented in the study context were observed and then they were applied in 28 lessons divided into 7 study units , for two groups of 15 students classified as Control and Experimental Groups. For the first group, the classes were taught following the traditional method which was seen in the initial observations. For the Experimental Group, a methodology based on the creation of Concept Maps was developed. The teaching methodology was theoretically grounded in studies on the Theory of Meaningful Learning, Concept Maps, Textual Coherence, and Discursive Textual Analysis. To analyze the evolution in the construction of Concept Maps and textual understanding, we used Student\'s t-test, the Discursive Textual Analysis proposed by Moraes and Galiazzi, and Wordle. The data analysis showed that the Experimental Group achieved a 30% increase in the conceptual framework with a fostering in the propositional meaningful learning when compared to the Control Group. This group was also more capable to turn declarative knowledge into procedural. The Conceptual Map proved, therefore, to be a Cognitive Technology effective for increasing textual understanding in the context of the search.Esta pesquisa exploratória e experimental realizada na Educação de Jovens e Adultos, em turmas do Ensino Fundamental I na disciplina Língua Portuguesa, pretende contribuir para um estudo a fim da verificação da utilização dos Mapas Conceituais como uma Tecnologia Cognitiva para o entendimento textual na EJA. Para tal, foi realizada uma observação das características pedagógicas implementadas no contexto de estudo e, posteriormente, foram aplicadas em 28 aulas, divididas em 7 unidades de estudo, para dois grupos de 15 alunos classificados como Grupos Controle e Experimental. Para o primeiro grupo, foram ministradas as aulas conforme o modelo comumente verificado nas observações iniciais. Para o Grupo Experimental, foi desenvolvida uma proposta metodológica envolvendo a criação de Mapas Conceituais durante as unidades de estudo. A metodologia de ensino tem como fundamentação teórica os estudos sobre a Teoria da Aprendizagem Significativa, Mapas Conceituais, Coerência Textual e Análise Textual Discursiva. Como instrumentos de análise de dados da evolução na construção dos Mapas Conceituais e entendimento textual, foram utilizados o Teste t de Student, a Análise Textual Discursiva proposta por Moraes e Galiazzi e o Wordle. A análise das avaliações de entendimento textual e Mapas Conceituais produzidos demonstraram que o Grupo Experimental obteve um aumento de 30% no arcabouço conceitual com um favorecimento na aprendizagem significativa proposicional quando comparado ao Grupo Controle. Este grupo também se mostrou mais capaz na transformação do conhecimento declarativo em procedimental. O Mapa Conceitual se revelou, portanto, como uma Tecnologia Cognitiva eficaz para o aumento no entendimento textual no contexto da pesquisa.
Mestre em Tecnologias, Comunicação e Educação
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Praça, Otávio Batista Pereira. „Aperfeiçoamento e aplicação de unidades de ensino potencialmente significativas com foco em grandezas físicas, unidades de medidas e suas relações“. Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/5954.
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A proposta deste trabalho é implementar uma metodologia que permita ao aluno vislumbrar uma física que se faça presente em seu dia a dia. Tal metodologia intitulada de Unidades de Ensino Potencialmente Significativas (UEPS), tem embasamento nas teorias de aprendizagem significativa de David Ausubel e de desenvolvimento cognitivo de Jean Piaget. Os aspectos sequenciais para desenvolvimento, aplicação e análise de resultados estão descritos ao longo de todo o trabalho. A UEPS aqui proposta tem como foco de ensino, grandezas físicas, unidades de medidas e suas relações e é dividida em 5 aulas descritas, aplicadas e analisadas para efeito de constatação de efetividade do método. Essa UEPS conta ainda com um aperfeiçoamento visando aumentar a capacidade de concentração, raciocínio lógico e consequentemente desenvolvimento cognitivo através dos módulos de aquecimento lógico. Através dessa metodologia foi possível permitir e constatar um aprendizado em nível bem considerável sobre o processo histórico, aplicação no dia a dia e apresentação de soluções para situações problemas referentes ao tema abordado. Todo o material utilizado se encontra de forma bem detalhada no apêndice A, com textos voltado ao professor e no apêndice B de forma pronta para aplicação em sala de aula. Juntos os apêndices A e B compõe o Produto Educacional ao qual se propõe esse trabalho e tem por finalidade auxiliar na aplicação e no desenvolvimento de novas UEPS no intuito de proporcionar um ensino de Física mais interessante, prazeroso e eficaz.
The proposal of this work is to implement a methodology that allows the student to glimpse a physics that will be present in their daily life. This methodology, entitled Potentially Significant Teaching Units (PSTU), is based on David Ausubel's significant learning theories and Jean Piaget's cognitive development. The sequential aspects for development, application and analysis of results are described throughout the work. The PSTU presented is focused on teaching, physical quantities, units of measures and their relationships and is divided into 5 classes described, applied and analyzed for effectiveness of the method. This PSTU also has an improvement in order to increase the capacity of concentration, logical reasoning and consequently cognitive development through the logical heating modules. Through this methodology it was possible to allow and verify a considerable learning about the historical process, application in the day to day and presentation of solutions to problems situations related to the topic subject. All the material used is detailed in Appendix A, with texts aimed at the teacher and in Appendix B, ready for application in the classroom. Together Appendices A and B compose the Educational Product to which this work is proposed and is intended in the implementation and development of new PSTU in order to provide a more interesting, pleasurable and effective Physics teaching.
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Rocha, Mirley NÃdila Pimentel. „FormaÃÃo de professores numa perspectiva ausubeliana e da SequÃncia Fedathi: contribuiÃÃes da disciplina de estÃgio para a prÃtica de alunos do curso de pedagogia“. Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14059.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorO Brasil enfrenta vÃrios problemas relacionados à educaÃÃo, de acordo com o Programme for International Student Assessment (PISA) - Programa Internacional de AvaliaÃÃo de Estudantes, nosso paÃs apresenta dÃficit nas Ãreas de Leitura, MatemÃtica e CiÃncia. O PISA à uma iniciativa internacional que avalia estudantes na faixa dos 15 anos de idade, que equivale ao perÃodo aproximado em que os estudantes concluem a escolaridade bÃsica na maioria dos paÃses. Em 2009, o Brasil conquistou a posiÃÃo de 57 (quinquagÃsimo sÃtimo) lugar em 65 (sessenta e cinco) naÃÃes avaliadas. Sabemos que diversos fatores econÃmicos, sociais e culturais influenciam o fracasso escolar constatado na avaliaÃÃo do PISA, desse modo percebemos a importÃncia em realizar pesquisas, mais diretamente no Ãmbito educacional, com relaÃÃo à formaÃÃo e à aÃÃo docente em prol da aprendizagem discente, em busca de uma compreensÃo desse processo educativo, que se encontra prejudicado, no que se refere à aprendizagem. Para tanto, fizemos uma investigaÃÃo qualitativa, descritiva, exploratÃria, com caracterÃsticas de pesquisa de campo(GIL, 2008) no curso de pedagogia noturno, na Faculdade de EducaÃÃo (FACED), na Universidade Federal do Cearà (UFC), em busca de verificar a formaÃÃo docente que acontece na disciplina de EstÃgio no Ensino Fundamental II, na relaÃÃo da fundamentaÃÃo teÃrica com a prÃtica em sala de aula, com o objetivo de investigar as contribuiÃÃes da SequÃncia Fedathi, na aÃÃo docente em estÃgio curricular, do aluno do curso de pedagogia, apÃs cursar a disciplina de EstÃgio no Ensino Fundamental II. Para uma fundamentaÃÃo dos objetivos da presente pesquisa, julgamos necessÃrio um aporte teÃrico voltado para formaÃÃo e prÃtica docente, analisando as contribuiÃÃes de Tardif (2002) e Perrenoud (2002), bem como a integraÃÃo de tecnologias digitais junto ao processo educativo, com enfoque na mediaÃÃo pedagÃgica para utilizÃ-las na perspectiva de Valente e Bustamante (2009), a fim de favorecer a metodologia de ensino-aprendizagem, articulando-se à SequÃncia Fedathi, de Borges Neto (2013) e a aprendizagem significativa, adotando a perspectiva construtivista de Ausubel et al. (1980), articulada ao uso de Mapas Conceituais de Novak (2010), Os dados da pesquisa indicaram como resultados apropriaÃÃo da fase Tomada de PosiÃÃo e Prova da SequÃncia Fedathi, com dÃficit na elaboraÃÃo de hipÃteses para as fases de MaturaÃÃo e SoluÃÃo, destacamos a necessidade de novos estudos atravÃs de mapas conceituais, que incorporem os pressupostos da Aprendizagem Significativa, para apropriaÃÃo dessa metodologia.
The Brazil faces several education-related problems, according to the Programme for International Student Assessment (PISA), our country has a deficit in the areas of Reading, Mathematics and Science. PISA is an international initiative that evaluates the students in the range of 15 years, which is equivalent to the approximate period in which students completing primary education in most countries. In 2009, Brazil won the position of 57 (fifty-seventh) place in 65 (sixty-five) evaluated nations. We know that many economic, social and cultural factors influence school failure observed in the PISA assessment, thereby realize the importance in conducting surveys, most directly in the education sector, with respect to training and teaching activities in support of student learning, search an understanding of the educational process, which is a disadvantage in regard to learning. Therefore, we made a qualitative research, descriptive, exploratory, with field research characteristics (GIL, 2008) in the course of night pedagogy, the Faculty of Education (FACED), the Federal University of Cearà (UFC), seeking to check teacher training that takes place in the stage of discipline in Secondary School, in respect of the theoretical foundation with practice in the classroom, in order to investigate the contributions of Fedathi sequence, in teaching activities in curricular training, the course student pedagogy, after attend Internship discipline in Secondary School. For reasons of the goals of this research, we deem necessary a theoretical contribution aimed at training and teaching practice, analyzing the contributions of Tardif (2002) and Perrenoud (2002), and the integration of digital technologies in the educational process, with a focus on pedagogical mediation to use them in the perspective of Valente and Bustamante (2009), in order to promote the teaching-learning methodology, articulating the Sequence Fedathi, Borges Neto (2013), and meaningful learning, adopting a constructivist perspective Ausubel et al. (1980) articulated the use of concept maps Novak (2010), The survey data indicated as phase ownership results Position making and proof of Fedathi sequence, with a deficit in the development of hypotheses for the stages of maturation and solution, we highlight the need for further studies through conceptual maps, incorporating the assumptions of Meaningful Learning, for allocation of this methodology.
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Hilger, Thaís Rafaela. „Representações sociais da física quântica“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17743.
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Apresenta-se um estudo preliminar a respeito das possíveis representações sociais da Física Quântica entre estudantes de diferentes grupos sociais. Após levantamento prévio sobre associações possíveis para a expressão "Física Quântica", foi elaborado um questionário composto por um teste de associação escrita de conceitos (TAEC) e um teste de associação numérica de conceitos (TANC). Responderam ao questionário 494 pessoas, divididas em três grupos: graduandos no curso de Física, estudantes de outros cursos superiores e alunos de Ensino Médio. As respostas aos questionários foram analisadas utilizando estatística multidimensional, o que permitiu a obtenção de diagramas que refletem a estrutura conceitual compartilhada pelos grupos sociais investigados. À luz dos referenciais teóricos da aprendizagem significativa e das representações sociais, foi possível verificar a existência ou não destas representações, que podem atuar como subsunçores para o ensino de Física, juntamente com outras ideias que compõem a ecologia representacional mental do aprendiz. Algumas dessas ideias podem ter sofrido a influência de meios de divulgação, como mídia, livros e filmes. Esses meios auxiliam na propagação de conceitos científicos - ou quase científicos - influenciam o conhecimento das pessoas, por isso se faz necessário investigar qual o significado atribuído a tais conceitos na elaboração de representações sociais. Os resultados indicam a existência de representações sociais compartilhadas entre sujeitos de alguns grupos investigados, permitindo sua identificação e caracterização. Foram encontrados indícios da influência dos meios de divulgação nas representações sociais dos alunos de Ensino Médio, que devem ser mais bem estudados em trabalhos futuros.A preliminary study regarding possible social representations of quantum physics among students from different social groups is described. Based on an initial survey on word associations to the expression "quantum physics" a questionnaire was constructed including a test of written concept associations (WCA) and a test of numerical concept association (NCA). This questionnaire was answered by 494 students, divided into three groups: physics undergraduate students, high school students, and undergraduate students from subjects other than physics. Data was analysed using the multidimensional scaling technique which provided spatial diagrams that reflect the conceptual structure shared by the investigated social groups. In the theoretical framework of the meaningful learning and social representations theories it was possible to gather evidences of the existence or not of social representations which may act as subsumers in the learning of physics together with other representations that constitute the mental representational ecology of the learners. Some of these representations might be an effect of information provided by books, movies and other media. This media disseminate information regarding scientific - or almost scientific concepts - and influence people's knowledge. Given that previous knowledge is the main variable influencing the acquisition of knew knowledge it is important to investigate the social representations resulting from this dissemination of information. Research findings suggest the existence of social representations about quantum physics shared by some of the subjects and groups studied. Specially in the case of high school students some evidence was obtained about the existence of social representations that should be more explored in future studies.
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Raftopoulos, Christian. „Hydrocéphalie idiopathique à pression normale: analyse des ondes de pression intercrânienne permettant l'évaluation de l'amélioration clinique après dérivation ;définition de l'amélioration des fonctions cognitives et signification de l'augmentation de l'espace sous-dural en postopératoire“. Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212642.
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Ravel, Sabrina. „Implication des neurones à activité tonique du stiatum dans les processus cognitifs et motivationnels : Etude électrophysiologique de l'influence de la prédiction temporelle et de la signification affective des stimuli chez le singe“. Aix-Marseille 2, 2001. http://www.theses.fr/2001AIX22004.
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Ferreira, Andre Luis Andrejew. „Processos cognitivos na diferenciação e aplicabilidade dos conceitos de equação e função na físico-química“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/19031.
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O presente trabalho tem como objetivo investigar a compreensão dos conceitos de equação e função que serão aplicados na disciplina de Física-Química I do Curso de Química da UFPel. Para isso foram usados como fundamentação teórica o conceito de aprendizagem significativa de Ausubel, Mapas Conceituais e a Epistemologia do “Vê” de Gowin. Também foram utilizados os conceitos matemáticos de equação e função aplicados à Química, assim como a análise e o levantamento de ferramentas computacionais disponíveis na internet e as suas características em termos de aplicabilidade na área do ensino. Para a realização dessa pesquisa se fez uso de pré-testes com os alunos, visando identificar a existência dos subsunçores, assim como, a elaboração de mapas conceituais sobre os conhecimentos matemáticos exigidos na disciplina, particularmente, na Equação dos Gases Ideais. Os resultados foram analisados e permitiram o desenvolvimento de um objeto virtual de aprendizagem que privilegia o uso de equação e função matemática na Química. O objeto virtual de aprendizagem possibilita ao aluno o processo de interação, buscando desenvolver a sua aprendizagem, assim como elementos que promovam a interdisciplinaridade entre a Matemática e a Química. A interdisciplinaridade privilegiará a aplicabilidade de conceitos matemáticos na Equação dos Gases Ideais, especificamente na disciplina de Físico-Química I.The present work has the objective of investigating the comprehension of the concepts of equation and function that will be applied in the Physics Chemistry subject I from the Chemistry Graduation Course at the UFPel. For that, Ausubel concept of meaningful learning, conceptual maps and the “V” epistemology were used as theoretical background. Besides, the mathematical concepts of equation and function applied to Chemistry were considered and also the analysis and the research of computational tools available on the internet and their characteristics related to the applicability in the teaching area. During the construction period of this research, some pre tests with the students were applied with the purpose of identifying the subsumers as well as the elaboration of the conceptual maps about the mathematical knowledge needed for the subject, mainly for the ideal gas equation. The results were analyzed and they allowed the development of a learning virtual object which privileges the use of mathematical equations and functions inside Chemistry The virtual object allows the student to get into the interaction process searching the development of his learning process as well as elements which promote the interdisciplinarity between Mathematics and Chemistry. Interdisciplinarity will privilege the applicability of mathematical concepts in the Ideal Gas Equation, mainly in the Physics Chemistry Subject I.
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Calderon, Castillo Maritza Elizabeth. „Aplicación de estrategias metodológicas en el área de comunicación para promover aprendizajes con alta demanda cognitiva y significativos en los estudiantes del II ciclo del nivel inicial de la I.E. “513 Mallaritos”“. Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/11214.
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El presente trabajo surge de la necesidad que se ha evidenciado a través del análisis y sistematización de los instrumentos aplicados a las docentes en el proceso de monitoreo y acompañamiento, observándose la Inadecuada Aplicación de Estrategias Metodológicas en el área de comunicación en el nivel inicial que no permiten desarrollar aprendizajes con alta demanda cognitiva y significativos en los niños y niñas del nivel. Esta necesidad real se justifica con la Aplicación de Estrategias Metodológicas que deben ser ejecutadas en el proceso de enseñanza del área de comunicación en los estudiantes del nivel inicial para la mejora de los aprendizajes (Resolución M. 657-2012). Esta propuesta se llevará a cabo para Fortalecer las capacidades pedagógicas de las docentes del nivel y consecuentemente brinden atención a la problemática y se avizore una solución que se enmarque en los compromisos de gestión escolar Estudiantes que logran aprendizajes de calidad, docentes con
monitoreo y acompañamiento continuo y gestión de la convivencia. Con esta propuesta se contribuye académicamente a la generación de nuevos conocimientos y de estrategias metodológicas activas, innovadoras, motivadoras, en situaciones reales y con sentido en el área de comunicación, así como el desarrollo de una investigación con una mirada crítica, reflexiva, cuyos resultados puedan convertirse en antecedentes para futuras investigaciones en esta área y se relacionen con el perfil del egresado para participar en la vida escolar, familiar y comunal, preparándose así para ejercer y disfrutar de una ciudadanía plena basada en el respeto, el buen trato y la inclusión social.Trabajo académico