Dissertations / Theses on the topic 'Cognitive analytics'
To see the other types of publications on this topic, follow the link: Cognitive analytics.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Cognitive analytics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Kovanovic, Vitomir. "Assessing cognitive presence using automated learning analytics methods." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/28759.
Full textAbstract:
With the increasing pace of technological changes in the modern society, there has been a growing interest from educators, business leaders, and policymakers in teaching important higher-order skills which were identified as necessary for thriving in the present-day globalized economy. In this regard, one of the most widely discussed higher order skills is critical thinking, whose importance in shaping problem solving, decision making, and logical thinking has been recognized. Within the domain of distance and online education, the Community of Inquiry (CoI) model provides a pedagogical framework for understanding the critical dimensions of student learning and factors which impact the development of student critical thinking. The CoI model follows the social-constructivist perspective on learning in which learning is seen as happening in both individual minds of learners and through the discourse within the group of learners. Central to the CoI model is the construct of cognitive presence, which captures the student cognitive engagement and the development of critical thinking and deep thinking skills. However, the assessment of cognitive presence is challenging task, particularly given its latent nature and the inherent physical and time separation between students and instructors in distance education settings. One way to address this problem is to make use of the vast amounts of learning data being collected by learning systems. This thesis presents novel methods for understanding and assessing the levels of cognitive presence based on learning analytics techniques and the data collected by learning environments. We first outline a comprehensive model for cognitive presence assessment which builds on the well-established evidence-cantered design (ECD) assessment framework. The proposed assessment model provides a foundation of the thesis, showing how the developed analytical models and their components fit together and how they can be adjusted for new learning contexts. The thesis shows two distinct and complementary analytical methods for assessing students’ cognitive presence and its development. The first method is based on the automated classification of student discussion messages and captures learning as it is observed in the student dialogue. The second analytics method relies on the analysis of log data of students’ use of the learning platform and captures the individual dimension of the learning process. The developed analytics also extend current theoretical understanding of the cognitive presence construct through data-informed operationalization of cognitive presence with different quantitative measures extracted from the student use of online discussions. We also examine methodological challenges of assessing cognitive presence and other forms of cognitive engagement through the analysis of trace data. Finally, with the intent of enabling for the wider adoption of the CoI model for new online learning modalities, the last two chapters examine the use of developed analytics within the context of Massive Open Online Courses (MOOCs). Given the substantial differences between traditional online and MOOC contexts, we first evaluate the suitability of the CoI model for MOOC settings and then assess students’ cognitive presence using the data collected by the MOOC platform. We conclude the thesis with the discussion of practical application and impact of the present work and the directions for the future research.
2
Rao, Rashmi Jayathirtha. "Modeling learning behaviour and cognitive bias from web logs." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492560600002105.
Full text
3
Soukieh, Tarek. "How Can Business Analytics Induce Creativity: The Performance Effects of User Interaction with Business Analytics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1462634733.
Full text
4
Carvalho, André Silva de. "Analytics como uma ferramenta para Consumer Insights." Escola Superior de Propaganda e Marketing, 2017. http://tede2.espm.br/handle/tede/267.
Full textAbstract:
Submitted by Adriana Alves Rodrigues (aalves@espm.br) on 2017-11-22T15:02:28Z
No. of bitstreams: 1
ANDRE SILVA DE CARVALHO.pdf: 3017440 bytes, checksum: 72f0dd79324eb16e16c0fca2fea756db (MD5)Approved for entry into archive by Adriana Alves Rodrigues (aalves@espm.br) on 2017-11-22T15:02:51Z (GMT) No. of bitstreams: 1 ANDRE SILVA DE CARVALHO.pdf: 3017440 bytes, checksum: 72f0dd79324eb16e16c0fca2fea756db (MD5)
Approved for entry into archive by Ana Cristina Ropero (ana@espm.br) on 2017-11-23T10:56:03Z (GMT) No. of bitstreams: 1 ANDRE SILVA DE CARVALHO.pdf: 3017440 bytes, checksum: 72f0dd79324eb16e16c0fca2fea756db (MD5)
Made available in DSpace on 2017-11-23T10:56:31Z (GMT). No. of bitstreams: 1 ANDRE SILVA DE CARVALHO.pdf: 3017440 bytes, checksum: 72f0dd79324eb16e16c0fca2fea756db (MD5) Previous issue date: 2017-03-24
Being innovative in a more and more competitive market can be anything but trivial. There is a complex variables system to be taken into account throughout an innovation process, and hardly ever will there be enough data to support a research or decision. It is always possible to turn to human inference, or cognitive bias, when enough data is not available, or when time for decision-making is scarce. Consumer Insight technique has been used for this research purpose and aimed at lowering cognitive bias, seeking to find out what are consumers' wishes and needs so that decision-making or innovation could be supported. This paper proposes to mitigate the influence of cognitive bias, by means of data analysis techniques, in search for patterns which can identify opportunities to give both decision-making and search for innovation some support. In order to achive this purpose, unstructured data from 26.514 telephone talks had in a big financial market company between 01.12.2016 e 31.12.2016 have been used. Analysis has been carried out with the transcript from voice into text concomitantly with Text Mining and Social Network analysis. The results have led us to identify main client demands from a sales perspective, cancellation resquest, as well as the reason for inefficiency in offering new products from elements of higher centrality identified in the word association networks. It is implied that the combined use of analytical techniques applied to unstructured data may give rise to findings in which cognitive bias is lower.
Em um mercado cada vez mais competitivo, ser inovador pode ser um diferencial, porém não é uma atividade trivial. Existe um sistema de variáveis complexas que deve ser considerado ao longo de um processo de inovação e nem sempre há dados suficientes que suportem uma pesquisa ou decisão. A inferência humana, ou viés cognitivo, pode ser uma alternativa quando não existem dados suficientes ou quando o tempo para a tomada de decisão é menor que o necessário. A técnica de Consumer Insight foi utilizada nesta pesquisa com o objetivo de diminuir o viés cognitivo, buscando descobrir os anseios e necessidades do consumidor, para suportar o processo de tomada de decisão ou inovação. Este estudo apresenta uma proposta para mitigar a influência do viés cognitivo, a partir de técnicas de análise de dados, em busca de padrões que possam identificar as oportunidades para suportar o processo decisório ou a busca pela inovação. Neste trabalho foram utilizados dados não estruturados de 26.514 conversas telefônicas realizadas no período de 01/12/2016 a 31/12/2016, provenientes de uma empresa do mercado financeiro. A metodologia analítica consistiu na transcrição de voz para texto e no uso associado de técnicas de Text Mining e Análise de Redes Sociais. Os resultados obtidos permitiram identificar as principais demandas dos clientes na perspectiva de vendas, pedido de cancelamento e a razão da ineficiência das ofertas de novos produtos, a partir dos elementos de maior centralidade identificados nas redes de associação de palavras. Implica-se que o uso combinado de técnicas analíticas em dados não estruturados pode permitir a obtenção de achados com menor influência do viés cognitivo.
5
Schumacher, Clara [Verfasser], and Dirk [Akademischer Betreuer] Ifenthaler. "Cognitive, metacognitive and motivational perspectives on Learning Analytics : Synthesizing self-regulated learning, assessment, and feedback with Learning Analytics / Clara Schumacher ; Betreuer: Dirk Ifenthaler." Mannheim : Universitätsbibliothek Mannheim, 2020. http://d-nb.info/1204828741/34.
Full text
6
Shovman, Mark. "Measuring comprehension of abstract data visualisations." Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/4cfbdab1-0f91-4886-8b02-a4a8da48aa72.
Full textAbstract:
Common visualisation techniques such as bar-charts and scatter-plots are not sufficient for visual analysis of large sets of complex multidimensional data. Technological advancements have led to a proliferation of novel visualisation tools and techniques that attempt to meet this need. A crucial requirement for efficient visualisation tool design is the development of objective criteria for visualisation quality, informed by research in human perception and cognition. This thesis presents a multidisciplinary approach to address this requirement, underpinning the design and implementation of visualisation software with the theory and methodology of cognitive science. An opening survey of visualisation practices in the research environment identifies three primary uses of visualisations: the detection of outliers, the detection of clusters and the detection of trends. This finding, in turn, leads to a formulation of a cognitive account of the visualisation comprehension processes, founded upon established theories of visual perception and reading comprehension. Finally, a psychophysical methodology for objectively assessing visualisation efficiency is developed and used to test the efficiency of a specific visualisation technique, namely an interactive three-dimensional scatterplot, in a series of four experiments. The outcomes of the empirical study are three-fold. On a concrete applicable level, three-dimensional scatterplots are found to be efficient in trend detection but not in outlier detection. On a methodological level, ‘pop-out’ methodology is shown to be suitable for assessing visualisation efficiency. On a theoretical level, the cognitive account of visualisation comprehension processes is enhanced by empirical findings, e.g. the significance of the learning curve parameters. All these provide a contribution to a ‘science of visualisation’ as a coherent scientific paradigm, both benefiting fundamental science and meeting an applied need.
7
Wixon, Naomi. "An Inductive Method of Measuring Students’ Cognitive and Affective Processes via Self-Reports in Digital Learning Environments." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-dissertations/504.
Full textAbstract:
Student affect can play a profoundly important role in students' post-school lives. Understanding students' affective states within online learning environments in particular has become an important matter of research, as digital tutoring systems have the potential to intervene at the moment that students are struggling and becoming frustrated, bored or disengaged. However, despite the importance of assessing students' affective states, there is no clear consensus about what emotions are most important to assess, nor how these emotions can be best measured.
This dissertation investigates students’ self-reports of their emotions and causal attributions of those emotions collected while they are solving math problems within a mathematics tutoring system. These self-reports are collected in two conditions: through limited choice Likert response and through open response text boxes. The conditions are combined with students’ cognitive attributions to describe epistemic (neither purely affective nor purely cognitive) emotions in order to explain the relationship between observable student behaviors in the MathSpring.org tutoring system and student affect. These factors include beliefs, expectations, motivations, and perceptions of ability and control. A special emphasis of this dissertation is on analyzing the role of causal attributions for the events and appraisals of the learning environment, as possible causes of student behaviors, performance, and affect.
8
Chen, Sheng-Bo. "Examining the Effect of Self-Regulated Learning on Cognitive Engagement in Mastery-Based Online Courses: A Learning Analytics Perspective." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1577788376743384.
Full text
9
Kurup, Unmesh. "Design and use of a bimodal cognitive architecture for diagrammatic reasoning and cognitive modeling." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1198526352.
Full text
10
Larmuseau, Charlotte. "Learning Analytics pour la compréhension des processus d'apprentissage dans les environnements d'apprentissage en ligne." Thesis, Lille, 2020. http://www.theses.fr/2020LILUI082.
Full textAbstract:
L’éducation change en termes de ce qui est appris et de contexte dans lequel l'apprentissage a lieu. Cela peut être en grande partie lié aux exigences en constante évolution du marché du travail actuel. En outre, la disponibilité des technologies de l'information a modifié les limites traditionnelles de l'éducation en matière de temps, d'espace et d'accès à l'information. Du point de vue de la pédagogie, la combinaison de ces deux phénomènes constitue un grand défi pour les chercheurs et les pédagogues qui doivent mettre en œuvre une pédagogie qui réponde aux exigences du contexte actuel de l'apprentissage (Ng, 2015). Le modèle de conception pédagogique à quatre composantes (modèle 4C/ID; van Merriënboer et al., 2002) est un modèle de conception pédagogique basé sur la recherche qui s'est avéré efficace pour promouvoir l’ apprentissage complexe. Néanmoins, offrir un environnement d'apprentissage en ligne basé sur un modèle de conception pédagogique basé sur la recherche n'est pas nécessairement une garantie de son efficacité. Comme l'apprenant est un agent actif dans le processus d'apprentissage en ligne, l'efficacité des environnements d'apprentissage dépend largement des caractéristiques cognitives et motivationnelles-affectives de l'étudiant. Afin d'étudier les caractéristiques qui peuvent influencer l'efficacité d'un cours en ligne basé sur les 4C/ID et la manière dont l'efficacité peut être facilitée, le projet de recherche actuel a été divisé en deux pistes de recherche. Sur la base de trois études, la première piste de recherche a examiné l'influence des caractéristiques cognitives et motivationnelles-affectives des étudiants sur l'efficacité des environnements d'apprentissage en ligne. Plus particulièrement, les études 1 et 2 ont examiné l'influence de l'acceptation de la technologie par les étudiants et la perception de la qualité de l'enseignement par les étudiants. En outre, l'étude 3 a examiné l'influence des connaissances antérieures et des caractéristiques motivationnelles des élèves sur les différentes utilisations des composantes et les résultats de l'apprentissage. Les résultats des études 1 et 2 révèlent l'importance de l'acceptation des technologies par les étudiants et de la perception de la qualité de l'enseignement sur respectivement la quantité et la qualité de l'utilisation et les résultats d'apprentissage des étudiants. En outre, les résultats de l'étude 3 indiquent que (1) les connaissances antérieures et la motivation intrinsèque des étudiants peuvent influencer les différences d'utilisation et que (2) les connaissances antérieures des étudiants et les différences d'utilisation des composantes influencent positivement les résultats d'apprentissage des étudiants. Par conséquent, la piste de recherche 1 indique que les différences individuelles peuvent influencer l'efficacité d'un environnement d'apprentissage en ligne. Néanmoins, des recherches antérieures indiquent que l'influence des différences individuelles peut être modéré en alignant l'environnement d'apprentissage sur les besoins d'apprentissage des étudiants. Afin d'aligner le cours en ligne sur les besoins d'apprentissage des étudiants, nous devrions être en mesure de détecter le processus d'apprentissage au cours de l'apprentissage complexe en ligne. Par conséquent, la deuxième piste de la recherche a examiné dans deux études si des données physiologiques liées à la peau (études 4 et 5) et les données physiologiques cardiovasculaires (étude 5) peuvent être utilisées pour évaluer la charge cognitive pendant le processus de résolution de problèmes en ligne. Les résultats de l'étude 4 révèlent que les changements de charge cognitive peuvent être détectés par l'EDA lorsque les différences de charge cognitive sont élevées. Les résultats de l'étude 5 semblent indiquer que la surcharge cognitive induit un stress qui a été évalué via la température de la peau et la fréquence cardiaqueThe current learning landscape is evolving in terms of what is learned and the context in which learning takes place. This can largely be related to the continuously changing requirements of today’s labor market. Additionally, the availability of information technology has changed the traditional educational boundaries of time, space, and informational access. From an instructional design perspective, the combination of both phenomena poses a great challenge for researchers and instructional designers to implement instruction that meets the requirements of the current learning landscape (Ng, 2015). A research-based instructional design model that has proven to be effective in promoting complex learning is the four-component instructional design model (4C/ID-model; van Merriënboer et al., 2002). Nonetheless, offering an online learning environment based on a research-based instructional design model is not necessarily a guarantee for its effectiveness. As the learner is an active agent in the online learning process, the effectiveness of learning environments largely depends on student cognitive and motivational-affective characteristics. In order to investigate characteristics that can influence the effectiveness of a 4C/ID-based online course and how effectiveness can be facilitated, the current research project was divided into respectively research track 1 and 2. On the basis of three studies, research track 1 examined the influence of students’ cognitive and motivational-affective characteristics. More particularly, Study 1 and 2 investigated the influence of students’ technology acceptance and students’ perceptions of instructional quality. Additionally, study 3 investigated the influence of students’ prior knowledge and motivational characteristics. Findings of study 1 and 2, reveal the importance of students’ technology acceptance and perceived instructional quality on respectively the quantity and quality of use and students’ learning outcomes. Additionally, findings of study 3 indicate that (1) students’ prior knowledge and task value can influence differences in use and that (2) students’ prior knowledge and differences in use positively influences students’ learning outcomes. As a result, research track 1 indicates that individual differences can influence the effectiveness of a 4C/ID-based online course. Nonetheless, former research indicates that the influence of individual differences can be reduced by aligning the learning environment with students’ learning needs. In order to align the online course with students’ learning needs, we should be able to detect learning process during online complex learning. Consequently, research track 2 explored in two studies whether physiological measures such as skin response measures (Study 4 and 5) and cardiovascular measures (Study 5) can be used to assess cognitive load during the online problem-solving process. Findings of study 4 reveal that changes in cognitive load can be detected by electrodermal activity when differences in cognitive load are high. Findings of study 5 appear to indicate that cognitive overload induces stress which was assessed via skin temperature and heart rate
11
Enoch, John. "Application of Decision Analytic Methods to Cloud Adoption Decisions." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25560.
Full textAbstract:
This thesis gives an example of how decision analytic methods can be applied to choices in the adoption of cloud computing. The lifecycle of IT systems from planning to retirement is rapidly changing. Making a technology decision that can be justified and explained in terms of outcomes and benefits can be increasingly challenging without a systematic approach underlying the decision making process. It is proposed that better, more informed cloud adoption decisions would be taken if organisations used a structured approach to frame the problem to be solved and then applied trade-offs using an additive utility model. The trade-offs that can be made in the context of cloud adoption decisions are typically complex and rarely intuitively obvious. A structured approach is beneficial in that it enables decision makers to define and seek outcomes that deliver optimum benefits, aligned with their risk profile. The case study demonstrated that proven decision tools are helpful to decision makers faced with a complex cloud adoption decision but are likely to be more suited to the more intractable decision situations.
12
Davies, Joanne. "A detailed analysis of the wholist-analytic style ratio : a methodology for developing a reliable and valid measure of style." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-detailed-analysis-of-the-wholistanalytic-style-ratio(074c3b8c-1ce0-4b30-82c5-7c0b90ef8aec).html.
Full textAbstract:
Riding's (1991) wholist-analytic dimension of cognitive style proposes a unidimensional view of global-analytic constructs, however, very little empirical evidence exists in support of a relationship between the styles in the wholist-analytic family, which has led to suggestions that style is best conceptualised as a more complex multidimensional construct (Hodgkinson and Sadler-Smith, 2003). Another major problem for Riding's (1991) wholist-analytic style construct is its lack of temporal reliability (Peterson, Deary and Austin, 2003; Rezaei and Katz, 2004; Parkinson, Mullally and Redmond, 2004; Cook, 2008). Furthermore, the current thesis argues that in addition to problems of reliability, the wholist-analytic dimension lacks predictive and construct validity. This thesis outlines two major methodological limitations with the current wholist-analytic ratio measurement, which have raised doubts over the efficacy of the ratio in discriminating between part processing and whole processing style. Firstly, the wholist-analytic ratio is confounded by reflective-impulsive style differences (Kagan, Rosman, Day, Albert and Phillips, 1964). Secondly, the nature of the tasks, combined with strategy preferences, set up an asymmetry in the basis of the wholist-analytic ratio. A new measure of wholist-analytic style, hereafter called the 'Wholist-Analytic Style (WAS) Analysis' has been developed to experimentally manipulate the presentation order of the subtests and the number of parts in the geometric stimuli. Performances on the WAS analysis and the CSA were compared to other styles in the wholist-analytic family to test the unidimensional approach to style. It was found that the wholist-analytic ratio is confounded by sensitivity to reflective style, with much of its discriminatory power being limited to the first subtest, and 6 there is an asymmetry in the part-whole processing basis of the wholist-analytic ratio. Furthermore, there is a consistent relationship between reflective-impulsive style and part-whole processing. This thesis proposes the theory of diminished reflection, which renders the wholist-analytic ratio invalid in its current form. The theory can account for the hereto-unexplained lack of temporal reliability of the wholist-analytic ratio and offers a practical solution to improve both the validity and stability of the ratio. This thesis offers partial support for the unidimensional perspective of style but makes strong links between reflective-impulsive style and part-whole processing preferences.
13
Hamill, Michelle C. "Letters in cognitive analytic therapy : the patient's experience." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430597.
Full textAbstract:
"Written words don't fade, they endure through space and time, bearing witness to the work of therapy and immortalising it" (Epston, 1994: p31) Aim: This study explored how the therapeutic letters, which are used as a standard procedure in Cognitive Analytic Therapy (CAT), contribute to the therapy from the perspective of patients. Background: CAT is a structured, time-limited psychotherapy (Ryle & Kerr, 2002). Letters form an important part of the reformulation and ending stages in CAT. However, little is known about the impact these letters have on the therapeutic process and how they are used from the perspective of the patient. Exploring the meaning and use of letters may further our understanding of this process, as well as giving value to patients' opinions. Method: Semi-structured interviews were used to elicit eight participants' perspectives of how the letters in CAT contributed to their therapy. A thematic analysis based on certain grounded theory principles was used to analyse the interview transcripts. Results: The analysis of participants' accounts suggested that the letters in CAT contributed to therapy through a process of `connecting' patients in varying degrees in the following four ways to: `understanding and awareness of self', `relationship with therapist', `perception of the structure and process of therapy', and `communicating self with others'. CAT theory has addressed many of these findings. However, the dilemmas and risk associated with the letters, such as re-invoking painful emotions by re-reading them and whether to share them with others, pervaded patients' accounts, offering a more complex understanding of the part the letters played, beyond those currently proposed by CAT theory. Discussion: It is proposed that it is the letters' ability to tap into patients' experience of connecting and relating, internally and externally, and the difficulties entailed in this that makes them such potentially powerful therapeutic tools. Clinical and theoretical implications and suggestions for future research are also discussed
14
Welch, C. Lawrence. "Reformulation in cognitive analytic therapy : reliability, validity and process." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531157.
Full text
15
Draine, Sean C. "Analytic limitations of unconscious language processing /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9143.
Full text
16
Medeiros, Mauricius Munhoz de. "O impacto da capacidade de inteligência analítica de negócios na tomada de decisões na era dos grandes dados." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7109.
Full textAbstract:
Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-07-12T16:11:01Z
No. of bitstreams: 1
Mauricius Munhoz de Medeiros_.pdf: 3956183 bytes, checksum: b542e87eedac0be0bf8f79f48709672f (MD5)Made available in DSpace on 2018-07-12T16:11:01Z (GMT). No. of bitstreams: 1 Mauricius Munhoz de Medeiros_.pdf: 3956183 bytes, checksum: b542e87eedac0be0bf8f79f48709672f (MD5) Previous issue date: 2018-02-27
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este estudo investigou o impacto das capacidades de inteligência analítica de negócios na expansão das capacidades cognitivas gerenciais, orientando a tomada de decisões (com base nos dados), de modo ágil (dinâmico), para a melhoria da gestão do desempenho organizacional. Explicou-se o fenômeno sob a perspectiva teórica das capacidades dinâmicas. Para a definição dos construtos, foram revisados, também, os elementos teóricos a respeito das capacidades de inteligência analítica de negócios e tomada de decisões. Executou-se uma pesquisa de métodos mistos, desenhada em duas etapas. A primeira, exploratória, realizada através de entrevistas com 10 gestores, permitiu o mapeamento dos relacionamentos e a identificação das variáveis, oportunizando o desenvolvimento do instrumento quantitativo. A segunda, confirmatória, realizada através de uma survey com 366 respondentes, cujos resultados foram analisados para validar o instrumento de pesquisa e mensurar o impacto por meio da modelagem de uma equação estrutural, confirmando-se 5 das 7 hipóteses definidas no modelo conceitual. O cerne da discussão está na explicação do impacto das capacidades de inteligência analítica de negócios na tomada decisões, onde os achados evidenciam impacto significativo das capacidades de inteligência analítica gerencial, governança e processamento de grandes dados, e analítica avançada de negócios. A pesquisa contribui para a teoria, por ter explicado as capacidades de inteligência analítica de negócios como capacidades dinâmicas, bem como pelo desenvolvimento e validação de um instrumento para a mensuração integrada dessas capacidades. Para o campo gerencial, o estudo aponta direcionamentos e recomendações ao indicar potencialidades e limitações para o desenvolvimento dessas capacidades.
This study investigated the impact of business analytical intelligence capabilities on the expansion of managerial cognitive capabilities, orienting decision making (based on data) in an agile (dynamic) way, to improve organizational performance management. The phenomenon was explained according to the theoretical perspective of dynamic capabilities. For the definition of the constructs, the theoretical elements regarding business analytical intelligence capabilities and decision making were also reviewed. A mixed-method research was carried out in two stages. The first, which was exploratory, was conducted through interviews with 10 managers and allowed the mapping of relationships and identification of variables, allowing the development of the quantitative instrument. The second, which was confirmatory, was performed through a survey with 366 interviewees, which results were analyzed to validate the research instrument and measure the impact through the modeling of a structural equation, confirming 5 of the 7 hypotheses defined in the conceptual model. The heart of the discussion lies in the explanation of the impact of business analytical intelligence capabilities on decision making, in which the findings evidence significant impact of managerial analytical intelligence capabilities, governance and the processing of big data, and advanced business analytics. This research contributes to the theory by explaining business analytical intelligence capabilities as dynamic capabilities, as well as by developing and validating an instrument for the integrated measurement of these capabilities. For the managerial field, this study points out directions and recommendations when indicating potentialities and limitations for the development of these capabilities.
17
Reda, Roberto. "A Semantic Web approach to ontology-based system: integrating, sharing and analysing IoT health and fitness data." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14645/.
Full textAbstract:
With the rapid development of fitness industry, Internet of Things (IoT) technology is becoming one of the most popular trends for the health and fitness areas. IoT technologies have revolutionised the fitness and the sport industry by giving users the ability to monitor their health status and keep track of their training sessions. More and more sophisticated wearable devices, fitness trackers, smart watches and health mobile applications will appear in the near future. These systems do collect data non-stop from sensors and upload them to the Cloud. However, from a data-centric perspective the landscape of IoT fitness devices and wellness appliances is characterised by a plethora of representation and serialisation formats. The high heterogeneity of IoT data representations and the lack of common accepted standards, keep data isolated within each single system, preventing users and health professionals from having an integrated view of the various information collected. Moreover, in order to fully exploit the potential of the large amounts of data, it is also necessary to enable advanced analytics over it, thus achieving actionable knowledge. Therefore, due the above situation, the aim of this thesis project is to design and implement an ontology based system to (1) allow data interoperability among heterogeneous IoT fitness and wellness devices, (2) facilitate the integration and the sharing of information and (3) enable advanced analytics over the collected data (Cognitive Computing). The novelty of the proposed solution lies in exploiting Semantic Web technologies to formally describe the meaning of the data collected by the IoT devices and define a common communication strategy for information representation and exchange.
18
Rosquete, Ramon J. "Wakeboards : correlation of cognitive and analytical data on fins." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1045.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering and Computer Science
Mechanical Engineering
19
Rayner, J. Kate. "Clients' experience and understanding of change processes in cognitive analytic therapy." Thesis, University of Sheffield, 2005. http://etheses.whiterose.ac.uk/6073/.
Full textAbstract:
SECTION 1: LITERATURE REVIEW This paper reviews the qualitative literature exploring the experience of individual psychotherapy and counselling from the client's perspective. It considers the client's experience in three broad phases: pre-therapy feelings on becoming a client, the middle phase of therapy and the ending of therapy. It provides an updated synthesis of the available literature and presents a critique of that literature. The review demonstrates the rich diversity of experiences that are uncovered when exploring therapy from the clients' perspective. SECTION 11: RESEARCH REPORT This paper reports the findings of a qualitative study exploring clients' experiences and understanding of change processes in Cognitive Analytic Therapy (CAT). Using grounded theory methodology the study utilised a three stage design to develop a 'bottom up' theoretical model allowing for constant member validation. Within this process, a total of 15 end of therapy interviews were conducted with nine clients who had received a course of individual CAT. The core conceptual framework, 'doing with' emerged from the analysis and was conceptualised to represent clients' subjective experience of CAT. This framework subsumed four main inter-related themes each interacting and influencing the other; 'being with the therapist', 'keeping it real', 'understanding and feeling' and 'CAT tools'. SECTION III: CRITICAL APPRAISAL The first part of this paper presents a synopsis, with personal reflections, of the research process from its origins to write up. The second part discusses the main learning experiences gained from the study.
20
Kimber, Nicola Jane Mary. "The psychological determinants of distress at work : a cognitive analytic approach." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398426.
Full text
21
Bennett, Dawn Elizabeth. "Deriving a model of therapist competence from good and poor outcome cases in the psychotherapy of borderline personality disorder." Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301668.
Full text
22
Uzun, Ozer Bilge. "A Path Analytic Model Of Procrastination: Testing Cognitive, Affective, And Behavioral Components." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612834/index.pdf.
Full textAbstract:
The present study investigated the multiple predictors of procrastination among university students. In the present study, a mediational causal model based on cognitive, affective, and behavioral components to procrastination was hypothesized to be tested in order to see the structural relationships among the cognitive, affective, and behavioral variables and to what extend the combination of these variables account for engaging in procrastination. The sample consisted of 1218 undergraduate students (623 female, 595 male) selected from Middle East Technical University by stratified random sampling. Turkish version of Tuckman Procrastination Scale was used to gather information for the dependent variable for the present study. Moreover, Demographic Information Form, Irrational Belief Test, Academic Self-Efficacy Scale, Rosenberg Self-Esteem Scale, Frustration Discomfort Scale, and Self-Control Schedule were used in data collection. Pilot study was conducted for assessing the validity and reliability of the Frustration Discomfort Scale. Path analysis was utilized to test the hypothesized causal model.
The result revealed that procrastination was negatively predicted from academic self-efficacy, self-esteem, and self-regulation. The findings also validated that academic self-efficacy partially mediated the association of procrastination with discomfort intolerance and emotional irresponsibility. Self-esteem also partially mediated the association of procrastination with discomfort intolerance, with emotional irresponsibility, and with anxious overconcern. Finally the results demonstrated that the self-regulation was the strongest predictor of procrastination besides its mediation role for the relationship between procrastination and frustration discomfort beliefsbetween procrastination and irrational beliefs
between procrastination and academic self-efficacy
and between procrastination and self-esteem.
23
Osborne, Jessica. "Clients' and therapists' experience of sequential diagrammatic reformulations in cognitive analytic therapy." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589433.
Full textAbstract:
Formulation is argued to be of central importance in most psychotherapeutic approaches. Yet, despite the many claims made about its benefits, it remains an under-researched area. Formulation in Cognitive Analytic Therapy (CAT) is known as 'reformulation' and involves both a diagrammatic and narrative component. The diagrammatic component, called the Sequential Diagrammatic Reformulation (SDR), is a key element of CAT. Previous research addressing the impact of formulation suggests that quantitative methodologies are not suited to capturing the complexity of the experience of reformulation. Recent qualitative studies have started to address this gap, but there is still a paucity of research focussed solely on the use of the SDR, in particular little attention has been paid to the perspectives of both clients and their therapists. The present study aimed to address these gaps by conducting an in-depth exploration of clients' and therapists' experiences of using SDRs in CAT. Seven participants, comprising four clients and three therapists, were interviewed. The data was analysed using Interpretative Phenomenological Analysis (IPA). Six master themes emerged that represented how the SDR had impacted on the clients' journeys through therapy: 'Increases understanding', 'Facilitates conversations', 'Collaboration', 'Facilitates change', 'Impact of the SDR beyond therapy', and 'Doing it right'. The analysis revealed many similarities between the clients' and therapists' accounts. This study supports the hypothesised benefits of the SDR and helps to further our understanding of the processes by which these are achieved. The results have clinical implications, which suggest ways in which therapists can maximise the potential benefits of the SDR. Future research is needed to validate these findings and investigate whether the experiences of these participants can be generalised to other CAT therapists and clients.
24
Turner, James B. "Development and evaluation of a pictorial metaphor technique in cognitive analytic therapy." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/19161/.
Full textAbstract:
This research has explored and evaluated the use of metaphor and pictorial metaphor (PM) in Cognitive Analytic Therapy (CAT). A four part action research, mixed methods enquiry was designed and administered to explore, qualify and measure the use of a pictorial metaphor technique as part of the therapeutic encounter in CAT. The technique arose intuitively from the author’s clinical practice and had received positive feedback from individual patients and CAT therapists. In CAT metaphor is a recognised clinical focus yet there has been no systematic study of the development and effects of working with metaphor and especially PM. Study1 involved utilising a workshop and focus groups method across the CAT community at a number of regional, national and international conferences. A concurrent review of the available literature following a ‘Topical or narrative’ review methodology, to capture a wide base of literature, was undertaken. Study2, a Delphi study of expert practice, was managed across the CAT international community. Initial interest was gained from n=101 CAT therapists with a return rate of n=48. Study3 articulated the results of the Delphi and the literature review into a training programme ‘resource material’ delivered to a number of study groups. Evaluation questionnaires were completed and a follow up reflective questionnaire sent to participants who opted in. The follow up questionnaire was designed to capture responder’s reflections on utilising the technique in their clinical work. Study4 involved a pilot of a pre and post training self-assessment the ‘MaP-SELF’ measuring participant’s perceived competence in working with metaphor and PM. Study1 realised general support for the direction of the research with some preliminary cautions and process considerations to take forward. One of these was recognising working with ‘art’ is a deliberate step; the therapist being the ‘drawer’ may be a challenge as art is usually generated by patients. Study2 developed unique insights into metaphor and pictorial metaphor extracting 76 unique statements for rating that considered ways of working with the topic. A number of insights as to the process and function of metaphor were achieved alongside important practice considerations and some answers to dilemmas arising from Study1. Study3 developed, evaluated and refined a workshop and associated training materials that were designed to support therapist’s recognition and skill in the application of metaphor and PM in their clinical work. Analysis of evaluations and reflections found that it was possible to extend practitioners skill in this area. Attendees in workshops were better able to recognise and work with PM and were able to generate ‘PMs’ at the end of the workshop. Importantly Study3 extended the metaphor practice to include a heterogeneous group of counsellors which provided a reference point for the use of the technique in the wider therapeutic community. Study4 provided useful insights into the effectiveness of a self-assessment alongside further workshop evaluation. Analysis supports the self-assessment as a useful tool finding a perceived increase in self-efficacy in the PM technique. Results support the PM technique as accessible to participants, focussing their thinking as part of the therapeutic encounter. Responders valued metaphor and PM as a way to develop the relationship, generate insights and stimulate recall of problem procedures. Participants rated the workshop favourably and found them encouraging in increasing their skill level. Importantly workshops validated their current practice and increased confidence. The self-assessment had utility as an assessment as well as a guide for best practice.
25
Mclaughlin, Kevin James. "The contribution of analytic information processing to diagnostic performance in medicine." Rotterdam : Rotterdam : Erasmus Universiteit ; Erasmus University [Host], 2007. http://hdl.handle.net/1765/10198.
Full text
26
Tyrer, Rebecca Anne. "The impact of reformulation on insight and symptom change in cognitive analytic therapy." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/18141/.
Full textAbstract:
Objectives. This study aims to assess: clients’ responsiveness to the delivery of CAT-specific tools in order to gain a better understanding about which tools lead to therapeutic change; the impact of CAT upon insight; and clients’ perspectives on receiving CAT and how much they ascribe the process of change to CAT-specific tools. Design. A hermeneutic single-case efficacy design, repeated with a small number of participants, was used to assess whether CAT-specific tools stimulate therapeutic change. Mixed methods were used to generate data on change processes. Methods. The case-series comprised of six therapist/client dyads. Therapists were asked to keep a weekly record of their delivery of CAT- specific tools. Participating clients were asked to complete the recognition and revision rating scale, two corrective experience questions, the insight sub-scale of the Self-Reflection and Insight Scale and the Clinical Outcome in Routine Evaluation-10. Outcomes were supplemented with qualitative data taken from client change interviews. Template analysis was used to analyse the qualitative data. Results. For all but two participants there were no statistically significant changes on the CORE-10 in the session immediately or shortly after the introduction of a CAT-specific tool. Five themes emerged from the qualitative data: making links, breaking the links in patterns, experiences that disconfirm beliefs, working in partnership, and real world influences. CAT-specific mechanisms were identified by participants as helpful for bringing about recognition and revision of faulty patterns. Both CAT-specific and non-specific mechanisms of change were identified as being helpful. Conclusions. CAT-specific tools were seen to facilitate cognitive and emotional insight which was a necessary element of the process of CAT in bringing about behavioural change through revision. It was also found that a genuine therapeutic relationship is an important mechanism operating through, and strengthened by CAT-specific tools.
27
Zhang, Meng. "A study of the wholist-analytic and verbal-imagery dimensions of cognitive style." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/d8ae7d11-933e-46fb-843d-29b9f2bb075b.
Full textAbstract:
Individuals' consistent aptitudes in processing information are referred to as cognitive styles (i.e. the wholist-analytic and verbal-imagery cognitive styles). They have been suggested to be relevant to many observed behaviours especially in the learning and teaching circumstances. However, experimental evidence is required to support their validity and further the understanding of their nature. he first stream of inquiry profiled different facets of the nature of the wholist-analytic cognitive style by various strands of evidence. The other stream of investigation examined the verbal-imagery cognitive style, which is concerned with information representation, verbally or pictorially.
28
Compton, Dickinson Stella J. "A feasibility trial of group cognitive analytic music therapy in secure hospital settings." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/581523/1/Stella%20Compton%20Dickinson%20Final%20thesis.pdf.
Full textAbstract:
There are no large-scale outcome studies of music therapy in secure hospital settings for people who have committed serious offences. These patients have a right to expect evidence-based multi-disciplinary treatment (Duggan et al. 2006); NICE (2010). Music therapy therefore should take a form which can be integrated into the treatment pathway.
A single site implementation of a mixed-methods patient preference randomised controlled trial investigated the clinical effectiveness of a manualised music therapy model called Group Cognitive Analytic Music Therapy (G-CAMT). This context-specific, time limited intervention incorporates theories from Group Analysis (Foulkes 1964) and Cognitive Analytic Therapy (Ryle and Kerr 2003). The central research question was ‘Is G-CAMT feasible and effective for offenders in a secure multi-disciplinary treatment setting?’
The research process followed the Medical Research Council framework for developing and evaluating complex interventions (Campbell et al. 2000, 2007). Twenty patients were recruited; those expressing no preference were randomised to treatment or control arms. The two music therapists and the principal investigator were masked to their allocation status. Those in the treatment arm were allocated to one of two treatment groups of five, each run individually by one of the music therapists. Each group had sixteen ninety minute weekly sessions with followup at eight weeks. Treatment and control groups received standard care.
The primary measure was the Person’s Relating to Others Questionnaire (Birtchnell and Evans 2004) Secondary measures were the Basic Empathy Scale (Jolliffe and Farrington 2006a), The Multi-Scale Dissociation Inventory (Briere, 2002) and an observational measure, the Chart of Interpersonal Reactions in Closed Living Environments (Blackburn and Glasgow, 1993). Quantitative data from these measures were examined for associations with qualitative data from semi-structured interviews administered to the music therapists and analyzed using Interpretative Phenomenological Analysis (Smith et.al. 2009)
Findings from the results of the primary measure demonstrated statistically significant (Mann Whitney U: p<.05) reductions in favour of the treatment group compared to the control, in intrusive, restrictive and possessive behaviors and helpless or self-denigrating behaviours. There were improvements over time within the treatment group in the domains of sociability and hostility (Friedman Test :p<.04). The use of a manual was shown to help the music therapists manage the risk of violence without constraining their creativity. Two years after the end of the treatment 78% of treatment participants had moved to conditions of lower security over a mean period of 19 months compared with 66% of control subjects over a mean period of 25.5 months. The thesis concludes by situating G-CAMT amongst contemporary music therapy models.
29
Compton, Dickinson Stella J. "A feasibility trial of group cognitive analytic music therapy in secure hospital settings." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/581523/.
Full textAbstract:
There are no large-scale outcome studies of music therapy in secure hospital settings for people who have committed serious offences. These patients have a right to expect evidence-based multi-disciplinary treatment (Duggan et al. 2006); NICE (2010). Music therapy therefore should take a form which can be integrated into the treatment pathway. A single site implementation of a mixed-methods patient preference randomised controlled trial investigated the clinical effectiveness of a manualised music therapy model called Group Cognitive Analytic Music Therapy (G-CAMT). This context-specific, time limited intervention incorporates theories from Group Analysis (Foulkes 1964) and Cognitive Analytic Therapy (Ryle and Kerr 2003). The central research question was ‘Is G-CAMT feasible and effective for offenders in a secure multi-disciplinary treatment setting?’ The research process followed the Medical Research Council framework for developing and evaluating complex interventions (Campbell et al. 2000, 2007). Twenty patients were recruited; those expressing no preference were randomised to treatment or control arms. The two music therapists and the principal investigator were masked to their allocation status. Those in the treatment arm were allocated to one of two treatment groups of five, each run individually by one of the music therapists. Each group had sixteen ninety minute weekly sessions with followup at eight weeks. Treatment and control groups received standard care. The primary measure was the Person’s Relating to Others Questionnaire (Birtchnell and Evans 2004) Secondary measures were the Basic Empathy Scale (Jolliffe and Farrington 2006a), The Multi-Scale Dissociation Inventory (Briere, 2002) and an observational measure, the Chart of Interpersonal Reactions in Closed Living Environments (Blackburn and Glasgow, 1993). Quantitative data from these measures were examined for associations with qualitative data from semi-structured interviews administered to the music therapists and analyzed using Interpretative Phenomenological Analysis (Smith et.al. 2009) Findings from the results of the primary measure demonstrated statistically significant (Mann Whitney U: p<.05) reductions in favour of the treatment group compared to the control, in intrusive, restrictive and possessive behaviors and helpless or self-denigrating behaviours. There were improvements over time within the treatment group in the domains of sociability and hostility (Friedman Test :p<.04). The use of a manual was shown to help the music therapists manage the risk of violence without constraining their creativity. Two years after the end of the treatment 78% of treatment participants had moved to conditions of lower security over a mean period of 19 months compared with 66% of control subjects over a mean period of 25.5 months. The thesis concludes by situating G-CAMT amongst contemporary music therapy models.
30
Samson, Alain. "Culture, religion and cognition : Buddhism and holistic versus analytic thought." Thesis, London School of Economics and Political Science (University of London), 2007. http://etheses.lse.ac.uk/2931/.
Full textAbstract:
Some cross-cultural psychologists have shown differences in cognition between Eastern and Western cultures, described as holistic versus analytic (H-A) systems of thought. It is widely assumed that Buddhism has contributed to holistic cognition. This thesis explores holistic thought among Western Buddhists by integrating methods and theories mainly from cross-cultural and social psychology, but also the cognitive anthropology of religion. H-A reasoning among Buddhists, Anglicans and Secular-Humanists in the UK is investigated in a main experiment, providing good backing for hypothesised H-A group differences. Moreover, it supports a hypothesis about the effect of meditation on the categorisation of visual stimuli and strength of holistic beliefs. However, only explicit H-A measures are subject to religious context effects, as evident in their association with religiosity, the religious self-concept and religious integration. Inducing a Buddhist context through religious priming does not result in a holism shift. A follow-up study (2) uses pictorial primes and shows an interaction effect between priming condition and strength of Buddhist self-concepts on holistic beliefs. Study 3 clarifies religious versus secular differences that were found for the grouping measure used in Study 1 in a correlational design with measures of independence- interdependence, religious identification as well as attraction to Buddhist and Secular- Humanist ideas. It indicates that both self-selection and learning effects may account for secular vs religious H-A differences. The last experiment (Study 4) further develops so-called 'tolerance of contradictions' (TC) as an aspect of H-A cognition and introduces the cognitive anthropological concept of counterintuitive (Cl) beliefs. As expected, results show that religious groups have a higher tolerance of Cl. Furthermore, compared to normal or bizarre concepts. Cl content reduces TC only among secular individuals, and to some degree Anglicans, but has no such effect on Buddhists. Implications for cross-cultural psychology, the psychology of religion as well as the interdisciplinary field of 'cognition and culture' are discussed.
31
Berlin, Heather. "Impulsivity, the orbitofrontal cortex and borderline personality disorder." Thesis, University of Oxford, 2003. http://ora.ox.ac.uk/objects/uuid:df454308-aea1-448a-9237-83735452947f.
Full textAbstract:
Damage to the orbitofrontal cortex (OFC) has been associated with disinhibited or socially inappropriate behaviour and emotional irregularities in both humans and monkeys. Prominent characteristics of several personality disorder syndromes, in particular Borderline Personality Disorder (BPD), are impulsivity and affective instability. This investigation aimed to determine if certain aspects of the Borderline Personality syndrome, in particular impulsivity, are associated with OFC dysfunction. Basic questionnaires of personality, emotion, and impulsivity together with tasks sensitive to frontal lobe dysfunction that assess possible factors related to impulsivity, including time perception, sensitivity to reinforcers, and spatial working memory (SWM), were administered to OFC lesion, BPD, non-OFC prefrontal cortex lesion control, and normal control participants. OFC and BPD patients performed similarly, in that they were more impulsive, reported more inappropriate behaviours, BPD traits, anger, and less happiness than both control groups. They were also less open to experience and had a faster perception of time (in terms of time production) than normal controls. They performed differently on other tasks: BPD patients were less extraverted and conscientious and more neurotic and emotional than all other groups. OFC patients had more severe deficits in reversing stimulus-reinforcer associations compared to all other groups and had a faster perception of time (in terms of time estimation) than normal controls. Both OFC and non-OFC lesion patients had mixed lesions that included dorsolateral prefrontal cortex (DLFC) damage. Accordingly, they both had SWM deficits, a task used to control for DLFC damage, compared to normal and BPD participants. Since BPD participants were not impaired on this task and non-OFC patients did not perform poorly on the same tests that OFC patients did, the neuropsychological deficits of BPD and OFC patients could not be attributed to SWM deficits or DLFC dysfunction. The findings suggest that some of the cognitive/behavioural deficits commonly found in BPD patients are related to OFC dysfunction while others are unrelated and are perhaps related to other brain systems. The possibility of amygdala dysfunction is discussed. The similarities and dissociations found between BPD and OFC patients on certain tasks may lead to a better understanding of the aetiology of BPD and the functions of the OFC. Theoretical and therapeutic implications of the findings are discussed.
32
Daly, Anne-Marie. "Rupture resolution in cognitive analytic therapy for adolescents at risk of borderline personality disorder." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490725.
Full textAbstract:
Ruptures can be seen as potential change events in therapy that can result in positive or negative consequences for the therapeutic alliance and treatment outcome, depending on how, or it; they are successfully resolved. If the therapeutic alliance is to withstand die inevitable ruptures that occur, therapists need to be able to detect and effectively manage ruptures. Only a limited number of studies have researched in detail the actual process of rupture resolution in psychotherapy. This study is validation-oriented and aims to test an empirical model of rupture resolution (Bennett et al. (2006) Refined Performance Model) used in cognitive analytic therapy (CAT). It does so by examining the occurrence of ruptures in selected good and poor evaluation sessions and the interventions of CAT therapists in their attempts to resolve ruptures, among an adolescent client group at risk of developing Borderline Personality Disorder (BPD).
33
Reno, Ashley Jones. "Executive Dysfunction in Autism and Asperger's Disorder: A Meta-analytic Review of Cognitive Planning." Wright State University Professional Psychology Program / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1340924691.
Full text
34
Stockton, C. "The efficacy of narrative reformulation of depression in cognitive analytic therapy : a deconstruction trial." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3165/.
Full textAbstract:
Literature Review: Therapeutic letters (TLs) are used to augment psychotherapeutic interventions across a range of modalities. This review assimilates and critically evaluates the TL research. It considers their impact on (1) the client, (2) the clinician, and (3) therapeutic processes. Findings suggest TLs may be helpful tools, enhancing therapeutic connections, extending the work of therapy and assisting client management of endings. They may also assist clinicians to manage boundaries effectively, and have utility as professional educational tools. Further research is recommended regarding TLs impact on client outcomes and potential negative effects, their use in clinical practice and impact on therapeutic processes. Empirical Research: This study seeks to investigate (1) the efficacy of narrative reformulation (NR) in Cognitive Analytic Therapy (CAT) for depression, (2) the impact of NR on the therapeutic alliance and perceived helpfulness of therapy and (3) provide initial practice-based evidence of the effectiveness of brief CAT. A randomised and controlled deconstruction trial compared standard CAT with CAT without NR. (Data from both arms examined overall effectiveness). Measures were administered at screening, treatment sessions and follow-up (Patient Health Questionnaire, Working Alliance Inventory, Helpful Aspects of Therapy). NR did not enhance the efficacy of CAT, the therapeutic alliance or helpfulness of therapy. Highly significant reductions in depression were achieved (pre-post) in the full sample. NR does not appear crucial to the efficacy of CAT for depression. Brief CAT appears an effective treatment for depression. Further research regarding the clinical effectiveness and efficacy of CAT is recommended.
35
Liu, Chun-mei, and 廖俊媚. "The relationship among cognitive appraisal, posttraumatic stress reactions and the experience of psychosis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50700303.
Full textAbstract:
The experience of psychosis (e.g. threatening symptoms such as persecutory delusion and terrifying hallucinations) and its treatment (e.g. coercive measures such as involuntary admission and seclusion) are distressing. In view of the potential severity of the distress associated with psychosis, previous research has applied the trauma model to understand the experience of psychosis and its treatment and found that 11-67% of psychotic patients presented with clinically significant PTSD reactions in response to their psychosis and treatment experience. This phenomenon is termed as post-psychotic PTSD (PP-PTSD). However, previous research generally failed to find consistent relationship between PP-PTSD reactions and objective psychotic and treatment experiences (except for positive psychotic symptoms). Cognitive conceptualization of PTSD opines that it is the cognitive appraisal of the traumatic event, rather than the trauma per se, that is related to the development of PTSD. The present study aims to contribute to a better understand of PP-PTSD through a cognitive perspective. The present study applies Ehlers and Clark’s cognitive model of PTSD in understanding PP-PTSD. It explores the roles of fear of relapse and perceived risk of relapse, attribution of the causes of psychosis, perceived stigma and rejection and perceived consequence of the psychotic illness in PP-PTSD. The present study was a cross-sectional study and recruited 38 patients with schizophrenia-spectrum disorders.
Semi-structured interview was used to determine whether the patients met the PP-PTSD diagnosis. The patient’s positive psychotic symptoms and social and occupational functioning were assessed by semi-structured interview while their PP-PTSD symptoms, trauma history and cognitive appraisals were measured using self-report questionnaires. Results showed that 15.8% of patients meet the full criteria of PP-PTSD and more than 50% of patients demonstrated some PP-PTSD reactions, which provides support for the application of the PP-PTSD construct in the local context. Treatment experiences were found to induce more severe PP-PTSD reactions than psychotic experience. Cognitive appraisals were found to be associated with PP-PTSD and there was some support for the application of Ehlers and Clark’s model in PP-PTSD. Specially, the present study found that fear of relapse, higher perceived risk of relapse, perceived helplessness and self-blame of causing the onset of psychosis, stable attribution of the cause of psychosis onset, perceived stigma, perceived large and chronic consequence of psychosis were all associated with more severe PP-PTSD reactions. Fear of relapse was also found to predict PP-PTSD severity. Clinical implications on the prevention, assessment and treatment with reference to the present results are discussed.published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
36
Wong, Chun-kit. "Effects of cognitive appraisal on the level of stress among mothers ofchildren with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793075.
Full text
37
Wasuntarawat, Chanchira. "Behavioural and analytical studies of neurotensin relating to potential cognitive and antipsychotic actions." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394918.
Full text
38
Fusekova, Jane. "Mechanisms of change : a qualitative investigation into the emergence of exits in cognitive analytic therapy." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587068.
Full textAbstract:
For decades one of the most fundamental questions of psychotherapy research has been whether psychotherapy works. A substantial body of research (e.g. Lambert & Bergin, 1994; Lambert & Ogles, 2004) now allows us to answer this question positively. The next major question concerns the specific psychological mechanisms underlying therapeutic progress. This is also the central focus of the present thesis; both the literature review and the research paper attempt to address the question of how change occurs in therapy, although they do so in two different ways. The literature review looks specifically at one potential mechanism of change, namely the construct of transference and its therapeutic uses. Using a narrative approach, the evidence base behind transference and working in the transference in psychodynamic and non-psychodynamic approaches is examined. First, some evidence for the existence of transference processes is presented, followed by outlining an argument for the therapeutic benefits of working in the transference, in particular when working with people who have more pronounced personality difficulties. The research paper examines how therapeutic change occurs within the framework of Cognitive Analytic Therapy (CAT). In this study, grounded theory methodology was used to investigate the process of the emergence of "exits", a term used in the CAT model to refer to positive changes in therapy. Nine therapist-client dyads were jointly interviewed about their experience of how exits developed and a temporal model of this process was constructed. The results pointed towards the central process of "opening up new perspectives" underlying the development of exits and indicated that distinguishing between "one-off exits" and "planned exits" may be useful. The thesis concludes with personal reflections on and a discussion of advantages and disadvantages of interviewing therapist-client dyads.
39
Giovannoni, Hermenegildo Ferreira. "Experiência religiosa e construção do Self na psicologia analítica e neurociência cognitiva: diálogos possíveis a partir de Carl Gustav Jung e Patrick McNamara." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/94.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-04T12:42:50Z
No. of bitstreams: 1
hermenegildoferreiragiovannoni.pdf: 947447 bytes, checksum: b231d996965f2ee2a2559ae8a430c560 (MD5)Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-07T03:19:31Z (GMT) No. of bitstreams: 1 hermenegildoferreiragiovannoni.pdf: 947447 bytes, checksum: b231d996965f2ee2a2559ae8a430c560 (MD5)
Made available in DSpace on 2015-12-07T03:19:31Z (GMT). No. of bitstreams: 1 hermenegildoferreiragiovannoni.pdf: 947447 bytes, checksum: b231d996965f2ee2a2559ae8a430c560 (MD5) Previous issue date: 2015-02-26
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta tese apresenta uma pesquisa das relações conceituais entre a psicologia analítica, como formulada originalmente por Jung, e o modelo neurocognitivo do Self proposto por McNamara, com foco nas bases funcionais da experiência religiosa. A partir da psicologia analítica, os principais conceitos analisados envolvem a teoria dos complexos, desde a sua origem nos testes de associação de palavras até a sua formulação mais acabada nos últimos textos de Jung, bem como o papel do símbolo e dos arquétipos e o modo como a libido possibilita os conteúdos psíquicos religiosos. A partir da teoria de McNamara, são investigados os desdobramentos da questão do Self dividido, com uma revisão das suas origens teóricas e uma exposição da relação que o autor constrói entre essa questão e os conhecimentos recentes em genética e evolução, bem como os conceitos de Self executivo e Selves possíveis. Dedica-se especial consideração à maneira como os dois autores interpretam a capacidade transformadora das práticas religiosas para a consciência do indivíduo. Propõem-se, ao final, pontos de convergência entre as duas teorias.
This thesis presents a research of conceptual relations between analytical psychology, as originally formulated by Jung, and the neurocognitive model of Self proposed by McNamara, with focus on the functional basis of religious experience. From analytical psychology, the main concepts analysed involve the theory of complexes, which is traced from its beginnings in word association tests to the well-formed presentation in the last texts of Jung, as well as the role of symbols and archetypes, and the manner through which libido enables religious psychic contents. From the theory of McNamara, it is examined the unfolding of the problem of the divided Self, presenting a review of its theoretical roots and an exposition of the relations that McNamara draws between this problem and recent developments in genetics and evolution, as well as the concepts of executive Self and possible Selves. Particular consideration is devoted to the way both thinkers explain the transformative capacity of religious practices to one’s conscience. At the end, points of converging between both theories are proposed.
40
Auger, Frederick V. "Neurobiological dimensions of transference/countertransference interpreted through the lens of analytical psychology and modern physics." Thesis, Saybrook University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254870.
Full textAbstract:
This theoretical dissertation utilizes alchemical hermeneutic methodology to identify, compare, and critique core assumptions in modern physics and the Freudian, Jungian, and neuroscience paradigms. Common ideas and parallels in modern physics and analytical psychology are outlined and offered as a way to deepen understanding of contemporary neuroscience research on transference/counter-transference in psychotherapy. From the perspective of Freudian theory, based on Western rationalism, humans are understood as objects among objects operating in a universe of linear causality; the unconscious is understood as an epiphenomenon of biological processes, limited to personal dimensions. Consequently, the analytic process focuses on intrapsychic experience and transference is treated reductively. Neuroscience implicitly shares this worldview.
Analytical psychology understands consciousness as a temporary state born from and subordinate to the unconscious, which is archetypal in nature. Focus is on ego and archetype operating within the context of a dialectic relationship, each being relatively autonomous, proportionate to its scope. Essentially, archetype is understood as psychophysical in nature, existing in a transcendent unitary reality beyond the apparent duality of psyche and matter, which exhibits acausal orderedness expressible in patterns of archetypal number. Archetypal patterns describing the relationship between ego/matter and archetype/spirit are discerned and shown to reflect a purposive course of psychic energy. These include: spirit/archetype moves towards matter/ego and vice versa, but only reluctantly. Transference, ultimately, could be understood as manifestation of spiritual instinct, consistent with the purposive course of energy, therefore, also expressible in terms of patterns of archetypal number. These same patterns are expressed in terms of analogies to ideas from modern physics.
Consistent with analytical psychology, neuroscience demonstrates that right-brain (unconscious) develops prior to left-brain (conscious); with brain development dependent upon quality of early attachment relationship, which is re-lived in transference. The double helix approach to therapy is a psychophysical phenomenon in transference/counter-transference that displays dialect between the two brain hemispheres and centers of the psyche (ego and unconscious), thus, demonstrating remarkable parallels to the above described archetypal patterns. These patterns are expressed in terms of archetypal number. This suggests neuroscience might be better served by adopting a worldview consistent with analytical psychology and modern physics.
41
Shine, Liam. "Reformulation in Cognitive Analytic Therapy: Effects on the Working Alliance and the Client's Perspective on Change." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490360.
Full textAbstract:
Little is known about the impact of refonnulation upon the therapeutic relationship and the client's experience of the process. Such research has an important role to play in infonning evidence-based practice within mental health services. The perspectives of researchers, clinicians and clients all need to be taken into account to ensure that such research makes a constructive contribution to mental health care (Roth & Parry, 1997). Aims This study aims to investigate whether the refonnulation process in Cognitive Analytic Therapy (CAT) has an impact upon a measure of working alliance, and to explore the client's perspective of the refonnulation process. Method A single-case, multiple baseline design across subjects was used. A measure of alliance was given on a weekly basis and the session in which the written refonnulation was presented provided a marker. To address the second research question a qualitative approach was used whereby interviews were conducted with participants postr~ fonnulation. Template analysis (Crabtree & Miller, 1992) was used to analyse the transcripts. Results Quantitative data showed no significant impact of the refonnulation process on a measure of working alliance, either as a step-change or slope-change. Template analysis, however, identified seven themes within the qualitative data: Feeling heard, Understanding patterns, Space to talk, Feeling accepted, Having something tangible, Working together, and Feeling exposed. Discussion It is proposed that elements of the refonnulation process may have impacted upon the participants outside of the refonnulation session, and as such had a more cumulative, longitudinal impact upon the working alliance. The use of template analysis in this study has presented an analysis of the data that enables readers to learn something that might be applied to the people that clinicians work with. Theoretical implications and suggestions for future research are also discussed.
42
Ruppert, Margaret. "Group therapy integrated with CAT : interactive group therapy integrated with cognitive analytic therapy, understandings and tools." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/53361/.
Full textAbstract:
This qualitative study investigated bringing Cognitive Analytic Therapy (CAT) tools and understandings (Ryle & Kerr, 2002) into a time-limited (16 sessions) interactive, here-and-now, group therapy (Yalom,1985). Group members were not exposed to CAT or individual work with the two facilitators prior to the group. The study investigated the group members’ experience, particularly in respect of the CAT tools; the facilitators’ experience of integrating CAT tools and understandings into the group; and the adaptations made to use the CAT tools in the group. The six group members were all service users within a secondary mental health service. Data were post session feedback forms and focus groups which were analysed using Template Analysis (King, 1998). CAT tools were simplified sequential diagrammatic reformulations (SDRs), which were made in the group; a group reformulation letter and a group goodbye letter. Five members completed the therapy and three brought goodbye letters. The discussion focuses on whether the adaptations made to the tools undermined fidelity to CAT. Facilitators described only advantages in using the tools and their pre-group fears of the tools impeding the group work proved unfounded. Group members appreciated the letters but differed in their feelings about their diagrams but they did use each others’ diagrams within the group and reported finding this helpful. A criticism from them was lack of direction from the facilitators, particularly in recording exits on the diagram. This is discussed along with some of the limitations of the study, particularly the researcher being the only coder.
43
Sinayev, Aleksandr. "Dual-System Theories of Decision Making: Analytic Approaches and Empirical Tests." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471296200.
Full text
44
Drozdova, Alesya. "Genetic determinants of cognitive heterogeneity in Parkinson’s disease." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1942.
Full textAbstract:
People with Parkinson’s disease (PD) display an increased rate of cognitive decline heterogeneous in its presentation and detrimental to a person’s quality of life. The causes of cognitive diversity are unclear, however exploration of the genetic contribution to cognitive profiles is unearthing promising developments. This thesis comprises three studies that use statistical analysis of individual differences to unravel the genetic contribution of genes central to alpha-synuclein (-syn), tau, and noradrenergic pathologies to cognitive outcomes in a Western Australian community-based PD cohort.
First, the cognitive and mood heterogeneity (assessed while the participant was in the “on” state throughout this thesis) within glucocerebrosidase-associated PD (GBA-PD) was explored. Whilst rare (five out of 127 participants with PD), glucocerebrosidase gene (GBA) mutations contribute to widespread Lewy body (LB) pathology and are associated with a younger age of onset, severe disease progression, and a higher risk of dementia. In order to investigate cognitive disturbances within GBA-PD, two statistical methods specifically developed for small number studies were employed, and are novel in their application to the genetics field. Whilst a certain cognitive profile is associated with young-onset GBA-PD as a whole, the results in this thesis demonstrate that there is a high level of cognitive heterogeneity amongst GBA-PD individuals irrespective of age at onset. Longitudinal analysis of these participants’ cognitive decline offers promise in identifying which cognitive profiles reported here are at a higher risk of developing dementia. Moreover, I have shown that the individual differences approach used here is a robust way to investigate the impact of low frequency genotypes on cognition, and therefore can be applied to the exploration of other rare genotype-phenotype associations.
Second, I investigated the impact of genes central to Lewy body and tau pathology on the longitudinal cognitive profile (N = 121). The genes I chose to investigate were alphasynuclein (SNCA), microtubule-associated protein tau (MAPT) and dual-specificity tyrosine phosphorylation-regulated kinase 1A (DYRK1A). Specifically, I was interested in the genetic contribution to early cognitive decline characteristic of PD (executive function, semantic memory, and episodic verbal learning and memory), as it would enable identification of individuals at risk of cognitive deterioration. Our findings indicate that the MAPT H1/H1 genotype is associated with accelerated cognitive decline in episodic verbal learning and memory. In addition, the DYRK1A rs8126696 TT genotype has been associated with semantic memory performance at baseline and over a 4-year period. These results highlight the role of tau pathology in PD cognition even in its early stages, possibly via different pathways (directly via the MAPT genetic variation, and indirectly via deregulation of tau via DYRK1A).
Finally, I examined the noradrenergic genetic impact on global cognitive decline in PD by investigating the contribution of two functional single nucleotide polymorphisms within beta-2-adrenegic receptor (ADRB2), Arg16Gly and Gln27Glu, to Mini-Mental State Examination performance over a 4-year period (N = 115). For the first time, I report an association between ADRB2 Glu27Glu genotype and cognitive impairment in PD, with affected individuals developing global cognitive decline at a disproportionally higher rate. Moreover, I propose a mediation model where the effect of ADRB2 Glu27Glu is partially mediated by anxiety (as measured by a self-report anxiety questionnaire). These results suggest that the often overlooked adrenergic system and stress response play a significant role in cognitive and mood symptoms in PD.
45
Wilde, Eamonn D. "Reformation as a minimal intervention : a preliminary patient series outcome evaluation of 4-session cognitive analytic therapy." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31286.
Full textAbstract:
This study represents an early-phase outcome evaluation exploring the potential value and feasibility of two versions of 4-session reformulatory CAT preliminary to implementation of a large-scale controlled or naturalistic study. A consecutive series of thirty-two GP-referred patients were sequentially allocated to one of two 4-session interventions. Prose plus Sequential Diagrammatic Reformulation (PSDR) or Sequential Diagrammatic Reformulation (SDR). In a time series design, patients completed the Beck Depression Inventory (BDI), Symptom Checklist 90R, and Inventory of Interpersonal Problems at Pre-Screening, Screening, Post-Termination and Follow-Up; an idiographic measure, the Target Problem Rating Scale (TPRS) was completed at Post-Termination and Follow-Up. In addition, patients' subjective evaluations of the helpful and hindering aspects of either intervention were assessed at Post-Termination using an adaptation of the Session Impact Scale. Statistical analyses indicated highly significant mean change overall from Screening to Post-Termination and Follow-Up, with no significant interaction effects between treatment variation and time-point. Effect sizes across standardised measures emerged as large (0.8 to 1.2) in the case of the PSDR cohort and, in the main, small (0.1 to 0.4) for the SDR cohort. With respect to the TPRS, effect sizes were large (0.7 and 1.0) for both treatment variations, with a size advantage for the PSDR cohort. Depending on the outcome instrument selected, within-group analyses of individual change confirmed that between 37.5% and 50% of patients the PDSR cohort and between 10% and 11.7% of patients in the SDR cohort achieved clinically significant and reliable improvement at Post-Termination. At Follow-Up, between 25% and 56% of PSDR patients and between 0% and 48% of SDR patients had made clinically significant and reliable gains.
46
Kutschera, Ida. "Cognitive style and decision making : implications of intuitive and analytical information processing for decision quality /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061952.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136-142). Also available for download via the World Wide Web; free to University of Oregon users.
47
Feng, Yang. "Thinking Holistically versus Analytically: Exploring the Impact of Culture on Consumers' Cognitive Responses to Ads." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/817.
Full textAbstract:
Along with China's economic growth and opening to the outside world, Chinese young people (mainly the post-80s and the post-90s) are affected by the commercialized culture. When targeting young consumers across cultures, many international advertisers prefer to use standardized visual advertisements. However, culture plays a key role in international advertising as the interpretation of advertising messages varies across cultures. Based on the framework of Analytic/Holistic Thought and Hybridity Theory, this study argued that Chinese and American young consumers adopt different thought patterns to process advertising messages. Looking at two important factors in advertising---image type and product type, this study advocated that marketers need to match the image type with their advertised products or brands, and to adopt congruous images that fit into young Chinese and American consumers' thought patterns. Past research on cultural studies and sociology has contributed to our understanding of how culture shapes the construction and deconstruction of advertising messages, and of the importance of image type used in advertising. In addition, marketing research helps us understand global consumer behaviors, the relationship between consumers' interpretations of ad messages and their attitudinal responses, and the importance of product type. Further, studies from cognitive psychology have provided useful framework for us to analyze the nature of human advertising behaviors and responses. Given the literature, this study sought to understand how culture influences consumers' interpretations of ad messages and how the interpretations further influence their evaluations of the ad and product, and their purchase intentions. This study employed a quantitative experimental design that included qualitative open-ended questions. The experiment tested the effect of culture on generating product/brand thoughts, examined the interaction effect of image type and product type on young consumers' attitudes and purchase intentions, and explored the relationship between the number of generated product/brand thoughts and ad effectiveness. The qualitative questions sought to explore how consumers across cultures recalled different types of objects from the ads and generated different types of product/brand thoughts. In conclusion, the study noted the following two key points: First, Chinese young consumers are less analytic than their American counterparts and tend to be more likely influenced by ad setting while recalling people portrayed in ads. Therefore, advertisers targeting young Chinese consumers may consider using a lifestyle format ad and focusing on portraying the attributes of focal people and objects as well as adding more visual pieces of context information. In contrast, advertising targeting American young consumers can adopt a personalized format, and focus on portraying the attributes of focal people and objects and on linking the attributes of focal people/objects to the product. Second, there is an interactive effect between product type and image type on ad effectiveness. For functional product advertising, using implicit images can be a creative strategy, especially for young Chinese consumers, as they may still infer the performance-related attributes (utilitarian attributes) of the products from background information. However, for symbolic product advertising, it is found that using implicit images discourages both Chinese and American participants from generating product/brand thoughts and from endowing the product with a typical product-user image from the ad.
48
Vie, Jill-Jênn. "Modèles de tests adaptatifs pour le diagnostic de connaissances dans un cadre d'apprentissage à grande échelle." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLC090/document.
Full textAbstract:
Cette thèse porte sur les tests adaptatifs dans les environnements d’apprentissage. Elle s’inscrit dans les contextes de fouille de données éducatives et d’analytique de l’apprentissage, où l’on s’intéresse à utiliser les données laissées par les apprenants dans des environnements éducatifs pour optimiser l’apprentissage au sens large.L’évaluation par ordinateur permet de stocker les réponses des apprenants facilement, afin de les analyser et d’améliorer les évaluations futures. Dans cette thèse, nous nous intéressons à un certain type de test par ordinateur, les tests adaptatifs. Ceux-ci permettent de poser une question à un apprenant, de traiter sa réponse à la volée, et de choisir la question suivante à lui poser en fonction de ses réponses précédentes. Ce processus réduit le nombre de questions à poser à un apprenant tout en conservant une mesure précise de son niveau. Les tests adaptatifs sont aujourd’hui implémentés pour des tests standardisés tels que le GMAT ou le GRE, administrés à des centaines de milliers d’étudiants. Toutefois, les modèles de tests adaptatifs traditionnels se contentent de noter les apprenants, ce qui est utile pour l’institution qui évalue, mais pas pour leur apprentissage. C’est pourquoi des modèles plus formatifs ont été proposés, permettant de faire un retour plus riche à l’apprenant à l’issue du test pour qu’il puisse comprendre ses lacunes et y remédier. On parle alors de diagnostic adaptatif.Dans cette thèse, nous avons répertorié des modèles de tests adaptatifs issus de différents pans de la littérature. Nous les avons comparés de façon qualitative et quantitative. Nous avons ainsi proposé un protocole expérimental, que nous avons implémenté pour comparer les principaux modèles de tests adaptatifs sur plusieurs jeux de données réelles. Cela nous a amenés à proposer un modèle hybride de diagnostic de connaissances adaptatif, meilleur que les modèles de tests formatifs existants sur tous les jeux de données testés. Enfin, nous avons élaboré une stratégie pour poser plusieursquestions au tout début du test afin de réaliser une meilleure première estimation des connaissances de l’apprenant. Ce système peut être appliqué à la génération automatique de feuilles d’exercices, par exemple sur un cours en ligne ouvert et massif (MOOC)This thesis studies adaptive tests within learning environments. It falls within educational data mining and learning analytics, where student educational data is processed so as to optimize their learning.Computerized assessments allow us to store and analyze student data easily, in order to provide better tests for future learners. In this thesis, we focus on computerized adaptive testing. Such adaptive tests which can ask a question to the learner, analyze their answer on the fly, and choose the next question to ask accordingly. This process reduces the number of questions to ask to a learner while keeping an accurate measurement of their level. Adaptive tests are today massively used in practice, for example in the GMAT and GRE standardized tests, that are administered to hundreds of thousands of students. Traditionally, models used for adaptive assessment have been mostly summative : they measure or rank effectively examinees, but do not provide any other feedback. Recent advances have focused on formative assessments, that provide more useful feedback for both the learner and the teacher ; hence, they are more useful for improving student learning.In this thesis, we have reviewed adaptive testing models from various research communities. We have compared them qualitatively and quantitatively. Thus, we have proposed an experimental protocol that we have implemented in order to compare the most popular adaptive testing models, on real data. This led us to provide a hybrid model for adaptive cognitive diagnosis, better than existing models for formative assessment on all tried datasets. Finally, we have developed a strategy for asking several questions at the beginning of a test in order to measure the learner more accurately. This system can be applied to the automatic generation of worksheets, for example on a massive online open course (MOOC)
49
Lin, Mei-Hua. "ANALYTIC-HOLISTIC THINKING, INFORMATION USE, AND SENSEMAKING DURING UNFOLDING EVENTS." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1221867911.
Full text
50
Spence, Claire Elizabeth. "Can cognitive analytic therapy (CAT) treat chronic and complex hoarding? : a hermeneutic single case efficacy design (HSCED) evaluation." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12386/.
Full text