Dissertations / Theses on the topic 'Cognitive maps'
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Ball, N. R. "Cognitive maps in Learning Classifier Systems." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280670.
Full textPinheiro, Jose de Queiroz 1951. "Determinants of cognitive maps of the world as expressed in sketch maps." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282105.
Full textAtasoy, Guzide. "Using Cognitive Maps For Modeling Project Success." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608545/index.pdf.
Full textwhat are the factors affecting the success&rdquo
and &ldquo
according to whom and which criteria should the success be measured&rdquo
should be answered. Both the factors and their influences vary depending on a project&rsquo
s specific characteristics, different environmental factors affecting it, and different parties involved. These factors are not independent of each other and the interrelationship between them should be investigated as a whole in order to model the project success. Moreover, parties involved in a project usually have different objectives and the performance indicators used to measure project success differ according to company priorities, preferences and attitudes. Thus, there exists a need to develop a project success model that contains the interrelationships between factors such as risks, decisions, and strategies, project success criteria, objectives and the relations of the factors with the objectives. A cognitive map (CM) is a strong visual tool to reflect the beliefs and knowledge of people about a situation or domain, identifying the causes, effects and the relations between them. This qualitative technique being enhanced by quantifiable properties makes it appropriate to be utilized to model the project success. As a result, the objective of this study is to demonstrate the application of CMs as a powerful tool for modeling project success. It is hypothesized that CMs can be effectively used to model the factors affecting success of a construction project, to reflect the interrelations between project success factors, to demonstrate the different objectives of parties involved in a project and show how the project success can be defined differently, by different parties. This technique is applied to a real construction project realized in Turkey. CMs of two consortium contractors and client organization involved in the project are constructed and the differences between the perceptions of three parties are revealed by content and structural analyses. Finally, the benefits and shortcomings of using CMs for modeling project success are discussed by referring to case study findings.
Davies, Clare. "Cognitive aspects of work with digital maps." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7328.
Full textZhao, Youping. "Enabling Cognitive Radios through Radio Environment Maps." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27826.
Full textPh. D.
Mohsenin, Mahsan (SeyedehMahsan). "The impact of urban geometry on cognitive maps." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65743.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (p. 86-87).
This thesis investigates the relationship between urban geometry and cognitive maps. It is focused on the question of how human cognition of the built environment is affected by urban geometry. Building on the foundations of Kevin Lynch's studies of environmental perception (Lynch, 1960) and recent configurational measurement techniques of the built environment, it addresses an important question that Lynch has left unresolved: Why do people have more complete recollections of some parts of the urban environment, and not others? This thesis proposes an analytical measurement framework based on graph theory to compare the results of cognitive maps with objective spatial properties of the corresponding built environment. In order to test our hypothesis, first I measure and define urban geometry based on graph theory in two selected areas with different geometries in Kenmore, Boston and Kendall Sq., Cambridge, MA I will then collect cognitive maps based on specifically designed map drawing surveys. Finally, I examine the relationship between graph results and cognitive maps in order to identify the ways that urban geometry affects human perception. The findings inform urban designers and scholars of the city of how the configuration of the built environment can affect people's memory of a place, thus shaping one's experience of a city. Keywords: configurational patterns, urban geometry, cognitive maps, graph theory.
by Mahsan Mohsenin.
S.M.
Chen, Ye. "Fuzzy Cognitive Maps: Learning Algorithms and Biomedical Applications." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1423581705.
Full textWhite, Ethan. "Discovering Causality in Suicide Notes Using Fuzzy Cognitive Maps." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323791.
Full textVann, Bugmann Davi. "Retrieval, action and the representation of distance in cognitive maps." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/2301.
Full textAlizadeh, Yasser. "Achieving Organizational Ambidexterity| An Exploratory Model, Using Fuzzy Cognitive Maps." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748904.
Full textOver the course of three to four decades, most well-established companies lose their dominating position in the market or fail entirely. Their failure occurs even though they have resources for sensing shifting market trends, skills and assets to develop next-generation technologies, and the financial means to fill skill gaps and afford risky investments. Nevertheless, incumbents obviously find it very difficult to invest in innovation that takes attention and resources away from a highly successful core business. A solution to this “innovator’s dilemma” is the concept of “organizational ambidexterity”, which has garnered considerable attention among researchers in organization and innovation. According to empirical findings and emergent theory, companies can improve their financial performance and ensure their long-term survival by balancing their innovation activities, so that they are equally focused on exploratory (discontinuous) and exploitative (incremental, continuous) innovations. But how can such a balance be achieved? The literature on the organizational theory and related fields (product innovation, knowledge management, creativity, etc.) identifies more than 300 contributing factors to innovation and ambidexterity: many are interdependent so that their impacts compound or cancel each other. Moreover, for many factors, there is limited empirical data and the size of impacts is unknown. To understand which managerial actions lead to ambidexterity, this dissertation develops a novel approach to the study and analysis of complex casual systems with high uncertainty: exploratory fuzzy cognitive mapping.
Fuzzy Cognitive Mapping (FCM) is a semi-quantitative system modeling and simulation technique. It is used to represent qualitative information about complex systems as networks of casual relationships that can be studied computationally. Exploratory modeling and analysis (EMA) is a new approach to modeling and simulation of complex systems when there is high uncertainty about the structural properties of the system. This work is the first to combine both approaches.
The work makes several contributions: First, it shows that only a small fraction of management interventions will actually lead to ambidexterity while most will, at best, improve one type of innovation at the expense of the other. Second, it provides a simulation tool to management researchers and practitioners that allows them to test ideas for improving ambidexterity against a model that reflects our current collective knowledge about innovation. And third, it develops a range of techniques (and software code) for exploratory FCM modeling, such as methods for transforming qualitative data to FCM, for exploratory simulation of large and complex FCM models, and for data visualization. They can be utilized to study other similarly complex and uncertain systems.
Shannon, Emma. "Learning through leximancer : exploring context maps in reading /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19260.pdf.
Full textZolynski, Gregor [Verfasser]. "Cognitive Maps for Autonomous Machines in Construction and Civil Engineering / Gregor Zolynski." München : Verlag Dr. Hut, 2018. http://d-nb.info/1162768185/34.
Full textRauch, Thyra. "Effects of Short and Long Study Times on Learning by Maps Versus Navigation." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625423.
Full textFarley, Brandon J. (Brandon James). "Principles underlying the development and organization of feature maps in the visual cortex." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/38521.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (leaves 139-142).
A fundamental question in neuroscience is how sensory information is represented in the brain. In particular, what principles guide the spatial organization of neurons with regard to their receptive field properties, and how is this organization established mechanistically? The visual cortex serves as a model area to address these questions, but whether general principles can explain the layouts of cortical maps, such as those of visual space and of specific response features, remains unresolved. We find that in primary visual cortex of ferret, the layout of each map is inter-dependent with that of the others. First, we find a strong anisotropy in the visual map, such that receptive field positions change more rapidly along one axis of cortex; and importantly, along the axis where visual space changes rapidly, the feature maps of orientation, ocular dominance, and spatial frequency change slowly. Second, orientation, ocular dominance, and spatial frequency maps have local spatial relationships with each other: in areas of cortex where one feature changes rapidly, the other features change more slowly. Each of these relationships are well-explained by a dimension-reduction model of cortex.
(cont.) This suggests that the constraints which drive map formation in the model, continuity (representing each feature smoothly across cortex) and coverage uniformity (representing each feature combination to an equal extent), may play a central role in determining the functional organization of visual cortex. To explore the mechanisms giving rise to the map relationships, we alter the expression of one feature map early in development and measure the impact on the layouts of the remaining maps. We find that alteration of the ocular dominance map, due to neonatal monocular enucleation, does not prevent the formation of the orientation and spatial frequency maps, but it does alter their spatial relationships. The highest gradient regions of the spatial frequency map have a stronger tendency to avoid high gradient orientation regions, and the contours of the two maps have a greater tendency to cross orthogonally. The results are consistent with the predictions of a dimension-reduction model for removing a feature map, suggesting that as a result of altered input patterns, the cortex can rearrange over the time scale of development according to a dimension-reduction strategy.
by Brandon J. Farley.
Ph.D.
Berti, Valdir Pedro. "Interdisciplinaridade: um conceito polissêmico." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-07052013-145350/.
Full textInterdisciplinarity is a term that has been broadly used in educational context. The aim of this work is to investigate the interdisciplinarity conceptions that occur in the literature and in the Brazilian official documents and to compare such conceptions to teachers\' understanding of this term. For this, we performed a thorough analysis of both the literature and the official documents (LDB, PCNEM, PCN+ and OCEM) in order to reveal the different views of interdisciplinarity. Next, we carried out semi-structured interviews with sixteen teachers; eight among them are University teachers and academic researchers in Science Education (six of these scholars had been consulting of the previously mentioned official documents). We also interviewed seven High School teachers, three of them enrolled in a Chemical Education graduate program. From the interviews, we selected \"units of analysis\" and assembled cognitive maps. From the analysis of the literature, the official documents and the cognitive maps, two conceptions of interdisciplinarity that differ both epistemologically and methodologically were categorized: i.) within the teacher; and ii.) between teachers. The conception within the teacher relates to the propositions of Piaget, Jantasch, Bianchetti, Bertalanffy and to the PCNEM and PCN+ documents. Among the interviewed teachers, only three share this view. On the other hand, the idea of interdisciplinary between teachers is expressed by Gusdorf, Japiassu, Santomé, Fazenda, Machado and Zabala and by the OCEM (2004 and 2006) documents. This conception is also encountered in most of the interviewed teachers (thirteen out of sixteen). The data suggest that the interdisciplinarity concept coexists with very distinct interpretations, unveiling its polyssemic nature. For the in-service High School teachers, however, the conception of interdisciplinarity between teachers seems to prevail. The interdisciplinar approach in a group of teachers may be revealing, more than an epistemological conception, a need for orientation as regard to how to put it into practice.
Martinelli, Earl Nicholas. "A Dynamic Time Course of Cognitive Map Distortion." Thesis, Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/7892.
Full textSypher, Sloan M. "Fuzzy Cognitive Maps: A Design Research Tool to Address Systems of Scaled Complexity." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin14958079287318.
Full textAkbari, Masoomeh. "Probabilistic Transitive Closure of Fuzzy Cognitive Maps: Algorithm Enhancement and an Application to Work-Integrated Learning." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41401.
Full textKellams, Timothy Rossiter. "The mind, the narrative, and the city: how narratives of space make place in cognitive maps." Kansas State University, 2017. http://hdl.handle.net/2097/35517.
Full textDepartment of Landscape Architecture/Regional & Community Planning
Brent Chamberlain
Narratives of urban experiences influence understanding of space and urban form. Narratives give meaning to space, creating memories of places and helping to define an individual’s cognitive map. The representation of narratives within cognitive maps impacts day to day activities, as well as, emotional, cultural, and social characteristics of one’s self. Planners and designers play an important role in crafting narratives through the implementation of designs and policies that together shape urban form. This research investigates the relationship between spatial cognitive schemas and narratives within cognitive maps. Specifically, how college students develop and use narratives within their cognitive map to help with living in a new and initially unfamiliar place of residence. Through mixed method analysis of drawn individual cognitive maps, an online survey, and a group discussion, results show that different types of experiences within narratives influence the likelihood of it appearing within the spatial cognitive schema. The findings suggest that narratives created by peak emotional experiences contain a longer and clearer representation within cognitive maps because of their personal value. By better understanding the role of these emotional responses and their connection with urban form, design professionals can aim to frame projects toward influencing individual’s lives. Understanding how individuals develop narratives of their new city may influence planning and design with the goal of creating urban projects that provide social and cultural significance through meaning of place.
Gothard, Katalin Margit 1960. "Multiple maps and multiple reference frames in the hippocampal representation of space." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282164.
Full textCUNHA, Annielli Araújo Rangel. "Proposta de construção e validação de mapas cognitivos voltada à estruturação de problemas para decisões em grupo." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18797.
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Os métodos de estruturação de problemas, ou Problem Structuring Methods (PSM) foram desenvolvidos para apoiar o processo de decisão em grupo permitindo que os atores possam entender o problema em foco e se comprometer com uma ação subsequente. No entanto, apesar de sua popularização, há uma escassez de estudos que avaliem a aplicação prática do uso de métodos de estruturação de problemas, de forma analítica e comparativa e proponham alternativas práticas para lidar com os problemas identificados. Dessa forma, esse trabalho analisou as consequências práticas do uso de PSM em um processo de decisão em grupo, identificou oportunidades de melhoria em sua prática e propôs um modelo considerando estas oportunidades. Para isso, foram realizados dois experimentos, seguindo uma abordagem de avaliação pragmática baseada na teoria. Os resultados dos experimentos sugeriram que são necessários cuidados e intervenções para que o uso de um método cumpra o seu propósito. Percebeu-se a necessidade do desenvolvimento de modelos que auxiliem na construção de mapas cognitivos, melhorando a comunicação entre os envolvidos, considerando o papel do facilitador e a influência que este exerce sobre o processo. Dessa forma, foi proposto um modelo para construção de mapas que envolve as seguintes etapas: workshop, construção de mapas individuais e agregação de mapas individuais em um mapa coletivo. Cada etapa é descrita com um exemplo ilustrativo. Finalmente, atendendo a necessidade de abordagens de validação de modelos, um questionário foi desenvolvido considerando uma matriz que engloba tipos e aspectos de validação apresentados na literatura, e assim, os participantes podem avaliar, utilizando uma escala likert, não apenas os resultados, mas todo o processo e o cumprimento dos objetivos estabelecidos. Embora o questionário de validação não possa ser recomendado para avaliar a aplicação de todos os PSMs, sua estrutura pode servir de referência para diversas práticas.
The problem structuring methods (PSM) have been developed to support the group decision process allowing the actors to understand the problem in focus and commit to a subsequent action. However, despite its popularity, there is a lack of studies that assess the practical application of the use of problem structuring methods, analytical and comparatively and propose alternative practices to deal with the problems identified. Thus, this study analyzed the practical consequences of PSM use in a group decision process, identified improvement opportunities in their practice and proposed a model considering these opportunities. For this, two experiments were carried out, following a pragmatic assessment approach based on the theory. The results of the experiments suggest that is needed caution and interventions for the use of a method fulfills its purpose. The need to develop models that help build cognitive maps and to improve communication between those involved, considering the role of facilitator and influence over the process was one of the perceived opportunities. Thus, a model was proposed to build maps that involve the following steps: workshop, building individual maps and aggregation maps. Each step is described with an illustrative example. Finally, given the need for model validation approaches, a questionnaire was developed considering a matrix that encompasses important aspects of literature, and so, participants can evaluate, using a Likert scale, not only the results, but the whole process and meet the goals established. Although the validation questionnaire can not be recommended to evaluate the implementation of all PSMs, its structure can serve as a reference for various practices.
Carvalho, Gustavo Macêdo de. "Benefits and limitations of Fuzzy Cognitive Maps based scenarios: the case of Brazilian solar photovoltaic energy." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-27112017-123904/.
Full textApós a Segunda Guerra Mundial, houve um crescente de interesse no estudo do futuro. Para alcançar objetivos confiáveis, foram inventados vários métodos de planejamento de cenários. Esses métodos possuem abordagens qualitativas e quantitativas herdadas de sua própria escola de origem. Cada abordagem possui vantagens e limitações que podem ser observadas pelo estudo de cada método. No entanto, abordagens mistas muitas vezes mostram uma conexão fraca entre métodos qualitativos e quantitativos. O uso de fuzzycognitivemaps (FCMs), no planejamento de cenários, pode superar as limitações das técnicas qualitativas e quantitativas. Este estudo centrou-se no problema da falta de planejamento adequado de cenários baseados em FCMs nos setores de energia alternativa, levantando a questão de saber se esta situação vem da escassez de informações ou das limitações dos FCMs no planejamento estratégico. Para resolver este problema, este estudo investigou os benefícios e as limitações do planejamento de cenários baseado em FCM através da aplicação no setor fotovoltaico brasileiro. Foram estabelecidos os seguintes objetivos específicos: identificar os pontos fortes e fracos dos FCMs; analisar a expansão destes para diferentes áreas; identificar os principais stakeholders utilizados para desenvolver cenários baseados em FCMs; aplicar o método no setor de energia solar brasileira. Identificamos um número crescente de estudos sobre FCMs em várias novas áreas não consideradas em estudos anteriores. Isso sugere que os especialistas estão expandindo as fronteiras e reconhecendo o potencial interdisciplinar dos FCMs e sua robustez na resolução de diversos tipos de problemas. A principal contribuição desta pesquisa é apresentar os benefícios e as limitações do planejamento de cenário baseado em FCM. Para isso, foi apresentado um método de planejamento de cenários e a evidência empírica de sua eficácia foi apresentada no contexto do setor de energia solar fotovoltaica brasileira.
Prestwich, Dorothy L. "Effects of linguistic or non-linguistic cognitive maps on fourth grade students' reading comprehension /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=1&did=1850450721&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279567467&clientId=22256.
Full textTypescript. Vita. "May 2008." Committee chair: Dr. Kaye Pepper Includes bibliographical references (leaves 92-98). Also available online via ProQuest to authorized users.
Junqueira, Marianna Meirelles. "Transformando textos em mapas cognitivos: desenvolvimento e um exemplo de aplicação." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-10042014-194736/.
Full textThe main objective of this research was to develop and analyze a tool to turn texts written by students into cognitive maps to provide a visual, global and synthetic representation of the key conceptual relationships mentioned in a set of texts. The tool was structured in two phases: first the texts were read to generate a proximity file representing the relationships found between each pair of concepts. Then, the proximity files were added and from the final file different types of cognitive maps were built. For the development of this tool, data were collected in the academic discipline entitled Introduction to Teaching Chemistry, for the degree in Chemistry at IQ-USP. This academic discipline was organized in three modules called: nature of science, conceptions of teaching and learning, and the nature of chemical knowledge and Chemistry learning. At the end of each module, an essay question was applied with a list of pre-selected concepts that aimed to investigate the conceptual relations established by the students on the topic in question. From students\' responses some tests were performed: (i) with the ALA-Reader® software and its reading modes L and S to quantify the relationships between concepts present in texts and generate the proximity file, (ii) to verify the influence of the nature of the texts in the accounting of the relationships between concepts and in the elaboration of maps, and (iii) to obtain graphical representations of close neighbors type and representative percentage cut. Based on the tests, it was concluded that the mode S of reading of the ALA Reader® program is more consistent and should be used for the reading of the texts. Furthermore, the proximity file generated depends essentially on the structure of the text in question - the original text or the modified one for propositions, in view of the difference in the accounting of conceptual relations found in the texts. The two types of networks of concepts have different focuses, however, they can be considered complementary. The close neighbors networks were interesting for analysis which require all concepts provided or aim to seek relations established by certain concepts. Networks with representative percentage cut proved to be auxiliary for those investigations which require a cut in the main points considered by the subjects. Throughout the text, some features that can be added to the networks to support the analysis are also presented, such as: the insertion of linking phrases generating a concept map or the highlight of the central concepts in the structures. In order to illustrate the use of graphical representations built, a brief interpretation of them was made based on the context of the academic discipline in which the data were collected. This study enabled, for example, the development of a list the main ideas conveyed by students and the possibility to relate them to what was discussed in class
Roberts, Jason L. "Place Perception, Cognitive Maps, and Mass Media: The Interrelationship Between Visual Popular Culture and Regional Mental Mapping." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33020.
Full textMaster of Science
Watson, Tonya L. "Can I get there from here (and can I get back)?: a study of abilities and wayfinding performance." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/32971.
Full textMcClure, Sarah A. "Using cognitive mapping to describe the family members experiences of living with a problem gambler." access full-text online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1439658.
Full textPage(s) missing in number only; text follows. Page(s) were scanned as received. Adviser: Sandra Bulmer. Includes bibliographical references.
Silva, Eliza Moura Pereira da Silva. "Representações socioespaciais da cidade de Cuiabá-MT, segundo crianças." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/290.
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CAPES
O presente estudo propõe discussão em torno das representações socioespaciais da cidade de Cuiabá-MT, segundo crianças de quatro escolas da rede municipal da mesma cidade. Objetiva compreender as significações das crianças a respeito do espaço público, pensando a relação criança e cidade como aspecto importante do desenvolvimento infantil. As crianças são vistas enquanto atores sociais, que constroem sua identidade e sua condição cidadã nas relações sociais, em contato com os conhecimentos que circulam em seu entorno. A cidade é entendida enquanto objeto de representação social presente e atuante na constituição da subjetividade infantil. A orientação teórica articula a Teoria Histórico-Cultural (VIGOTSKI, 1996, 2000, 2006, 2009, 2010) e a Teoria das Representações Sociais (MOSCOVICI, 2003), esta no diálogo com os estudos de Jodelet (1982, 2001, 2002, 2007, 2010). O estudo na área da Geografia sobre o desenvolvimento e ocupação da cidade de Cuiabá (ROMANCINI, 2005) também auxilia na análise e compreensão dos dados, bem como os estudos de Tuan (1980, 1983), sobre as noções de lugar, topofilia e topofobia, os estudos de Moraes (2002), sobre os processos urbanos de territorialização e feudalização, e a proposta de Sennett (1990), sobre o espaço narrativo. O procedimento metodológico adotado foi a recolha de desenhos da cidade – inspirados na proposta dos mapas cognitivos (ALBA, 2011), acompanhados de entrevista semiestruturada, de 40 sujeitos subdivididos em quatro grupos de 10 crianças, cada subgrupo pertencente a uma das quatro escolas municipais selecionadas. Realizou-se análise de conteúdo do material coletado a partir dos mapas da cidade, mediante leitura flutuante, conforme sugerido pela referida técnica de análise (BARDIN, 1977), seguida da análise implicativa por meio do software Cohesive Hierarchical Implicative Classification (CHIC). As entrevistas foram transcritas e processadas pelo software Analyse Lexicale par Contexte d´um Esemble de Segments de Texte (ALCESTE), auxiliando também na interpretação dos mapas cognitivos e possibilitando a análise dos critérios de topofilia e topofobia, por meio da identificação dos núcleos de significação (AGUIAR; OZELLA, 2006). Por fim, realizou-se análise compreensiva da entrevista e respectivo mapa cognitivo de dois sujeitos. Os resultados revelam que as crianças percebem a cidade a partir de dois grandes eixos: eixo I (regiões Porto e Goiabeira) e eixo II (regiões Coxipó e CPA), que evidenciam indícios da existência de uma tensão entre a tradição e a modernidade permeando as representações socioespaciais das crianças a respeito da cidade, a mesma tensão histórica que se perpetua em Cuiabá a partir dos anos 60-70, segundo estudo de Romancini (2005). Além disso, nota-se que as crianças avaliam a cidade e orientam seus deslocamentos pelo critério da estética, da violência e das suas relações afetivas com outros atores sociais, revelando que o afeto e a significação em relação aos lugares estão intimamente ligados ao afeto entre as pessoas que neles convivem. Em face disso, percebe-se que criança e cidade se constroem e reconstroem em uma constante relação de reciprocidade, esta que se revela em vivências urbanas e ainda demonstra a importância da cidade como uma grande sala de aula para a construção da condição cidadã.
The present study proposes a discussion around the sociospatial representations of the city of Cuiabá-MT, according to the children of four schools of the municipal web of the same city. It objectifies to understand the significances of children regarding the public space, minding the relationship between child and city as an important aspect of the infantile development. The children are seen as social actors who build their identity and their civic condition in the social relations, in contact with the surrounding knowledge. The city is understood as an object of social representation present and active in the constitution of infantile subjectivity. The theoretical orientation articulates the Theory of Cultural-History (VIGOTSKI, 1996, 2000, 2006, 2009, 2010) and the Theory of Social Representations (MOSCOVICI, 2003), this one in dialogue with the studies of Jodelet (1982, 2001, 2002, 2007, 2010). The study in the field of Geography about the development and occupation of the city of Cuiabá (ROMANCINI, 2005) also contributes to the analysis and comprehension of data, as well as the studies of Tuan (1980, 1983), about the notions of place, topofilia and topofobia, the studies of Moraes (2002), about the urban processes of territorialization and feudalization, and the proposition of Sennett (1990), about the narrative space. The methodological procedure adopted was the collection of drawings of the city – inspired by the proposition of cognitive maps (ALBA, 2011), followed by the semistructured interview of 40 subjects subdivided into four groups of 10 children, each subgroup belonging to one of the municipal schools selected. An analysis of the content of the collected material coming from the city maps was conducted through floating reading, according to the referred analysis technique (BARDIN, 1977) and followed by the implicative analysis through the software Cohesive Hierarchical Implicative Classification (CHIC). The interviews were transcripted and processed by the software Analyse Lexicale par Contexte dúm Esemble de Segments de texte (ALCESTE), also aiding in the interpretation of cognitive maps and enabling the analysis of the criteria of topofilia and topofobia through the identification of signification nuclei (AGUIAR; OZELLA, 2006). At last, a comprehensive analysis of the interview and the respective cognitive map of two subjects was conducted. The results reveal that the children perceive the city from two big axes: axis I (regions Porto and Goiabeiras) and axis II (Regions Coxipó and CPA), that show indications of the existence of a tension between tradition and modernity permeating the sociospatial representations of children towards the city, the same historical tension that perpetuates in Cuiabá starting in the 60s-70s, according to studies of Romancini (2005). Furthermore, it can be noticed that the children evaluate the city and orient their displacement by the criteria of aesthetics, violence and affective relations with other social actors, revealing that the affection and the signification in relation to the places are intimately connected with the affection between the people who live in these sites. In view of this, it can be perceived that child and city build and rebuild themselves in a constant relationship of reciprocity which reveals itself in urban experiences and yet it demonstrates the importance of the city as a great classroom for the construction of civic condition.
Li, Hengshan. "Evaluation of multi-level cognitive maps for supporting between-floor spatial behavior in complex indoor environments." Thesis, The University of Maine, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10294740.
Full textPeople often become disoriented when navigating in complex, multi-level buildings. To efficiently find destinations located on different floors, navigators must refer to a globally coherent mental representation of the multi-level environment, which is termed a multi-level cognitive map. However, there is a surprising dearth of research into underlying theories of why integrating multi-level spatial knowledge into a multi-level cognitive map is so challenging and error-prone for humans. This overarching problem is the core motivation of this dissertation.
We address this vexing problem in a two-pronged approach combining study of both basic and applied research questions. Of theoretical interest, we investigate questions about how multi-level built environments are learned and structured in memory. The concept of multi-level cognitive maps and a framework of multi-level cognitive map development are provided. We then conducted a set of empirical experiments to evaluate the effects of several environmental factors on users' development of multi-level cognitive maps. The findings of these studies provide important design guidelines that can be used by architects and help to better understand the research question of why people get lost in buildings. Related to application, we investigate questions about how to design user-friendly visualization interfaces that augment users' capability to form multi-level cognitive maps. An important finding of this dissertation is that increasing visual access with an X-ray-like visualization interface is effective for overcoming the disadvantage of limited visual access in built environments and assists the development of multi-level cognitive maps. These findings provide important human-computer interaction (HCI) guidelines for visualization techniques to be used in future indoor navigation systems.
In sum, this dissertation adopts an interdisciplinary approach, combining theories from the fields of spatial cognition, information visualization, and HCI, addressing a long-standing and ubiquitous problem faced by anyone who navigates indoors: why do people get lost inside multi-level buildings. Results provide both theoretical and applied levels of knowledge generation and explanation, as well as contribute to the growing field of real-time indoor navigation systems.
Bahar, Mchmet. "Investigation of biology students' cognitive structure through word association tests, mind maps and structural communication grids." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/39028/.
Full textMadl, Tamas. "Bayesian mechanisms in spatial cognition : towards real-world capable computational cognitive models of spatial memory." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/bayesian-mechanisms-in-spatial-cognition-towards-realworld-capable-computational-cognitive-models-of-spatial-memory(665d1016-b841-47de-9b2d-40ddd8a0ff0d).html.
Full textWong, Chee Kit. "Cognitive inspired mapping by an autonomous mobile robot." Click here to access this resource online, 2008. http://hdl.handle.net/10292/427.
Full textGu, Tianxia. "3D geographic model vs street view panorama a cognitive study on navigation in different Google maps representations." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118697.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (page 48).
Throughout history, different tools have been invented to help people navigate in space. The different tools use different modes of representation as abstractions of 3-dimensional space. Two of the representations used in Google Maps, a modem wayfinding technology, are the 3D geographic model mode and the street view panorama mode. In this thesis, we explore the wayfinding behaviors of people in those two representations by performing experiments. We find that each representation mode is advantageous for a different type of city structure (e.g., regular grid vs. irregular streets). Each representation mode is also preferred by people according to their spatial processing type preference and the wayfinding task type they perform. After evaluating our findings from the experiments, we propose a design of a new representation with facade images augmenting a 2D satellite map. We believe this design incorporates the advantages of both representations studied.
by Tianxia Gu.
S.B.
Bailey, Heidi Leigh. "Geographic interpretation the role of spatial knowledge in the interpretation of natural resources /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4753.
Full textTitle from document title page. Document formatted into pages; contains vi, 85 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 76-81).
Wen, James. "The Potential for Augmented Reality to Bring Balance betweenthe Ease of Pedestrian Navigation and the Acquisition of Spatial Knowledge." Thesis, University of Canterbury. Computer Science, 2014. http://hdl.handle.net/10092/10339.
Full textSilva, Maria Cecilia Cavalcante da. "O comprometimento como estratégia para a adoção de um sistema de gestão ambiental: O caso de uma instituição pública de pesquisa." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/85/85133/tde-23062017-102521/.
Full textThis thesis, using the Cognitive Map Strategic Options Development and Analysis (SODA), is proposed to meet the objective specified therein, i.e. to evaluate the importance of the organizational commitment to the implementation of an Environmental Management System (SGA), by the fifteen Managers of a Federal Public Institution, located in the state of São Paulo. The data composing the cognitive map were obtained through a face-to-face interview, from May to November 2015, and group meetings with the aforementioned managers from December 2015 to March 2016. The use of the Problem Structuring Methods (PSMs) SODA cognitive map made it feasible to investigate possible uncertainties, complexities and conflicts, related to the commitment element, from the adoption of the environmental management through the implementation of An Environmental Management System EMS. The results of the cognitive map analysis showed the importance of the organizational commitment, when an Environmental Management System is intended to be adopted. Differently from Barbieri\'s (2007) understanding, the present study places the importance of this behavior, not only by the top management, but also by the whole team to be involved in the activities related to such a system. It, also, allowed the construction of a commitment measurement model in relation to the Environmental Management System - EMS. The commitment measured by this instrument is divided into two components: affective, which has the commitment as an attachment and, even, involvement, where the identification with the company occurs: employees with strong affective commitment remain in the company because they want it and, also, as normative involvement. The commitment is felt as an obligation to remain in the organization: employees identified with this behavior remain in the company because they feel they should do it. The model of commitment measurement in this suggested survey, to be validated in longitudinal studies, will allow elements to be mapped so that trends may be observed. The mentioned instrument was not validated in this study, however, it is suggested that future research, through longitudinal studies, would do it.
Kechiche, Amina. "Relations entre les représentations RSE des dirigeants et les pratiques responsables en milieu PME." Thesis, Tours, 2015. http://www.theses.fr/2015TOUR1002.
Full textThis doctoral research aims to clarify the relationship between the manager representations of CSR and the responsible practices of SMEs. Indeed, the majority of academician researches on CSR in SMEs agree that the involvement of SMEs in a responsible approach is strongly influenced by the manager representations of the CSR but doesn't clarify the link between perception and CSR behavior. which remains unexplored. Therefore. in this reflection we seek to identify the relationship between the manager representations of CSR and responsible practices in SMEs. In this sense. an exploratory study was conducted in ten SME who have. either explicitly incorporated all or part (social or environmental) of the CSR in their strategy, either make responsible actions but do not integrate them into strategy. This research is based on ten semi-structured interviews and documentary collection. From these data ten cognitive maps are constructed and an array of CSR initiatives is developed. The data analysis highlights a number of common representations associated each with CSR
Freitas, Sheila Cristiana de. "A utilização de mapas conceituais como apoio ao ensino de análise de requisitos de software." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/1246.
Full textO objetivo deste trabalho foi avaliar a contribuição da aprendizagem significativa e mapas conceituais no ensino de análise de requisitos de software. As temáticas perquiridas abordam a teoria de David Ausubel sobre aprendizagem significativa e a construção de mapas conceituais como ferramentas de apoio ao ensino de análise de requisitos de software nos cursos técnicos em informática. A pesquisa classificada como exploratória de natureza qualitativa, possui origem interpretativa e foi realizada em sala de aula, em uma turma do curso técnico em informática na modalidade subseqüente contendo quatorze alunos. As aulas contemplam a utilização de organizadores prévios na apresentação da teoria de análise de requisitos, exercícios que sugerem a busca por conhecimentos já existentes na estrutura cognitiva e a construção de mapas conceituais realizados pelo professor como apoio didático, e pelos alunos, na relação dos conceitos dos requisitos de software relativos ao trabalho de conclusão de curso (TCC). Os resultados foram analisados por aulas do ponto de vista do professor onde se percebeu que a estratégia utilizada neste trabalho, mas precisamente na aula 2, contribuiu para que o aluno faça a ancoragem dos subsunçores e assim a assimilação dos novos conceitos e na aula 7 são capazes de construir mapas conceituais para estabelecer a ligação entre os conceitos. Por fim, na visão dos alunos através de entrevista coletiva quanto aos benefícios de utilização de mapas conceituais nas aulas de análise de requisitos de software e os quais foram classificados como satisfatórios. Foi produzido um manual didático contendo os passos utilizados neste trabalho o qual poderá ser utilizado por outros professores.
The aim of this study was to evaluate the contribution of meaningful learning and concept maps in teaching analysis of software requirements. The thematic approach researched David Ausubel's theory of meaningful learning and the construction of concept maps as tools to support teaching analysis of software requirements in technical courses in computer science. The survey classified as exploratory qualitative, interpretive origin and has been held in the classroom, in a class of computer technician course in subsequent modality containing fourteen students. divided into stages. The classes include the use of previous organizers in presenting the theory of requirements analysis, exercises suggest that the search for knowledge existing in the cognitive structure and the construction of concept maps made by the teacher to support teaching and by students, about the concepts of software requirements for the completion of course work (TCC). The results were analyzed by the class teacher's point of view where it was realized that the strategy used in this work, but precisely in class 2, helped the student make the anchoring of subsumers and thus the assimilation of new concepts in class and 7 are able to construct conceptual maps to establish the connection between the concepts. Finally, in view of the students through a press conference about the benefits of using concept maps in class requirements analysis and software which were rated as satisfactory. It produced a teaching manual containing the steps used in this work which can be used by other teachers.
Greenauer, Nathan Michael. "The effects of verbal processing on spatial memories verbal overshadownig [sic] and spatial representations /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1153938077.
Full textAxenie, Cristian [Verfasser], Jörg [Akademischer Betreuer] [Gutachter] Conradt, and Jeffrey [Gutachter] Krichmar. "Synthesis of Distributed Cognitive Systems: Interacting Computational Maps for Multisensory Fusion / Cristian Axenie. Betreuer: Jörg Conradt. Gutachter: Jörg Conradt ; Jeffrey Krichmar." München : Universitätsbibliothek der TU München, 2016. http://d-nb.info/1100689036/34.
Full textSatanek, Brandon L. "The Effects of Multidimensional Navigational Aids and Individual Differences on WWW Hypertext Navigation." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36690.
Full textMaster of Science
Kim, Yongtaek 1968. "Event construal and its linguistic encoding: Towards an Extended Semantic Map model." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10329.
Full textThis dissertation investigates constructional alternation among the English verb- at , verb- away-at , and verb- away constructions. The primary purpose is to lay a fundamental conceptual framework on the interrelation between how we perceive a situation in an external world and how we construe it as an event structure in a conceptualized world to encode it linguistically. This study suggests an Extended Semantic Map (hereafter ESM) model. It presents an in-depth analysis of the three constructions, derived from the BNC (British National Corpus), and resultative constructions in Korean and Japanese. I argue that language has conceptual bases rooted in perception and cognitive construal. Construal allows one to view the same situation in a number of alternative ways. Construal is closely related to distribution of attention, which has two main patterns: focus of attention and windowing of attention. Focus of attention is mainly based on perceptual prominence. It is placed on participants and is typically encoded in the selection and arrangement of nominals. Windowing of attention operates on cognitive prominence. It is a cognitive process to segment some relation(s) out of an event structure. It is typically encoded in predicate or adverbial expressions. I further argue that any mismatch between perceptual and cognitive prominence requires overt marking. For example, the English passive construction requires the overt marking of ' be/get + past participle,' which directs an addressee's primary focus of attention to a perceptually secondary but cognitively primary patient. It also places windowing of attention on the perceptually secondary but cognitively primary Change. Windowing and focus of attention will be used to define the X- and Y-axes of the ESM. The X-axis consists of five causal relations -- Volition, Activity, Force Transfer, Change, and State, on which attention is windowed. The Y-axis is composed of four types of configuration for the semantic roles of the participants -- Agent, Agent-Location, Agent-Theme, and Theme. The ESM visually maps relations among constructions within and across languages. It illustrates how event structures can be categorized typically as either [Activity]-windowing or [Change]-windowing. Finally, it also allows us to represent cross-linguistic differences in the available constructions for construing event structures.
Committee in charge: Eric Pederson, Chairperson, Linguistics; Scott DeLancey, Member, Linguistics; Doris Payne, Member, Linguistics; Kaori Idemaru, Outside Member, East Asian Languages & Literatures
Alzouhri, alyafi Amr. "Génération d'explications pour la gestion énergétique dans les bâtiments." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAM003/document.
Full textEnergy is fundamental to maintain comfort and it shapes our modern life. With the excess demand for energy, home energy management systems are appearing with time. They aim at reducing or modulating energy consumption while keeping an acceptable level of comfort. Efficient home energy management systems should embed a behavioral representation of a home system, including inhabitants. It establishes relationships between different environmental variables and heterogeneous phenomena present in a home. Therefore, those systems are complex to build and to understand for inhabitants. For this reason, the designers did try to automatize as much as possible the HVAC systems, the lightings ... so they promoted the concept of “doing instead”. This was justified as it was nearly impossible to implicate occupants and to create a relation between occupants and energy systems. This concept does create different problems as occupants are detached from the energy system and they don’t understand its functionality nor how it is working.To overcome this difficulty this work promotes the concept of “doing with” as it tries to implicate the occupant in the loop with their energy management system. This is where the explanation is needed to allow occupants to discover the knowledge in the energy system and to develop their capacity of understanding how the system is working and why it is recommending different actions. The explanation is the way to discover new knowledge and consequently, to involve occupants. For humans, explanation plays an important role in life. It is one of the main tools for learning and understanding. It is even used in communication and social aspects. People tend to use it besides learning to show their knowledge about a subject to gain the confidence of others or to clarify a situation. But generating explanations is not an easy task. It is one of the ongoing scientific problems from several decades. Explanations have numerous forms, types, and level of clearness. This study is focusing on the causal explanations. As it is the most intuitive form of explanation to be understood by occupants and is adapted to transfer the knowledge from complex systems like energy models. The scientific challenge is how to construct causal explanations for the inhabitants from a flow of observed sensor data
Atit, Kinnari. "Pattern Identification or 3D Visualization? How Best to Learn Topographic Map Comprehension." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/254701.
Full textPh.D.
Science, Technology, Engineering, and Mathematics (STEM) experts employ many representations that novices find hard to use because they require a critical STEM skill, interpreting two-dimensional (2D) diagrams that represent three-dimensional (3D) information. The current research focuses on learning to interpret topographic maps. Understanding topographic maps requires knowledge of how to interpret the conventions of contour lines, and skill in visualizing that information in 3D (e.g. shape of the terrain). Novices find both tasks difficult. The present study compared two interventions designed to facilitate understanding for topographic maps to minimal text-only instruction. The 3D Visualization group received instruction using 3D gestures and models to help visualize three topographic forms. The Pattern Identification group received instruction using pointing and tracing gestures to help identify the contour patterns associated with the three topographic forms. The Text-based Instruction group received only written instruction explaining topographic maps. All participants then completed a measure of topographic map use. The Pattern Identification group performed better on the map use measure than participants in the Text-based Instruction group, but no significant difference was found between the 3D Visualization group and the other two groups. These results suggest that learning to identify meaningful contour patterns is an effective strategy for learning how to comprehend topographic maps. Future research should address if learning strategies for how to interpret the information represented on a diagram (e.g. identify patterns in the contour lines), before trying to visualize the information in 3D (e.g. visualize the 3D structure of the terrain), also facilitates students' comprehension of other similar types of diagrams.
Temple University--Theses
Blasiis, José Augusto de. "UMA NOVA CARTOGRAFIA COGNITIVA PARA O ENSINO DA COMUNICAÇÃO." Universidade Metodista de São Paulo, 2014. http://tede.metodista.br/jspui/handle/tede/701.
Full textThe purpose of the work is to set up a functional and exploratory project that, coming from cognitive cartography, which is defined as art, theory and the technique of building up Maps of Knowledge (OKADA, 2008), looked to format with this cartography its applicability in the structuring of a set of modules in communication studies. Similar to the concept of conceptual, or cognitive maps, they represent organized knowledge and are composed of concepts. These maps were developed in the 1970s by researcher Joseph Novak (1977). The following thesis was build up having as its basis relationship softwares separated by themes and interests, the concept of a tree of related knowledge. This experience proposes the construction of a process of navigation on a three-dimensional environment, using 3D software which will operate as apps with the engine of a video game, which are graphic motors. The data base and the interaction between texts and tasks is made with the use of the MediaWiki platform, an open-source software which maintains the website Wikipedia. The platform for the maps are operated by a software which is like FlashMeeting, used for web conferences, and Mindjet, as well as CMAPS, for the construction of maps, and also, used for the mapping and navigation on the web. Most of them are open-source software. All operating systems in presence or modulation EAD. The conceptual basis is structured within a vision of disruptive education, which launches a new educational model based on maps, as an approach within a multi-screen world, a world of hyper was a hypermodern world, which is based on a culture of the technological age, a renovation of the concepts of culture, now refreshed in the light of new technologies and new networked society.
O trabalho proposto é a montar um projeto exploratório funcional que parta da cartografia cognitiva, que é definida como a arte, teoria e técnica de construir mapas do conhecimento, visando com esta cartografia a sua aplicabilidade na estruturação de um conjunto de cursos/saberes da área da Comunicação. Assemelhado ao conceito de mapas conceituais, ou cognitivos, representam o conhecimento organizado e são compostos por conceitos. Este mapas foram desenvolvido a partir da década de setenta por vários pesquisadores. A tese experimento foi montada tendo como base os softwares de relacionamento por temas e interesses dentro de um ambiente de interatividade tridimensional , montado no conceito de arvore do conhecimento relacional. Esta experiência é construída em ambiente tridimensional com uso de softwares 3D que rodam como aplicativos de engines de vídeo games, que são motores gráficos. A base de dados e a interatividade de textos e tarefas é realizada sob a plataforma do MediaWiki, que é o software aberto que roda a Wikipédia. A plataforma de mapas roda dentro de um software MindJet MindManager e do CMAPS. As vídeo conferências são administradas pelo FlashMeeting, de Web conferência. A maioria deles são softwares abertos. Todos operando em sistemas presenciais ou de modulação EAD. A base conceitual está estruturada dentro de uma visão de educação disruptiva, que lança um novo modelo educacional baseado em mapas, visto dentro de uma abordagem de um mundo de múltiplas telas, um mundo da era hiper, um mundo hipermoderno, que tem como base uma cultura da era tecnológica, numa renovação dos conceitos de Cultura, agora revigorados à luz das novas tecnologias e da nova sociedade interligada em rede.
Brown, Connie J. "Mapping A Generation: Oral History Research in Sulphur Springs, FL." Scholar Commons, 2004. http://purl.fcla.edu/fcla/etd/SFE0000295.
Full textEdler, Dennis [Verfasser], Frank [Gutachter] Dickmann, and Karl-Heinz [Gutachter] Otto. "The effects of grids in topographic maps on cognitive representations of map information / Dennis Edler ; Gutachter: Frank Dickmann, Karl-Heinz Otto ; Fakultät für Geowissenschaften." Bochum : Ruhr-Universität Bochum, 2015. http://d-nb.info/1209359049/34.
Full textCubukcu, Ebru. "Investigating wayfinding using virtual environments." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070246663.
Full textTitle from first page of PDF file. Document formatted into pages; contains xx, 182 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Jack L. Nasar, City and Regional Planning Dept. Includes bibliographical references (p. 121-135).
Costa, Sandra Aparecida da. "Mapas conceituais: um caminho para a aprendizagem significativa." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10137.
Full textThe aim of this work is to point out the contributions of conceptual maps and the Information and Communication Technologies (ICTs) as strategies in the construction of a significant learning. The intention is to head for the writing development of our students so that we can get contributions to the use of the Information and Communication Technologies in the school environment. As a theoretical fundamentation in the search for the comprehension of the subject, some writers as Jonassen, Moreira, Ontoria and Okada, give us subsidies so much that we can understand the concepts of conceptual maps, technology and significant learning. The research teacher and the fifth-grade students in tutorial situation of a public and elementary school participated in the research. We use the qualitative methodology in our work. At the end of this research, we have made it clear that to develop the concept of mapping, it is necessary to select, link, integrate, reorganize and open concepts so that the construction of the knowledge goes through the interaction, organization and share. The concept of construction is intrinsically linked to the concept of sharing. From this confirmation derives the proposal of the ampliation of this knowledge net to all the school scope from the ICTs that were important elements in the construction of the practice and researches route
O objetivo desta pesquisa é destacar as contribuições dos mapas conceituais e das Tecnologias da Comunicação e Informação (TIC) como estratégias na construção de uma aprendizagem significativa. A intenção é procurar encaminhamentos para o desenvolvimento da escrita de nossos alunos numa visão de rede de modo a buscar contribuições para o uso das Tecnologias de Comunicação e Informação no ambiente escolar. Como fundamentação teórica na busca da compreensão do tema alguns autores, como Jonassen, Moreira, Ontoria e Okada, forneceram subsídios de modo a compreender os conceitos de mapas conceituais, tecnologia e aprendizagem significativa. Participaram da pesquisa a professora pesquisadora e alunos do 5º ano do ensino fundamental em situação de recuperação, em uma escola pública de ensino fundamental. Empregamos a metodologia qualitativa nesse trabalho. No final desta pesquisa ficou claro que, para desenvolver o conceito de mapeamento, é necessário selecionar, relacionar, conectar, integrar, reorganizar e abrir conceitos, ou seja, que a construção do conhecimento passa pela interatividade, organização e partilha. O conceito de construir está intrinsecamente ligado ao conceito de partilhar. A partir dessa constatação nasce a proposta de ampliação dessa rede de conhecimento por todo âmbito escolar por meio das TIC que foram elementos importantes na construção do percurso de práticas e pesquisas
Pegetti, Ana Lucia. "Aplicação de mapas cognitivos e método AHP para a seleção de fornecedores em instituição de ensino superior." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3135/tde-19032015-162610/.
Full textSupplier selection is a key decision in the procurement and purchasing processes. Both the choice of criteria and the evaluation of possible alternatives are critical steps in this decision-making. One of the great challenges of private higher education institutions (PHEI) in Brazil in recent decades has been the attempt to institutionalize administrative practices applied in the business market with the primary goal of optimizing their business processes and achieve reduced risks and operational costs, thereby increasing their productivity and the quality of services. These initiatives aim to maintain self-sustaining and competitive institutions in an aggressive market which is constantly expanding. Therefore, a critical and professionalized look at their business processes has been one of the solutions in order for them to achieve their organizational goals. In this context, this paper proposes to formalize the decision-making process in the selection of suppliers through their systematization using cognitive maps to structure and identify the criteria that effectively present value during the partner selection of the decision-maker\'s procurement and purchasing department. The paper also proposes the subsequent prioritization of these criteria for evaluation and selection of potential suppliers through the use of the Analytic Hierarchy Process multi-criteria method.