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Dienes, Zoltan Paul. "Implicit concept formation." Thesis, University of Oxford, 1990. http://ora.ox.ac.uk/objects/uuid:35440667-6e5d-4d85-8ce1-7a14fbed453b.
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This thesis provides a conceptual and empirical analysis of implicit concept formation. A review of concept formation studies highlights the need for improving existing methodology in establish- ing the claim for implicit concept formation. Eight experiments are reported that address this aim. A review of theoretical issues highlights the need for computational modelling to elucidate the nature of implicit learning. Two chapters address the feasibility of different exemplar and Connectionist models in accounting for how subjects perform on tasks typically employed in the implicit learn- ing literature. The first five experiments use a concept formation task that involves classifying "computer people" as belonging to a particular town or income category. A number of manipulations are made of the underlying rule to be learned and of the cover task given subjects. In all cases, the knowledge underlying classification performance can be elicited both by free recall and by forced choice tasks. The final three experiments employ Reber's (e.g., 1989) grammar learning paradigm. More rigorous methods for eliciting the knowledge underlying classification performance are employed than have been used previously by Reber. The knowledge underlying clas- sification performance is not elicited by free recall, but is elicited by a forced-choice measure. The robustness of the learning in this paradigm is investigated by using a secondary task methodol- ogy. Concurrent random number generation interferes with all knowledge measures. A number of parameter-free Connectionist and exemplar models of artificial grammar learning are tested against the experimental data. The importance of different assumptions regarding the coding of features and the learning rule used is investigated by determin- ing the performance of the model with and without each assumption. Only one class of Connectionist model passes all the tests. Fur- ther, this class of model can simulate subject performance in a different task domain. The relevance of these empirical and theoretical results for understanding implicit learning is discussed, and suggestions are made for future research.
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Roberts, Jennifer M. (Jennifer Marie). "Use-driven concept formation." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62440.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 161-165).
When faced with a complex task, humans often identify domain-specific concepts that make the task more tractable. In this thesis, I investigate the formation of domain-specific concepts of this sort. I propose a set of principles for formulating domain-specific concepts, including a new inductive bias that I call the equivalence class principle. I then use the domain of two-player, perfect-information games to test and refine those principles. I show how the principles can be applied in a semiautomated fashion to identify strategically-important visual concepts, discover highlevel structure in a game's state space, create human-interpretable descriptions of tactics, and uncover both offensive and defensive strategies within five deterministic, perfect-information games that have up to forty-two million states apiece. I introduce a visualization technique for networks that discovers a new strategy for exploiting an opponent's mistakes in lose tic-tac-toe; discovers the optimal defensive strategies in five and six men's morris; discovers the optimal offensive strategies in pong hau k'i, tic-tac-toe, and lose tic-tac-toe; simplifies state spaces by up to two orders of magnitude; and creates a hierarchical depiction of a game's state space that allows the user to explore the space at multiple levels of granularity. I also introduce the equivalence class principle, an inductive bias that identifies concepts by building connections between two representations in the same domain. I demonstrate how this principle can be used to rediscover visual concepts that would help a person learn to play a game, propose a procedure for using such concepts to create succinct, human-interpretable descriptions of offensive and defensive tactics, and show that these tactics can compress important information in the five men's morris state space by two orders of magnitude.
by Jennifer M. Roberts.
Ph.D.
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Barnham, Chris. "Peirce, Vygotsky and concept formation." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10059118/.
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The purpose of this thesis to explore the theoretical similarities between Peirce and Vygotsky with respect to the process of concept formation. It is acknowledged that these two thinkers are seldom associated with each other in relation to the learning process. Peirce is seen as one of the founders of modern semiotics, but he is rarely linked with the activity of concept formation itself. Vygotsky, whilst associated with the latter, is not interpreted as a semiotician - even though he sometimes uses the terminology of signs. It will be argued in the course of this thesis, however, that their views are closer to each other than is commonly recognised and that this convergence derives from the influence of Hegel. In the case of Peirce, Hegel is often viewed in negative terms - as a philosophical legacy that Peirce is reacting against. It will be argued that this interpretation overlooks the deeper impact of Hegelian thought in terms of how Peirce constructs his semiotics. Indeed, an Hegelian interpretation of concept formation helps reframe Peirce's account of the 'mediating' sign, the notion of the 'determined' sign, and the role of the 'object' in his triadic structure. Moreover, the reference point of Hegel creates an opportunity to re-evaluate Peirce's icon, index and symbol. Hegel's influence on Vygotsky is more frequently acknowledged, but seldom pursued in detail by commentators who often draw Vygotsky into a more social account of meaning construction. Full recognition of Hegel's influence on Vygotsky, however, has the effect of reframing his notion of 'mediation', and making his account of concept formation less focused on the social dimension than is commonly recognised. The overall effect of these arguments is to reposition Vygotsky's 'natural history of the sign' in a framework that parallels Peirce's own account of sign formation. There remain, of course, important differences in the approaches of Peirce and Vygotsky, and these will be highlighted in the course of the discussion. But the broader perspective outlined below suggests that there should be greater recognition of their philosophical similarities.
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Gray, Brett. "Relational models of feature based concept formation, theory-based concept formation and analogical retrieval/mapping /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17450.pdf.
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Butler, Deborah Lynne. "The role of expectations in the feature integration process." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25360.
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According to Treisman (Treisman and Schmidt, 1982) feature detection occurs in parallel, while the correct integration of detected features into an object requires focal attention. She has proposed that in the absence of attention, subjects will perceive "illusory conjunctions", or invented objects constructed out of features actually present in a display. The present experiments were designed to examine how the presence of expectations might affect the feature integration process and the construction of illusory conjunctions. The results of these experiments suggest that expectations do affect the perception of simple objects: subjects make more illusory conjunctions in the absence of expectations, and the perception of expected objects is the most accurate. However, the data indicate that expectations do not exert this influence by guiding the feature integration process, because subjects do not tend to construct expected objects out of features appearing in a display. As a result, it is likely that expectations are influential not by determining the construction of object files, but by speeding up the identification of the features of expected objects, so that focal attention can be applied, and object files constructed, more efficiently. As a result, the perception of expected objects can be accurately accomplished in a shorter amount of time.Arts, Faculty of
Psychology, Department of
Graduate
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Baylos, Grau Antonio. "On Decent Work: The Concept Formation." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/119056.
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This article develops the historical process of the formation of the concept of decent work, its basic guidelines and as its content has been altered by the increasing globalization of the market and the globalization of labor rights. Finally, after analyzing the notion of decent work from different perspectives, the author focus on the cumulative perspective and develop its content.El presente artículo desarrolla el procedimiento histórico de la formación del concepto de trabajo decente, sus lineamientos básicos y como su contenido se ha ido alterando por la creciente globalización del mercado y la universalización de los derechos laborales. Finalmente, después de haber analizado la noción de trabajo decente desde diferentes perspectivas, el autor se centrara en la perspectiva cumulativa y desarrollará su contenido.
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Anderson, Ursula Simone. "Color, shape, and number identity-nonidentity responding and concept formation in orangutans." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42740.
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The ability to recognize sameness among objects and events is a prerequisite for abstraction and forming concepts about what one has learned; thus, identity and nonidentity learning can be considered the backbone of higher-order human cognitive abilities. Discovering identity relations between the constituent properties of objects is an important ability that often characterizes the comparisons that humans make so it is important to devote attention to understanding how nonhuman primates process and conceptualize part-identity as well as whole-identity. Because the ability to generalize the results of learning is to what concepts ultimately reduce, the series of experiments herein first investigated responding to part-identity and -nonidentity and whole-identity and -nonidentity and then explored the generality of such learning to the formation of concepts about color, shape, and cardinal number.
The data from Experiments 1, 2, and 3 indicated that the two orangutans learned to respond concurrently to color whole-identity and -nonidentity and they responded faster to color whole-identity. Additionally, both subjects learned to respond concurrently to color and shape part- and whole-identity and for the most part, it was easier for them to do so with color part- and whole-identity problems than shape part- and whole-identity problems. Further, their learned responses to color and shape part- and whole-identity fully transferred to novel color part-identity problems for both subjects and fully transferred to novel color and shape whole-identity problems for one orangutan. The data from Experiments 4, 5, and 6 showed that one subject learned to judge numerical identity when both irrelevant dimensions were cue-constant, but the subject did not do the same when one or more irrelevant dimensions were cue-ambiguous. Further, the subject's accuracy was affected by the numerical distance and the numerical total of comparisons during acquisition of the conditional discrimination. The subject subsequently formed a domain-specific concept about numerical identity as evinced by the transfer of learning to novel numerosities instantiated with novel, cue-constant element colors and shapes and novel numerosities instantiated with cue-constant, familiar element colors and shapes.
Given the adaptive significance of using concepts, it is important to investigate if and how nonhuman primates form identity concepts for which they categorize or classify the stimuli around them. This dissertation provided evidence about the extent to which orangutans learned to respond to color, shape, and number identity and nonidentity and subsequent concept formation from such learning. The findings from this study will help in understanding the convergence and divergence in the expression abstraction in the primate phylogeny, thus, informing our understanding about the origins and mechanisms of cognition in human and nonhuman primates.
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Reiss, Julian. "Epistemic virtues and concept formation in economics." Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/1646/.
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The aim of this Thesis is to defend the following two main claims: (a) A "Baconian" science of economics is desirable and possible; (b) Two of Bacon's central insights are of particular relevance for modern economics: the importance of concept formation as a part of the scientific endeavour and the collaboration of theory construction and measurement. Chapter 1 introduces the topic by way of juxtaposing and contrasting Francis Bacon's scientific method with Gustav Schmoller's philosophy of economics and showing that they share a number of crucial aspects, which are significant for modern methodological debates. It is argued that the three epistemic virtues of phenomenal adequacy, explanatory power and exactness are as relevant for contemporary economics as they were for Schmoller and Bacon. Chapters 2-4 critically examine various strands in the contemporary economic literature. It is claimed that methods of concept formation dominant in this literature can allow us to obtain either of the three virtues severally but not all three simultaneously. In response to this criticism, Chapter 5 develops an alternative method of economic concept formation. In particular, the idea of Natural Economic Quantities (NEQs) is introduced. Essentially, an economic quantity is natural if and only if it figures in a tested causal model and it is measurable in the appropriate way. NEQs are supposed to help in building models which achieve the three epistemic virtues simultaneously, and thus allow economics to be a "Baconian" science. The theory of NEQs and its ability to help in realising all three epistemic virtues is illustrated with a case study from William Stanley Jevons's work on index numbers.
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Martin, Joel David. "Direct and indirect transfer : explorations in concept formation." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/8216.
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Mueller, David John. "Adolescent identity formation: Inpatient influence on self-concept." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618397.
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This study investigated the effects of psychiatric hospitalization on the self-concepts of 44 adolescents. Labeling theory suggests that the stigma of being labeled as a patient in a mental hospital will hurt an adolescent's self-concept. The sample for this study consisted of 44 adolescent acute care patients in a private psychiatric hospital in Norfolk, Virginia. their length of stay averaged 20.1 days and ranged from 8 to 38 days in the hospital. Each was diagnosed by an accredited psychiatrist or a licensed psychologist as having symptoms of depression or dysthymic disorder. Each subject was administered a semantic differential instrument (Burke and Tully, 1977) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967) at admission and again at discharge. The semantic differential instrument had subjects rate two stereotypic social labels, "A Popular Teenager in School" and "A Hospitalized Teenager in Psychiatric Treatment," and two self-assessment labels, "Me in the World" and "Me in the Psychiatric Institute." The Coopersmith instrument was used as a well-established indicator of overall self-esteem. One-tailed t-tests for paired samples confirmed significant gains in self-esteem through the course of hospitalization as measured by the Coopersmith as well as by the two semantic differential self-assessments. These findings were contrary to the predictions of labeling theory. Two-tailed t-tests for paired samples were used to determine whether identification with the two stereotypic labels changed from time of admission to time of discharge. These findings indicated that direction of change was not consistent and some of the changes were not statistically significant. The most interesting change in identification with stereotypic labels concerned "Me in the Psychiatric Institute" and "A Popular Teenager in School." at admission, subjects generally rated themselves less favorably than "A Popular Teenager in School," but at discharge subjects generally rated themselves significantly more favorably than the popular teenage stereotype. Again, this change in identification was not consistent with the predictions of labeling theory. This study concluded with recommendations for longer-term adolescent inpatient studies, follow-up studies of teenage outpatient progress, and mandatory one year aftercare counseling for hospitalized adolescents.
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Teranishi, Takahiro. "Concept formation through iconicity: basic shapes and their metaphorical extensions in English and Japanese." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/598.
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Abstract One of the ways for a speaker to make sense of an object or event in the real world is to make use of iconicity between two things. Through iconic metaphorical extensions, the speaker connects the object or event to something else. In this study, I consider how speakers form concepts through iconic metaphorical extensions, examining how they metaphorically extend one concept to another. I suggest that all speakers use the same ways of forming metaphorical extensions and control metaphorical extensions according to their intentions and contexts. Using basic and simple shapes (e.g. 0) and their related metaphorical expressions (e.g. `a circular argument'), I discuss the role of iconicity in metaphorical understanding, the relationship between concept and language, and metaphorical extensions as tools of concept formation. I conduct descriptive investigations using dictionaries and compare related senses for particular basic shapes between English and Japanese, looking at their polysemous networks and historical changes. Using questionnaires, interviews and tasks with native speakers of English and Japanese, I conduct experimental investigations to examine the speakers' associations in relation to basic shapes and the degree of iconicity in metaphorical extensions. This study suggests that concepts, although probably stored in the mental space, are recreated every time they occur. Concept formation through iconic metaphorical extensions must be dynamic because it is based on 'extensions' of existing concepts, and must be universal to all speakers because metaphorical extensions are among the most basic mental activities of human beings. I propose dynamic and universal models which represent the way in which a speaker forms concepts, connecting a linguistic form and a mental picture and controlling iconic metaphorical extensions. These models contribute to understanding both similarities and differences in use of metaphorical extensions between English and Japanese.
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Oliveira, Edmara Teixeira. "Resilience in aging a concept development." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14836.
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CoordenaÃÃo de AperfeiÃoamento de NÃvel SuperiorA resiliÃncia surge como mecanismo facilitador do processo de desenvolvimento humano. Representa um tipo de plasticidade que pode ser traduzida como o potencial de mudanÃa do indivÃduo e sua flexibilidade e resistÃncia para lidar com desafios e exigÃncias. O estudo da resiliÃncia à recente, mas, de uma forma geral, os estudos tÃm tentado compreender o papel desta na infÃncia e na adolescÃncia. Diante desse cenÃrio, surge a necessidade de conhecer como se constitui o fenÃmeno da resiliÃncia no idoso uma vez que o seu esclarecimento representa um ganho para a melhor compreensÃo e promoÃÃo do tema na atenÃÃo gerontolÃgica. O estudo buscou analisar e desenvolver o conceito de resiliÃncia no envelhecimento, tendo como objetivo elaborar uma estrutura conceitual com base em anÃlise teÃrica e empÃrica dos atributos, antecedentes e consequentes do fenÃmeno. Como mÃtodo de construÃÃo utilizou-se o modelo hÃbrido de anÃlise conceitual proposto por Swartz-Barcott e Kim (2000). A anÃlise da literatura (fase teÃrica) e das entrevistas com idosos e profissionais (fase de campo) permitiu a maior compreensÃo da manifestaÃÃo do fenÃmeno nos diversos cenÃrios em que o idoso està inserido e a apresentaÃÃo de uma estrutura conceitual que de forma sucinta pretende esclarecer o tema preenchendo as lacunas das definiÃÃes encontradas na literatura. Os antecedentes observados nas duas fases do estudo demonstram que a resiliÃncia no envelhecimento està relacionada diretamente com o apoio social e a experiÃncia acumulada na superaÃÃo de adversidades. Quanto aos atributos do conceito destacam-se a melhor adaptaÃÃo as adversidades, otimismo, aceitaÃÃo dos prÃprios limites e da idade alÃm de forÃa de vontade, autoestima e autonomia. Por fim, os consequentes observados como longevidade com qualidade de vida; comportamento de busca de saÃde; bem-estar psicolÃgico e saÃde mental; bom humor; estilo de vida saudÃvel; aceitaÃÃo do envelhecimento; enquadramento na sociedade, respeito e receptividade alÃm de um envelhecimento ativo e saudÃvel demonstram os benefÃcios que advÃm da manutenÃÃo de comportamentos resilientes pelo idoso. O conceito mostrou-se aplicÃvel e relevante para a enfermagem. Os profissionais da saÃde entre eles o enfermeiro podem utilizar o conceito como uma ferramenta facilitadora da atenÃÃo à pessoa idosa. Um dos principais resultados do estudo mesmo que em pequena escala à a possibilidade de tornar-se um meio de divulgaÃÃo do conceito de resiliÃncia no envelhecimento. Poderà ser fonte de pesquisa para aqueles que desejarem conhecer o conceito e desenvolver intervenÃÃes direcionadas a esta populaÃÃo alÃm de estimular o desenvolvimento de outros estudos acerca da temÃtica.
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Beck, Jonathan Sterling. "Concept Identification and Formation in Adolescents Diagnosed with Autism Spectrum Disorder." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6366.
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Abstraction is an inductive process through which specific details become united by a general concept. Abstraction incorporates two sub-skills: concept identification which involves recognizing patterns created by an external agent, and concept formation which is more difficult, requiring independent creation of a schema to organize information. Impairments in concept identification and formation are theorized to underlie a variety of practical difficulties of individuals with autism spectrum disorder (ASD; e.g., failure to generalize learning in one context to a similar, but new context). However, past research has yielded mixed results, with some finding significant impairment and others finding intact concept identification and formation. Contradictory findings may be due to differences in assessment methodology. We assessed concept identification and formation abilities using the Delis-Kaplan Executive Function System (D-KEFS) Sorting task. We hypothesized that (1) we would replicate previous findings of intact concept identification but impaired concept formation in individuals with ASD (Minshew et al., 2002); (2) impairments in concept formation would remain even after accounting for differences in IQ, working memory ability, and test anxiety; and (3) worse impairments would be associated with more severe autism symptoms. The sample consisted of 27 high-functioning (IQ > 80) adolescents with ASD and 27 age- (M 14.8 years) and IQ- (M 102.8) matched typically-developing controls. One-way ANOVAs explored group differences on task performance variables. As hypothesized, our sample demonstrated intact concept identification abilities, F(1, 52) = 2.90, p = 0.095, but impaired concept formation abilities, F(1, 52) = 6.53, p = 0.01. A linear regression analysis revealed that working memory ability and test anxiety were not significant predictors of concept formation abilities. After accounting for IQ in a regression model, our hypothesis was partly borne out in that individuals with ASD continued to show impairment in concept formation, yet at trend-level significance (p = 0.058). Two-tailed Pearson correlations revealed no significant correlations between a measure of autism symptomatology and concept formation or concept identification ability. Our findings add to a growing body of research showing a dissociation between concept identification and concept formation abilities in individuals with ASD. This dissociation existing at trend-level significance after statistically controlling for IQ suggests that it may exist across levels of cognitive functioning in ASD. Our finding that concept formation ability was not significantly associated with a measure autism symptomatology somewhat weakens the theoretical significance of concept formation deficits in ASD.
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Prot, Bernard. "Le concept potentiel : une voie de développement des concepts. Le cas de la validation des acquis." Paris, CNAM, 2003. http://www.theses.fr/2003CNAM0449.
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Considérant l'activité de validation des acquis telle qu'elle se développe en France, on cherche ici à préciser d'un point de vue psychologique quelle est la nature du rapport qui s'établit entre les connaissances construites au travail et les référentiels de diplôme. Après une analyse des ressources contemporaines dans le domaine de la formation des adultes, on discute les conditions d'usage de la théorie du développement des concepts de Vygotski (1934/1997) à propos de salariés expérimentés et de référentiels de diplômes de l'enseignement technique. On soutient la thèse que le rapport entre les « concepts quotidiens» et les « concepts scientifiques» ainsi définis peut prendre la forme d'un « concept potentiel ». Cette formation conceptuelle hybride très particulière est le résultat d'une abstraction, par le sujet, d'un trait caractéristique de son activité à partir de la signification du concept scientifique. L'étude d'entretiens de validation des acquis depuis l'analyse interlocutoire proposée par la pragmatique conversationnelle (Trognon, Kostulski, 1998) montre les conditions de formation - interpsychiques et instrumentales - du concept potentiel. Ces résultats sont alors discutés dans une perspective de clinique de l'activité (Clot, 1999; Clot, Faïta, 2000). Le développement du concept potentiel y apparaît comme la transformation de la fonction psychologique des concepts, qui ouvre simultanément la voie au développement des concepts quotidiens et des concepts scientifiquesBased on a French tradition in the field of the validation of acquired professional knowledge, this work psychologically investigates what could link knowledge acquired at work and benchmark concepts instilled by a referential certificate. A review of scientific resources in this domain is followed by a broadened discussion making best value of the Vygotskyan theory related to the development of concepts (1934/1997). The author supports the ide that a so-called “potential concept” bridges everyday and scientific concepts. This special hybrid-like conceptual form could result from the abstraction of a significant trait of everyday activity highlighted by the signification brought in by a scientific concept. The interlocutory analysis applied to exchanges tapped from validation sessions involving candidates and members of review panel or counsellors, and examined through the lens of a conversational pragmatic approach (Trognon & Kostulski, 1998), shed light on both inter-psychological and instrumental conditions that actually take part in the development of a potential concept. Results are discussed from a clinically based approach to the activity (Clot, 1999 ; Clot & Faïta 2000). The development of potential concept turns out to be the transformation of psychological function of concept, which gives access both to everyday and scientific concepts
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Hoesel-Uhlig, Stefan. "The historical formation of the modern concept of literature." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621040.
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Duffey, Suellynn Kay. "Basic writers : case studies of revision and concept formation." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287431711.
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Kaftani, Catherine Conac Gérard. "La formation du concept de fonction publique en France /." Paris : LGDJ, 1998. http://catalogue.bnf.fr/ark:/12148/cb36706625v.
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Teranishi, Takahiro. "Concept formation through iconicity basic shapes and their related metaphorical extensions in English and Japanese /." University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/598.
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Abstract One of the ways for a speaker to make sense of an object or event in the real world is to make use of iconicity between two things. Through iconic metaphorical extensions, the speaker connects the object or event to something else. In this study, I consider how speakers form concepts through iconic metaphorical extensions, examining how they metaphorically extend one concept to another. I suggest that all speakers use the same ways of forming metaphorical extensions and control metaphorical extensions according to their intentions and contexts. Using basic and simple shapes (e.g. 0) and their related metaphorical expressions (e.g. `a circular argument'), I discuss the role of iconicity in metaphorical understanding, the relationship between concept and language, and metaphorical extensions as tools of concept formation. I conduct descriptive investigations using dictionaries and compare related senses for particular basic shapes between English and Japanese, looking at their polysemous networks and historical changes. Using questionnaires, interviews and tasks with native speakers of English and Japanese, I conduct experimental investigations to examine the speakers' associations in relation to basic shapes and the degree of iconicity in metaphorical extensions. This study suggests that concepts, although probably stored in the mental space, are recreated every time they occur. Concept formation through iconic metaphorical extensions must be dynamic because it is based on 'extensions' of existing concepts, and must be universal to all speakers because metaphorical extensions are among the most basic mental activities of human beings. I propose dynamic and universal models which represent the way in which a speaker forms concepts, connecting a linguistic form and a mental picture and controlling iconic metaphorical extensions. These models contribute to understanding both similarities and differences in use of metaphorical extensions between English and Japanese.
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Vessonen, Elina Sini Maria. "Representing and constructing : psychometrics from the perspectives of measurement theory and concept formation." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289446.
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Social scientific measurement is much desired and much criticized. In this dissertation I evaluate one of the main approaches to social scientific measurement that has nevertheless been virtually ignored by philosophers - the psychometric approach. Psychometric measures are typically used to measure unobservable attributes such as intelligence and personality. They typically take the form of questionnaires or tests and are validated by statistical tests of properties such as reliability and model-fit. My thesis is two-fold. In the first, more critical part, I argue that psychometric instruments normally fail to fulfil plausible criteria for adequate measurement. To make this argument, I define and defend a conception of quantitative representation necessary for measurement. My definition is grounded in the Representational Theory of Measurement but avoids the main critiques this theory has faced. I then show that the typical psychometric process of measure validation fails to produce evidence of such quantitative representation. The upshot is that although a quantitative interpretation of psychometric data is common, it is largely unwarranted. In the second part, I argue that psychometric instruments are nonetheless apt for various other purposes. This argument hinges on a new outlook on how concepts should be formed for psychometric purposes. Philosophers have traditionally thought that concepts should cohere with intuitions and/or pick out so-called natural kinds, while many psychometricians argue that concepts should pick out real as opposed to constructed attributes. I argue that, when it comes to social scientific measurement, it is much more important to focus on the usefulness of the concept, where usefulness can take on different meanings in different contexts. Building on the defended outlook on concept formation, I show what useful functions psychometric instruments can serve even when they fail at quantitative representation.
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Tengland, Per-Anders. "Mental health : a philosophical analysis /." Linköping : Tema, Univ, 1998. http://www.bibl.liu.se/liupubl/disp/disp98/arts177s.htm.
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Buzzo, Ricardo Santos. "O conceito de sociedade civil na \"American Historical Review\" na segunda metade do século XX." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-19062012-122935/.
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Após levantar um breve histórico do conceito de sociedade civil na tradição filosófica ocidental, com especial atenção para as obras dos jusnaturalistas (Hobbes, Locke e Rousseau), Hegel e Gramsci, buscando identificar quais transformações sofreu este conceito ao longo do tempo, apresentamos um panorama do cenário historiográfico norte-americano, apresentando suas principais escolas, com ênfase em três momentos: a tensão entre amadores e profissionais, que estabelece o campo profissional; a hegemonia progressista da nova história (década de 1930), e a transição do consensualismo para o período multifacetado em que surge a história das minorias. Por último, analisamos 41 artigos da American Historical Review, de 1947 a 1992. O objetivo do trabalho foi compreender quais os sentidos atribuídos a este termo, pensando qual sua relação com os clássicos que pensaram este conceito, bem como com os interesses ideológicos em jogo no cenário intelectual norte-americano.After a brief review of the concept of civil society in the Western philosophical tradition, with special attention to the works of natural law philosophers (Hobbes, Locke and Rousseau), Hegel and Gramsci, and seeking to identify how this concept has changed over time, we present an overview of North American historiography and its main schools, with emphasis on three points: the tension between amateur and professional historians establishing the professional field, the hegemony of the progressive \"new history\" (1930s), and the transition period from consensualism to the appearance of multi-faceted history of minorities. Finally, we analyze 41 American Historical Review articles from 1947 to 1992. The aim is to understand the meanings attributed to the expression civil society, reflecting upon their relationship with the classics that forge this concept, as well as with the ideological interests within the American intellectual scene.
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Wang, Can. "Formation control of multiple robot systems with motion synchronization concept /." access full-text access abstract and table of contents, 2009. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-meem-b23750510f.pdf.
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Thesis (Ph.D.)--City University of Hong Kong, 2009."Submitted to Department of Manufacturing Engineering and Engineering Management in partial fulfillment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references.
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Prévost, Philippe. "Le concept de régulation biologique et la formation professionnelle des agriculteurs : études didactiques." Lyon 1, 1997. http://www.theses.fr/1997LYO10028.
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Barbousas, Joanna Art History & Art Education College of Fine Arts UNSW. "The formation of visual as concept and practice in art education." Awarded by:University of New South Wales. Art History & Art Education, 2009. http://handle.unsw.edu.au/1959.4/44357.
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This research investigates the formation of visual as discursive practice. Discourses that celebrate, denigrate and omit visual are examined with a particular focus on discourses of the child and technology in art education. This thesis applies poststructural methodologies of discourse analysis to disrupt traditional accounts of discipline configurations determined in histories of art education. With a particular focus on Michel Foucault's methods of history, archaeology and genealogy, art education as discipline is mapped through an investigation of visual as concept and practice. This research contends that the emergence of current practices in visual culture, as configured within the constraints of art education amplifies the conditions of visual to define art education as a field. It examines the mobilisation of discourse, verified by discipline formations in art education, and the way in which such formations distribute and categorise knowledge that is sequenced within power structures. Therefore, visual, as a discursive practice is one way through which to trace the conditions of the field, including the structure of discipline as knowledge and subject in art education.
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MACHADO, LEONARDO MAIA BASTOS. "THE FORMATION OF IMAGE OF THOUGHT’S CONCEPT IN GILLES DELEUZE’S PHILOSOPHY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13969@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRONeste trabalho, buscamos identificar a gênese do conceito de Imagem do pensamento em duas obras da primeira fase da filosofia deleuziana, Nietzsche e a filosofia e Proust e os signos. É nosso objetivo mostrar a importância central desse conceito para a elaboração do pensamento deleuziano e a evolução da filosofia de Deleuze verificada em torno desse tema. Assim, na primeira dessas duas obras, a imagem do pensamento liga-se à profunda renovação crítica da filosofia operada por Nietzsche e reivindicada também por Deleuze. Em Proust e os signos, verificamos um aprofundamento dessa concepção crítica, que agora, para além da filosofia, é operada a partir da não-filosofia, da literatura e, em particular, da obra proustiana. Trata-se, agora, de ligar a filosofia à não-filosofia, de criar uma interferência criativa entre esses dois planos, e de renovar nossa imagem do pensamento a partir dessa intercessão.
The aim of this study is to identify the genesis of the concept of image of thought in two works belonging to Deleuze’s first philosophical phase: Nietzsche and Philosophy and Proust and the Signs. In our reading of these works, we show the central importance of this concept for the elaboration of Deleuzian thought. We also confirm the importance of the concept in relation to the evolution of Deleuze’s philosophy. In the first of these works, the image of thought is linked to the profound critical renewal of Nietzsche’s philosophy as claimed by Deleuze. In Proust and the Signs, we observe a deepening of this critical conception which is operated from beyond philosophy, i.e. non-philosophy, literature and, in particular, the Proustian oeuvre. It is thus a matter here of linking philosophy to non-philosophy, creating a creative interference between these two planes, and renewing our image of thought from this intercession.
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El-Kassar, Nabil Abdul Rahman. "The concept of ownership in the formation of the Islamic City." Thesis, Heriot-Watt University, 2001. http://hdl.handle.net/1842/32119.
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This research concentrates mainly on the inhabited tissue in the urban fabric of the traditional Islamic Cities. It researches mainly the design and construction of the housing plots and places in between like yards, courtyards, streets, and markets known collectively as Al-Amer. It explores the hypothesis that this was built mainly by the decisions of the common people and enabled by principle of ownership. The objective is to complement previous studies that have tended to focus more on the great buildings of Islamic society such as Mosques, mausolea, madrasas, and khans erected by famous caliphs and sultans to memorialise their reigns and places in history. In contrast to this approach, this study examines the general urban infrastructure and architecture utilised by the common people in their everyday lives. The research is divided into four parts. The first centres on the Islamic City - its beginning, informal development, and general planning. The entire process of urbanisation or city building is examined with emphasis on the role of community decision-making and leadership formation. Thus, the rules of construction and informal urban design start to emerge as the process is explored in some depth. The second part is about land ownership as a major factor in the formation of the urban fabric of the city known as Al- Amer. This covers such aspects as the methods utilised for awarding of building plots to individuals to carry out their houses through "vitalisation" known as Ihya `a and direct allocation known as Iqta'a. The third part covers the built -up area of the inhabited urban fabric. In this regard it includes an analysis of the houses, markets, shops and other outbuildings and the spaces that separate and connect them. A great variety of interstitial shapes emerge as a direct result of applying principles and interpretations of principles of Ihya'a, Iqta'a, Hareem and Darar. These "forces/rules" have traditionally been applied to both residential and non -residential structures as well as rights -of -way, dimensions of streets, sight lines, house designs, Hareem, Darar, and other significant concerns of urban Muslims. In a sense it creates an Urban policy with guidelines accumulated through time forming the conventions which led fmally to making micro plans through a community process in programming and developing the housing model giving at the end the unique coherent structure of the traditional medieval Islamic city. The fourth part covers some other aspects of property ownership as they relate to the dynamic growth, territorial changes and the overall development of the city giving it its rich pattern of shapes and spaces and great visual interest.
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Foray, Philippe. "La formation du concept d'apparence transcendantale dans la philosophie de Kant." Paris 4, 1994. http://www.theses.fr/1993PA040228.
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L'ambition de cette étude, divisée en quatre parties, est de comprendre le sens et la portée du concept d'apparence transcendantale dans la philosophie de Kant. A cette fin, elle étudie en premier lieu, la genèse de la question des illusions de la métaphysique et du concept d'apparence transcendantale dans la période précritique. Elle montre en second lieu, le rapport entre l'apparence transcendantale comme principe des égarements spéculatifs de la raison et l'institution de la critique de la raison pure. En troisième lieu, elle étudie la mise en évidence de l'apparence transcendantale dans la critique de chacune des branches de la métaphysique, exposée au second livre de la dialectique transcendantale. Au terme de cette analyse, elle expose la nature et l'origine de l'apparence transcendantale. En dernier lieu, elle tire les conséquences de cette critique pour l'ensemble de la philosophie kantienneThe aim of this study which is composed of four parts, is to understand the meaning and the significance of the concept of transcendental appearance in the philosophy of Kant. Its first part deals with the genesis of the question of metaphysical illusions and of the concept of transcendental appearance in the pre-critical period. Then its second part shows the relation between transcendental appearance as the principle of speculative errors of the reason and the institution of the critic of the pure reason. Its third part studies the display of transcendental appearance in the critic of each branch of metaphysics, which is achieved in the second book of the transcendental dialectic. To conclude with this analysis, the nature and the origin of transcendental appearance are explained. Finally, its last part draws the consequences of this critic for the whole Kantian philosophy
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Chapman, Daniel E. "A visual and textual analysis of transnational identity formation and representation." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/Chapman/Chapman.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Directed by Leila E. Villaverde; submitted to the School of Education. Title from PDF t.p. (viewed Oct. 18, 2007). Includes bibliographical references (p. 197-203).
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Žliobaitė, Indrė. "Adaptive Training Set Formation." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100416_094953-42662.
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Nowadays, when the environment is changing rapidly and dynamically, there is a particular need for adaptive data mining methods. `Spam' filters, personalized recommender and marketing systems, network intrusion detection systems, business prediction and decision support systems need to be regularly retrained to take into account changing nature of the data. In the stationary settings the more data is at hand, the more accurate model can be trained. In the changing environment an old data decreases the accuracy. In such a case only a subset of the historical data might be selected to form a training set. For instance, the training window strategy uses only the newest historical instances. In the thesis adaptive data mining methods are addressed, which are based on selective training set formation. The thesis improves the training strategies under sudden, gradual and recurring concept drifts. Four adaptive training set formation algorithms are developed and experimentally validated, which allow to increase the generalization performance of the base models under each of the three concept drift types. Experimental evaluation using generated and real data confirms improvement of the classification and prediction accuracies as compared to using all the historical data as well as the selected existing adaptive learning algorithms from the recent literature. A tailored method for an industrial boiler application, which unifies several drift types, is developed.Šiandieninėje, dinamiškai besikeičiančioje aplinkoje reikalingi adaptyvūs duomenų gavybos metodai. Nepageidaujamų laiškų klasifikatoriai, asmeninio rekomendavimo ir rinkodaros, įsilaužimų į kompiuterinius tinklus aptikimo, verslo rodiklių prognozavimo bei sprendimų priėmimo sistemos turi nuolat “persimokyti”, reaguoti į besikeičiančius duomenis. Stacionarioje aplinkoje kuo daugiau mokymo duomenų - tuo tikslesnis modelis. Besikeičiančioje aplinkoje seni duomenys blogina tikslumą. Tokiu atveju, vietoje visų turimų istorinių duomenų panaudojimo, gali būti tikslingai išrenkama tik tam tikra jų dalis, pvz. naudojamas mokymo langas (tik naujausi duomenys). Tiriamojo darbo objektas yra adaptyvūs mokymo metodai, kurie remiasi kryptingu mokymo imties formavimu. Darbe patobulintos mokymo strategijos esant staigiems, palaipsniams ir pasikartojantiems pokyčiams. Sukurti ir eksperimentiškai aprobuoti keturi adaptyvaus mokymo imties formavimo algoritmai, kurie leidžia pagerinti klasifikavimo bei prognozavimo tikslumą besikeičiančiose aplinkose, esant atitinkamai kiekvienam iš trijų pokyčių tipų. Naudojant generuotus bei realius duomenis eksperimentiškai parodytas klasifikavimo bei prognozavimo tikslumo pagerėjimas, lyginant su visų istorinių duomenų naudojimu mokymui, bei žinomais šioje srityje naudojamais adaptyviais mokymo algoritmais. Sukurta metodika pritaikyta pramoninio katilo atvejui, jungiančiam kelis aplinkos pokyčių tipus.
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Perkins, H. Jack. "A project introducing seminarians and spouses to the concept of Christian psychospiritual formation." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Edwards, Michael Gareth. "Borrowing hydrogen : a novel concept for C-C bond formation with alcohols." Thesis, University of Bath, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397556.
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Deleplace, Marc. "La notion d'anarchie pendant la Révolution française (1789-1801) : formation d'un concept." Paris 1, 1994. http://www.theses.fr/1994PA010508.
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Le but de cette these est d'etudier la formation du concept d'anarchie dans le discours politique revolutionnaire, de 1789 a 1801. La construction de ce concept s'accomplit autour de trois emplois differents des mots "anarchie" et "anarchiste(s)". La notion d'anarchie apparait dans les grands debats institutionnels qui rythment la revolution de 1789 a 1795 : elle sert tour a tour aux monarchiens, defenseurs de la prerogative royale, contre les partisans de la souvereinete de la nation et aux thermidoriens, partisans du gourvernement representatif, contre les aspirations a la democratie directe ; elle est utilisee pour declarer impossible la republique et defendre la monarchie, puis la condamner, avant d'etre identifiee par les thermidoriens au gouvernement revolutionnaire de l'an ii. Le designant "anarchiste(s)", creation neologique, fletrit successivement les adversaires des girondins et des thermidoriens. Enfin s'elabore un discours social sur l'anarchie d'ou emerge une premiere figure de "l'anarchiste". Ces trois emplois contribuent egalement a la formation du concept d'anarchie comme anti-modele de societeThe purpose of this thesis is to study the development of the concept of anarchy in the political discourse from 1789 to 1801. The elaboration of this concept was achieved through the three different uses of the words "anarchy" and "anarchist(s)". The notion of anarchy appeared in the great institutional debates that ponctuated the french revolution from 1789 to 1795. It was used in turn by the "monarchiens" who defended the royal prerogative against the supporters of a sovereign nation and by the "thermidoriens" who supported the idea of a representative government against those who were in favour of direct democracy ; it was used to declare that republic was unachievable and to defend monarchy, then to condemn it, before being recognized by the "thermidoriens" belonging to the revolutionary government. The word "anarchist(s), a newly coined word then, successively branded the opponents of both the "girondins" and the "thermidoriens". Finally a social discourse about anarchy was achieved from which emerged the main first outlines of the anarchist
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Schoeman, Madeleine. "Identity formation : a key to transforming teaching and learning." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86624.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This paper proposes a possible solution to the current state of education in South African public schools, notably the underperforming schools. It uses various international studies, namely the Progress in International Reading Literacy Study (PIRLS), the 2003 Third International Maths and Science Study (TIMMS), the Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ), as well as the matriculation results to explore the reality of the education crisis as a poverty trap. I then explore possible reasons for the failure of the basic education system by means of the ‘Four As’ of the International Committee for Economic, Social and Cultural rights as a starting point to measure basic education. The ‘Four As’ (Woolman and Bishop, 2012:57-19 to 57-32) are Availability/Adequacy, Accessibility, Acceptability and Adaptability. I propose identity formation within a framework of complexity thinking as an approach to the problems in the underperforming system, especially the problems arising from education not meeting the criteria of the ‘Four As’, and in particular because education is a determining factor in social justice. Complexity thinking is inseparable from the ethics of complexity, just as identity formation cannot be separated from the ethics and politics of identity. Finally, the insights are applied to the purpose of teaching and learning, in terms of complexity thinking and identity formation, and in terms of the National Development Plan. The latter is the policy document shaping the future of teaching and learning, amongst others, in South Africa. This is followed by an assessment of the National Development Plan in the light of the requirements of the ‘Four As’.
AFRIKAANSE OPSOMMING: Hierdie skryfstuk stel ‘n moontlike oplossing voor vir die huidige stand van onderwys in Suid-Afrikaanse publieke skole, veral die onderpresterende skole. Dit gebruik verskeie internasionale studies, naamlik die ‘Progress in International Reading Literacy Study (PIRLS)’, die ‘2003 Third International Maths and Science Study (TIMMS)’, die ‘Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ)’, asook die matriekuitslae, om die realiteit van onderwys as ‘n put van armoede te ondersoek. Voorts ondersoek ek moontlike redes vir die mislukking van die basiese onderwyssisteem. Dit word gedoen aan die hand van die sogenaamde ‘Four As’ van die Internasionale Komitee vir Ekonomiese, Sosiale en Kulturele regte. Die ‘Four As’, soos vervat deur Woolman en Bishop (2012:57-19 tot 57-32) is, in Engels: 'Availability /Adequacy, Accessibility, Acceptability’ en ‘Adaptability’. Dit kan vertaal word as Beskikbaarheid/Voldoendenheid, Toeganklikheid, Aanvaarbaarheid en Aanpasbaarheid. Ek stel identiteitsvorming binne ‘n raamwerk van kompleksiteitsdenke voor as ‘n benadering tot die probleme in die onderpresterende onderwyssisteem, veral die probleme wat voortspruit uit onderwys wat nie aan die kriteria van die ‘Four As’ voldoen nie. Dit word gedoen omdat onderwys by uitstek ‘n bepalende faktor in sosiale geregtigheid is. Kompleksiteitsdenke is onafskeidbaar van die etiek van kompleksiteit, net soos identiteitsvorming onlosmaaklik deel is van die etiek en politiek van identiteit. Laastens, word die insigte toegepas op die doel van onderrig en leer, in terme van kompleksiteitsdenke en identiteitsvorming, en in terme van die Nasionale Ontwikkelingsplan. Laasgenoemde is ‘n beleidsdokument wat rigting tot 2030 verleen aan, onder andere, onderrig en leer, in Suid-Afrika. Dit word gevolg deur ‘n evaluering van die Nasionale Ontwikkelingsplan aan die hand van die vereistes van die ‘Four As’.
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Gallacher, J. E. J. "Occupationally-related values and decision processes in the formation of occupational preference among school leavers." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372340.
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Perkins, Andrew Wayne. "The implicit self-concept : the structure of the self-concept and its influence on attitude formation at an unconscious level /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/8741.
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Yuruten, Onur. "Formation Of Adjective, Noun And Verb Concepts Through Affordances." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614385/index.pdf.
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In this thesis, we study the development of linguistic concepts (corresponding to a subset of
nouns, verbs and adjectives) on a humanoid robot. To accomplish this goal, we use affordances,
a notion first proposed by J.J. Gibson to describe the action possibilities offered to
an agent by the environment. Using the affordances formalization framework of Sahin et al.,
we have implemented a learning system on a humanoid robot and obtained the required data
from the sensorimotor experiences of the robot. The system we developed (1) can learn verb,
adjective and noun concepts, (2) represent them in terms of strings of prototypes and dependencies
based on affordances, (3) can accurately recognize the concept of novel objects and
events, and (4) can be used for tasks such as goal emulation and multi step planning.
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Eneau, Jérôme. "Vers une modèle d'organisation autoformatrice. Apports du concept de réciprocité à une perspective d'autonomisation en formation." Phd thesis, Université de Strasbourg, 2003. http://tel.archives-ouvertes.fr/tel-00588883.
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Cette recherche s'intéresse à l'injonction croissante d'autonomisation, en milieu de travail, et à la manière dont l'autoformation pourrait y répondre. Dans un contexte où l'autonomie, comme l'apprentissage, se construit avec et par autrui, les recherches ont cependant peu abordé les dimensions spécifiquement sociales de l'autoformation. L'apport des travaux récents sur la réciprocité éducative, étudiant la relation sous forme d'échange don / contre-don ouvre une voie nouvelle d'investigation. Cette recherche, de nature théorique, vise donc à proposer, à travers l'examen de la littérature, une modélisation des apports du concept de réciprocité à la perspective d'autonomisation, pour éclairer et faciliter l'autoformation en contexte organisationnel. La recension des écrits sur l'autoformation examine les recherches, dans le domaine, ayant permis de formaliser les connaissances sur l'apprentissage autonome en milieu de travail, au triple niveau des politiques organisationnelles, des acteurs et des dispositifs de formation. La recension des écrits sur la réciprocité examine tout d'abord le concept dans ses dimensions philosophiques, anthropologiques, économiques et politiques, puis dans ses dimensions éducatives, aux niveaux théorique et pratique. Ici, peu de travaux sont disponibles, en particulier pour le contexte organisationnel, la théorie de la réciprocité éducative de Labelle fournissant toutefois un cadre notionnel à la recherche, dans un modèle permettant d'articuler autonomie et réciprocité. Alors qu'un cadre référentiel de l'autoformation peut être établi grâce à la littérature, cette recherche propose donc d'élaborer un cadre référentiel de la réciprocité. Avec l'aide d'un jury, les éléments de la réciprocité ont été dégagés de la littérature, des propositions formulées et un cadre à trois dimensions élaboré. Ces trois dimensions, regroupant au total huit propositions générales et un corollaire, portent sur la nature et les principes de la réciprocité, sur sa dimension opératoire et sur ses effets attendus. La première série de résultats, partant du cadre notionnel et de quatre perspectives théoriques en autoformation (critique, existentielle, constructiviste et de l'énaction), permet d'éclairer le processus d'autonomisation au regard du modèle de réciprocité. Ces résultats proposent alors une modélisation de l'autonomisation, construite grâce au double mouvement de la réciprocité, entre interdépendance et altérité. La seconde série de résultats partant du cadre référentiel de l'autoformation, issu de la littérature, et du cadre référentiel de la réciprocité, construit pour et par cette recherche, permet de décliner les trois grandes dimensions de la réciprocité en fonction des trois dimensions principales de l'autoformation. Ces résultats permettent de définir un certain nombre de conditions propres à la réciprocité, pour faciliter l'autoformation aux niveaux organisationnel, des acteurs et des dispositifs (apprentissage collectif, modalités de coopération, délai de réciprocité ou incomputabilité des échanges, par exemple). Cette recherche théorique propose ainsi un premier rapprochement des notions d'autonomie et de réciprocité, permettant d'éclairer l'autoformation, au plan théorique, et de proposer des pistes, au plan pratique, pour sa facilitation en milieu de travail.
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Kayama, Shinji. "From ordo to pax : the formation of a central political concept of Augustine." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389754.
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Carlin, Barbara Dekmar. "Spiritual formation in women: A theoretical examination of Christian spirituality and self-concept." Thesis, Psychological Studies Institute, 2006. http://hdl.handle.net/10919/71587.
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This thesis reviewed literature exploring the factors contributing to spirituality and their effects on the development of self-concept in girls and women. Self-esteem, self-concept, and self-image, although closely related, were distinct constituents of mental health. Although religiousness and spirituality appeared to describe different concepts, they also were not fully independent. Christian spiritual formation was identified by the practice of spiritual disciplines and acts of faith with others. Spiritual and religious involvement were consistently and positively related to health and inversely related to disorders. However, there was inadequate conceptualization of Christian spirituality in the literature as an explanation effecting self-concept. Review of the evidence indicated that continued research is needed regarding the integration of spiritual disciplines as predictors for a distinct spiritual formation in women. Further research may provide evidence that healthy self-concept in women increases as a function of Christian spiritual formation.
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Sato, Masato. "La formation du concept de nature chez Descartes jusqu’au Discours de la méthode." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040120.
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Le vif intérêt de Descartes porté constamment au concept de nature se manifeste dans son usage fréquent du terme avec toute sa complexité sémantique. La nature lui signifie d’abord la physique, à laquelle il travaille particulièrement dans les années 1630. Elle est ensuite l’essence et ce qui rend possible notre disposition essentielle en nous instituant, et cet usage se trouve fréquemment en Meditationes. Mais le concept cartésien de nature n’épuise pas toutes ses apparitions dans les usages du terme explicite, car il apparaît aussi implicitement dans un lien dyadique de la recherche du jeune Descartes. D’une part, celui-ci reconnaît dès le début de sa carrière l’existence intrinsèque des vérités dans notre esprit, dont les semences de vérités et les naturae simplices en tant qu’aboutissement de ce concept. D’autre part, le but principal du jeune philosophe est d’élucider les facultés naturelles de l’ingenium, avec la méthode épistémologique qui peut en être tirée naturellement. Le « naturel (-lement) » ne concerne pas seulement le mécanisme des connaissances, mais aussi la question de ce qui les rend naturelles, à savoir leurs fondements. Le concept de nature renvoie ainsi, pour Descartes jusqu’au Discours de la méthode, moins à l’essence qu’à la structure naturelle de connaître les vérités naturellement existantes dans l’esprit, et sa physique est une science appliquée de ces vérités sur les phénomènes naturels. Cette élucidation de la naturalité épistémique est une condition préalable à sa prochaine recherche sur la naturalité ontologique par la quête de raisons de certitude, à savoir la recherche en nature au sens d’essence qui s’effectuera en MeditationesThe keen interest of Descartes constantly found in the concept of nature manifests itself in his frequent use of the term with all its semantic complexity. Nature means to him first of all the physics, on which he works particularly in the 1630s. Then, it is the essence and what makes possible our essential disposition by instituting us, and this use is frequently found in Meditationes. But the Cartesian concept of nature does not exhaust all its appearances in the uses of the explicit term, because it also appears implicitly in a dyadic link of the research of the young Descartes. On one hand, he recognizes from the beginning of his career the intrinsic existence of truths in our spirit, among which are found seeds of truths and naturae simplices as a culmination of this concept. On the other hand, the main purpose of the young philosopher is to elucidate natural faculties of ingenium with the epistemological method that can be drawn from it naturally. "Natural(-ly)" concerns not only the mechanism of knowledge, but also the question of what makes it natural, namely its foundations. The concept of nature refers thus, for Descartes until the Discourse on Method, less to the essence than to the natural structure to know the truths naturally existing in mind, and his physics is an applied science of these truths to the natural phenomena. This elucidation of the epistemic naturality is a prerequisite for his next research on the ontological naturality by the search of reasons of certainty, namely the research of nature in the sense of essence which will be carried out in Meditationes
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Morais, Huana Carolina CÃndido. "AlteraÃÃo da percepÃÃo sensorial tÃtil em pacientes com acidente vascular cerebral â AnÃlise de conceito." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10041.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoA proposta do estudo consiste na anÃlise do conceito AlteraÃÃo da percepÃÃo sensorial tÃtil em pacientes com Acidente Vascular Cerebral (AVC), realizada com anÃlise da literatura e opiniÃo de peritos. O estudo visa possivelmente atualizar a taxonomia de DiagnÃsticos de Enfermagem (DE), tendo em vista que o DE referente a essa alteraÃÃo nÃo consta mais na classificaÃÃo da NANDA Internacional (NANDA-I), apesar de alteraÃÃes na percepÃÃo sensorial tÃtil serem identificadas frequentemente em pacientes com AVC. Os objetivos do estudo sÃo: Analisar o conceito AlteraÃÃo da percepÃÃo sensorial tÃtil em pacientes com acidente vascular cerebral. Identificar atributos crÃticos, antecedentes e consequentes de AlteraÃÃo da percepÃÃo sensorial tÃtil em pacientes com acidente vascular cerebral; Apresentar as definiÃÃes conceituais e as referÃncias empÃricas de AlteraÃÃo da percepÃÃo sensorial tÃtil em pacientes com acidente vascular cerebral; Validar com peritos a definiÃÃo conceitual (conceito diagnÃstico), os antecedentes (fatores relacionados) e os consequentes (caracterÃsticas definidoras) da AlteraÃÃo da percepÃÃo sensorial tÃtil. Foram realizadas duas etapas: na primeira foram identificados atributos, antecedentes e consequentes de AlteraÃÃes da percepÃÃo sensorial tÃtil em pacientes com AVC com base na literatura, a partir da busca nas bases de dados: Scopus, Pubmed e Cinahl, alÃm de consulta a livros texto; e a segunda consistiu em verificar a opiniÃo de peritos a respeito do conceito (conceito diagnÃstico), dos antecedentes (fatores relacionados) e consequentes (caracterÃsticas definidoras), com suas respectivas definiÃÃes conceituais e referÃncias empÃricas desse fenÃmeno. ApÃs a realizaÃÃo das etapas propostas obtiveram-se os seguintes resultados: IdentificaÃÃo dos atributos crÃticos, fatores relacionados e caracterÃsticas definidoras do fenÃmeno AlteraÃÃo da percepÃÃo sensorial tÃtil em pacientes com AVC, possibilitando a reformulaÃÃo do conceito dessa condiÃÃo clÃnica. De acordo com a AnÃlise de conceito e apÃs a validaÃÃo por peritos, o fenÃmeno AlteraÃÃo da percepÃÃo sensorial tÃtil em pacientes com AVC envolve trÃs atributos crÃticos: EstÃmulo ideal, RecepÃÃo intacta e AlteraÃÃo na interpretaÃÃo. Esses atributos possibilitaram a construÃÃo do conceito: AlteraÃÃo ou incapacidade de interpretar estÃmulos que entram em contato com a superfÃcie corporal do indivÃduo, fornecidos em condiÃÃes ideais e com recepÃÃo intacta pelos receptores tÃteis cutÃneos superficiais e profundos. Quanto aos componentes do fenÃmeno, foram definidos os fatores relacionados com seus respectivos conceitos e definiÃÃes operacionais: Gravidade do AVC e LocalizaÃÃo do AVC. Foram determinadas as caracterÃsticas definidoras com seus respectivos conceitos e definiÃÃes operacionais: AlteraÃÃo na percepÃÃo de toque leve, AlteraÃÃo na percepÃÃo de pressÃo, AlteraÃÃo na percepÃÃo de temperatura, AlteraÃÃo na percepÃÃo de textura, AlteraÃÃo na estereognosia, ExtinÃÃo de um estÃmulo simultÃneo, AlteraÃÃo na percepÃÃo de localizaÃÃo tÃtil e DiscriminaÃÃo somatossensorial prejudicada. Espera-se que os resultados obtidos possam ser aplicados na assistÃncia a pessoas com AVC com alteraÃÃes sensoriais tÃteis, possibilitando uma prÃtica de cuidado mais extensiva e fundamentada no conhecimento cientÃfico. Ademais, espera-se que o desenvolvimento deste estudo seja um passo inicial e importante para uma nova inclusÃo desta resposta humana na taxonomia de diagnÃsticos de enfermagem da NANDA-I.
The purpose of the study is to analyze the concept of Alteration tactile sensory perception in patients with stroke, performed with analysis of literature and opinion of experts. The study aims to update the taxonomy of nursing diagnoses (ND), considering that the ND regarding this change does not appear more in the classification of NANDA International (NANDA-I), despite the change of tactile sensory perception often be identified in patients with stroke. The study objectives are: To analyze the concept of Alteration in tactile sensory perception in patients with stroke. Identify critical attributes, antecedents and consequences of Alteration in tactile sensory perception in patients with stroke; introduced the conceptual definitions and references empirical Alteration in tactile sensory perception in patients with stroke; Validate experts with the conceptual definition (diagnostic concept), background (related factors) and the resulting (defining characteristics) of Alteration in tactile sensory perception. There were two stages, the first identified attributes, antecedents and consequences of Alteration of tactile sensory perception in people with stroke based on the literature, form the search in databases: Scopus, Pubmed and Cinahl and consulting textbooks; and the second check in the opinion of the experts, about the concept (concept diagnosis), the background ( related factors) and consequent (defining characteristics), with their definitions conceptual and empirical references this phenomenon. After, performing the steps proposed produced the following results: Identification of critical attributes, related factors and defining characteristics of the phenomenon Alteration of tactile sensory perception in patients with stroke, enabling the reformulation of the concept of this clinical condition. According to the analysis of concept and after validation by experts, the phenomenon Alteration of tactile sensory perception in patients with stroke involves three critical attributes: Stimulus ideal, Reception intact and Change in interpretation. These attributes allowed the construction of the concept: Change or inability to interpret stimuli that come into contact with the individual body surface, provided ideal conditions for reception and tactile receptors by intact skin and shallow. As for the components of the phenomenon were defined factors associated with their respective concepts and operational definitions: Severity of stroke and stroke location. Defining characteristics were determined with their respective concepts and operational definitions: Change in perception of light touch, Change in perception of pressure, Change in perception of temperature, Change in the perception of texture, Change in stereognosis, Extinction a simultaneous stimuli, Change in perception of tactile location and Discrimination somatosensory impaired. It is hoped that the results can be applied in assisting people with stroke with tactile sensory changes making the practice more extensive care and based on scientific knowledge. Moreover, it is expected that the development of this study is an initial step to a new and important inclusion of human response in the taxonomy of nursing diagnoses from NANDA-I.
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Bucak, Seyda. "The concept of 'driving force' applied to vesicle formation and breakdown in aqueous media." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323215.
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Hollanders, Henry E. "Eclecticism/integration among counsellors in Britain in relation to Kuhn's concept of paradigm formation." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361213.
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Hollanders, Henry E. "Electicism/integration among counsellors in Britain in relation to Kuhn's concept of paradigm formation." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361830.
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Boleda, Stéphanie. "Formation du concept de soi physique : interventions en EPS sur les cadres de référence." Paris 11, 2004. http://www.theses.fr/2004PA112241.
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Comme le stipule un des objectifs de la discipline EPS, il est possible à l’intérieur des cours, de développer positivement le concept de soi physique de collégien(ne)s. Ce développement, qui reste spécifique au domaine travaillé pendant le cours, est envisageable grâce à des interventions pédagogiques particulières. Il s’agit de placer les élèves soit dans un cadre de référence externe, soit dans un cadre de référence interne. Dans le premier cadre, il est nécessaire de proposer aux élèves un programme d’entraînement dans une APS fortement saturée sur une des onze échelles du concept de soi physique, qui doit entraîner une augmentation significative de leurs performances sur des tests de contrôle représentatifs de l’activité en question. Il est également indispensable de rassembler dans le même groupe de travail, des élèves prioritairement orientés vers la maîtrise dans l’activité proposée. Enfin, l’enseignant doit créer un climat de travail qui souligne les progrès plutôt que les déficits. Dans le second cadre, il est aussi possible d’obtenir une évolution sur certaines échelles du concept de soi physique. En amenant l’élève à comparer ses performances dans deux APS fortement saturées sur deux échelles du concept de soi physique, l’enseignant va influencer l’image que l’élève a de lui. Dans l’activité où il obtient les meilleures notes, il se décrit comme bon sur l’échelle correspondante. Et dans celle où il obtient les moins bonnes notes, il diminue son concept de soi physique sur l’échelle concernée. Ces recherches offrent aux enseignants d’EPS un certain nombre d’outils pédagogiques et laissent la porte ouverte à de nouvelles investigations dans ce secteurAs stipulates by one of the objectives of the physical education, it is possible inside lessons, to develop positively the self concept of physical appearance of schoolboys(girls). This development, which remains specific in the domain studied during the lesson, is possible thanks to particular educational interventions. It is necessary to place pupils either in an external reference structure, or in a structure of internal reference. In the first case, it is necessary to propose to the pupils a program of training in a physical activity strongly saturated on one of eleven scales of the self concept of physical appearance, which has to involve a significant increase of their performances on representative tests of control. It is also essential to assemble in the same workgroup pupils firstly were turned towards control in this activity. Finally, the teacher has to create a working climate which underlines the progress rather than the deficits. In the second, it is also possible to obtain an evolution on certain scales of the self concept of physical appearance. By bringing the pupil to compare his performances in two physical activities strongly saturated on two scales of the self concept of physical appearance, the teacher could influence his self-perception. In his best activity, he described himself as good on the corresponding scale. And in that where he is bad, he decreases his self concept of physical appearance on the concerned scale. These researches offer to the teachers of physical education certain number of educational tools and leave the door opened to new investigations in this sector
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Brun-Trigaud, Guylaine. "Formation du concept Croissant : contribution à l'histoire de la dialectologie française au XIXe siècle." Paris 13, 1989. https://hal.archives-ouvertes.fr/tel-01370562.
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Brun-Trigaud, Guylaine. "Formation du concept croissant contribution à l'histoire de la dialectologie française au XIXe siècle /." Lille 3 : ANRT, 1990. http://catalogue.bnf.fr/ark:/12148/cb37612206p.
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Vale, EuclÃa Gomes. "Conceito de cuidado de enfermagem: contribuiÃÃo para o ensino de graduaÃÃo." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=1904.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorA construÃÃo do conceito de cuidado de Enfermagem com vistas ao ensino de graduaÃÃo faz-se necessÃria no momento em que a Enfermagem brasileira busca implementar e avaliar as mudanÃas preconizadas pelo MinistÃrio da EducaÃÃo nas Diretrizes Curriculares Nacionais do Ensino de GraduaÃÃo em Enfermagem. A grande preocupaÃÃo da autora deste estudo esteve sempre no processo de cuidar e na forma como este à ensinado nos cursos de graduaÃÃo em Enfermagem, seja nos cenÃrios da prÃtica hospitalar, na saÃde pÃblica ou na academia. Nesta perspectiva, objetivou-se construir um conceito de cuidado de Enfermagem, a partir da compreensÃo de enfermeiros docentes e assistenciais e alunos de um curso de graduaÃÃo em Enfermagem, com base no Modelo EvolucionÃrio de AnÃlise de Conceito. Trata-se de uma pesquisa qualitativa realizada na Faculdade CatÃlica Rainha do SertÃo (FCRS) na cidade de QuixadÃ-CE. O grupo focal foi o instrumento de investigaÃÃo utilizado para a consecuÃÃo do objetivo, e foi composto pela moderadora do grupo, uma psicÃloga e dois alunos como observadores, alÃm de quatro enfermeiras docentes, quatro enfermeiras assistenciais e seis alunos do 8 semestre do Curso de GraduaÃÃo de Enfermagem da FCRS. No total de nove sessÃes, os encontros transcorreram nos meses de agosto a dezembro de 2007. O estudo pautou-se nas normas regulamentadoras das pesquisas envolvendo seres humanos da ResoluÃÃo CNS n 196, de 10 de outubro de 1996. Inicialmente realizou-se um levantamento de publicaÃÃes cientÃficas entre teses, dissertaÃÃes e artigos de periÃdicos que versavam sobre âo cuidado no ensino de Enfermagemâ, nos anos de 1997 a 2007, nas bases de dados da Biblioteca Virtual em SaÃde e no Banco de Teses da CAPES. Posteriormente, encaminhou-se para o processo de construÃÃo do conceito de cuidado de Enfermagem, o qual se efetivou por meio das sessÃes do grupo focal. TrÃs categorias emergiram deste processo: A compreensÃo do conceito de cuidado â a interaÃÃo entre o discurso e a prÃtica; O cuidado de Enfermagem â antecedentes e conseqÃentes; O significado do cuidado â o concreto e o subjetivo na relaÃÃo entre seres humanos. O conceito de cuidado de Enfermagem construÃdo foi o seguinte: Cuidado de Enfermagem à um fenÃmeno intencional, essencial à vida, que ocorre no encontro de seres humanos que interagem, por meio de atitudes que envolvem consciÃncia, zelo, solidariedade e amor. Expressa um âsaber-fazerâ embasado na ciÃncia, na arte, na Ãtica e na estÃtica, direcionado Ãs necessidades do indivÃduo, da famÃlia e da comunidade. A construÃÃo do conceito nÃo se constitui um fim, mas o inÃcio de uma nova caminhada para divulgaÃÃo, implementaÃÃo e inovaÃÃo da aÃÃo na relaÃÃo de aprender-ensinar-fazer o cuidado de Enfermagem.
Building a concept of Nursing care aiming Undergraduate Teaching becomes necessary, as Brazilian Nursing wants to implement and evaluate the changes suggested by Education Ministry in the National Curriculum Directives of Nursing Undergraduate Teaching. The main preoccupation of the author of this study has always been focused on the care process and how it is taught in Nursing Undergraduate courses, be it in hospital practice, in public health or in the university. In this perspective, one aimed to build a Nursing care concept, starting from the comprehension of nursing professors and assistants and Nursing undergraduate students, based on the Evolutionary Model of Concept Analysis. It is a qualitative study conducted in the Rainha do SertÃo Catholic College (FCRS) in the city of QuixadÃ-CE. The focal group was the investigation instrument used for the objectiveâs consecution, being composed by a group mediator, a psychologist and two students as observers, besides four Nursing teachers, four Assistant nurses and six students of the eightth semester of FCRSâs Nursing Undergraduate course. The meetings happened from August through December 2007, a total of nine sessions. The study was based on the rules that guide research involving human beings, from the Resolution CNS nr. 196, from October 10th, 1996. Firstly one selected scientific publications among theses, dissertations and articles which described âCare in Nursing Teachingâ, from 1997 through 2007, in the database of the Health Virtual Library and in CAPESâ theses database. Then, one initiated the process of building a Nursing care concept, which was finished through the focal groupâs sessions. Three categories emerged from this process: The comprehension of the care concept â the interaction between discourse and practice; Nursing Care - Records and Consequences; The Meaning of Care â the concrete and subjective in human beingsâ relationship. The Nursing care concept created was: âNursing Care is an intentional phenomenon, essential to life, which occurs in the meeting of human beings who interact, through attitudes that involve consciousness, care, solidarity and love. It expresses a âknow-howâ based on science, art, ethics and esthetics, directed to the needs of individuals, of families and of the community. The construction of the concept in not an end, but the beginning of a new way for promotion, implementation and innovation of the action in the relationship learn-teach-do the Nursing care.
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Zhang, Pingping. "Unpacking Mathematical Problem Solving through a Concept-Cognition-Metacognition Theoretical Lens." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404764950.
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Sezgin, Erkan. "A Comparative Perspective of International Cooperation against Terrorism." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1185301559.
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