Dissertations / Theses on the topic 'Language laboratory'

This thesis surveys some of the implications of the presented collection of publications, all of which address the phenomenon of stimulus equivalence. Stimulus equivalence (SE) is first operationally defined in terms of Sidman’s trio of criteria: symmetry, transitivity, and reflexivity (Sidman & Tailby, 1982). Then some of its main features – the phenomenon of delayed emergence, the effects of nodes, and the influence of properties of the stimuli used, including nameability and meaningfulness - as exemplified in the empirical studies presented, are evaluated in the light of recent literature. The variety of ways in which SE classes may be formed are described, and the question of when SE relations take effect – during the training of the base relations, or subsequently, or only in the course of unreinforced testing for derived relations – is discussed. The effects of nodal number in multi-nodal linear classes are examined and contrasted with those in serial learning. Some methods of chronometric and protocol analysis, as developed in some of the collected studies, are described, and the outlines of a model of SE class formation they might help to form is presented. The role of naming and of language in general is discussed as a sufficient route to SE class formation, but not one that is perhaps necessary for its laboratory demonstration. The role of SE in the opposite direction, in the ontogeny and phylogeny of language, is considered. Here, besides learned speculation, more empirical studies are awaited, of children, and some new developments in comparative cognition. Highlights are described of the few brain imaging studies implicating SE, following the pioneering empirical study and the earlier review in the presented collection. The survey ends by again extolling the relevance of Tinbergen’s (1963) four levels of explanation in behavioural biology to see the phenomena of SE in appropriate perspective.

This thesis investigates the relationship between object-oriented programming languages and game models of computation. These are intuitively well matched: an object encapsulates some internal state and presents some behaviour to the world via its publicly visible methods, while a strategy for some game represents the possible interactions of a program with its environment. We work with a simple and well-understood game model. Rather than tailoring our model to match some existing programming language, we view the simplicity of our semantic setting as a virtue, and try to find the appropriate language corresponding to the model. We define a class-based, stateful object-oriented language, and give a heapbased operational semantics and an interpretation in our game model. At the heart of this interpretation lies a novel semantic treatment of the phenomenon of data abstraction. The model closely guides the design of our language, which enjoys an intermediate level of expressivity between that of first-order and general higher-order store. The agreement between the operational and game interpretations is verified by a soundness proof. This involves the development of specialised techniques and a detailed analysis of the relationship between the concrete and abstract views. We also show that definability and full abstraction hold at certain types of arbitrary rank, but are problematic at other types. We conclude by briefly discussing an extended language with a control operator, along with other extensions leading to a possible core for a more realistic programming language.

Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 18, 2006) Includes bibliographical references.

The present article is devoted to the problems of creating linguistic tools for the virtual lexicographic laboratory of Spanish explanatory dictionary (DLE 23). The goal of the research is to consider some issues related to the development of linguistic tools for the virtual lexicographic laboratory. To achieve this goal the dictionary was analyzed to define the peculiarities of linguistic facts representation, its structure and metalanguage. On the basis of the dictionary analysis and the theory of lexicographic systems the formal model of DLE 23 was developed and its main components, including their relationships, were determined to ensure their availability via linguistic tools for accessing linguistic information. The range of research activities to be performed by using the linguistic tools was outlined.

Vid ett laborativt arbete i undervisningen får eleverna möjlighet att samtala med varandra och dela med sig av tidigare erfarenheter, vilket har en positiv effekt på elevernas lärande. Att skriva i undervisningen har också visat sig ha en stor effekt på elevernas lärande, då de får utveckla och strukturera om sina tankar. Syftet med denna studie har varit att undersöka hur elevernas kunskap inom kemisk bindning utvecklas, samt hur elevernas språk utvecklas vid kursmoment med laborativt inslag och laborationsrapportskrivning. För att undersöka detta har kommunikationen hos fyra elever, som gick första året på gymnasiet och läste kemi, spelats in och sedan transkriberats, när eleverna genomförde och efteråt presenterade en laboration. Det här materialet tillsammans med elevernas laborationsrapporter blev sedan analyserade dels med PEA, dels med fokus på ämnesspråk och vardagsspråk. Resultatet visar att under alla delar i kursmomenten finns det ett fokus på laborationsrapporten och hur den ska skrivas där eleverna får möjlighet att utveckla sina kunskaper inom kemisk bindning samt utveckla sitt ämnesspråk.
Laboratory work in science education gives students opportunity to have a conversation and share knowledge with other classmates, which have a positive effect on students learning. To be able to communicate by writing in science education, has also been proven to have an enhanced the learning process by helping students to organized and challenged their thoughts. Therefore, this study objective is to explore how students’ knowledge about chemical bonding and their scientific language develops with laboratory work and laboratory report writing. To explore this, the communication of four students in their first year of high school, studying chemistry were recorded and later transcribed, while they performed and afterwards presented a lab. This material together with the students’ final laboratory report has been analyzed with regards to PEA and the language used by students. The study indicates that the use of laboratory report writing has helped students to develop their knowledge about chemical bonding, but also their scientific language.

The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. There is also an exploration and description of different teaching approaches associated with “inquiry”. Previous research has noted that a key issue for reaching the goal of learning about scientific inquiry is the extent to which teachers are able to guide students to explicitly reflect upon this topic. A prerequisite is that teachers give students access to relevant categories of language for explicit reflection on the characteristics of scientific inquiry. Because of the situated nature of language use and learning, this also raises the need to address topics of context, culture and customs in science education. This thesis addresses the questions of how existing customs of teaching science are related to the goal of learning about scientific inquiry, how inquiry-related terminology is used in this context, and how relevant distinctions can be made to aid explicit reflection on these issues. Data has been collected in two studies and analysed and presented in four papers. Study 1 is based on interviews with twelve secondary school science teachers, and Study 2 is based on focus group interviews with 32 pre-service teacher students. The results include a description of the existing customs of inquiry-oriented instructional approaches in Swedish secondary schools. They show that these are often not connected with an explicit focus on teaching about the characteristics of scientific inquiry.  Inquiry-related terminology is analysed with a focus on the role and use of the terms “hypothesis” and “experiment”. Based on a theoretical framework of sociocultural and pragmatist views on language and learning, it is shown how the use of these terms, both in secondary schools and teacher education, tend to conflate the two categories methods of teaching and methods of scientific inquiry. Some problematic consequences for reaching the goal of learning about scientific inquiry are discussed, as well as possible origins of the problems and how the results from this thesis can be useful in overcoming these.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted.

UVOD: Tuberkuloza je odavno poznata bolest koja i danas u 21. veku još uvek predstavlja veliki javnozdravstveni problem, uprkos primeni moćnih antituberkuloznih lekova. Trećina svetske populacije inficirana je bacilom tuberkuloze. Svake godine oboli oko osam miliona, a umre oko dva miliona ljudi, zbog čega je tuberkuloza i dalje infektivno oboljenje sa najvećom stopom smrtnosti. Kasna dijagnoza, multirezistentna tuberkuloza i udruženost sa HIV infekcijom predstavljaju jednu od najvećih prepreka za efikasnu kontrolu ove bolesti u svetu. Rano otkrivanje se oslanja na kvalitetnu bakteriološku dijagnostiku koja je kamen temeljac svakog nacionalnog programa za kontrolu tuberkuloze. Brza i tačna mikrobiološka dijagnostika predstavlja osnovu programa kontrole tuberkuloze i zbog toga je uvođenje novih i brzih laboratorijskih testova od veoma velikog značaja. Razvijen je novi komercijalno dostupni imunohromatografski test koji se zasniva na detekciji antigena MPT64 glavnog sekretovanog proteina M. tuberculosis. Test je brz i pouzdan u identifikaciji izolovanih sojeva M. tuberculosis i jeftiniji je od konvencionalnih biohemijskih i molekularnih testova. CILJ: Ciljevi istraživanja su bili da se evaluiraju karakteristike novog brzog imunohromatografskog testa u identifikaciji mikobakterija izolovanih iz respiratornih uzoraka bolesnika sa tuberkulozom pluća i referentnih sojeva klinički značajnih vrsta netuberkuloznih mikobakterija (NTM). MATERIJAL I METODE: Istraživanje je sprovedeno u periodu od 1.1.2010. do 31.12.2013. i obuhvatilo je 43563 respiratornih uzoraka dobijenih od bolesnika hospitalizovanih u Institutu za plućne bolesti Vojvodine. Iz obrađenih respiratornih uzoraka izolovano je 3469 izolata mikobakterija. Identifikacija do nivoa vrste urađena je primenom standardnih biohemijskih testova, molekularnog testa (GenoType® Mycobacterium) i imunohromatografskog testa (BDMGIT Tbc). U istraživanje je uključeno 100 sojeva Gram pozitivnih i Gram negativnih bakterija (n = 19 vrsta) izolovanih iz respiratornih kliničkih uzoraka. Identifikacija do nivoa vrste je potvrđena komercijalnim identifikacionim sistemima. REZULTATI: U toku četvorogodišnjeg istraživanja izolovano je 3469 izolata mikobakterija iz respiratornih uzoraka. U ispitivanom periodu ne postoji opadajući trend izolacije mikobakterija što potvrđuje i koeficijent korelacije (r = 0,31). Svi izolati mikobakterija su identifikovani konvencionalnim biohemijskim ispitivanjima koja pokazuju da je 89% od svih izolata identifikovano kao Mycobacterium tuberculosis (M. tuberculosis), a 11% izolata kao NTM. Mycobacterium xenopi je bila najzastupljenija NTM vrsta identifikovana kod 55,3% izolata. Nakon biohemijske identifikacije kod 300 izolata M. tuberculosis i 100 izolata NTM, identifikacija je potvrđena komercijalno dostupnim molekularnim i imunohromatografskim testom. Na osnovu rezultata testiranja mikobakterija imunohromatografskim testom, senzitivnost, specifičnost, pozitivne i negativne prediktivne vrednosti bile su: 99,7%, 100%, 100% i 99%. U poređenju imunohromatografskog testa sa konvencionalnim biohemijskim ispitivanjima nije nađena statistički značajna razlika (p> 0,5). Kappa vrednost testa je iznosila 0,993, a interval poverenja CI =0,98 – 1,00. U poređenju imunohromatografskog sa molekularnim testom vrednost kappa je iznosila 0,993, a interval poverenja CI = 0,98 – 1,00. Slaganje rezultata je potvrđeno i McNemar testom sa vrednošću 0,99. Utvrđena je stabilnost sekretovanog antigena MPT64 i posle 5 godina od prvog testiranja. ZAKLJUČAK: Visoka senzitivnost i specifičnost imunohromatografskog testa omogućuju tačnu i preciznu identifikaciju M. tuberculosis kao i pouzdanu diferencijaciju M.tuberculosis od NTM – a. Imunohromatografski test može da predstavlja zamenu za konvencionalne biohemijske i molekularne testove u identifikaciji M. tuberculosis. Jeftiniji je, jednostavniji za izvođenje i brže se dobijaju rezultati čime seskraćuje vreme za postavljanje dijagnoze.
INTRODUCTION: Tuberculosis (TB) has been known as a disease for a long time, but nevertheless it represents a major public health issue even nowadays in the 21st century, despite potent antituberculous drugs applied. One third of the world population is infected by the TB bacillus. About eight million people get infected and two million die of tuberculosis in a year, so tuberculosis is still an infectious disease with the greatest mortality rate. Late diagnosis, multiresistant tuberculosis and concomitant HIV infection interfere mostly with an efficient control of the disease all over the world. Early TB detection largely depends on the high-quality bacteriological diagnostics, which is the corner stone of each national TB control programme. A fast and accurate microbiological TB diagnosis plays a crucial role in any TB control programme. It is therefore very important to introduce new and fast laboratory tests. A novel commercially available immunochromatographic test has been designed, based on the MPT64 antigen of the major M. tuberculosis – secreted protein. This is a rapid and reliable test to identify the isolated strains of M. tuberculosis, which is not expensive as conventional biochemical and molecular tests. OBJECTIVE: The objective of the investigation was to evaluate the new immunochromatographic rapid test to identify mycobacteria isolated from respiratory samples from pulmonary TB patients, and referential strains of clinically relevant species of nontuberculous mycobacteria (NTM). MATERIAL AND METHODS: The research was carried out in the period from 1st January, 2010 to 31st December, 2013. It included 43 563 respiratory samples obtained from the patients hospitalized in the Institute for Pulmonary Diseases of Vojvodina, Sremska Kamenica (Serbia). There were 3 469 mycobacterial isolates obtained from the processed respiratory samples. The species – level identification was performed by standard biochemical tests, the molecular test (GenoType®Mycobacterium), and the immunochromatographic test (BD MGIT Tbc). The study included one hundred (100) of Gram positive and Gram negative bacteria (n = 19 species) isolated from respiratory clinical samples. The species – level identification was confirmed by commercial identification systems. RESULTS: During the four – year investigation, 3 469 mycobacterial isolates were obtained from respiratory samples. No declining tendency of mycobacterial isolation was registered in the examined period, as confirmed by the correlation coefficient (r = 0.31). All mycobacterial isolates were identified by conventional biochemical tests showing that 89% of all isolates were identified as M. tuberculosis, and 11% of the isolates as NTM. Mycobacterium xenopi was the most common NTM species identified in 55.3% of the isolates. Following the biochemical identification in 300 M. tuberculosis isolates and 100 NTM isolates, the identification was confirmed by commercially available molecular and immunochromatographic tests. Based on immunochromatographic testing of mycobacteria, the sensitivity, specificity, positive and negative predictive values of the test were 99.7%, 100%, 100% and 99% respectively. There is no statistically significant difference (p> 0.5) when comparing features of immunochromatographic test with conventional biochemical assay. The kappa test value was 0.993, and the confidence interval CI = 0.98 – 1.00. Comparing the immunochromatographic with the molecular test, the kappa value was 0.993, and the confidence interval CI = 0.98 – 1.00. The congruence of the tests findings was also confirmed by the McNemar test, estimated to 0.99. The stability of the secreted MPT64 antigen was registered even five years after the first testing episode. CONCLUSION: The high sensitivity and specificity of the imunochromatographic test enable an accurate and precise identification of M. tuberculosis, as well as a reliable differentiation of M. tuberculosis from NTM. The immunochromatographic test may substitute conventional biochemical and molecular tests to identify M. tuberculosis. It is easier to perform and provides faster test results, thus reducing the time of establishing the diagnosis.

Ricin je prirodni protein, toksin koji spada među najpristupačnije i najsmrtonosnije otrove. Nalazi se u biljci Ricinus (Ricinus communis), sa najvećim sadržajem u semenu (1-5 %). Ricin se smatra potencijalnim bioterorističkim oružjem i prema riziku za ljudsko zdravlje svrstan je u B kategoriju biološkog oružja. U novije vreme korišćen je za konstruisanje imunotoksina protiv tumorskih ćelija u terapiji maligniteta. Dokumentovana su mnoga trovanja ricinom, kako zadesna, tako i samoubilačka i ubilačka. U tu svrhu koristilo se intaktno seme ricinusa ili ekstrahovani ricin. Osim ricina, u semenu ricinusa je prisutan toksični alkaloid ricinin u količini 0.3-0.8 %. Ricinus je jedini poznati prirodni izvor ricinina, koji se ko-ekstrahuje sa ricinom iz semena biljke. Ricinin se jednostavno detektuje u kliničkim uzoracima metodom tečne hromatografije i masene spektrometrije i, s obzirom na komplikovanu identifikaciju ricina u biološkim uzorcima, smatra se biomarkerom za intoksikaciju ricinusom, odnosno ricinom. Osnovni ciljevi ovog istraživanja su da se uz pomoć HS-GC metode i patohistološkom  analizom dokaže prisustvo ricinina u krvi laboratorijskih pacova u odnosu na vremenski interval koji je protekao od oralne aplikacije suspenzije do vremena žtvovanja, da se odredi distribucija i koncentracija ricinina u organima laboratorijskih pacova u različitim vremenima žrtvovanja, kao i da se utvrdi da li postoji značajna razlika u razvoju patomorfoloških promena na organima laboratorijskih pacova u različitim vremenima žrtvovanja. Istraživanje je bilo otvoreno, randomizirano i prospektivnog tipa. Laboratorijski pacovi su u istom vremenu oralno tretirani suspenzijom koja je sadržaja subletalnu koncentraciju ricina. Nakon žrtvovanja u precizno definisanim vremenskim intervalima uzeti su uzorci krvi i unutrašnjih organa radi daljih analiza. Odgovarajući uzorci su analizirani metodom HC-GS u cilju određivanja koncentracije i distribucije ricinina, kao pouzdanog markera trovanja ricinom, u krvi i unutrašnjim organima. Takođe je izvršena patohistološka analiza uzoraka tkiva unutrašnjih organa u cilju utvrđivanja promena izazvanim delovanjem ricina u odnosu na vreme proteklo od aplikacije suspenzije. Dobijeni rezultati su obrađeni odgovarajućim statističkim metodama. Rezultati istraživanja omogućavaju standardizaciju postupaka odabira reprezentativnih uzoraka prilikom sumnje na trovanje ricinusom i metode dokazivanja akutnog trovanja. Na taj način može se pouzdano i efikasno dokazati trovanje ricinusom.
Ricin is a naturally occurring protein, a toxin which belongs to the category of the most accessible and the most lethal poisons. It is obtained from the castor oil plant ( Ricinus communis), whose seeds contain its highest content (1-5%). Ricin is also thought to be a potential weapon of bioterrorism and taking into account the risk for human health, it is classified as a biological weapon category B. Lately it has been used for the construction of the immunotoxins against tumor cells in the therapy of malignant diseases. Numerous poisonings using ricin have been documented, not only accidental poisoning, but also in case of suicides and homicides. In those cases, intact ricin seeds or extracted ricin were used. Apart from ricin, castor oil plants also contain a toxic alkaloid ricinine (0.3-0.8%). Castor oil plants are the only known natural source of ricinine, which is co-extracted with ricin from the seeds of this plant. Ricinine is simply detected in clinical samples by using the method of liquid chromatography and mass spectrometry. Taking into account a complicated identification of ricin in biological samples, it is considered to be a biomarker for the intoxication by castor oil plant, or ricin itself. The main aim of this research is to use the HS-GC method and pathohistological analysis in proving the existence of ricinine in the blood of experimental rats in relation to the time interval between the oral application of solution of castor seeds in water and the time of sacrificing, to determine the distribution and concentration of ricinine in the organs of experimental rats, as well as to establish whether there was a significant difference in the development of pathomorphological changes on the organs of experimental rats at various points of sacrificing. The research was open, randomised and prospective. Experimental rats were simultaneously orally tested by the solution which contained sublethal concentration of ricin. After sacrificing, blood samples were taken from inner organs in specifically defined intervals of time and used for further analysis. The appropriate samples were analysed by HC-GS method in order to determine the concentration and distribution of ricinine as a reliable marker of ricin poisoning in blood and inner organs. Also, pathohistological analysis of the samples of inner organ tissues was made with the purpose of establishing the changes caused by the effects of ricinine in relation to time which passed from the application of the solution. The obtained results were processed by appropriate statistical methods. The results of this research allow for the standardisation of the actions in selecting the representative samples in case there is a possibility of ricin poisoning and the method of proving the acute poisoning. Following these steps, ricin poisoning can be proved in a reliable and an efficient way.

Uobičajeni pristup i testiranju biološkog ponašanja materijala je da se počne sa jednostavnim in vitro testovima baziranim na ćelijskim kulturama. In vitro testovi citotoksičnosti su danas jedan od osnovnih načina za procenu biološkog odgovora na materijal jer su brži, lakši za ponavljanje, ocenjivanje i jeftiniji u odnosu na eksperimente koji se izvode na životinjama i ljudima. Koriste se kao neka vrsta skrining testova za procenu biološke sigurnosti materijala. Za razliku od ćelijskih kultura, istraživanja koja uključuju eksperimentalne životinje pružaju bolji uvid u biokompatibilnost materijala, zbog mogućnosti praćenja kompleksnog imunološkog odgovora živog organizma. Smatraju se neophodnim za ocenu biloških odgovora na novi materijal, pre nego što se on upotrebi na ljudima. Mnogi aspekti biološkog odgovora ne mogu biti reprodukovani in vitro testovima uključujući krvne interakcije, zarastanje rana, reakcije preosetljivosti, karcinogenezu, hroničnu inflamaciju. Eksperimenti na životinjama pružaju informacije o ovim tipovima efekata bez izlaganja ljudi riziku. Cilj ovog istraživanja bio je da se oceni biokompatibilnost objekata od polimera na bazi epoksi smole Accura® ClearVue™ (hemijski sastav: 4,4’- izopropilidendicikloheksanol, produkti oligomerne reakcije sa 1-hlor-2,3- epoksipropanom(40-65%), smešа triaril-sulfonijum soli (50% propilen-karbonata i 50% triaril-sulfonijum heksafluoroantimonatnih soli) (1-10%) i 3-etil-3hidroksimetil-oksetan(10-20%). U oceni citotoksičnosti materijala Accura® ClearVue™ korišćeni su agar diguzioni i MTT test. Oba testa rađena sun a ćelijskim kulturama L929 (mišiji fibroblasti) i MRC-5 (humani fibroblasti). Ocena biokompatibilnosti testiranog materijala vršena je na osnovu urađenog testa iritacije oralne mukoze na modelu bukalne kesice hrčka, što je definisano standardom ISO 10993-10:2010. Biokompatibilnost materijala ispitana je i implantacijom uzoraka u potkožno tkivo dorzuma pacova soja Wistar.
Uobičajeni pristup i testiranju biološkog ponašanja materijala je da se počne sa jednostavnim in vitro testovima baziranim na ćelijskim kulturama. In vitro testovi citotoksičnosti su danas jedan od osnovnih načina za procenu biološkog odgovora na materijal jer su brži, lakši za ponavljanje, ocenjivanje i jeftiniji u odnosu na eksperimente koji se izvode na životinjama i ljudima. Koriste se kao neka vrsta skrining testova za procenu biološke sigurnosti materijala. Za razliku od ćelijskih kultura, istraživanja koja uključuju eksperimentalne životinje pružaju bolji uvid u biokompatibilnost materijala, zbog mogućnosti praćenja kompleksnog imunološkog odgovora živog organizma. Smatraju se neophodnim za ocenu biloških odgovora na novi materijal, pre nego što se on upotrebi na ljudima. Mnogi aspekti biološkog odgovora ne mogu biti reprodukovani in vitro testovima uključujući krvne interakcije, zarastanje rana, reakcije preosetljivosti, karcinogenezu, hroničnu inflamaciju. Eksperimenti na životinjama pružaju informacije o ovim tipovima efekata bez izlaganja ljudi riziku. Cilj ovog istraživanja bio je da se oceni biokompatibilnost objekata od polimera na bazi epoksi smole Accura® ClearVue™ (hemijski sastav: 4,4’- izopropilidendicikloheksanol, produkti oligomerne reakcije sa 1-hlor-2,3- epoksipropanom(40-65%), smeša triaril-sulfonijum soli (50% propilen-karbonata i 50% triaril-sulfonijum heksafluoroantimonatnih soli) (1-10%) i 3-etil-3hidroksimetil-oksetan(10-20%). U oceni citotoksičnosti materijala Accura® ClearVue™ korišćeni su agar diguzioni i MTT test. Oba testa rađena sun a ćelijskim kulturama L929 (mišiji fibroblasti) i MRC-5 (humani fibroblasti). Ocena biokompatibilnosti testiranog materijala vršena je na osnovu urađenog testa iritacije oralne mukoze na modelu bukalne kesice hrčka, što je definisano standardom ISO 10993-10:2010. Biokompatibilnost materijala ispitana je i implantacijom uzoraka u potkožno tkivo dorzuma pacova soja Wistar.
The usual approach in testing biological behavior of materials is to start with simple in vitro tests based on cell cultures. In vitro cytotoxicity tests are one of the basic methods of assessing the biological response to material because they are faster, cheaper, easier for repeating and evaluating compared to experiments carried out on animals and humans. They are used as a kind of screening test for evaluating the biosafety of materials. Unlike cell culture, studies involving experimental animals provide better insight into the biocompatibility of materials due to the possibility of monitoring the complex immune response of a living organism. They are considered necessary for assessing the biological response to new material before it is used on humans. Many aspects of a biological response cannot be reproduced with in vitro tests, including blood interaction, wound healing, hypersensitivity reactions, carcinogenesis, chronic inflammation. Animal experiments provide information about these types of effects without exposing humans to risk.  The aim of this study was to evaluate the biocompatibility of polymer objects on the basis of epoxy resins Accura® ClearVue ™ (chemical composition: 4.4' Isopropylidenedicyclohexanol, oligomeric reaction products with 1-chloro-2.3-epoxypropane (40-65%), a mixture of triaryl sulfonium salt (50% propylene carbonate and 50% of a triarylsulfonium hexafluoroantimonate salt) (1- 10%) and 3-ethyl-3-hydroxymethyl-oxetane (10-20%). In the assessment of the cytotoxicity of materials Accura® ClearVue ™ agar diffusion and MTT tests were used. Both tests were conducted on cell cultures L929 (mouse fibroblasts) and MRC-5 (human fibroblasts). An assessment of the biocompatibility of the tested material was done on the basis of an oral mucosa irritation test on a hamster cheek pouch as defined by ISO 10993-10: 2010. The biocompatibility of the material was also tested with the implantation of a samples into the dorsal subcutaneous tissue of a Wistar rats. The subcutaneous implantation test, as one of the most reliable methods for assessing the biocompatibility of dental materials, is defined by ISO 10993-6: 2010. The study was conducted on 30 rats which were sacrificed in groups

Досадашања истраживања указују на позитиван допринос примене ЛЕМ, односно сваке врсте експеримената (ученичких – УЕ и демонстрационих - ДЕ) знању ученика разредне наставе из интегрисаних природних наука. УЕ подразумевају примену имплицитне инструкције, док демонстрациони експерименти подразумевају примену експлицитне инструкције при њиховом извођењу. Међутим, није довољно истражено када при обрађивању одговарајућег садржаја интегрисаних природних наука, у одређеној старосној доби ученика, треба дати приоритет одређеној врсти екперимената, односно којој врсти инструкција за њихову реализацију. Ово је нарочито значајно када се одређени садржаји, које су ученици учили у претходним разредима (вертикално повезани) усложњавају по квалитету, квантитету и обиму. Једни од таквих садржаја су и садржаји о кретању и особинама материјала у трећем разреду.Основни циљ истраживања у овој докторској дисертацији јесте да се испита: допринос примене ЛЕМ, односно УЕ и ДЕ квалитету и трајности знања ученика трећег разреда о кретању и особинама материјала у односу на традиционалну методу (ТМ), као и разлика у доприносу између примене УЕ и ДЕ на истој варијабли (когнитивни домен); мишљење ученика о доприносу примене ЛЕМ (УЕ и ДЕ) стицању тих знања (афективни домен) као и; корелација између квалитета и трајности знања ученика о одабраним садржајима са њиховим мишљењем о доприносу примене ЛЕМ (УЕ и ДЕ) стицању тих знања (когнитивно-афективни домен). У истраживању је учествовао N = 141 ученик трећег разреда из три основне школе са територије Општине Темерин, који су били подељени у три групе: Е1 (која је одабране садржаје учила уз примену УЕ – имплицитна инструкција), Е2 (која је одабране садржаје учила уз примену ДЕ – експлицитна инструкција) и К (која је исте садржаје учила уз примену ТМ – експлицитна инструкција). Методе итраживања су: метода теоријске анализе, експериментална метода, дескриптивна метода и статистичка метода. Примењене технике су тестирање и анкетирање. Тестирање знања ученика о кретању и особинама материјала спроведено је помоћу теста (пре-теста, пост-теста и ре- теста). Анкетирње је реализовано помоћу анкете (пре-анкете и пост-анкете). Питања у обе анкете су креирана према петостепеној скали Ликертовог типа. Пре-анкетом испитано је мишљење ученика Е1 и Е2 групе пре реализације садржаја о кретању и особинама материјала, како би се стекао увид у њихово мишљење о значају примене ЛЕМ у стицању њихових знања у претходним разредима. Пост-анкетом је испитано мишљење ученика Е1 и Е2 групе после реализације ових садржаја, како би се утврдило да ли је дошло до промене у њиховом мишљењу о значају примене ЛЕМ у стицању њихових знања. Резултати пост- анкете су коришћени и за анализу корелације између знања ученика Е1 и Е2 групе на пост-тесту и ре-тесту са њиховим мишљења о доприносу примене ЛЕМ.ЛЕМ више (у већој мери УЕ, него ДЕ) у односу на ТМ доприноси укупном квалитету и трајности знања ученика о кретању и особинама материјала. Ученици Е1 групе остварили су квалитетнија знања (на нивоу евалуације) у односу на ученике Е2 групе, као и квалитетнија знања (на нивоу анализе, евалуације и синтезе) у односу на ученике К групе. Ученици Е2 групе остварили су квалитетнија знања (на нивоу примене евалуације и синетезе) у односу на ученике К групе. Трајност знања ученика Е1 групе о приближна је трајности знања ученика Е2 групе на свим когнитивним нивоима. Међутим, ученици Е1 групе показали су знатно боље задржавање наученог о одабраним садржајима у односу на ученике К групе на нивоу разумевања, примене и евалуације. Ученици Е2 групе остварили су приближна знања ученицима К групе по трајности на свим когнитивним нивоима.Када се упореде резултати пре-анкете и пост-анкете закључује се да су после реализације садржаја о кретању и особинама материјала помоћу ЛЕМ ученици обе групе показали позитивније мишљење (на пост- анкети) о доприносу примене ЛЕМ стицању њихових знања. Поред наведеног уочено је и то да су ученици Е1 групе показали и знатно позитивније мишљење од ученика Е2 групе о доприносу примене ЛЕМ разумевању одабраних садржаја, њиховој заинтересованости на часовима и развоју социјалне интеракције.Постоји позитивна корелација између квалитета (на нивоу знања, разумевања, примене, анализе и евалуације) и трајности знања (на нивоу знања, разумевања и примене) ученика Е1 групе о одабраним садржајима и њиховог мишљења о доприносу примене ЛЕМ стицању тих знања. Позитивна корелација уочена је и између квалитета (на свим нивоима) и трајности знања (на нивоу знања, разумевања, примене, анализе и евалуације) ученика Е2 групе о одабраним садржајима и њиховог мишљења о доприносу примене ЛЕМ тим знањима. Јача корелација између испитиваних варијабли код ученика Е2 групе у односу на ученике Е1 групе само је производ тога колико су остварене вредности у оквиру сваке варијабле приближне. С обзиром на то да су ученици Е2 групе остварили слабији успех у односу на ученике Е1 групе у оквиру свих испитиваних варијабли (квалитет и трајност знања о одабраним садржајима и мишљење ученика о доприносу примене ЛЕМ тим знањима), важно је нагласити да су остварене вредности (резултати) између њиховог знања и мишљења приближније (што је проузроковало и јачу корелацију), него код ученика Е1 групе (што је проузроковало нешто слабију корелацију).Сугерише се да би садржаје о кретању и особинама материјала у трећем разреду требало реализовати уз примену једноставних експеримената (УЕ и ДЕ), при чему би предност требало дати УЕ, који се реализују уз примену имплицитне инструкције. Већом применом УЕ, у односу на ДЕ; утицало би се не само на квалитет и трајност знања ученика разредне наставе о природи, природним процесима и појавама, него и на њихово позитивно мишљење (ставове) о значају примене ЛЕМ у стицању тих знања, али и на сам развој експерименталних вештина и навика, које су ученицима касније неопходне за што самосталнију примену комплекснијих лабораторијских експеримената (у настави диференцираних природних наука).
Dosadašanja istraživanja ukazuju na pozitivan doprinos primene LEM, odnosno svake vrste eksperimenata (učeničkih – UE i demonstracionih - DE) znanju učenika razredne nastave iz integrisanih prirodnih nauka. UE podrazumevaju primenu implicitne instrukcije, dok demonstracioni eksperimenti podrazumevaju primenu eksplicitne instrukcije pri njihovom izvođenju. Međutim, nije dovoljno istraženo kada pri obrađivanju odgovarajućeg sadržaja integrisanih prirodnih nauka, u određenoj starosnoj dobi učenika, treba dati prioritet određenoj vrsti ekperimenata, odnosno kojoj vrsti instrukcija za njihovu realizaciju. Ovo je naročito značajno kada se određeni sadržaji, koje su učenici učili u prethodnim razredima (vertikalno povezani) usložnjavaju po kvalitetu, kvantitetu i obimu. Jedni od takvih sadržaja su i sadržaji o kretanju i osobinama materijala u trećem razredu.Osnovni cilj istraživanja u ovoj doktorskoj disertaciji jeste da se ispita: doprinos primene LEM, odnosno UE i DE kvalitetu i trajnosti znanja učenika trećeg razreda o kretanju i osobinama materijala u odnosu na tradicionalnu metodu (TM), kao i razlika u doprinosu između primene UE i DE na istoj varijabli (kognitivni domen); mišljenje učenika o doprinosu primene LEM (UE i DE) sticanju tih znanja (afektivni domen) kao i; korelacija između kvaliteta i trajnosti znanja učenika o odabranim sadržajima sa njihovim mišljenjem o doprinosu primene LEM (UE i DE) sticanju tih znanja (kognitivno-afektivni domen). U istraživanju je učestvovao N = 141 učenik trećeg razreda iz tri osnovne škole sa teritorije Opštine Temerin, koji su bili podeljeni u tri grupe: E1 (koja je odabrane sadržaje učila uz primenu UE – implicitna instrukcija), E2 (koja je odabrane sadržaje učila uz primenu DE – eksplicitna instrukcija) i K (koja je iste sadržaje učila uz primenu TM – eksplicitna instrukcija). Metode itraživanja su: metoda teorijske analize, eksperimentalna metoda, deskriptivna metoda i statistička metoda. Primenjene tehnike su testiranje i anketiranje. Testiranje znanja učenika o kretanju i osobinama materijala sprovedeno je pomoću testa (pre-testa, post-testa i re- testa). Anketirnje je realizovano pomoću ankete (pre-ankete i post-ankete). Pitanja u obe ankete su kreirana prema petostepenoj skali Likertovog tipa. Pre-anketom ispitano je mišljenje učenika E1 i E2 grupe pre realizacije sadržaja o kretanju i osobinama materijala, kako bi se stekao uvid u njihovo mišljenje o značaju primene LEM u sticanju njihovih znanja u prethodnim razredima. Post-anketom je ispitano mišljenje učenika E1 i E2 grupe posle realizacije ovih sadržaja, kako bi se utvrdilo da li je došlo do promene u njihovom mišljenju o značaju primene LEM u sticanju njihovih znanja. Rezultati post- ankete su korišćeni i za analizu korelacije između znanja učenika E1 i E2 grupe na post-testu i re-testu sa njihovim mišljenja o doprinosu primene LEM.LEM više (u većoj meri UE, nego DE) u odnosu na TM doprinosi ukupnom kvalitetu i trajnosti znanja učenika o kretanju i osobinama materijala. Učenici E1 grupe ostvarili su kvalitetnija znanja (na nivou evaluacije) u odnosu na učenike E2 grupe, kao i kvalitetnija znanja (na nivou analize, evaluacije i sinteze) u odnosu na učenike K grupe. Učenici E2 grupe ostvarili su kvalitetnija znanja (na nivou primene evaluacije i sineteze) u odnosu na učenike K grupe. Trajnost znanja učenika E1 grupe o približna je trajnosti znanja učenika E2 grupe na svim kognitivnim nivoima. Međutim, učenici E1 grupe pokazali su znatno bolje zadržavanje naučenog o odabranim sadržajima u odnosu na učenike K grupe na nivou razumevanja, primene i evaluacije. Učenici E2 grupe ostvarili su približna znanja učenicima K grupe po trajnosti na svim kognitivnim nivoima.Kada se uporede rezultati pre-ankete i post-ankete zaključuje se da su posle realizacije sadržaja o kretanju i osobinama materijala pomoću LEM učenici obe grupe pokazali pozitivnije mišljenje (na post- anketi) o doprinosu primene LEM sticanju njihovih znanja. Pored navedenog uočeno je i to da su učenici E1 grupe pokazali i znatno pozitivnije mišljenje od učenika E2 grupe o doprinosu primene LEM razumevanju odabranih sadržaja, njihovoj zainteresovanosti na časovima i razvoju socijalne interakcije.Postoji pozitivna korelacija između kvaliteta (na nivou znanja, razumevanja, primene, analize i evaluacije) i trajnosti znanja (na nivou znanja, razumevanja i primene) učenika E1 grupe o odabranim sadržajima i njihovog mišljenja o doprinosu primene LEM sticanju tih znanja. Pozitivna korelacija uočena je i između kvaliteta (na svim nivoima) i trajnosti znanja (na nivou znanja, razumevanja, primene, analize i evaluacije) učenika E2 grupe o odabranim sadržajima i njihovog mišljenja o doprinosu primene LEM tim znanjima. Jača korelacija između ispitivanih varijabli kod učenika E2 grupe u odnosu na učenike E1 grupe samo je proizvod toga koliko su ostvarene vrednosti u okviru svake varijable približne. S obzirom na to da su učenici E2 grupe ostvarili slabiji uspeh u odnosu na učenike E1 grupe u okviru svih ispitivanih varijabli (kvalitet i trajnost znanja o odabranim sadržajima i mišljenje učenika o doprinosu primene LEM tim znanjima), važno je naglasiti da su ostvarene vrednosti (rezultati) između njihovog znanja i mišljenja približnije (što je prouzrokovalo i jaču korelaciju), nego kod učenika E1 grupe (što je prouzrokovalo nešto slabiju korelaciju).Sugeriše se da bi sadržaje o kretanju i osobinama materijala u trećem razredu trebalo realizovati uz primenu jednostavnih eksperimenata (UE i DE), pri čemu bi prednost trebalo dati UE, koji se realizuju uz primenu implicitne instrukcije. Većom primenom UE, u odnosu na DE; uticalo bi se ne samo na kvalitet i trajnost znanja učenika razredne nastave o prirodi, prirodnim procesima i pojavama, nego i na njihovo pozitivno mišljenje (stavove) o značaju primene LEM u sticanju tih znanja, ali i na sam razvoj eksperimentalnih veština i navika, koje su učenicima kasnije neophodne za što samostalniju primenu kompleksnijih laboratorijskih eksperimenata (u nastavi diferenciranih prirodnih nauka).
Recent studies indicate that there is a positive contribution of the application of LEM, i.e. of every kind of experiments (student - UE and demonstration - DE) to the knowledge of students of classroom teaching in integrated natural sciences. UEs imply implicit instruction, while demonstration experiments imply explicit instruction in their application. However, it has not been sufficiently investigated when, in addressing the appropriate content of integrated natural sciences, at a given age of the student, priority should be given to a particular type of experiment or to what type of instruction for their realization. This is especially important when certain content which students have learned in previous classes (vertically connected) is complicated on the basis of its quality, quantity and scope. One of these is content about the movement and properties of materials in third grade. The main aim of the research in this doctoral dissertation is to examine the contribution of LEM application i.e. the UE and DE quality and durability of knowledge of third grade students about the movement and properties of materials in relation to the traditional method (TM). Furthermore, it will also look into the difference in contribution between UE and DE application on the same variable (cognitive domain) and students' opinion on the contribution of the application of LEM (UE and DE) to the acquisition of this knowledge (affective domain), as well as the correlation between quality and durability of students' knowledge of selected content with their opinion on the contribution of LEM (UE and DE) application to the acquisition of that knowledge (cognitive-affective domain). This research included N = 141 third grade students from three elementary schools from the territory of Temerin Municipality which were divided into three groups: E1 (which learned selected content using UE - implicit instruction), E2 (which learned selected content using DE - explicit instruction) and K (which learned the same content using TM - explicit instruction). The research methods are as follows: theoretical analysis method, experimental method, descriptive method and statistical method. The used techniques are testing and interviewing. Testing of students' knowledge of movement and material properties was conducted using a test (pre-test, post-test and re-test). Surveys were implemented through a questionnaire (presurvey and post-survey). The questions in both surveys were designed according to a five-point Likert-type scale. Pre-survey examined the opinion of E1 and E2 group students before the realization of the content on movement and material properties, in order to gain insight into their opinion on the importance of applying LEM in acquiring their knowledge in the previous grades. The post-survey examined the opinion of E1 and E2 students after the realization of these contents, in order to determine whether there was a change in their opinion about the importance of applying LEM in acquiring their knowledge. Post-survey results were also used to analyze the correlation between E1 and E2 group students' knowledge on post-test and re-test with their opinions on the contribution of LEM implementation. Compared to TM, LEM contributes more (more UE than DE) to the overall quality and durability of students' knowledge of movement and material properties. E1 group students achieved higher quality (at the level of evaluation) compared to E2 group students, as well as better knowledge (at the level of analysis, evaluation and synthesis) than the K group students. The students of the E2 group achieved higher quality knowledge (at the level of application of evaluation and synthesis) than the students of the K group. The durability of knowledge of E1 group students is approximate to that of E2 students at all cognitive levels. However, the E1 group students showed significantly better retention of the selected content compared to the K group students at the level of understanding, application and evaluation. The E2 group students gained an up-to-date knowledge of the K group students in durability at all cognitive levels. When comparing the results of the pre-survey and the post-survey, it is concluded that after the realization of the content about the movement and the material properties with the LEM, students from both groups showed a more positive opinion (at the post-survey) about the contribution of the application of the LEM to the acquisition of their knowledge. In addition, it was noted that E1 group students showed significantly more positive opinions than E2 group students about the contribution of LEM application to understanding of selected content, their interest in classes and the development of social interaction. There is a positive correlation between the quality (at the level of knowledge, understanding, application, analysis and evaluation) and the durability of knowledge (at the level of knowledge, understanding and application) of E1 group students on selected content and their opinion on the contribution of LEM application to the acquisition of that knowledge. Furthermore, a positive correlation was noticed between the quality (at all levels) and the permanence of knowledge (at the level of knowledge, understanding, application, analysis and evaluation) of E2 group students on selected content and their opinion on the contribution of LEM application to this knowledge. The stronger correlation between the examined variables in the E2 group students compared to the E1 group students is only a product of how the values are close to each variable. Considering that the students of the E2 group achieved less success than the students of the E1 group within all the examined variables (quality and durability of knowledge about the selected contents and students' opinion on the contribution of applying LEM to this knowledge), it is important to emphasize that the achieved values (results) between their knowledge and opinion are closer (which also caused a stronger correlation) than for E1 group students (which caused a slightly weaker correlation). It is suggested that the contents about the movement and properties of the materials in the third class should be realized using simple experiments (UE and DE), with preference given to UEs, which are realized using implicit instruction. Greater use of UEs than DEs; would affect not only the quality and durability of students' knowledge of the classroom teaching about nature, natural processes and phenomena, but also their positive opinion (attitudes) about the importance of applying LEM in acquiring this knowledge, but also to the development of experimental skills and habits itself, which are later necessary for students to apply complex laboratory experiments as independently as possible (in teaching differentiated natural sciences).

Jag har undersökt vilken matematisk kommunikation som förekommer i förskolebarnets bygglek. Jag valde metoden videoinspelning där jag observerade fem olika bygglekssituationer som jag sedan tolkade och analyserade. För att få en större förståelse kring byggmiljön ställde jag också några frågor till pedagoger som ansvarade för konstruktionsverkstaden. Resultatet visade att det konkreta materialet förstärkte översättningsledet från det barnet redan kan (första ordningens språk) till det barnet ännu inte förstår (andra ordningens språk). Pedagogerna kunde med materialets hjälp göra ett matematiskt begrepp konkretare. Barnen kom i kontakt med många olika matematiska begrepp, både jämförelseord, lägesord och ordningstal. Det visade sig att vissa barn inte alla gånger använde rätt terminologi, men barnen hade ändå en gemensam förståelse för varandra. Pedagogerna utmanade, förde dialog och såg till att byggmaterialet var inspirerande, tillgängligt och välsorterat.
I have examined what type of mathematical communication is used by children in their constructional play. I used video recording as a method, and observed five different situations that I later interpreted and analyzed. To get a better understanding of the environment of construction I raised some questions to the teachers responsible for the construction work shop. The result showed that the concrete material enforced the translational link from what the child already knows (language of the first order) to what the child not yet understands (language of the second order). The teachers could use the material to make mathematical concepts more concrete. The children where introduced to many different mathematical concepts, both comparative words, words of position, and ordinal numbers. It turned out that some children where not always using the right terminology, but the children still had a common understanding of each other. The teachers challenged, conducted dialogues, and made sure that the building material was inspiring, available, and well sorted.

Cette thèse met en relation les études portant sur l'apprentissage implicite, habituellement conduites en laboratoire, et sur l'acquisition de certains aspects non enseignés de l'orthographe. Elle montre, au moyen de taches de jugement, de dictée et de complétement de non-mots que des élèves de primaire sont très tôt sensibles à des régularités orthographiques de type probabilistique (e. G. L'identité des doubles lettres ; la probabilité que /o/ soit transcrit "o" ou "au" en fonction de l'environnement consonantique) ou descriptibles sous la forme de règle (e. G. La position légale des doubles lettres ou la transcription des morphèmes diminutifs /o/ et /et/). L'utilisation d'une méthodologie proche de celle employée dans les études d'apprentissage implicite menées en laboratoire a permis de tester le caractère abstrait de la connaissance orthographique d'élèves de 6 à 11 ans. Les résultats confirment, dans un contexte naturel, la généralisabilité des recherches conduites en laboratoire, et, plus spécifiquement, l'existence de transfert à du matériel nouveau. Par exemple, la sensibilité des élèves à la position légale des doubles consonnes s'étend à des consonnes jamais doublées en français. Toutefois, les performances étaient inférieures lorsque la connaissance orthographique des élèves était testée avec un matériel non familier, plutôt que familier, (e. G. Avec des consonnes jamais, plutôt que fréquemment doublées) et l'amplitude de cette différence persistait même après au moins cinq ans de pratique de l'écrit. Cet effet apparait difficile à réconcilier avec l'idée selon laquelle les sujets acquièrent une connaissance de plus en plus abstraite, fondée sur des règles, des régularités présentes dans le matériel auquel ils sont confrontés. Elle apparait davantage consistante avec des conceptions distributionnelles de l'apprentissage implicite selon lesquelles l'abstraction est conçue comme un processus graduel
This thesis links the studies on implicit learning, usually carried out in laboratory, and the studies on the acquisition of certain untaught aspects of spelling. Experiments involving nonword judgment, dictation and completion tasks show that elementary school children are very early sensitive to orthographic regularities that are either probabilistic (e. G. The identity of double letters : the probability that /o/ is transcribed “o” or “au” as a function of the consonantic context) or describable with a rule (e. G the legal position of double letters ; the transcription of the diminutive morphemes /o/ Et/). The use of procedures close to those used in implicit learning studies carried out in laboratories has allowed us to assess the degree of abstractedness of children’s (6 – 11 years old) orthographic knowledge. The results confirm, within a natural context, the generalizability of laboratory researches, and, more specifically, the existence of transfer to a new material. For instance, children’s sensitivity to the legal position of double consonants extends to consonants that are never doubled in French. However, performance were always lower when children’s orthographic knowledge was assessed with unfamiliar, rather than with familiar material (e. G. With consonants never, rather than frequently, doubled) and the magnitude of this difference remained stable even after at least five year of exposure to print. This effect appears difficult to reconcile with the idea that individuals would acquire increasingly abstract knowledge of material regularities they are exposed to. It appears more consistent with statistic conceptions of implicit learning according to which abstraction is conceived of as a gradual process

Le travail présenté ici est sous-tendu par deux observations majeures. Premièrement, la plupart des modèles proposés pour le français s'accordent sur l'existence de deux niveaux de structure prosodique: le syntagme accentuel et le syntagme intonatif. Deuxièmement, bien que l'existence d'un niveau additionnel de structure situé entre ces deux niveaux ait été proposé pour le français, les propriétés phonétiques et phonologiques de ce constituant n'ont pas clairement été définies. Dans cette thèse nous avons fourni des preuves de l'existence du syntagme intermédiaire (ip) à la fois en production et en perception de la parole. Grâce à cinq expérimentations menées dans le cadre de la phonologie de laboratoire, nous avons caractérisé les propriétés phonético-phonologiques de ce constituant et attesté de son rôle dans le traitement perceptif du langage. Les résultats obtenus en production montrent que l'ip est le domaine de l'abaissement des accents mélodiques en français. Sa frontière droite est marquée par un allongement pré-frontière ainsi qu'un accent de syntagme responsable du retour à la ligne de référence du registre. Les analyses menées en perception ont montré que les frontières droites du syntagme accentuel et du syntagme intermédiaire sont utilisées très tôt dans le processus de traitement syntaxique. Les indices phonétiques et phonologiques présents à ces frontières permettent aux auditeurs du français de construire des attentes sur la structure syntaxique des énoncés perçus. Une analyse séparée des différents types d'indices acoustiques a également montré qu'en l'absence de marquage tonal, les indices de durée semblent suffisants dans le but de marquer la frontière de syntagme accentuel. Un marquage conjoint de la frontière droite d'ip par les indices mélodiques et l'allongement pré-frontière semble au contraire nécessaire pour que les auditeurs du français perçoivent et utilisent cette frontière dans le traitement du langage.

Le travail exposé dans ce document concerne la mise en place d'une interface en langue naturelle pour la plateforme Ontomantics. Il est le fruit de la collaboration entre le laboratoire Lexiques, Dictionnaires, Informatique (LDI) de l'université Paris 13, et la société de services en ingénierie informatique Ontomantics située à Orléans. L'entreprise Ontomantics propose à ses clients une plateforme de développement et de réalisation d'applications accessible à des personnes n'ayant pas le profil de développeur informatique. L'environnement Ontomantics réduit le fossé entre le développement d'application complexe et l'utilisateur lambda. Cependant, si la maîtrise de l'outil nécessite beaucoup moins de compétences que n'en nécessite celle d'un langage de programmation, elle reste encore adressée à des utilisateurs ayant de solides bases en informatique et étant à l'aise avec la logique mathématique que nécessite le développement d'une application. La collaboration avec le laboratoire LDI est née de la volonté de réduire encore l'écart entre utilisateur et développement d'application. L'idée générale du projet est d'ajouter une couche linguistique à la plateforme Ontomantics afin de faciliter la saisie des informations fournies par l'utilisateur. Cette problématique fait appel à des notions qui appartiennent au domaine de l'ingénierie linguistique et plus précisément, à celui du Traitement Automatique des Langues (TAL).

Les systèmes déterminatifs du français et du polonais sont différents. Nous les étudions d’une manière contrastive. Nos descriptions sont formalisées dans des bases de données dédiées au traitement automatique des langues. Nous rendons compte systématiquement du fonctionnement et des propriétés des déterminants polonais. Les analyses proposées focalisent sur les différentes propriétés morpho-syntaxiques des déterminants dans les deux langues. Nous discutons les déterminants simples et les déterminants complexes, en dégageant ainsi une typologie formelle des déterminants en polonais. Nous retenons tout particulièrement leurs propriétés syntactico-sémantiques selon qu’ils relèvent de la détermination prédicative et de la détermination argumentale. Le tout contribue à l’élaboration des dictionnaires électroniques du LDI
The system of determination of the French language differs from the system of determination in the Polish language. In the thesis, the determiners are considered through the use of contrastive analysis. The suggested descriptions are formalized in databases which are designed for automatic processing of natural languages. In the thesis, the functioning and properties of determiners in the Polish language are systematically described. The suggested analyses concentrate on morphosyntactic properties of the determiners in both languages. The simple and complex determinations are distinguished, at the same time the formal typology of determiners in the Polish language is presented. Additionally their syntactic-semantic properties which results in the division into predicative determination and argumentative determination are considered. The work contributes to the development of LDI electronic dictionaries

Ce travail part d'une constatation : l'absence de recherches centrees sur la question cruciale de formation des professeurs de francais dans un systeme educatif qui est, pourtant, assailli de problemes de tous genres. Il propose la redecouverte de l'affinite entre le lieu de formation et les differents niveaux d'un systeme educatif, ceci afin de trouver les causes du dysfonctionnement de ce dernier. A l'aide des questionnaires et des interviews, une serie d'enquetes aupres des formateurs et formes de l'alvan ikoku college of education, owerri, ainsi que des responsables du ministere de l'education de l'etat d'imo, ont ete realisees. Les informations obtenues a l'issue de ces enquetes nous ont aide a identifier l'origine des problemes de l'enseignement du francais dans notre systeme. Elles nous ont permis, egalement, d'avancer un certain nombre de propositions visant a l'amelioration du systeme entier
This work was undertaken when it became obvious to us that researchers had constantly neglected (in our nigerian context) an important area of research which is the training to teachers of french in an education system loaded with varied problems. Our research set out to rediscover the affinity between our teacher training institutions and the different levels of our educational system in an attempt to find out the origin of such problems relating to the teaching of french. Through questionnaires and interviews, information was sollicited from lecturers and students of french of the alvan ikoku college of education, owerri as well as from those in charge of the teaching of french in the imo state ministry of education. The information gathered helped us to identify some of the root causes of french language teaching problems in our system. Based on this discovery, we were able to propose solutions geared towards improving the system

Les textes procéduraux, qui disent de faire et comment faire, jouent un rôle important dans la vie quotidienne et, pourtant, il n'existe que peu d'études sur ce sujet alors que mieux les connaître permettrait de les rédiger avec davantage de rigueur. Cette thèse est à la croisée de plusieurs disciplines : l'anglais de spécialité, la linguistique de corpus, la linguistique appliquée et l'analyse de genre.La première partie de la thèse décrit l'état de la recherche réalisée sur les textes procéduraux ainsi que la méthodologie choisie pour les analyser qui est appliquée à l'étalon de référence, la recette de cuisine. Dans la deuxième partie, il est procédé à une étude des niveaux linguistiques et organisationnels de différents textes compilés dans des corpus composés respectivement de règles du jeu, de protocoles de travaux pratiques en sciences, de notices explicatives et d'instructions de sécurité : ces différents corpus sont comparés à l'étalon de référence puis entre eux. Le but de cette recherche est de déterminer les microgenres procéduraux les plus prototypiques et d'établir si leur caractère spécialisé ou non influe sur leur degré de prototypicalité. Nous obtenons ainsi une échelle de prototypicalité que nous questionnons dans la troisième partie et qui prend en compte la présence, ou l'absence, de caractères prototypiques comme le nombre majoritaire de formes verbales conjuguées à l'impératif, l'importance des ellipses, la longueur des textes et de leurs phrases, le respect d'un ordre chronologique, la présence d'explications, une organisation en deux sections minimum (liste du matériel et partie procédurale) et le type de traitement cognitif
Procedural texts play an important part in daily life and yet, studies in this domain are lacking. It is posited that a better knowledge of how they work would help people to write them better. Work on procedural texts is generally done at the crossroads of several disciplines: English for Specific Purposes, Corpus Linguistics, Applied Linguistics and Genre Analysis.Starting with the state of the art on procedural texts, a study of the organizational and linguistic levels of texts compiled in several corpora composed of cooking recipes (considered as the reference), gaine mies, science lab protocols user's guides and safety instructions is carried out. These are then compared with one another in the third part. The aim o: this research is to determine which procedural microgenres are the most prototypical and to establish if the specialised or the non-specialised nature of the text has an influence on its degree of prototypicality. This entails the creation of a scale of prototypicality which takes into account the presence, or absence, of protypical features such as a preponderance of imperative verb forms, the frequency of ellipsis, the length of the texts and of their sentences, the adherence to chronological order, the presence of explanations, a two-part structure (elements used and procedural part) and how the mind processes this sort of text

A une époque où l’informatique a envahi tous les aspects de notre vie quotidienne, il est tout à fait normal de voir le domaine informatique participer aux travaux en sciences humaines et sociales, et notamment en linguistique où le besoin de développer des logiciels informatiques se fait de plus en plus pressant avec le volume grandissant des corpus traités. D’où notre travail de thèse qui consiste en l’élaboration d’un programme EPL qui étudie le parler arabe libanais blanc. En partant d’un corpus élaboré à partir de deux émissions télévisées enregistrées puis transcrites en lettres arabes, ce programme, élaboré avec le logiciel Access, nous a permis d’extraire les mots et les collocations et de procéder à une analyse linguistique aux niveaux lexical, phonétique, syntaxique et collocationnel. Le fonctionnement de l’EPL ainsi que le code de son développement sont décrits en détails dans une partie informatique à part. Des annexes de taille closent la thèse et rassemblent le produit des travaux de toute une équipe de chercheures venant de maintes spécialités
At a time when computer science has invaded all aspects of our daily life, it is natural to see the computer field participating in human and social sciences work, and more particularly in linguistics where the need to develop computer software is becoming more and more pressing with the growing volume of analyzed corpora. Hence our thesis which consists in elaborating a program EPL that studies the white Lebanese Arabic speech. Starting from a corpus elaborated from two TV programs recorded then transcribed in Arabic letters, the program EPL, developed with Access software, allowed us to extract words and collocations, and to carry out a linguistic analysis on the lexical, phonetic, syntactic and collocational levels. The EPL’s functioning as well as its development code are described in the computer part. Important annexes conclude the thesis and gather the result of the work of a team of researchers coming from different specialties

A great deal of the research on cross-linguistic phonetic influence demonstrates that a speaker’s knowledge of their first language (L1) significantly affects their ability to perceive and produce sounds in any other language. While current studies show that cross-linguistic transfer occurs at the L3 level, some research suggests that properties of both L1 and L2 are present in the production of L3 (Ionin, Montrul & Santos, 2011). Many studies have addressed perception, production and factors that influence foreign speech in Second Language Acquisition (SLA) (Watkins, Rauber & Baptista, 2009). As the number of multilingual individuals rises, so does the need for studies that investigate not only SLA but also that of additional languages (i.e., Third Language Acquisition). This dissertation examines how cross-linguistic influence (CLI) occurs among English, Spanish, and Brazilian Portuguese (BP), examining instances of vowel reduction, an aspect of phonological production. English and BP are assumed as vowel reducing languages, whereas Spanish displays negligible vowel reduction in comparison. The vowel productions in L3 BP of two multilingual groups, L1English-L2Spanish-L3BP (ESP) and L1 Spanish-L2 English-BP (SEP) were investigated in two tasks: a paragraph reading task (PRT) and a carrier phrase task (CPT). The study sought to determine whether i) a native speaker of a vowel reducing L1 and a non-vowel reducing L2 displays more or less vowel reduction in a vowel reducing L3 than a native speaker of a non-vowel reducing L1 and vowel reducing L2 and ii) how length of exposure to an L3 affects phonological production. Three fixed effects were considered: duration ratio, intensity ratio and height (F1). The goal was to ascertain whether the Typological Primacy Model (TPM) (Rothman 2011, 2015) or the L2 Status Factor Model (Bardel & Falk 2007, 2012; Hammarberg, 2001) would be a better predictor for how vowel reduction would occur in the L3. Results for duration ratio and vowel height showed no significant difference between groups ESP and SEP. Results for intensity ratio suggest L2 Status as a better predictor, as group SEP displayed more phonological transfer than the ESP group. A hybrid approach to L3 acquisition models is proposed.

A temática do nosso relatório está relacionada com a abordagem de conteúdos gramaticais nas disciplinas de Português Língua Materna e de Espanhol Língua Estrangeira no decorrer da Prática de Ensino Supervisionada, que teve lugar em duas escolas públicas do distrito de Lisboa. Para desenvolver este trabalho, recorremos à oficina gramatical, metodologia que se pauta pelos princípios do método científico, no intuito de, por um lado, identificar e avaliar as atitudes dos alunos face à aprendizagem da gramática e, por outro lado, demonstrar a importância do ensino formal da gramática e, em particular, do uso de abordagens que fomentem, nos alunos, a motivação para a aprendizagem da gramática. Para concretizar os nossos objetivos, implementámos nas duas disciplinas esta metodologia e aplicámo-la em três turmas de Português e em duas de Espanhol. No presente relatório discutimos algumas questões relacionadas com o ensino/aprendizagem da gramática nas aulas de Língua Materna e de Língua Estrangeira e chegámos à conclusão de que os nossos alunos têm a noção de que o estudo da gramática é fundamental para o desenvolvimento de outras competências da língua. Por outro lado, observámos que os alunos aderiram bem à implementação da oficina gramatical mesmo sem se mostrarem muito interessados pelo estudo da gramática. Neste estudo, também verificámos que as avaliações revelaram resultados positivos quanto à aprendizagem dos conteúdos que foram objeto das oficinas gramaticais.
Our report focuses on approaches to the teaching of grammar contents in Portuguese First Language and Spanish Foreign Language during the Supervised Teaching Practice, which took place in two state schools in the Lisbon Metropolitan Area. We used the grammar laboratory, a methodology that follows the rules of the scientific method, in order to, on the one hand, identify the attitudes of students towards grammar learning and, on the other hand, demonstrate the importance of formal grammar teaching and, in particular, of the grammar laboratory as a way to increase motivation in students for grammar learning. To accomplish our goals, we implemented this methodology in both languages in three Portuguese and two Spanish groups. In this report we discussed some questions related with the teaching/learning of grammar in both first and foreign language classes and we arrived at the conclusion that our students are aware of the importance that the study of grammar has for the development of other language skills. On the other hand, we observed that students adhered well to the implementation of the grammar laboratory even if they did not show much interest in the study of grammar. In this study, we also verified that the evaluations revealed positive effects on the learning of the contents that were the object of the grammar laboratories.

One of the key features of the hypokinetic dysarthria associated with Parkinson disease is dysprosody. While there has been ample research into the global characterization of speech in Parkinson disease, little is known about how people with Parkinson disease mark lexical stress. This study aimed to determine how people with Parkinson disease modulate pitch, intensity, duration, and vowel space to differentiate between two common lexical stress patterns in English: trochees (strong-weak pattern) and iambs (weak-strong pattern), in two syllable words. Twelve participants with mild to moderate idiopathic Parkinson disease and twelve age- and sex-matched controls completed a series of speech tasks designed to elicit token words of interest in prosodically-relevant speech tasks (picture identification (in isolation and lists) and giving directions (spontaneous speech). Results revealed that people with Parkinson disease produced a higher overall pitch and a smaller vowel space as compared to controls, though most lexical marking features were not significantly different. Importantly, the elicitation task had a significant effect on most dependent measures. Although lexical stress is not significantly impacted by Parkinson disease, we recommend that future research and clinical practice focus more on the use of spontaneous speech tasks rather than isolated words or lists of words due to the differences in the marking of lexical stress in the latter tasks, making them less useful as ecologically-valid assessments of prosody in everyday communication.

Foundation Programme (FP) students at the University of Namibia (UNAM) Oshakati Campus display inadequate academic writing abilities. As their aim is to gain admittance to UNAM main campus science-related courses, it is vital to have effective academic writing skills. This action research (AR) study is a comparison of three writing programmes, the process approach, the modeling approach, and the process genre approach which were implemented separately to three different class groups in 2008 and 2009 to improve the writing skills of students and the teaching practice of the researcher. The effects of the interventions were examined using a combination of the quantitative and qualitative research methods. Data were collected using questionnaires, pre- and post-intervention essays and laboratory reports and interviews. The findings indicate that all three approaches improved the academic writing skills of FP students. The process genre approach had a higher rate of effect than the other two approaches.
English Studies
M. A. (Specialisation TESOL)