Literatura académica sobre el tema "Personnel d'encadrement – Psychologie cognitive"
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Tesis sobre el tema "Personnel d'encadrement – Psychologie cognitive"
Wei, Tian. "Une exploration micro-fondatrice des antécédents et des conséquences de la catégorisation compétitive". Electronic Thesis or Diss., Reims, 2024. http://www.theses.fr/2024REIME003.
Texto completoThis work aims to explore the micro-foundations of competitive categorization by examining its antecedents—namely, cognitive flexibility and emotions—and consequences—i.e., cognitive trust. Two studies used computer simulations to show how managers’ cognitive flexibility and emotions affect their ability to effectively and flexibly perform competitive categorization under changing market landscapes. A third study integrated survey experiments and machine-learning methods to demonstrate how managers’ categorization results influence their cognitive trust in AI-related technologies. This work’s findings contribute to the literature on managerial cognitive capabilities. They also suggest practical implications on how firms should adapt to dynamic competitive environments
Vázquez, Murillo Laura Elena. "L' identité professionnelle des cadres des ressources humaines : une étude interculturelle (France-Mexique)". Montpellier 3, 2004. http://www.theses.fr/2004MON30024.
Texto completoThe objective of this investigation is to identify the most significant elements that build the professional identity in the directors and managers of human resources laboring in the small and medium business; differentiating these by their cultural origin (French and Mexicans). In this investigation we consider that the professional identity that links the socialization processes and the work relationship as a result of the individual history, wishes and motivations for the organization. This research tries to identify and explain the regulating mechanisms of the identity dynamics emerging to representational dynamics with “inter” and “intra”-individual relationships. We have been referred to the ego-ecology and methodology IMIS (Investigator Multistage of the Social Identity) (Zavalloni & Louis–Guérin 1984) that has been allowing us to identify the predominant factors influencing the dynamics of the identity. Individuals of both nationalities have a common appropriation to show representational content. They are linked to the professional function, which is congruent to the professional project that express their interest, will and action strategies. On the other hand, they have a difference in the representational content linked to their company and their family
Loué, Christophe. "Analyse cognitive de situations professionnelles". Nancy 2, 2000. http://www.theses.fr/2000NAN21029.
Texto completoThis research is based on the acknowledgement of the profound transformations in production and organization within enterprises. Economical globalisation and exchange liberalization have, indeed, induced constant requirements in flexibility and adaptability. Massive use of New Information and Communication Technologies (N. T. I. C. ) constitute one of the most convincing effects of it. Before these postulates, another one emerges : low qualified labour force seem to be the less prepared to face these evolutions. Stakes in training appear to be imperative. In this perspective, we propose a cognitive analytical method of the task, where concepts are inspired by methodological principles of the analysis of the task in cognitive ergonomics, by Jean Piaget's operating theory of intelligence as well as Pierre Higelé's work in this field. This methodology of analysis is centred : - on one hand, on the formalization of the outlines of task stipulated in terms of operations and intellectual level required, - on the other hand, on the precise location of the cognitive progress of the operator in working situation. Taking into account the principle of measure of distances between the ordered and the real task, we propose - every time it is justified - a training centred on the reduction of these distances. In this field, we were inspired by works in cognitive remediation, and particulary on the ARL (Work-groups of Logical Reasoning)
Meurée-Le, Jan Christine. "Evolution du rapport personnel d'élèves du cours moyen deuxième année à l'objet mathématique Proportionnalité : dimensions cognitive et institutionnelle de la conceptualisation". Paris 8, 2004. http://www.theses.fr/2004PA082369.
Texto completoIn the frame of this survey the conceptualization of a knowledge item like proportionality takes place in an evolutive process examined from two complementary points of view - cognitive and institutional. The institutional schema reflects the polarity of understanding represented here as an emergent of a representational activity based on the appropriation of knowledge items shaped by institutional expectations aimed at producing cognitive effects. The impact of the two perspectives, cognitive and institutional, on the proportionality understanding was put under scrutiny in four classes of 5th graders. We will consider how much pupils' conceptions develop in the course of teaching. However, some teachings may fail when they don't take into account the hierarchical complexity of knowledge items. This complexity requires an organization of knowledge on which school should build up the lessons in order to consolidate pupils'understanding
Amiel, Alban. "Étude des déterminants de la facilité d’utilisation perçue des technologies de l’information et de la communication (TIC): Une contribution à l’étude de l’adoption des technologies en situations professionnelles et d’apprentissage". Doctoral thesis, Universite Libre de Bruxelles, 2015. https://dipot.ulb.ac.be/dspace/bitstream/2013/217743/4/These.pdf.
Texto completoDoctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Boisard-Castelluccia, Sylvie. "La diversité démographique des équipes dirigeantes, source d'apprentissage individuel et de performance". Toulon, 2004. http://www.theses.fr/2004TOUL2001.
Texto completoThe aim of this thesis is to study the effects of demographical diversity on the functioning of top management teams, and more particulary on the individul learnind process and performance. It proposes a model describing the effects of top management team heterogeneity on individual learning. I have demonstrared, with quantitative and qualitative approaches, that Individual learning is an increasing funtion of cognitive dissonance. The more the individual is dissonant, the more he/she will be able to learn. For the purposes of this thesis, I surveyed 30 French managers from 4 different European multinationals. I collected the data with questionnaire, semi-directive interviews and full participant observations. The quantitative information has been treated with a linear regression and a PLS (Partial Leasts Squares) model of structural equations. The qualitative data have been analyzed with the Miles and Huberman's protocol (1981)
Frenoy, Rémy. "Modélisation de l'activité gestuelle et sélection automatique de feedback pour des environnements interactifs d'apprentissage : application à la calligraphie". Thesis, Compiègne, 2016. http://www.theses.fr/2016COMP2297/document.
Texto completoGesture learning is a complex and multi-step process where trainees are supposed to improve several psychomotor and cognitive skills. This process can be divided into phases depending on trainees’ ability to perform and perceive their gestures. As human tutors adapt their behavior according to their perception and understanding of trainees learning situations' a learning environment should select an appropriate behavior from a representation of trainees’ learning states and a prediction of the potential influence of every possible behavior. The work presented in this document describes an approach modeling the interactions between a trainee and a learning environment: it represents trainees’ consecutive performances and the influence of the environment on these performances. This approach aims at permitting an adaptive selection of the pedagogical actions (i.e. behaviors) implemented in the environment. Relying on related works in the domains of gesture recognition and intelligent tutoring systems, we propose to represent the gestural activity in a metric space. This representation interprets results from a probabilistic mode as fuzzy variables highlighting trainees' level on every aspect of the gesture. We represent the environment as the set of actions it can select, every action being represented by a feature vector describing the learning situation maximizing the action's influence. As a first step, these features are given by a set of experts, and we consider the rules provided as perfect. As a second step, we study an ubiquitous issue in the field of learning environments, which is the difference between the rules provided by experts and the reality of trainees’ needs toward feedback. Ill-defined domains are indeed more and more common, as collecting expert knowledge is difficult and costly, and as studied learning domains are becoming more and more complex and difficult to define. In this second step, the selection process does not rely on expert knowledge, and this process can be seen as a sequence of decisions. At each iteration, the goal is thus to select the action which would maximize the reward in terms of benefits for trainees' learning. The action selection process is represented as a multi-armed bandit problem, where the goal is to compromise between exploration of unknown actions and exploitation of known actions. We present an extension of SoftMax methods which handles multi-dimensional contextual rewards. Taking advantage of the collaboration with calligraphy experts, a calligraphy training platform was implemented as part of this work. Two studies, where participants train on this platform, show the benefits of the proposed approach on calligraphy learning. In a first experiment, action selection is based on expert rules, and we show that providing a diversity of feedback improves skill acquisition. In a second experiment, we compare two configurations of the environment: a selection of actions based on expert rules, and a selection of actions based on the SoftMax method. We describe the difference between the influence of these two approaches on trainees' learning, and we point out the benefits of using dynamic rules
Faye, El Hadji Malick. "Complexité attributionnelle et exactitude des attributions : appréciation du modèle de perception du leadership en Afrique sub-saharienne". Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1230/document.
Texto completoThis thesis proposes an empirical test of the leadership attribution model based on the observation of leader-subordinate dyads in Senegal and France. This model focuses on key constructs such as attributional complexity and leader attribution accuracy, resulting behaviors, mediating variables such as subordinate satisfaction, performance corrective strategies, and outcome variables such as leadership perceptions. The model is tested using hierarchical regressions of direct effects and mediating effects of biased allocations. Our intention is to test the relationships from a sample of auditors in continuingeducation of higher education (in Senegal and France) and to determine according to our model and our research hypotheses, which constructs contribute the most to explain the attributional complexity of the leaders. This leads us to study the direct influence of the accuracy of the attributions, the effect of the corrective strategies and the satisfaction of the subordinates on the perception of the leadership. We will also test the role of biased assignments on the two mediating variables. Hypotheses are strongly corroborated. The attributional complexity of leaders is linked to the accuracy of their attributions, as perceived by their subordinates. The performance correction strategies developed by leaders have beenlinked to accurate attribution and then to key outcome variables. We analyze the results as well as the limits and future directions of the research. The managerial contributions are twofold: on the one hand, to take into account in the process of recruiting leaders their ability to adopt a complex attributional approach and, on the other hand, to train them to better support their subordinates
Gracia-Moreno, Carolina. "Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée". Thesis, Poitiers, 2017. http://www.theses.fr/2017POIT5012/document.
Texto completoThe use of digital artifacts for learning activities usually remains individual, as there are no suitable environments, from the point of view of materials, applications and teaching practices. This research reports on the experience of using different artefacts in a collaborative activity to elaborate mental and conceptual maps proposed in a history class in the eleventh grade. The aim is to study the role of a private workspace for the collective edition of mental and conceptual maps. More specifically, the goal is to assess whether the use of digital artifacts in the collective edition of mental and conceptual maps promotes the processes of cognitive confrontation that constitutes collaboration. To meet this objective, two iterations (pilot experimentation and experimentation) were carried out with two digital collaborative prototypes that allow students to differentiate their individual workspace from the collective space. The first pilot experiment was conducted in 2015 with a prototype of mental maps existing prior to the study. It consisted of validating the experimental protocol of the research and clarifying research questions and hypotheses. The second experiment, meanwhile, was carried out in 2016 via a prototype of concept maps designed and developed as part of this research. The purpose of this experiment was to test the three hypotheses formulated, which fit into Bandura's (1980) theory of social learning and address environmental, cognitive and behavioral determinants. The first hypothesis (environmental determinants) assumes that the instrumental mediation of a collaborative learning activity has an influence on the student participation. The second hypothesis (cognitive determinants), for its part, argues that the addition of a personal workspace of the student to a collective interaction space favors cognitive processes present in collaboration: sociocognitive conflict (Doise and Mugny Perret-Clermont, 1979), supporting (Bruner, 1997) and vicariance (Bandura, 1980, Pentland, 2015). Finally, the third hypothesis (behavioral determinants) suggests that the individual participation of pupils in the elaboration of a collective concept map is influenced by the affective culture of the group. In order to verify these 3 hypotheses, a crossed multifactorial experimental plan was put in place, which made it possible to test the independent variables simultaneously with 7 groups of high school students in history class. The data analysis carried out focuses on the nature of students' oral and digital interactions, as well as their written outputs and their responses to group interviews and individual questionnaires. The results show the trend of the digital collaboration device (artifacts, organization of the activity, pedagogical scenario) to favor the supporting and vicariance process as an explanation of the exchanges needed to coordinate the technical tasks of editing the concept map. The results indicate that after using a digital private space, pupils have significant sociocognitive conflicts during group work, leading them to accept the most open responses in order to avoid confrontation
El uso de artefactos digitales para la realización de actividades de aprendizaje sigue siendo principalmente individual, por falta de entornos adecuados, desde el punto de vista del material, de las aplicaciones y de las prácticas pedagógicas. Esta investigación cuenta la experiencia de uso de diferentes artefactos en una actividad colaborativa de elaboración de mapas mentales y conceptuales propuestos en el transcurso de una clase de historia de cuarto de educación secundaria. El objetivo principal es el estudio del rol del espacio de trabajo privado para la edición colectiva de mapas mentales y conceptuales. Más específicamente, el objetivo es evaluar si el uso de artefactos digitales en la edición colectiva de mapas mentales y conceptuales promueve los procesos de confrontación cognitiva que constituyen la colaboración. Para cumplir este objetivo, se realizaron dos iteraciones (experimentación piloto y experimentación) con dos prototipos de dispositivos digitales colaborativos que permiten a los estudiantes diferenciar su espacio de trabajo individual del espacio colectivo. El primer experimento piloto se llevó a cabo en 2015 con un prototipo de mapas mentales existente antes del estudio. Consistió en validar el protocolo experimental de la investigación y aclarar preguntas e hipótesis de investigación. El segundo experimento, mientras tanto, se llevó a cabo en 2016 a través de un prototipo de mapas conceptuales diseñados y desarrollados como parte de esta investigación. Este experimento fue diseñado para verificar las tres hipótesis formuladas, que se ajustan a la teoría del aprendizaje social de Bandura (1980) y abordan los determinantes ambientales, cognitivos y conductuales. La primera hipótesis (determinantes ambientales) supone que la mediación instrumental de una actividad de aprendizaje colaborativo influye en la participación del alumno. La segunda hipótesis (determinantes cognitivos), por su parte, sostiene que la adición de un espacio de trabajo personal del alumno a un espacio de interacción colectivo promueve procesos cognitivos presentes en la colaboración: el conflicto socio-cognitivo (Doise y Mugny Perret-Clermont, 1979), el apoyo (Bruner, 1997) y la vicarianza (Bandura, 1980, Pentland, 2015). Finalmente, la tercera hipótesis (determinantes conductuales) sugiere que la participación individual de los alumnos en la elaboración de un mapa conceptual colectivo está influenciada por la cultura afectiva del grupo. Para verificar estas 3 hipótesis, se puso en marcha un plan experimental multifactorial cruzado, que permitió probar las variables independientes simultáneamente con 7 grupos de estudiantes de cuarto de secundaria en la clase de historia. El análisis de datos realizado se centra en la naturaleza de las interacciones orales y digitales de los estudiantes, así como en sus resultados escritos y sus respuestas a entrevistas grupales y cuestionarios individuales. Los resultados muestran la tendencia de los dispositivos digitales de colaboración (artefactos, la organización de la actividad, escenario pedagógico) a promover el proceso de apoyo y vicariedad tras las conversaciones necesarias para coordinar las acciones técnicas para publicar en el mapa conceptual. Los resultados indican que después de usar un espacio privado digital, los estudiantes tienen conflictos sociocognitivos significativos durante el trabajo en grupo, lo que los lleva a aceptar las respuestas más abiertas para evitar el enfrentamiento
Šafr, Martin. "Psychodiagnostika v personální psychologii: kompetenční přístup při výběru zaměstnanců v hotelovém průmyslu". Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-296527.
Texto completoLibros sobre el tema "Personnel d'encadrement – Psychologie cognitive"
C, Park Denise, Morrell Roger W y Shifren Kim, eds. Processing of medical information in aging patients: Cognitive and human factors perspectives. Mahwah, NJ: Lawrence Erlbaum, 1999.
Buscar texto completoGladwell, Malcolm. Blink. London: Penguin Group UK, 2009.
Buscar texto completoGladwell, Malcolm. Blink. New York: Little, Brown and Company, 2007.
Buscar texto completoGladwell, Malcolm. Dai 1-kan: "saisho no 2-byō" no "nantonaku" ga tadashii = Blink : the power of thinking without thinking. Tōkyō: Kōbunsha, 2006.
Buscar texto completoGladwell, Malcolm. Blink: The power of thinking without thinking. New York: Little, Brown and Co., 2005.
Buscar texto completoHuman factors: Psychologie sicheren Handelns in Risikobranchen. Heidelberg: Springer, 2008.
Buscar texto completoGriffin, Fred L. Creative Listening and the Psychoanalytic Process: Sensibility, Engagement and Envisioning. Taylor & Francis Group, 2016.
Buscar texto completoGriffin, Fred L. Creative Listening and the Psychoanalytic Process: Sensibility, Engagement and Envisioning. Taylor & Francis Group, 2016.
Buscar texto completoCreative Listening and the Psychoanalytic Process: Sensibility, Engagement and Envisioning. Taylor & Francis Group, 2016.
Buscar texto completoSalas, Eduardo, Scott Highhouse y Reeshad S. Dalal. Judgment and Decision Making at Work. Taylor & Francis Group, 2013.
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