Teses / dissertações: "Interaction au stylet"

1

Romat, Hugo. "From data exploration to presentation : designing new systems and interaction techniques to enhance the sense-making process". Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS335/document.

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Au cours de la dernière décennie, la quantité de données n'a cessé d'augmenter. Ces données peuvent provenir de sources variées, telles que des smartphones, des enregistreurs audio, des caméras, des capteurs, des simulations, et peuvent avoir différentes structures. Bien que les ordinateurs puissent nous aider à traiter ces données, c'est le jugement et l'expertise humaine qui les transforment réellement en connaissances. Cependant, pour donner un sens à ces données de plus en plus diversifiées, des techniques de visualisation et d'interaction sont nécessaires. Ce travail de thèse contribue de telles techniques pour faciliter l'exploration et la présentation des données, lors d'activités visant à faire sens des données. Dans la première partie de cette thèse, nous nous concentrons sur les systèmes interactifs et les techniques d'interaction pour aider les utilisateurs à faire sens des données. Nous étudions comment les utilisateurs travaillent avec des contenus divers afin de leur permettre d'externaliser leurs pensées par le biais d'annotations digitales. Nous présentons notre approche avec deux systèmes. Le premier, ActiveInk, permet l'utilisation naturelle du stylet pour la lecture active, lors d'un processus d'exploration de données. Dans le cadre d'une étude qualitative menée auprès de huit participants, nous contribuons des observations sur les comportements de la lecture active au cours de l'exploration des données, et, des principes aidant les utilisateurs à faire sens des données.Le second système, SpaceInk, est un espace de conception de techniques en utilisant le stylet et les gestes, qui permet de créer de l'espace pour les annotations, pendant la lecture active, en ajustant dynamiquement le contenu du document. Dans la deuxième partie de cette thèse, nous avons étudié les techniques permettant de représenter visuellement les éléments de réponses aux questions quand les utilisateurs essaient de faire sens des données. Nous nous concentrons sur l'une des structures de données les plus élaborées : les réseaux multi-variés, que nous visualisons à l'aide de diagrammes noeuds-liens. Nous étudions comment permettre un processus de conception itératif flexible lors de la création de diagrammes nœuds-liens pour les réseaux multi-variés. Nous présentons d'abord un système, Graphies, qui permet la création de visualisations expressives de diagrammes noeuds-liens en fournissant aux concepteurs un environnement de travail flexible qui rationalise le processus créatif et offre un support efficace pour les itérations rapides de conception. Allant au-delà de l'utilisation de variables visuelles statiques dans les diagrammes nœuds-liens, nous avons étudié le potentiel des variables liées au mouvement pour encoder les attributs des données. En conclusion, nous montrons dans cette thèse que le processus visant à faire sens des données peut être amélioré à la fois dans le processus d'exploration et de présentation, en utilisant l'annotation comme nouveau moyen de transition entre exploration et externalisation, et en suivant un processus itératif et flexible pour créer des représentations expressives de données. Les systèmes qui en résultent établissent un cadre de recherche où la présentation et l'exploration sont au cœur des systèmes de données visuelles
During the last decade, the amount of data has been constantly increasing. These data can come from several sources such as smartphones, audio recorders, cameras, sensors, simulations, and can have various structure. While computers can help us process these data, human judgment and domain expertise is what turns the data into actual knowledge. However, making sense of this increasing amount of diverse data requires visualization and interaction techniques. This thesis contributes such techniques to facilitate data exploration and presentation, during sense-making activities. In the first part of this thesis, we focus on interactive systems and interaction techniques to support sense-making activities. We investigate how users work with diverse content in order to make them able to externalize thoughts through digital annotations. We present our approach with two systems. The first system, ActiveInk enables the natural use of pen for active reading during a data exploration process. Through a qualitative study with eight participants, we contribute observations of active reading behaviors during data exploration and design principles to support sense-making. The second system, SpaceInk, is a design space of pen & touch techniques that make space for in-context annotations during active reading by dynamically reflowing documents. In the second part, we focus on techniques to visually represent insights and answers to questions that arise during sense-making activities. We focus on one of the most elaborate data structures: multivariate networks, that we visualize using a node-link diagram visualization. We investigate how to enable a flexible iterative design process when authoring node-link diagrams for multivariate networks. We first present a system, Graphies, that enables the creation of expressive node-link diagram visualizations by providing designers with a flexible workflow that streamlines the creative process, and effectively supports quick design iterations. Moving beyond the use of static visual variables in node-link diagrams, we investigated the use of motion to encode data attributes. To conclude, we show in this thesis that the sense-making process can be enhanced in both processes of exploration and presentation, by using ink as a new medium to transition between exploration and externalization, and by following a flexible, iterative process to create expressive data representations. The resulting systems establish a research framework where presentation and exploration are a core part of visual data systems

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2

Cavez, Vincent. "Designing Pen-based Interactions for Productivity and Creativity". Electronic Thesis or Diss., université Paris-Saclay, 2025. http://www.theses.fr/2025UPASG013.

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Conçus pour une utilisation avec la souris et le clavier, les outils aidant à la productivité et à la créativité sont puissants sur les ordinateurs de bureau, mais leur structure devient un obstacle lorsqu'ils sont transposés sur des surfaces interactives offrant une saisie tactile et au stylet.En effet, les opportunités offertes par le stylet en termes de précision et d'expressivité ont été démontrées dans la littérature sur en IHM. Cependant, les outils de productivité et de créativité nécessitent une refonte minutieuse exploitant ces propriétés uniques pour tirer parti de l'intuitivité qu'ils offrent, tout en conservant les avantages liés à la structure. Cette articulation délicate entre le stylet et la structure a été négligée dans la littérature.Mon travail de thèse se concentre sur cette articulation à travers deux cas d'utilisation afin de répondre à la question de recherche générale : « Comment concevoir des interactions basées sur le stylet pour la productivité et la créativité sur des surfaces interactives ? » Je considère que la productivité dépend de l'efficacité, tandis que la créativité repose à la fois sur l'efficacité et la flexibilité, et j'explore des interactions qui favorisent ces deux dimensions.Mon premier projet, TableInk, explore un ensemble de techniques d'interaction basées sur le stylet et conçues pour les logiciels de tableurs, et propose des lignes directrices pour promouvoir l'efficacité sur les surfaces interactives. Je commence par analyser les logiciels commerciaux et par mener une étude d'élicitation pour comprendre ce que les utilisateurs peuvent faire et ce qu'ils aimeraient faire avec les tableurs sur des surfaces interactives. Sur la base de ces analyses, je conçois des techniques d'interaction qui exploitent les opportunités offertes par le stylet pour réduire les frictions et permettre plus d'opérations par manipulation directe sur et à travers la grille. Je prototype ces techniques d'interaction et mène une étude qualitative auprès d'utilisateurs qui effectuent diverses opérations sur tableurs avec leurs propres données. Les observations montrent que l'utilisation du stylet pour contourner la structure constitue un moyen prometteur de favoriser l'efficacité dans un outil de productivité.Mon deuxième projet, EuterPen, explore un ensemble de techniques d'interaction basées sur le stylet, et conçues pour les logiciels de notation musicale, et propose des lignes directrices pour promouvoir à la fois l'efficacité et la flexibilité sur les surfaces interactives. Je commence par une série de neuf entretiens avec des compositeurs professionnels afin de prendre du recul et de comprendre à la fois leur processus de réflexion et leur processus de travail avec leurs outils actuels sur ordinateur de bureau. Sur la base de cette analyse double, j'élabore des lignes directrices pour la conception de fonctionnalités ayant le potentiel de promouvoir à la fois l'efficacité pour les opérations fréquentes ou complexes et la flexibilité dans l'exploration des idées. Ensuite, je mets en œuvre ces lignes directrices à travers un processus de conception itératif : deux phases de prototypage, un atelier de conception participative et une série finale d'entretiens avec huit compositeurs professionnels. Les observations montrent qu'en plus d'utiliser le stylet pour profiter de la structure afin de favoriser l'efficacité, tirer parti de ses propriétés pour briser temporairement la structure constitue un moyen prometteur de promouvoir la flexibilité dans un outil de soutien à la créativité.Je conclus ce manuscrit en discutant de différentes manières d'interagir avec la structure, en présentant un ensemble de recommandations pour soutenir la conception d'interactions basées sur le stylet pour les outils de productivité et de créativité, et en élaborant sur les applications futures que cette thèse ouvre
Designed with the mouse and keyboard in mind, productivity tools and creativity support tools are powerful on desktop computers, but their structure becomes an obstacle when brought to interactive surfaces supporting pen and touch input.Indeed, the opportunities provided by the pen for precision and expressivity have been demonstrated in the HCI literature, but productivity and creativity tools require a careful redesign leveraging these unique affordances to take benefit from the intuitiveness they offer while keeping the advantages of structure. This delicate articulation between pen and structure has been overlooked in the literature.My thesis work focuses on this articulation with two use cases to answer the broad research question: “How to design pen-based interactions for productivity and creativity on interactive surfaces?” I argue that productivity depends on efficiency while creativity depends on both efficiency and flexibility, and explore interactions that promote these two dimensions.My first project, TableInk, explores a set of pen-based interaction techniques designed for spreadsheet programs and contributes guidelines to promote efficiency on interactive surfaces. I first conduct an analysis of commercial spreadsheet programs and an elicitation study to understand what users can do and what they would like to do with spreadsheets on interactive surfaces. Informed by these, I design interaction techniques that leverage the opportunities of the pen to mitigate friction and enable more operations by direct manipulation on and through the grid. I prototype these interaction techniques and conduct a qualitative study with information workers who performed a variety of spreadsheet operations on their own data. The observations show that using the pen to bypass the structure is a promising mean to promote efficiency with a productivity tool.My second project, EuterPen, explores a set of pen-based interaction techniques designed for music notation programs and contributes guidelines to promote both efficiency and flexibility on interactive surfaces. I first conduct a series of nine interviews with professional composers in order to take a step back and understand both their thought process and their work process with their current desktop tools. Building on this dual analysis, I derive guidelines for the design of features which have the potential to promote both efficiency with frequent or complex operations and flexibility in regard to the exploration of ideas. Then, I act on these guidelines by engaging in an iterative design process for interaction techniques that leverage the opportunities of the pen: two prototyping phases, a participatory design workshop, and a final series of interviews with eight professional composers. The observations show that on top of using the pen to leverage the structure for efficiency, using its properties to temporarily break the structure is a promising mean to promote flexibility with a creativity support tool.I conclude this manuscript by discussing several ways to interact with structure, presenting a set of guidelines to support the design of pen-based interactions for productivity and creativity tools, and elaborating on the future applications this thesis opens

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Krichen, Omar. "Conception d'un système tutoriel intelligent orienté stylet pour l'apprentissage de la géométrie basé sur une interprétation à la volée de la production manuscrite de figures". Thesis, Rennes, INSA, 2020. http://www.theses.fr/2020ISAR0006.

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Cette thèse s’inscrit dans le cadre du projet national « e-Fran » dénommé ACTIF et porte sur la conception du système tutoriel intelligent IntuiGeo pour l’apprentissage de la géométrie au collège sur tablette orientée stylet.Les contributions de cette thèse s'inscrivent dans deux axes.Le premier porte sur la conception d’un moteur de reconnaissance permettant l’interprétation à la volée de figures géométriques. Il est basé sur un formalisme grammatical générique, GMC-PC (Grammaire Multi-ensembles à Contraintes Pilotée par le Contexte). Le deuxième axe adresse l’aspect tutoriel du système. Nous définissons un mode auteur qui permet au tuteur de générer des exercices de construction à partir d'une solution dessinée par l'enseignant. La connaissance spécifique au problème est représentée par un graphe de connaissance. Cette modélisation permet au tuteur de s’affranchir de la procédure suivie par l’enseignant et d’évaluer la production de l'élève, en temps-réel, quel que soit la stratégie suivie. Nous définissons de plus un module expert, basé sur un environnement de planification, capable de synthétiser des stratégies de résolution des problèmes. Le système tutoriel est capable de générer des feedbacks de correction et de guidage adaptés à l'état de l'avancement de l'élève. Les résultats des expérimentations en classe démontrent l’impact pédagogique positif du système sur la performance des élèves, notamment en termes de transfert d’apprentissage entre support numérique et papier
This PhD is in the context of the « e-Fran » national project called ACTIF and deals with the design of the pen-based intelligent tutoring system IntuiGeo, for geometry learning in middle school. The contribution of this work are grouped into two axes.The first axis focused on the design of a recognition engine capable of on the fly interpretation of Han-drawn geometrical figures. It is based on a generic grammatical formalism, CD-CMG (Context Driven Constraints Multiset Grammar). The challenge being to manage the complexity of the real-time analysis process, the first contribution of this work consisted in extending the formalism, without losing its generic aspect. The second axis of this work addresses the tutorial aspect of our system.We define au author mode where the tutor is able to generate construction exercises from a solution example drawn by the teacher.The problem specific knowledge is represented by a knowledge graph. This representation enables the tutor to consider all possible resolution strategies, and to evaluate the pupil’s production in real-time. Furthermore, we define an expert module, based on a dynamic planning environment, capable of synthesizing resolution strategies. The tutoring system is able to generate guidance and corrective feedbacks that are adapted to the pupil’s resolution state. The results of our experiment conducted in class demonstrate the positive pedagogical impact of the system on the pupils performance, especially in terms of learning transferability between the digital and traditional support

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Huot, Stéphane. "Une nouvelle approche pour la conception créative : de l'interprétation du dessin à main levée au prototypage d'interactions non-standard". Phd thesis, Université de Nantes, 2005. http://tel.archives-ouvertes.fr/tel-00010210.

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Il existe de nos jours beaucoup d'environnements dits de CAO, conçus pour assister et accompagner le travail des concepteurs tout au long d'un projet. Pourtant, ces logiciels sont peu adaptés à la première phase d'un projet: la conception créative. En effet, leurs approches géométriques et excessivement directrices ignorent le caractère flou et itératif de la démarche du concepteur, appuyée par un outil figuratif essentiel: le croquis. Cette thèse s'inscrit dans un courant de travaux axés sur l'utilisation du dessin pour la réalisation de modèles numériques 3D, dans le but de fournir des outils informatiques de support à la conception créative. Mais au delà de l'interprétation de croquis, nous proposons une approche originale appliquée au domaine de la conception architecturale, reposant sur un environnement instrumenté: SVALABARD, une Table à dessin virtuelle, basée sur un paradigme de feuilles d'interaction, composant des périphériques d'entrée et des techniques d'interaction non-standard.
Toutefois, la faisabilité technique d'une telle approche a rapidement été compromise de par la rigidité et le manque d'extensibilité des outils actuels pour le développement d'interfaces. C'est pourquoi nous proposons aussi dans cette thèse un nouveau modèle d'architecture logicielle plus flexible et dynamique, qui, une fois réalisé dans la boîte à outils MAGGLITE, nous a permis de faciliter et d'encourager le prototypage et la réalisation d'interactions avancées.

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Crowley, Anne Katherine. "The relationship of adult attachment style and interactive conflict styles to marital satisfaction". [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1763.

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Enembreck, Fabricio. "Contribution à la conception d'agents assistants personnels adaptatifs". Compiègne, 2003. http://www.theses.fr/2003COMP1478.

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Dans ce mémoire nous étudions la conception des agents assistants personnels. Nous avons développé plusieurs mécanismes qui permettent de matérialiser les représentations conceptuelles proposées par Ramos (2000). Nous mettons l'accent sur l'aspect adaptatif de ces représentations, ce qui permet à l'assistant de personnaliser ses actions en fonction du maître. Nous nous sommes aperçus que la plupart des méthodes d'apprentissage couramment utilisées ne sont pas vraiment adaptées aux agents assistants personnels. Nous avons donc développé notre propre méthode d'apprentissage (ELA) qui a été testée et dont les résultats sont significatifs. Nos travaux s'achèvent sur une étude des modèles permettant d'intégrer les différentes représentations développées à travers differents prototypes. Nous avons conçu un modèle générique de système multi-agent personnalisé (SMAP) qui résout les problèmes' inhérents à l'architecture centralisée de Ramos et conserve l'aspect de personnalisation
Ln this thesis we study the developpement of personnal assistant agents. We have developped some mecanisms allowing the implementation of the conceptual models proposed by Ramos (2000). We stress the importance of the adaptativity of these models to the user's actions. During the developpement of the work we perceived that common methods of adaptation are not good enough for adaptative personal assistant agents. Thus, we introduced a new leaming approach (ELA) that has been evaluated and whose results are quite good. Our work ends up with a study allowing the integration of the different representations developed in the prototypes. We have designed a multi-agent representation for managing the different dynamic representations of the user with distributed leaming agents. This representation is modeled by a generic personalized multi-agent system architecture (SMAP) solving the problems introduced by Ramos' centralized architecture and allowing personalization

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Hsueh, Shu-Yuan. "Conceptualizing Creative Styles in Technology-Mediated Artistic Practices". Electronic Thesis or Diss., université Paris-Saclay, 2020. http://www.theses.fr/2020UPASG055.

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Une grande partie de la rhétorique contemporaine sur la démocratisation de la créativité considère que les technologies soutenant la créativité donnent accès à des capacités universellement partagées qui sont autrement inexploitées. Cela encourage les mesures d’évaluation qui permettent d’apprécier l’émergence ou le développement de ces capacités spécifiques. Ces comptes rendus négligent souvent la diversité des capacités humaines et des styles de travail. Cet accent mis depuis longtemps sur l’identification de tâches universellement utiles contribue à la diversité informatique plutôt qu’à la diversité épistémologique. Cela néglige un espace de conception prometteur : un espace dans lequel l’assistance informatique enrichit, plutôt qu’elle n’efface, la diversité épistémologique, à savoir la diversité des styles dans l’exercice d’une même activité. Cette tension entre diversité et généralité pose des défis vitaux pour la conception et l’ingénierie. Dans cette thèse, je considère les fondements intellectuels qui sous-tendent une grande partie de la rhétorique contemporaine sur la créativité. Je soutiens que les modèles traditionnels du processus créatif basés sur des étapes contribuent à une vision désincarnée qui promulgue l’idée que tous les processus créatifs, à leur base, suivent les mêmes règles structurelles. Je suggère que cette vision est incomplète et propose une re-conceptualisation du processus créatif qui tienne compte de la diversité épistémologique. Pour ce faire, je présente deux études empiriques de la manière dont les styles créatifs sont construits au fil du temps dans deux contextes créatifs différents : l’un dans l’improvisation en danse et l’autre dans la composition de musique contemporaine et la chorégraphie. Ces études de cas mettent en évidence les qualités changeantes de la technologie à mesure que les utilisateurs la déploient sur des sites d’utilisation voulue ou non. Je re-conceptualise le processus créatif comme un acte continu de révision, qui met au premier plan le travail artisanal nécessaire à la gestion de ces changements de perspective. Cette compréhension donne un aperçu des limites et des possibilités des outils créatifs, en offrant des réflexions critiques sur les différents rôles que la technologie peut jouer dans le processus créatif
Much contemporary discourse around democratization of creativity sees technologies supporting creativity as providing access to universally shared capabilities that are otherwise untapped. This encourages evaluation metrics that assess the emergence or development of those specific capabilities. These accounts often overlook the diversity in human capabilities and work styles. This long-standing focus on identifying universally useful tasks contributes to computational diversity instead of epistemological diversity. In this dissertation, I am interested in exploring an alternative design space: one in which computational support enriches, rather than erases, epistemological diversity, namely the diversity of styles in carrying out the same activity. This tension between diversity and generalizability poses important challenges for design. In this dissertation, I consider the intellectual foundations that undergird much of the contemporary rhetoric about creativity. I argue that the traditional stage-based models of the creative process contribute to a disembodied view that promulgate the understanding that all creative processes, at their core, follow the same structural rules. I suggest that this view is incomplete and propose a reconceptualization of the creative process that takes epistemological diversity into account. To do so, I give two empirical accounts of how creative styles are constructed over time in two different creative settings: one in dance improvisation and another in contemporary music composition and choreography. These case studies surface the shifting roles of technology as people repurpose and manipulate it. I reconceptualize the creative process as continuous acts of re-vision, which foregrounds the craftwork that goes into managing shifting perspectives. This understanding provides insight into the limits and opportunities of creative tools, offering critical reflections on the various roles technology may play in the creative process

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Varghese, Jean. "Effects of maternal interactive styles on 3-month-old infants' responses to contingent and noncontingent interactions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39242.pdf.

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Bazán, Ramírez Aldo. "Regarding gender relations: Gender identity or gender interaction styles?" Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/102283.

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This study discusses sorne assumptions from the social determinism in the construction of gender roles, gender-typed identities, and gender relarions inequities. Ir is proposed that gender sryles of interaction are relatively invariant forms or dispositions related ro specific contexts of social interaction. Iris not enough ro say that socialization factors such as the family, school, mass media, and rhe inirial social group relations generare a typed gender identity or gender seggregation, but it is also necessary ro make explicit how preferences, beliefs and interaction sryles are structured according ro rhose factors and how these interactive tendencies are built u pon social interaction situations as part of a developmental process.
En el presente trabajo se discuten algunos supuestos del determinismo social en la construcción de roles de género e identidades genéricas estereotipadas y de desigualdad en las relaciones intergéneros. Se propone que los estilos de interacción de los géneros se constituyen como formas o disposiciones relativamente invariantes en relación a contextos particulares de interacción social. No es suficiente afirmar que los factores de socialización y las primeras relaciones en grupo social, generan una identidad genérica estereotipada o de segregación de géneros, sino que es necesario también explicitar el cómo se estructuran preferencias, creencias y estilos de interacción de acuerdo a tales factores y, cómo estas tendencias interactivas se constituyen a partir de situaciones de interacción social y como proceso de desarrollo.

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Gilroy, Stephen William. "Specifying the ubiquitous user interface using interaction style". Thesis, University of York, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434052.

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Miller, Jane Rae. "Gender, language and interaction styles in online learning environments". Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404667.

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Helms, Mildred K. (Mildred Kunkel). "Bureaucracy and Social Interaction: A Study in the Perceived Interaction Between a Superintendent and Campus Principals". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331152/.

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Effective relationships among the levels of educational administrators will support the emphasis on academic excellence at national, state, and local levels. Recognizing the factors involved and understanding the interactions of those factors is a complex process. This study examined the bureaucratic leadership style of a superintendent in the organizational structure and the social interaction between the superintendent and campus principals in that organization as perceived by the principals. Quantitative data were collected by using two instruments: (1) the Administration Organi zationa1 Inventory to define the superintendent's bureaucratic leadership style and (2) the Perceived Social Interaction Questionnaire to determine the degree of social interaction between the superintendent and the campus principals. The study included the superintendent and the forty-three principals of a Texas suburban public school. Data analysis examined the leadership style and its relationship to the social interaction and both style and social interaction in relationship to age, sex, elementary or secondary level, and years of experience as a principal. Results of the study did not clearly define the superintendent's leadership style in a bureaucratic organization and indicated no significant difference between the style and social interaction and the four biographical variables. However, analysis of the data revealed that more principals perceived the superintendent as a Professional with a high degree of expertise and low degree of authority when biographical data were considered. Principals who perceived the superintendent as having a high degree of expertise also indicated they had a warm and friendly social relationship with the superintendent. Further analysis revealed that older, male, secondary principals with more than ten years of experience had a warm and friendly social interaction with the superintendent. This study attempted to provide greater knowledge of the organizational structures and the inward workings of a school system so that other administrators might better understand essential factors affecting district decisions and practices

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Benkaouar, johal Wafa. "Companion Robots Behaving with Style : Towards Plasticity in Social Human-Robot Interaction". Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAM082/document.

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De nos jours, les robots compagnons présentent de réelles capacités et fonctionnalités. Leurs acceptabilité dans nos habitats est cependant toujours un objet d'étude du fait que les motivations et la valeur du companionage entre robot est enfant n'a pas encore été établi. Classiquement, les robots sociaux avaient des comportements génériques qui ne prenaient pas en compte les différences inter-individuelles. De plus en plus de travaux en Interaction Humain-Robot se penchent sur la personnalisation du compagnon. Personnalisation et contrôle du compagnon permettrai une meilleure compréhension de ses comportements par l'utilisateur. Proposer une palette d'expressions du compagnon jouant un rôle social permettrait à l'utilisateur de customiser leur compagnon en fonction de leur préférences.Dans ce travail, nous proposons un système de plasticité pour l'interaction humain-robot. Nous utilisons une méthode de Design Basée Scenario pour expliciter les rôles sociaux attendu des robot compagnons. Puis en nous appuyant sur la littérature de plusieurs disciplines, nous proposons de représenter ces variations de comportement d'un robot compagnon par les styles comportementaux. Les styles comportementaux sont défini en fonction du rôle social grâce à des paramètres d'expressivité non-verbaux. Ces paramètres (statiques, dynamiques et décorateurs) permettent de transformer des mouvements dit neutres en mouvements stylés. Nous avons mener une étude basée sur des vidéos, qui montraient deux robots avec des mouvement stylés, afin d'évaluer l'expressivité de deux styles parentaux par deux types de robots. Les résultats montrent que les participants étaient capable de différentier les styles en termes de dominance et d'autorité, en accord avec la théorie en psychologie sur ces styles. Nous avons constater que le style préféré par les parents n'étaient pas corréler à leur propre style en tant que parents. En conséquence, les styles comportementaux semblent être des outils pertinents pour la personnalisation social du robot compagnon par les parents.Une seconde expérience, dans un appartement impliquant 16 enfants dans des interaction enfant-robot, a montré que parents et enfants attendent plutôt d'un robot d'être polyvalent et de pouvoir jouer plusieurs rôle à la maison. Cette étude a aussi montré que les styles comportementaux ont une influence sur l'attitude corporelle des enfants pendant l'interaction avec le robot. Des dimensions classiquement utilisées en communication non-verbal nous ont permises de développer des mesures pour l'interaction enfant-robot, basées sur les données capturées avec un capteur Kinect 2.Dans cette thèse nous proposons également la modularisation d'une architecture cognitive et affective précédemment proposé résultant dans l'architecture Cognitive et Affective orientées Interaction (CAIO) pour l'interaction social humain-robot. Cette architecture a été implémenter en ROS, permettant son utilisation par des robots sociaux. Nous proposons aussi l'implémentation des Stimulus Evaluation Checks (SECs) de [Scherer, 2009] pour deux plateformes robotiques permettant l'expression dynamique d'émotion.Nous pensons que les styles comportementaux et l'architecture CAIO pourront s'avérer utile pour l'amélioration de l'acceptabilité et la sociabilité des robot compagnons
Companion robots are technologically and functionally more and more efficient. Capacities and usefulness of companion robots is nowadays a reality. These robots that have now more efficient are however not accepted yet in home environments as worth of having such robot and companionship hasn't been establish. Classically, social robots were displaying generic social behaviours and not taking into account inter-individual differences. More and more work in Human-Robot Interaction goes towards personalisation of the companion. Personalisation and control of the companion could lead to better understanding of the robot's behaviour. Proposing several ways of expression for companion robots playing role would allow user to customize their companion to their social preferences.In this work, we propose a plasticity framework for Human-Robot Interaction. We used a Scenario-Based Design method to elicit social roles for companion robots. Then, based on the literature in several disciplines, we propose to depict variations of behaviour of the companion robot with behavioural styles. Behavioural styles are defined according to the social role with non-verbal expressive parameters. The expressive parameters (static, dynamic and decorators) allow to transform neutral motions into styled motion. We conducted a perceptual study through a video-based survey showing two robots displaying styles allowing us to evaluate the expressibility of two parenting behavioural styles by two kind robots. We found that, participants were indeed able to discriminate between the styles in term of dominance and authoritativeness, which is in line with the psychological theory on these styles. Most important, we found that styles preferred by parents for their children was not correlated to their own parental practice. Consequently, behavioural styles are relevant cues for social personalisation of the companion robot by parents.A second experimental study in a natural environment involving child-robot interaction with 16 children showed that parents and children were expected a versatile robot able to play several social role. This study also showed that behavioural styles had an influence on the child's bodily attitudes during the interaction. Common dimension studied in non-verbal communication allowed us to develop measures for child-robot interaction, based on data captured with a Kinect2 sensor .In this thesis, we also propose a modularisation of a previously proposed affective and cognitive architecture resulting in the new Cognitive, Affective Interaction Oriented (CAIO) architecture. This architecture has been implemented in ROS framework allowing it to use it on social robots. We also proposed instantiations of the Stimulus Evaluation Checks of [Scherer, 2009]for two robotic platforms allowing dynamic expression of emotions.Both behavioural style framework and CAIO architecture can be useful in socialise companion robots and improving their acceptability

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Dillon, Andrew, Marian Sweeney, Val Herring, Phil John e Enda Fallon. "The Psychology of designer style". DTI/IED Publications, 1988. http://hdl.handle.net/10150/106073.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A., Sweeney, M., Herring, V., John, P. and Fallon, E. (1988) The psychology of designer style. The Alvey Conference 1988. DTI/IED Publications, 323-327. 1. INTRODUCTION: Underlying the notion of style is a basic premise that all designers are not the same and that the manner in which any designer tackles a problem and proposes a solution may be qualitatively different from other designers. If this is shown to be the case and the concept of designer style can be meaningfully discussed then any model of the process of design should allow for such variation at the level of the group or individual. This basically describes the starting point of the HUSAT team's investigation of the concept.

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Kudlinski, Cyril. "La souris, le stylet et l'enfant : une approche développementale des interactions Enfant-Ordinateur". Caen, 2015. http://www.theses.fr/2015CAEN1022.

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Jusqu'à l’âge de 9 ans, les enfants présentent des performances de pointage avec une souris sont bien inférieures à celles observées chez les adultes. Nous défendons l’hypothèse que cette évolution des performances est liée à l’élaboration cognitive des pointeurs numériques. Ce travail est situé dans l’approche cognitive de Mounoud selon qui les habiletés motrices dépendent du développement perceptivo-moteur de l’enfant et de son développement cognitivo-moteur. Nous avons conçu une situation de pointage informatisé sur deux cibles de différentes largeurs situées à différentes distances l’une de l’autre. La situation de pointage effectuée à partir de différents indices de difficulté est proposée sur différents supports informatiques (PC, Tablet) et différents pointeurs (souris, stylet). Les résultats principaux révèlent que les paramètres distance et largeur ne sont pas combinés avant l’âge de 12 ans, et ceci quelle que soit l’interface utilisée pour réaliser le pointage. Des performances comparables à celles des adultes sont observées lorsque ces deux paramètres sont pris en compte. L’utilisation du stylet facilite le geste de pointage chez les enfants de 6 et 8 ans qui n’intègrent pas les réafférences proprioceptives à leur mouvement. Lorsque les participants utilisent un stylet en ayant pour contrainte de ne pas lever le stylet de l’écran, un effet délétère est observé chez les participants de 12 ans et plus, c’est-à-dire, ceux qui intègrent l’ensemble des paramètres de la situation à leur représentation de l’action. L’ensemble des données permet de conclure que l’utilisation d’un outil dépend de l’élaboration cognitive qui est faite de la situation d’action
Up to 9 years, children have lower pointing performance compared to adults when using a mouse. We argue that the evolution of the performances observed during childhood rely to the cognitive elaboration made by children of the numerical pointing tools. Our work is positioned in Mounoud’s cognitive theoretical framework which stipulates that motor abilities are linked to the perceptivo-motor development (perceptive analysis of the situation) and the cognitivo-motor development (relationships established between perceived elements). In order to study the cognitivo-motor development on pointing performances in children aged from 6 to 14 and young adults, we created a numerical pointing task on which two targets are displayed at different distances and different widths. The pointing task elaborated with several index of difficulty is proposed in two environments (laptop and tablet) with two devices (mouse and stylus). Main results show that distance and width of the target are not combined before the age of 12, whatever the environment. Performance reaches an adult-like level when both parameters are integrated to the representation of action. The use of a stylus makes the pointing easier for children of 6 and 8 years, specially those who does not take proprioceptive afferences into account in their movement. When participants were constrained to use the stylus without raising it of the screen, a deleterious effect is observed in participants who integrate all the parameters of the situation to their representation of action, that is, from 12 years. Taken together, data allow us to conclude that the use of a tool rely on the cognitive elaboration made of the situation

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Selting, Margret. "Speech style in conservation as an interactive achievement". Universität Potsdam, 1989. http://opus.kobv.de/ubp/volltexte/2010/4318/.

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Content: 1. Introduction 2. The notion of speech style: from a dependent variable to contextualization cue 3. Speech styles in conversation from a German Sozialamt 3.1 Extracts from conversation 3.2 Speech style constituting cues 3.3 Choice and alternation of speech styles in conversation 4. Summary and conclusions

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Sprigler, Megan Jeanette Brannon Evelyn L. "The aesthetics of personal style the interaction between fashion and interiors /". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/SPRIGLER_MEGAN_38.pdf.

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Capage, Laura C. "The role of therapist communication style in parent-child interaction therapy". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=841.

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Thesis (Ph. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains vii, 128 p. : ill. Includes abstract. Includes bibliographical references (p. 60-72).

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Pettingell, Karen J. (Karen Jean). "An Experiment on the Interactions of the Learner, HCI, and Training Manual in Learning a Computer Software Package". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332616/.

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Training is a vital link between idle or inadequately used software and software seen as a tool. Education can take many forms such as self exploration, CAI, manuals, and formal class room training. The introduction of a computer to a system interjects complex interactions between the computer user and his work environment. Research in this area has been performed by such disciplines as MIS, education, and psychology. A fundamental purpose of this research is to study the interaction of such user variables as cognitive style, demographics, and reading to variables from education and psychology such as advanced organizers, reinforcement, and document layout.

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Shellhorn, Wendy Lauran Struchen. "Maternal interaction style, reported experiences of care, and pediatric health care utilization". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001478.

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Wildman, Jonathan C. "The athlete leader role : interaction of gender, sport type, and coaching style /". Access full text online:, 2006. http://digital.library.unt.edu/permalink/meta-dc-5486:1.

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Wildman, Jonathan C. Jr. "The Athlete Leader Role: Interaction of Gender, Sport Type, and Coaching Style". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5486/.

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Effective leadership is a concept shown to be important for successful team performance in the fields of business, education, and sport. In sport, the role of the athlete leader has been under-examined and specifically, how coaching behaviors can affect athlete leader behaviors and how various leadership models (e.g., trait, behavioral, situational) relate to the athlete leader role has never been studied. The present study examined how autocratic, democratic, and collaborative coaching styles affect the athlete leader behavior preferences of athletes of different genders and sport types. Three coach scenarios reflecting the three aforementioned coaching styles were created so that athletes could imagine that they were coached by the individual presented in the scenario and then rate what type of athlete leader behaviors that they would prefer given the style of the coach that they read about. Results showed that the coach scenarios failed to have a significant impact; however, significant differences were discovered between men and women and between individual and team sport athletes on variables measuring preferred performance/task, relationship, motivation, and representation behaviors. Data were gathered on the style of athletes' current coach and this variable also produced significant differences for such behaviors as resolving conflict, providing positive reinforcement, and acting respectfully towards others. In addition, exploratory analyses showed that athletes who hold different leadership positions prefer different athlete leader behaviors. The current study seemed to offer concrete evidence on how coaching style can affect athlete leader preferences and how the athlete leader role can be explained by trait, behavioral, and situational leadership theories; however, future studies will have to further explore the impact that a coach's style can have on the behavior of athlete leaders as well as analyzing the relationship between athlete leaders and teammates utilizing the transformational leadership approach.

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Mouraret, Lauriane. "Interlocution et style tragique à l'âge classique : Théophile de Viau, Rotrou, Corneille et Racine". Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALL030.

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Grâce à l’exploration détaillée de la langue employée par Théophile de Viau, Rotrou, Corneille et Racine dans leurs tragédies, cette réflexion sur le dialogue confronte les résultats de l’approche proprement linguistique (syntaxe, pragmatique, sémantique…) et ceux de l’analyse rhétorique. La thèse s’attache à montrer comment le passage brutal au tutoiement (ou à l’inverse au vouvoiement) peut soutenir l’effet de sublime (au sens de Longin, redécouvert par Boileau), comment tel usage de l’apposition nominale (notamment en position frontale) peut soutenir l’effet pathétique d’une réplique ou d’un extrait (on parcourt à ce sujet toute la gamme des pathè décrite par Aristote) ou consolider l’image de soi (ethos) que l’on souhaite imposer par le discours. Elle vise à démontrer à quel point les constructions interlocutives portent l’action tragique aussi bien que les enjeux oratoires du dialogue. Cette vaste enquête, fondée sur le savoir linguistique le plus précis comme sur l’approche philologique de la rhétorique développée par l’équipe RARE, permet une réflexion d’ordre épistémologique : il y a là matière à questionner les rapports entre stylistique et rhétorique, disciplines tantôt conçues comme antagonistes (par exemple chez Spitzer), tantôt comme complémentaires. Certains termes (l’emphase, l’apostrophe…) recouvrent aussi bien des notions rhétoriques que des réalités syntaxiques : il semble donc important de repérer d’éventuels transferts, pas toujours linéaires ou unidirectionnels, de décrire les effets de discordance ou au contraire de superposition entre ces disciplines
Using a detailed exploration of the language used by Théophile de Viau, Rotrou, Corneille and Racine in their tragedies, this study of dramatic dialogue confronts the results of a linguistic approach (syntactical, pragmatic, semantic…) with those of rhetorical analysis. The thesis strives to show how the brutal transition to tutoiement (or, in the opposite case, to vouvoiement) can sustain the sublime effect (used in the sense of Longin, rediscovered by Boileau) and how such use of the nominal apposition (especially in the frontal position) can sustain the pathos of a reply or of an extract (for that point we cover all the ranges of the pathè described by Aristotle) or consolidate the self-image (ethos) ones wishes to enforce with the speech. It aims to demonstrate how interlocutive structures carry both the action of tragedy as well as the oratorical aspects of dialogue. This broad investigation, based on the most precise linguistic knowledge as well as on the philological approach to rhetoric developed by the RARE team, enables a sort of epistemological thinking: there is a way to interrogate the relations between stylistics and rhetoric, subjects sometimes considered as antagonistic (for instance in Spitzer’s work), sometimes as complementary. Some specific terms (emphasis, apostrophe…) overlay rhetorical notions as well as syntactical realities: therefore, it seems important to spot some prospective transitions, which are not always linear or unidirectional, to describe the effects of unconformity or, alternatively, of layerings between these disciplines

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Reicher, Shira R. "Request style at home and in school /". Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/742.

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Beveridge, S. E. "Mothers' interactive styles : their relationship to programmes of parent-teaching". Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376274.

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Kafetsios, Konstantinos. "Attachment styles in adult personal relationships : affective and cognitive processes of interpersonal interaction". Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289053.

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Vethamani, Malachi Edwin. "Character presentation and interaction : styles of minority discourse in the Malaysian English novel". Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339765.

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Wolf, Patricia K. W. "Group dynamics : effects of leadership style on cross-cultural group behavior /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691093613.

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Ballard, Lynda Dyer. "The Interaction of Cognitive Learning Style and Achievement of Selected Students of English as a Second Language". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332304/.

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The purposes of this study were (1) to determine if the culture of the student's first language was a significant variable in field-dependent-independent cognitive learning style, and (2) if a student's second language achievement has a significant relationship to variables of grade level, sex, time in an English as a second language (ESL) program, second language proficiency level or cognitive learning style. It was hypothesized that (1) there are significant positive correlations between field-independence and the variables of achievement, proficiency level, and grade level, (2) there are significant positive correlations between second language achievement and proficiency level, grade level and time in an ESL program, (3) there are no significant differences in field-dependence between the sexes or the four cultures of Laotian, Spanish, Tongan, and Vietnamese, and (4) there is no significant difference in the mean achievement score between the sexes.

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Johnson, Max LeGrand Jr. "Characterization of geotechnical surfaces via stylus profilometry". Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/20705.

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Pirilä, Kaarina. "Interaction, motivation, and student learning outcomes in E-learning -- do personal differences matter? /". Oulu : [Kajaani : University of Oulu ; INTeL-project], 2008. http://www.loc.gov/catdir/toc/fy1001/2008422945.html.

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Shetty, Amala. "The Associations Between Complementarity, Non-Complementarity, and Attachment Style". Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24176.

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Attachment Theory posits that the caregiver has primary responsibility in fostering attachment security; however, children play increasingly active roles in shaping the quality of interactions as they grow beyond infancy (Bowlby, 1969). There has been limited research on transactional relationships between caregivers and children and their associations with attachment. While Interpersonal Theory has historically been utilized to understand adult interpersonal interactions and their associations with relationship quality, it may provide an avenue to explore parent-child transactional processes. Within Interpersonal Theory, interactions can be categorized as complementary and non-complementary. Yet, these unidimensional constructs make it impossible to determine the relative effects of when complementarity and non-complementarity have positive or negative valences. As such, this study investigated 143 mother–preschooler dyads (64 Child Maltreatment [CM] dyads and 79 non-CM dyads) to examine the associations between variations in two novel types complementarity and non-complementarity and attachment security. Positive complementarity included interactions that were warm and affiliative that elicited the same responses in return. Negative complementarity included interactions that were hostile and aversive that elicited those same responses in return. Positive non-complementarity was characterized by warm and affiliative parent behaviors and child hostile and rejecting behaviors. Negative non-complementarity was characterized by disaffiliative and hostile parent behaviors and warm and affiliative child behaviors. Separate logistic regression analyses revealed that positive complementarity and positive non-complementarity were significantly associated with an increased likelihood of secure attachment. Negative complementarity and negative non-complementarity were not significantly associated with an increased likelihood of insecure attachment. Results suggest that the positive valences of complementarity and non-complementarity are associated with attachment security, such that children in dyads where mothers maintained warm and affiliative behaviors with their child, whether the child was connecting and trusting the mother or withdrawing and sulking, were more likely to be securely attached. Thus, a mother’s ability to display positive and sensitive behaviors during moment-to-moment interactions with their child regardless of child’s response is important to a child’s attachment security.

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Labonville, Hélène. "La stabilité du style interactif chez des garçons réputés agressifs". Mémoire, Université de Sherbrooke, 1995. http://hdl.handle.net/11143/9201.

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Cette recherche observationnelle de type longitudinal porte sur l'étude de la stabilité du style interactif des garçons réputés agressifs. Elle vise à décrire les styles interactifs. L'agression, la prosocialité, la dominante sociale sont étudiées. Les styles interactifs basés sur les mesures observationnelles sont comparés aux styles interactifs créés à partir des questionnaires d'évaluation des comportements sociaux (QECS) remplis par les enseignantes et les enseignants. L'influence de l'âge, du type d'activité et des caractéristiques des groupes de pairs est examinée au regard de l'expression des conduites. Douze garçons réputés agressifs ont participé à l'âge de 9 ans, 1 1 ans et 15 ans à des activités de groupe avec 31 garçons réputés agressifs et 17 garçons non agressifs. Les séances d'activité ont été filmées afin de permettre l'observation différée. La technique d'observation dite par centration focale est privilégiée. Les résultats portant sur les mesures observationnelles indiquent que les garçons présentent des styles très diversifiés. L'examen des composantes indique qu'il y a beaucoup de variabilité selon les facteurs temporel et situationnel. Les sujets-cibles émettent plus de prosocialité que toutes autres conduites. Les analyses mettent en évidence un effet significatif d'activité. Les garçons manifestent plus de prosocialité et de dominance prosociale à la collation alors qu'ils émettent plus de conduites liées à la dominance sociale lors du casse-tête. L'âge tend à avoir une certaine influence. Les garçons manifestent plus de prosocialité et de dominance sociale à l'âge de 9 ans qu'à l’âge de 11 ans. Les analyses portant sur le jugement des enseignantes et des enseignants lors d'évaluation en milieu scolaire révèlent qu'il y a peu de concordance d'un point d'évaluation à l'autre au point de vue de la prosocialité et de l'agression. De même, il existe peu de concordance entre le jugement des enseignantes et des enseignants versus les mesures observationnelles. Les enseignantes et les enseignants sur-évaluent les conduites d'agression et sous-évaluent les conduites prosociales plus souvent que ne le font les observatrices. En milieu scolaire, les enseignantes et les enseignants jugent qu'avec le temps, les garçons présentent significativement moins d'agression tandis que les conduites prosociales demeurent peu élevées tout au long de l'étude. Un regard critique est porté sur le Questionnaire d'évaluation des comportements sociaux. Les analyses portant sur le phénomène de similarité et de dissimilarité révèlent un phénomène de similarité entre les sujets et leur groupe d'activité à l'âge de neuf ans et à l'âge de 11 ans. À l'âge de 15 ans, les sujets émettent significativement moins de conduites d'agression que leur groupe d'activité, en fait, ils n'en émettent pas. Cependant, ils émettent autant de prosocialité, de dominance sociale et de dominance prosociale. Dans l'ensemble, les analyses révèlent que le style interactif des garçons réputés agressifs présenterait une certaine plasticité. Ces garçons auraient donc une capacité de s'adapter selon les situations et les caractéristiques des groupes de pairs. Un échantillon plus grand de sujets permettrait d'effectuer des analyses par catégorisation.

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Sabry, Khaled A. "Interactive learning systems for higher education : learning styles and students' attitude". Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/6281.

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This dissertation reports research concerning the adaptation of learning systems to students' different learning styles (LSs), particularly in relation to the analysis and planning of Interactive Learning Systems (ILSs). Given the primacy of Interactive Learning and its pedagogical implication on educational designs, the motivation for this research is better understanding of students' different learning preferences and perceptions of Computer Mediated Learning Interactions (CMLIs), as this may present some insights into what and how interactivity can be incorporated more purposefully and efficiently into learning systems designs. This research undertakes a review of the literature relating to LSs' theories, which have been used to explore how individual learners approach learning, as well as different Learning Interactions in relation to Interactive Learning Systems (ILSs). The work undertaken in this research makes its contribution to the field in that it represents one of the first explicit investigations of the relationship between students' LSs (Active-Reflective/Visual Verbal dimensions) and their attitude towards different CMLIs that constitute essential part of ILSs, in terms of use, perceptions and learning preferences, from the users' (learners) perspective rather than the teachers and/or designers of these systems. The research provides evidence to support the differing views of learners of different LSs as well as evidence of common attitudes towards certain CMLIs. However, it warns against and highlights some of the limitations of using the LSs in isolation and the importance of considering other factors and aspects of students' individual differences. A model is proposed to guide the planning and design of ILSs, and to raise the designers' and teachers' awareness of learners' differences and call upon them to take necessary steps to consider actual learners' LSs in the learning design. Implications of the findings in terms of interactivity design considerations are discussed; research limitations and recommendations for future work are made.

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Mitchell, Andrea Lauren. "Conflict Management Styles and Aggressive Communication in Email: An Examination of Organizational Interactions". University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333835520.

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Walton, Elizabeth. "Dance style transitions : from dancers' practice to movement-based technology". Electronic Thesis or Diss., université Paris-Saclay, 2022. http://www.theses.fr/2022UPASG027.

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Les méthodologies de conception pour l’interaction basée sur le geste et le mouvement proposent d’adopter des visions différentes et mutuellement excluantes : soit en quantifiant le mouvement d’un point de vue externe, soit en soutenant l’exploration et la description des sensations intérieures. Cependant, les professionnels dumouvement, comme les danseurs, définissent les poses et les phrases en utilisant à la fois les descriptions des chorégraphes et les indices corporels personnels. Je soutiens que les transitions entre styles de danse permettent aux chercheurs d’observer l’expérience des danseurs alors qu’ils remettent en question et rééquilibrent les parties externes et internes de leur formation : celles codifiées et celles ne pouvant pas l’être. Après avoir utilisé des méthodes qualitatives, je présente les défis et les stratégies de la transition de style de danse et je discute de la façon dont la structuration de la technologie autour des substrats de mouvement pourrait soutenir le changement de mentalité nécessaire aux danseurs pour accéder à de nouveaux types de mouvements. Je décris ensuite le système ImproviGrid et je discute de l’impact qu’a la modalité de sortie sur l’utilisation des indices par les danseurs pendant l’improvisation, afin de comprendre comment mieux concevoir l’exploration du mouvement, qui est un défi de la transition de style de danse. Je conclus avec une implication plus importante des méthodologies de mouvement conçues par l’utilisateur, en les considérant plus comme des utilisateurs créant des gestes chorégraphiés plutôt que des chercheurs suscitant des gestes
Design methodologies for gesture- and movement-based interaction take divergent perspectives, either quantifying movement from an ex-ternal point of view or supporting inner sensation exploration and description. However, professional movers, like dancers, define poses and phrases using both descriptions from choreographers and personal, bodily cues. I argue that dance style transitions offer researchers insights into dancers’ experiences questioning and balancing the externally codified and internally not-possible-to-be-codified parts of their training. After employing qualitative methods, I present the challenges and strategies of the dance style transition and discuss how structu-ring technology around movement substrates could support the mentality change necessary for dancers to access new types of movement. I then describe the ImproviGrid System and discuss how output modality impacts dancer use of cues during improvisation, in order to understand how to design better for movement exploration, a challenge of the dance style transition. I conclude with greater implications of user-designed movement methodologies, reframing them as users creating choreographed gestures rather than researchers eliciting gestures

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Doshi, Poonam V. "Predictors of Counseling Self-Efficacy| Examining the Counselor Trainees' Perception of Supervisory Interaction Style". Thesis, Pace University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638503.

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The purpose of this study was to assess how clinical supervisors' style of interaction, as described by SDT’s concepts of perceived autonomy support versus perceived controlling style, predicts the counseling self-efficacy (CSE) of a mental health counseling intern placed in a field internship. An additional purpose of this study was to examine if this relationship between autonomy support and counseling self-efficacy was mediated by autonomous work motivation. Participants were approached during an internship class session to complete instruments related to their demographic characteristics, perceptions of supervisory interaction style – autonomy supportive versus controlled (Perceived Autonomy Support Scale – Employee), autonomous or controlled motivation (Multidimensional Work Motivation Scale) and counseling self-efficacy (Counseling Self-Estimate Inventory). In addition, a need for autonomy scale (Autonomy and Homonomy Measure ) was also included in the questionnaire packet to perform an exploratory analysis on participants’ need for autonomy as it relates to perceived autonomy support. Participants consisted of master’s level mental health counseling interns enrolled in their field internships. Regression analyses were conducted to assess the predictive relationship between perceived autonomy support from supervisor and participant’s counseling self-efficacy. Path analyses were conducted to investigate if this relationship was mediated by autonomous work motivation.

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Daniels, Harold Lee. "Interaction of Cognitive Style and Learner Control of Presentation Mode in a Hypermedia Environment". Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/30394.

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Educational hypermedia has been heralded as providing instruction that accommodates learners' individual differences, allowing them to learn in accordance with their unique needs, desires, and preferences. Advocates of hypermedia point to learner control, multimedia capability, and parallels to theories of human memory as evidence for educational hypermedia1s efficacy. While intuitively appealing, empirical research has not confirmed (or rejected) this assumption. Nor is there compelling evidence to suggest that learners who posses different cognitive styles benefit equally from educational hypermedia environments. This study reports on an examination of cognitive style field dependence/independence and learner control of presentation mode within an educational hypermedia environment. Participants were 122 high school juniors and seniors enrolled in classes whose curricula dealt with the political process. The experimental sites were three high schools located in North Carolina, Virginia, and West Virginia. Learners classified as field dependent and field independent were asked to explore a commercial hypermedia program concerning the presidential primary election process. Participants were randomly assigned to one of two versions of the program, a control group which utilized the commercially designed multimedia presentations and a treatment group that offered the choice of single-channel presentations in addition to the multiple-channel presentations. After interacting with the program participants completed a ten item post test consisting of five recall and five problem-solving questions. Their actions within the hypermedia environment were automatically tracked by the computer. Data analysis consisted of a 3 x 2 ANOVA to examine interaction between field dependency and learner control of presentation mode as measured by the post test. Field dependency was correlated with frequency of multiple-channel selections. A secondary analysis examined main effects and interactions on the recall and problem-solving questions separately utilizing a 3 x 2 ANOVA. Data analysis revealed no correlation between field dependency and frequency of multimedia selections. The study found no significant interaction between field dependency and control (program or learner) of presentation mode as measured by the ten item post test. Separate analysis of the recall and problem-solving questions also revealed no significant interaction.
Ph. D.

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Lile, Jesse Jacob. "Exploring the interaction among undergraduates' boundaries and the identity status and identity style constructs". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37544.

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This dissertation focuses on the process of identity development and the role of boundaries in that process. Toward this end a study was conducted to explore the interaction between Hartmanâ s (1991) boundaries, Marciaâ s (1966) identity statuses, and Berzonskyâ s (1989) identity styles. Data for this study was collected via survey from a convenience sample of undergraduate college students (n = 549) between ages 18 and 24 and across 4 courses at a large state institution in rural Southeastern United States. A 2-way ANOVA was used in this study to explore differences in boundary scores for both Marciaâ s (1966) identity statuses and Berzonskyâ s (1989) identity styles. No significant main effect was found for identity status, and no interactional effect was found between identity status and identity style, but a significant main effect was found for identity style. Post-hoc analyses for identity style revealed the diffuse/avoidant style as significantly higher in boundary score than the informational style, which in turn was significantly higher in boundary score than the normative style, with higher boundary scores indicating thinner boundaries. A discussion of these results and their implications for counseling practice are provided.
Ph. D.

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Soulounias-Arriaga, Demetria. "Parent-Child Interaction Therapy for Children Diagnosed With Reactive Attachment Disorder". Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3675.

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Parent-Child Interaction Therapy is a probably efficacious, evidenced-based treatment, which has been proven to decrease problem behaviors of children, as well as improve parent-child interactions. The first phase is the Child-Directed Interaction (CDI), which allows the child to lead the play session, while parents are taught to interact without giving demands, asking questions, or providing criticism. According to the DSM-IV-TR, Reactive Attachment Disorder is a rare diagnosis. Many attachment therapists indicate that traditional approaches to treatment have not been demonstrated as being effective with these children. This study will examine the CDI phase of Parent- Child Interaction Therapy as a potential treatment option for children diagnosed with Reactive Attachment Disorder.

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Ross, Jonathan Lewis. "The effects of cognitive learning styles on human-computer interaction, implications for computer-aided learning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20851.pdf.

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Edgington, Shawn Corey. "Fulfillment of Marital Expectations in Relation to Communication Style and Parents' Marital Interactions". DigitalCommons@USU, 1996. https://digitalcommons.usu.edu/etd/2390.

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The purpose of this study was to examine the relationships of communication variables and parent marital variables with the fulfillment of marital expectations among newlyweds. Little research has been done on newlywed expectations and communication. This is an exploratory study conducted to determine how newlyweds' exposure to parents' marital interactions and communication styles correlated with newlyweds' fulfillment of marital expectations. Fifty newlywed couples (married 3-6 months) filled out the Marital Comparison Level Index (MCLI) questionnaire about their level of fulfillment of expectations. Couples were then videotaped talking to one another about the strengths of their marriage followed by a discussion of the potential weaknesses of their relationship. Those videotapes were then coded using the Marital Interaction Coding System--Global. The results indicate that parental marital variables had no significant association with newlywed children's level of fulfillment of expectations. The that was correlated with fulfillment of expectations was the wife's "withdrawal" behavior during the conversation about dissimilarities and weaknesses. The lack of relation with the other variables may have been masked by high levels of satisfaction in the first year of marriage and the homogeneous sample (age and religion).

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Johansson, Ingela, Annika Elinder, Gulli Larsson, Bitte Lindberg, Christina Stenling, Stina Williamsson e Hanne Wohlert. "Att bedöma MIM med Emotional InteractionStyle-assessment : En studie med syfte att mäta interbedömarreliabilitet och användbarhetmed EIS - assessment". Thesis, Umeå universitet, Psykoterapi, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-41646.

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För att undersöka interbedömarreliabiliteten i Emotional Interaction Style – assessment (EIS – assessment), vid bedömningar av Marschak Interaction Method (MIM), har tre inspelade MIM filmer skattats av sju bedömare. Reliabiliteten beräknades med intraklasskorrelationskoefficient (ICC). I bakgrunden har en teoretisk genomgång gjorts av aktuell forskning gällande barns utveckling och samspel mellan barn och föräldrar. Vidare har bakgrunden till MIM och EIS-assessment redovisats. För att ytterligare belysa användbarheten av skalan har bedömarna, i samband med skattningen av filmerna, reflekterat och förutsättningslöst skrivit ned tankegångar, frågor och erfarenheter vilka varit en del av diskussionerna i samband med att uppsatsgruppen träffats. Medelvärdet på intraklasskorrelationskoefficienten, på hela materialet, visar på en god samstämmighet mellan skattarna. Styrkan i överensstämmelsen i film A värderas som god, i film B mycket god och i film C hyfsad. I film A och B värderas den inre konsistensen (Cronbachs alfa) som mycket god. I film C värderas den inre konsistensen som god. Vår bedömning är att EIS – assessment är en användbar skala för att beskriva samspel mellan föräldrar och barn i kliniska sammanhang och att det vore värdefullt med fortsatt forskning.

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Huang, Junsheng. "Interactive integration English language learning strategies, styles and tasks in a school in Fujian /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182438.

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Armstrong, Steven John. "Cognitive style and dyadic interaction : a study of supervisors and subordinates engaged in working relationships". Thesis, University of Leeds, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365540.

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This thesis is an exegetical and redactional study of the requirements for membership in the people of God stated in Acts 15: 1-29 primarily and other passages in Acts by way of reference. It argues that membership, i. e. salvation, for both Jews and Gentiles depends without distinction on a personal commitment to Jesus and a faithfulness to God expressed in terms of the Old Testament covenants. It posits as well, given the pericope's structural and theological centrality in Acts, that for Luke the people of God manifest, on the one hand, a continuity with the Israel established by the Old Testament covenants which is interpreted in terms of the disjunctive effect of God's salvation in Jesus and, on the other, a diversity of belief and practice which is governed by a unity expressed uncompromisingly in terms of faith in Jesus and faithfulness to God's covenants. The study is divided into six chapters, following the order of the events and speeches in Acts 15. In the Introduction the debate is related to the event initiating the council (Acts 15: 1-5), i. e. the Judaizers' demand that circumcision and keeping the law were necessary for salvation, and to the earliest apostolic proclamation (Acts 2-5). Peter's response (Acts 15: 7-1 l)--that faith in Jesus had determined the Gentiles' salvation just as faith, not the law, had brought the Jewish Christians the experience of salvation--is discussed, in Chapter I, in light of Cornelius's conversion (Acts 10: 1- 11: 18). Chapter II deals with Barnabas's and Paul's relation to the Hellenists and Paul's exhortation that justification is by faith (13: 38-39). It examines the purpose of the conciseness of Barnabas's and Paul's contribution to the debate (15: 12) and proposes that the comment serves not only to depict the missionaries' presence at the council but more importantly to highlight the Jerusalem apostles' approval of uncircumcised believers. James's speech (15: 13-21), Chapter III, argues from Amos 9: 11-12 that the inclusion of the Gentiles is related to God's act of re-establishing Israel but in no way signifies Israel's possession of the Gentiles; thereby is developed the somewhat paradoxical thesis of freedom from the law and responsibility to Judaism. Chapter IV concerns the consensus reached (15: 23-29)--the Gentiles' freedom from the law and the need for the four prohibitions--and it suggests, on the basis of the textual variant in 15: 20; 15: 29; and 21: 25, the legal background of the four injunctions, and Luke's description of the decree elsewhere (15: 31; 16: 4; 21: 25), that the four prohibitions are ecclesiastical halakhoth based on the Jewish law and are to be obeyed as law is to be obeyed. The study concludes with an examination of how, as the Pauline mission carried the gospel further away from Jerusalem, the church welcomed Jewi ;h and Gentiles converts. Particular attention is given to Paul's message of salvation and the stories in Acts 15: 36-41; 16: 1-3; 18: 24-19: 7; and 21: 17-26. There are also discussions of James's position in the Jerusalem church (Chapter III), of the relation between Acts 15 and Acts 11: 1-18 (Chapter IV), and of the significance cc Luke's use cc of ýoßoüýEVOL 1' 6e' ' and. of of1ß j- evoý Töv ()e' for the class of people. termert "Godfedrers" (Appendix).

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Taggart, Jill Monica. "Dog owner interaction style : the transmission of working models in human/non-human caregiving relationships". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/167983/.

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A model of parental sensitivity in caregiving informs later romantic relationships and is transmitted in caregiving behaviours to children. Differences in parental caregiving contribute to individual differences in infant attachment style. The owner/dog bond mirrors this relationship as dog careseeking activates owner caregiving. The aim of this thesis was to investigate the role of individual differences in owner caregiving on dog attachment style. The first study defined dog attachment style in the Strange Situation Test (Ainsworth & Wittig, 1973) in a sample of 52 self-selected owner/dog dyads. Dogs seek proximity, show evidence of distress when separated and use owners as safe havens for exploration. Individual differences in attachment security and insecurity were found. Secure dogs achieve attachment system deactivation through owner contact. Insecure dogs’ attachment systems remains activated with: excessive focus on the owner but otherwise behaviourally passive; excessive owner avoidance focussing on evading the owner; or anxiety, consisting of high distress which could not be pacified by owner. The second and third studies tested the effects of owner behaviour on individual differences in dog attachment style and exploratory system activation in a task-solving experiment. Behaviours assessed were talk and touch durations in the Strange Situation and owner “frightening” behaviours (threatening; owner showing fear; dissociation; disorganised; highly submissive; and sexualised behaviours). Owner behaviours significantly related to dog attachment style: owners of Avoidant dogs petted them less, talked to them more and used frightening behaviours, whereas, owners of Secure dogs used moderation in talk and touch and few frightening behaviours. Secure dogs task-solved longer and their owners were significantly less invasive and controlling (grabbing paws, restraining dogs) than owners of Avoidant dogs. Owner sensitivity is therefore related to dog attachment security which enables exploratory system activation. Self-reports of owner attachment style in the fourth study found a trend towards a dismissive style in adult relationships and dog avoidance. Parent/child studies have linked parental frightening behaviours to subsequent infant disorganisation (due to the secure base or safe haven also being the source of fear), and to parental unresolved loss, trauma or abuse. Using interview protocols, studies five and six found relationships between owners Unresolved in loss, a Dismissive owner working model, invasive owner task solving behaviour, frightening owner behaviours and Avoidant dog attachment, indicating of a web of interaction between working models and behaviour. The results indicate the potential effects of owner behaviour on the human/dog bond. The results could be used in assessing owner dog relationships that may indicate risk of animal/human abuse; assist dog shelters in the successful re-homing of insecure dogs by identifying secure households; and to enable greater owner understanding of dog behaviour and appropriate responding leading to more satisfying human/dog bonds, and thus fewer relinquishments to shelters.

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Wen-LiWei e 魏文麗. "A Study on Interaction Style Recognition in Social Interactive Dialogues". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/63465636993578259413.

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博士
國立成功大學
資訊工程學系
103
In today’s world, human-computer interface plays a key role in daily life. Researchers have been increasingly interested in the field of Human Computer Interaction (HCI). Dialogue systems, as one of the prominent HCI research areas, have been applied to a wide range of domains. Although significant efforts have been made in dialogue systems, an invariable or planned response is generally employed to respond to the speakers’ queries. However, speakers can express their intents in different social styles. Flexible and versatile responses should be taken into account to achieve more user-friendly interaction. Hence, determining how a speaker is engaged in a dialogue is crucial for achieving harmonious interaction between human and computer. Based on the most appropriate Interaction Style (IS) pairs suggested by Berens for selecting a suitable response in a dialogue system, the interaction styles defined by Berens were chosen and adopted in this dissertation with the goal of tuning dialogue-system responses to the style of a computer user. According to the Berens model, personality trait and emotional state were considered in this dissertation as features to narrow the gap between low-level features (e.g., prosodic and linguistic features) and high-level interaction style. The proposed Fused Cross-Correlation Model (FCCM) provides a unified probabilistic framework to model the relationships among the psychological factors of emotion, personality trait, transient IS and IS history, for recognizing IS. The experimental results indicate that the proposed FCCM yields satisfactory results in IS recognition and also demonstrate that combining psychological factors effectively improves IS recognition accuracy. Since emotion perception plays an important role in social interaction, to obtain a better speech emotion recognition result, we further focused on exploring the temporal evolution of an emotional expression. On the other hand, we also explore the problem of speaking effect for emotion recognition from facial expressions in real dialogue cases. When humans simultaneously express emotion while speaking, the changes of facial expression affected by muscle contractions of the mouth area may cause an unsatisfactory emotion recognition result. To manage this problem, an eigenface conversion-based approach is proposed; through a context-dependent linear conversion function modeled by a statistical Gaussian Mixture Model (GMM) is constructed with parallel data from speaking and non-speaking facial expressions with emotions, to remove speaking effect on facial expressions for improving accuracy of emotion recognition. Experimental results show that the proposed method outperforms current approaches and demonstrates that removing the speaking effect on facial expression is useful for improving the performance of emotion recognition.

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Liu, Guan Nan, e 劉冠男. "Maternal interactional styles and topic maintenance in mandarin mother-child conversational interactions". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/57737690960567454775.

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碩士
國立政治大學
語言學研究所
98
The purpose of the study is to investigate the interaction of the maternal interactional styles and topic maintenance in Mandarin mother-child conversational interaction. There are three research questions: (a) What are the mothers’ interactional styles in the current case? (b) What are the differences among children’s competences of topic maintenance? (c) How do the maternal interaction styles interact with topic maintenance in the conversational interactions? Naturally occurring conversations of two dyads' conversational interactions were adopted as the data and analyzed. Results suggested that while the two mothers differed in terms of their interactional styles, the two children showed nearly equal sophistication in terms of their topic-maintaining competences. Examinations of the two dyads' interactions also revealed that the directive mother was less interested in maintaining the conversations, changed topics more frequently, and maintained discourse topics for less turns. The conversation-eliciting mother paid more attention on maintaining of the conversations, change topics less frequently, and maintained discourse topics for much more turns.

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黃俊維. "The Correlational Research of Learning Style, Interpersonal Interaction, Interactive Media and Learning Performance". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/23506313716307712390.

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Chen, Wei-Chu, e 陳薇竹. "The Influence of Animation and Interactive Interface Design Styles on Dual-Screen Mobile Device Regarding Fun Interaction". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09021770256797808014.

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碩士
國立臺灣科技大學
設計研究所
98
The trend of mobile Internet technology is driving the mobile device industry to take off. As the small-screen has been unable to meet the needs of the mobile internet, various technologies have launched large-screen mobile device. Nonetheless, is it the only solution to the user interface design? Furthermore, experience economy has been taken seriously in recent years, meaning that people need products not only can facilitate their life, but also can provide a good user experience with pleasure and fun interaction. For example, the Nintendo released a series of handheld console, called Nintendo DS, with a special of dual-screen user interface that provides more fun and interactive in games and spurs technologies trying to apply dual-screen to notebooks or mobile devices. Therefore, this study is intended to adopt dual-screen user interface design in mobile devices to explore whether fun interaction is affected by animation and interactive styles, also suggest some concept of improving fun interaction and usability on mobile devices. The purposes of this study are: (1) to explore whether usability and user satisfaction be affected by animation and interactive styles on dual-screen mobile devices. (2) To investigate whether fun interaction be enhanced by animation and interactive styles on dual-screen mobile devices. (3) To analysis and sum up all experimental results, finding out the feasible development for devices with dual-screen interface in future. (4) To summarize the suggestion of design improvement of dual-screen mobile devices. It is hope that this study can be a reference resource of related research. This study is planned based on a 2(animation) by 2(interactive styles) two-way ANOVA design. Through literature review and four-phase experiments, the generated results are described as follows: (1) The difference on animation and interactive styles does not affect usability and user satisfaction. (2) The best assessment of fun interaction is the simulation interface with "animation + complex interactive styles," and this result of fun interaction directly proportional to the subjective preference. (3) This study suggests that feasible development for dual-screen user interface in future should be the entertainment-based handheld mobile devices. (4) Suggestions of animation design include: appropriate use of animated transition, animation effects should not be quite obvious, and support situational mode switching. Suggestions of interactive interface design include: consistency of interactive styles, multi-channel interaction, sizes of buttons and task range, colors of icon menu, integration of interactive styles.

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