Texte remanié de: Th. doct.--Litt. française--Paris 4, 1998. / Bibliogr. p. 335-366. Index.

Tesi dott. ricerca--Scienze letterarie--Pavia--Università degli studi, Dipartimento di scienze della letteratura e dell'arte medievale e moderna. / Bibliogr. p. 211-228. Index. No de :"Studi di grammatica italiana", ISSN 0391-4151, 2000.

En dialogue humain-humain et humain-système, le terrain commun (constitué des informations que les locuteurs ont conscience de partager ; Clark & Marshall, 1981) sert de base à la production de références adaptées au partenaire (Isaacs & Clark, 1987 ; Powers et al., 2005). La production des références appartenant au terrain commun dépend de leur accessibilité en mémoire pour chaque partenaire : plus une référence est accessible, plus elle est susceptible d'être produite (Horton & Gerrig, 2005a, 2005b). En ce sens, la production de références appartenant au terrain commun fait l'objet d'un biais égocentrique, étant donné qu'elle reflète principalement l'état mental du partenaire produisant les références (Barr & Keysar, 2002 ; Keysar, 1997). L'objectif de la thèse est de montrer que l'accessibilité en mémoire des références du terrain commun influence non seulement l'adaptation à autrui, mais aussi la réutilisation des références, c'est-à-dire la production de références après leur intégration au terrain commun par les partenaires. Cinq expériences ont été réalisées en vue de caractériser la réutilisation des références en dialogue humain-humain et humain-système. Il s'agit également d'isoler les facteurs linguistiques et non-linguistiques susceptibles d'influencer l'accessibilité en mémoire des références appartenant au terrain commun. Les résultats ont confirmé que la réutilisation pendant le dialogue fait l'objet d'un biais égocentrique. La production par soi et par autrui au moment où les références sont intégrées au terrain commun constitue un déterminant important du niveau d'accessibilité de ces références. Par ailleurs, le niveau d'accessibilité des références varie au long de l'interaction. Sur la base de ces résultats, un nouveau modèle théorique est développé en vue de rendre compte du dialogue de manière dynamique. Les implications pour le dialogue humain-humain et humain-système sont discutées. / In human-human and human-system dialogue, the common ground (which includes the knowledge that the dialogue partners are aware of sharing; Clark & Marshall, 1981) serves as a basis for the production of partner-adapted references (Isaacs & Clark, 1987; Powers et al., 2005). The production of references which belong to the common ground is guided by their accessibility in memory from each speaker's point of view: the more accessible a reference, the more likely it is to be produced (Horton & Gerrig, 2005a, 2005b). In this sense, the production of references which belong to the common ground is subject to an egocentric bias, as it mainly reflects the state of mind of the speaking producing the references (Barr & Keysar, 2002; Keysar, 1997). The purpose of this thesis is to show that the accessibility in memory of the references which belong to the common ground guides not only partner-adaptation, but also reference reuse, that is, reference production after these references have been grounded by the speakers. Five experiments were conducted in order to characterize reference reuse in human-human and human-system dialogue. The aim was also to identify the linguistic and nonlinguistic factors which are likely to influence the accessibility in memory of the references which belong to the common ground. The results confirmed that reuse during dialogue is subject to an egocentric bias. Self- and partner-production at the time of reference grounding constitutes an important determinant of reference subsequent accessibility. What's more, reference accessibility varies throughout the interaction. On the basis of these results, a new theoretical model is developed in order to account for dialogue in a dynamic fashion. Implications for human-human and human-system dialogue are then discussed.

This thesis is a practice-led investigation into a translocal approach to dialogue-based art. The research has been undertaken through the practice of the ‘artist/academic’, drawing on my professional experience in artistic research, academic leadership and teaching, each informing my methods and findings. The problem which emerged through the practice is how to devise an approach to dialogue-based art that is responsive to twenty-first century social relations and telecommunications and attendant to the politics of mobility that constrain and control human movement. The research develops and tests out the application of ideas from the interdisciplinary field of translocality to the practice of dialogue-based art through the production of three collaborative projects. I argue that the practice of dialogue-based art, when informed by translocality, is better placed to critically reflect and act upon the conditions of contemporary life within networked and globalised society. In Translocal Geographies: Spaces, Places and Connections (2011) Brickell and Datta argue for a multi-scalar understanding of translocality beyond the discourse of national borders and international migrations, deploying the term as an expression of “simultaneous situatedness across different locales” (2011: 4). Viewed this way, the theory and practice of translocality presents a framework to understand the activities and goals of artists and artist-led networks seeking to bridge difference towards shared spaces of meaning. As the translocal research perspective develops towards ideas of local-to-local connectivities and a discourse of circulations and transfers, so translocality as applied to dialogue-based art proposes an expanded understanding of dialogue-based art across spatial, temporal and cultural distance. Through three practice-based projects, QR Code Project, Let Me Tell You The Story Of My Neighbour and #3CityLink, presented within the thesis as case studies, the research reveals a set of characteristics that articulate a translocal approach to dialogue-based art. I argue that this approach enables the ‘translocal artist’ to draw on multiple modes of dialogue-based practice, contributing to understandings of ‘simultaneous situatedness’ within the translocal research perspective.

abstract: ABSTRACT This study explored the functions of dialogue in emerging adults' moral turning points. Through purposive sampling, the researcher interviewed 10 emerging adults between 25 and 30 years old about experiences of turning point conversations during the years of 18 and 25. This study employed constant comparative and grounded theory methodologies to analyze messages reported in memorable conversations during this period. Results indicated that dialogue functioned to educate, disturb, and maintain emerging adults' moral perception during this period of moral reorientation. Subcategories under each included dialogue that functioned to explain, invite, warn, direct or instruct, challenge, persuade, agitate, expose, inquire, legitimize, co-reflect, redefine, and affirm or reinforce. This report cites passages from interview data to highlight how dialogic themes informed or shaped changes in moral perception. In each participant's self-reported turning point conversations there was an admixture of dialogic functions at work. Notably, participants' experience of moral turning (degree and trajectory) varied despite there being similarity in intended functions of dialogue. / Dissertation/Thesis / IRB Approval Form / M.A. Communication Studies 2010

The study reported in this dissertation investigated the relationships between thinking style, participation in classroom dialogue and learning outcomes. Classroom dialogue is a commonly used method for teaching and learning, and ways/strategies of taking advantage of classroom dialogue to optimise learning need to be specified. The study addresses this issue. Talking has traditionally been viewed as the main way of participation in classroom dialogue, and there is evidence for its learning benefit. However, silent participants have largely been overlooked and little is known about the function of listening with regard to learning. There is arguably a need to investigate the effects of both talking and listening on learning outcome. At an individual level, talking and listening do not serve all students equally well and individual characteristics should be considered when studying how students benefit from diverse participation behaviours. Thinking style, one aspect of individuality, is rarely related to participation in classroom dialogue nor has the corresponding learning outcomes been investigated previously: this will be addressed in the study. The study focuses particularly on high school students in mainland China, a group of people about whom there is relatively little material. A mixed-method research design was adopted, with the quantitative approach dominating. The Thinking Style Inventory - Revised II (Sternberg, Wagner & Zhang, 2007) was used to measure thinking styles. Talking and listening were considered as two forms of participation in classroom dialogue, with systematic observation being employed to collect data on talk and a newly designed questionnaire used to measure listening. Learning outcomes were illustrated through academic achievement and cognitive ability, with the former being measured by final-examination scores and the latter by the Sternberg Triarchic Ability Test (Sternberg, 1993). A series of statistical analyses were conducted and the results can be summarized as follows. Both talking and listening in classroom dialogue were found to be likely to facilitate academic achievement. Thinking style was significantly associated with participation in classroom dialogue. No relationship was found between thinking style and learning outcomes. Students’ thinking styles affected how they benefited from talking and listening, especially in mathematics. This study provides new perspectives on making use of classroom dialogue at both classroom and individual levels.

Despite all of the attention given to it by researchers, scientists, educators, psychologists, sociologists, etc., bullying continues to permeate K-12 schools around the world. Statistics on K-12 bullying in the U.S. confirm that not only did bullying double in the ten years between 2001 and 2011 but these numbers are not getting smaller. This thesis provides a sampling of studies and programs that have been done or are being done to understand, reduce, prevent, and eliminate school bullying. The emphasis of the sampling is on the use of top-down, hierarchical value structures, designed to encourage youth to comply with the values of a dominant adult group; these underlying values are in direct contrast to the underlying values of egalitarianism and self-determination that are inherent in the goals of the current study, where sixth grade students learned about dialogue and how to communicate with each other in nurturing non-hierarchical environments.

Even though scholars and researchers have suggested that the Liberian civil war arose as a result of socioeconomic and political inequalities, oppression, discrimination, and marginalization of a certain group of people, Social Dominance Theory (“SDT”) suggests an alternate understanding: social group-based hierarchy is produced and maintained in society by legitimizing myths. SDT explains how these legitimizing myths tend to produce discriminatory and/or anti-discriminatory policies that are endorsed by dominant and subordinate groups, which, if left unattended, eventually lead to conflict.

Les relations internationales ont mis en évidence le rôle intégrateur du dialogue politique dans la promotion des objectifs, des intérêts nationaux, des engagements et des perceptions de l'État, et des organisations non gouvernementales. Les études consacrées à la relation entre l'UE et le Mexique concluent à une véritable transformation de la relation politique en raison de la signature de l'Accord global. Dès les premières années, les analyses se sont attachées à décrire les perceptions des négociations, le règlement ainsi que la perspective qui a complété les nouvelles composantes de la relation: le dialogue politique et la coopération. D'une façon générale, l'opinion commune semble faciliter le dialogue et les différentes propositions qui définissent la coopération, malgré l'ambiguïté de la situation qui résulte de la complexité de la communication entre les partenaires. L'objectif de cette recherche est d'analyser les interactions au sein du dialogue politique destiné à un approfondissement de la relation bilatérale, mais aussi d'analyser les éléments qui le composent et les formes de dialogue constituées par les autorités mexicaines et européennes. Deuxièmement, étant donné la nécessité de maintenir un programme commun bilatéral, il est important de réviser la coopération. Pour le cas de l'Allemagne et le Mexique, l'étude vise à présenter les effets de la relation dans des termes différents. Autrement dit, il y a de nouvelles formes de collaborations distinguées par l'action consensuelle afin de bénéficier d'une participation plus large. A ce processus il faut ajouter d'autres organisations non gouvernementales liées aux différents niveaux de gouvernement et des institutions qui mettent en évidence l'action des communautés épistémiques transnationales à travers les coalitions et les réseaux qui apparaissent entre les acteurs. / International relations have highlighted the integrating role of political dialogue in promoting objectives of national interests, commitments and perceptions of the State, and non-governmental organizations. Studies on the relationship between the EU and Mexico have established that there has been a genuine transformation of the political relationship because of the signing of the Global Agreement. From the early years, those studies focused on describing the perceptions of negotiation, the legal-normative framework, and the perspective that has complemented the new features of the relationship: namely, political dialogue and cooperation. In general, the common opinion seems to facilitate dialogue and different proposals that define cooperation, despite the ambiguity of the situation resulting from the complexity of communication between partners. The objective of this research is to analyze the interactions within the political dialogue aimed at deepening the bilateral relationship but also to analyze its components and forms of dialogue established by the Mexican and European authorities. Second, given the need for maintaining a joint bilateral agreement, it is important to review the nature of cooperation. This study highlights the special case of collaboration between Germany and Mexico, with the aim of presenting the effects of the relationship in different terms. In other words, there are new forms of collaboration distinguished by consensual action in order to benefit from wider participation. In this process one cannot leave out non-governmental organizations that have ties with different levels of government and institutions, which highlights the activities of transnational epistemic communities through coalitions and networks that emerge between the actors.

Stakeholder engagement-dialogue is proposed as a method of responding to the sustainable energy challenges facing South Africa. Establishing the renewable energy sector requires constructive engagement including consumers, energy suppliers, regulators and government. The purpose of this research is an attempt to gain a deeper understanding of the stakeholder engagement process - specifically dialogue - being used by government to establish the renewable energy sector. It evaluates the effectiveness of the current dialogue and the role this dialogue can play in establishing the renewable energy sector. Initially, the study analyses the dialogue contained in fifty public domain internet articles on renewable energy. This data is validated by face-to-face interviews with nine stakeholders. The analysis focuses on comparing the dialogue against an acceptable dialogue framework. Evidence from both sets of data suggests that the dialogue, although inclusive and open, lacks tolerance, empowerment and transparency. The study further found that effective dialogue should contain clarity, policies and trust. Moreover, findings from the research indicate that stakeholder dialogue can play a vital role in establishing the renewable energy sector but this dialogue needs to be with relevant stakeholders. This research adds to the existing literature in dialogue in that it proposes three additional dimensions for effective dialogue. Copyright / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted