Presentation became an important communication phenomenon of today. However, its quick onset caused that presenting has been considered as an ability without theoretical fundamentals. This diploma thesis makes an effort to convince the readers about the opposite by connecting practical presentation procedures with theoretical knowledge based on literature concerned with psychology and social communication. The emphasis is put especially on application of the theory of perception, attention and memory. In the application part of this theses all stages of preparing and delivering a presentation are analyzed step by step. Belonging to the empirical part, an evaluation of presenters was carried out. For this very purpose an evaluation sheet was created as a formalized methodical tool. This thesis is usable by any communicator who wants to understand the theoretical phenomena on which presentation is based.

Orientador: Marcelo El Khouri Buzatto / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T03:08:33Z (GMT). No. of bitstreams: 1 Gallardo_BarbaraCristina_D.pdf: 2620852 bytes, checksum: 55c3f4a997a603c243eaeb09adf2b394 (MD5) Previous issue date: 2013 / Resumo: O estudo parte da hipótese de que, na atualidade, o contato digital transnacional pode desenvolver a competência intercultural dos sujeitos, oportunizando a sua participação em letramentos e eventos sociodiscursivos autêntica, em contextos discursivos mais amplos que os possíveis no seu cotidiano off-line. Tomando como desejáveis e potencialmente inovadoras essas oportunidades no âmbito da formação de futuros professores de inglês, o estudo teve como objetivos primeiro, analisar as representações da identidade nacional constituídas no contexto dessas interações mediadas por computador e, segundo, investigar as principais facilidades e barreiras impostas pelo software escolhido para o estabelecimento e continuidade dessas relações transnacionais. Três estudantes brasileiras de Letras, de uma universidade estadual da região centro-oeste do Brasil estabeleceram contato com adultos estrangeiros no Facebook e com eles interagiram em língua inglesa por um período de seis meses, sob observação não-participante da pesquisadora. O corpus foi constituído do registro dessas interações, colhidos periodicamente pelos próprios sujeitos, totalizando 9.320 palavras. Para triangulação, foram consideradas transcrições de 3 horas de entrevistas semiestruturadas feitas com as participantes brasileiras e resultados de questionários aplicados preliminarmente às observações. Utilizou-se a Análise Crítica do Discurso (ACD) para desvendar a organização linguística e ideológica dos discursos nacionais acionados na transição para o contexto (interlocutor) transnacional online. Adicionalmente, utilizou-se o modelo de identidade social de efeitos de desindividuação (SIDE) para identificar visões estereotipadas e de identidades coletivas envolvidas nessas interações online. Os resultados sugerem a hibridação de estratégias do discurso de contextos off-line com os recursos multimodais dos contextos online. Em seus discursos identitários, os sujeitos adotaram estereótipos oriundos de centros geradores das dinâmicas de globalização, tanto em escala regional (sudeste do Brasil) como em escala mundial (os EUA). A falta de criticidade verificada no discurso no contexto estudado aponta a necessidade de projetos que articulem uma educação para a globalização não unilateral com a educação em línguas estrangeiras na formação do professor e do cidadão / Abstract: This study was developed under the assumption that, currently, transnational digital contact can develop intercultural competence, providing opportunities for people's participation in authentic literacy and sociodiscursive events in discursive contexts wider than those possible in offline contexts. Taking as desirable and potentially innovative these opportunities in the education of future English teachers, the study aimed first, to analyze representations of national identity in the context of these computer-mediated interactions and, second, to investigate the main facilities and barriers imposed by the software chosen for the establishment and continuity of these transnational relations. Three Brazilian students from a Liberal Arts course at a state university in the Midwest of Brazil established contact with foreigner adults on Facebook and interacted with them in English for six months under non-participant observation of the researcher. The corpus consisted of the register of these interactions, collected basically by the subjects themselves, with a total 9.320 words. For the triangulation of data it was considered transcripts of three hours of semi-structured interviews with Brazilian participants and preliminary results of questionnaires answered before the observation. A Critical Discourse Analysis (CDA) approach was used to unveil linguistic organization and ideological reproduction of national speeches in the transition to the online international context (interlocutor). Principles of the social identity model of deindividuation effects (SIDE) were additionally used to identify stereotypes and collective identities involved in these online interactions. The results suggest a hybridization of discourse strategies taken from both offline contexts and online contexts with its multimodal resources. The participants used stereotypes in their speeches that come from big cities where globalization dynamics are generated, both at a regional scale (southeastern Brazil) and worldwide (the U.S.A.). The lack of critical views verified in the discourse and context observed indicates the need for projects that articulate an education for non-unilateral globalization and an education for foreign language teachers and citizens / Doutorado / Linguagem e Tecnologia / Doutora em Lingüística Aplicada

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Si l’étiologie de l’autisme reste mal identifiée, ce trouble est caractérisé par des déficits de la communication sociale, notamment de l’attention conjointe, une importante difficulté à comprendre autrui comme agent intentionnel, un manque d’empathie et des déficits d’imitation. Cette recherche a pour objectifs d’étudier d’une part le lien entre la dysrégulation d’attention conjointe et le développement ultérieur de la communication sociale et d’autre part l’impact d’un programme d’intervention individuelle centrée sur l’hétérorégulation de l’attention conjointe chez de jeunes enfants avec autisme. Il s’agit d’une étude à la fois longitudinale (12 mois) et transversale qui porte sur 10 jeunes enfants avec autisme appariés par âge de développement à 10 jeunes enfants avec trisomie 21 et 10 enfants tout-venants. Le développement psychologique des enfants de ces trois groupes est évalué à l’aide de tests psychométriques validés et étalonnés (Brunet-Lézine, BECS, EDEI-R). L’évaluation de la dysrégulation de l’activité d’attention conjointe et de la communication sociale est réalisée au cours de séances d’activités ludiques au moyen d’outils cliniques originaux. L’analyse comparative des résultats met en évidence une dysrégulation dans les processus d’attention conjointe (désynchronisation, persévérations, ruptures, variabilité, lenteur) contribuant au développement atypique de la communication sociale dans l’autisme notamment pour ce qui concerne la fonction directive et la production de gestes conventionnels et pourrait expliquer les difficultés des enfants avec autisme à s’adapter dans une situation sociale. Par ailleurs, l’évolution différentielle des enfants avec autisme bénéficiant de l’intervention montre que les variabilités interindividuelles dans les profils développementaux cognitifs et socio-communicatifs des enfants de notre étude correspondent aux variabilités interindividuelles de dysrégulation d’attention conjointe. Notre modèle de recherche est donc bien confirmé, et met en évidence l’intérêt de l’évaluation de la dysrégulation d’attention conjointe comme pronostic du développement de la communication sociale. Ces résultats nous incitent à proposer des interventions centrées sur l’hétérorégulation d’attention conjointe et de la communication sociale chez de jeunes enfants avec autisme. / The etiology of autism remains poorly identified, however it has been established that this disorder is characterized by deficits in social communication, in particular in joint attention, which involves major difficulties in understanding others as intentional agents, a lack of empathy and deficits in imitation. The objectives of this research are to study, on one hand, the link between joint attention dysregulation and later social communication development, and on the other hand, the impact of an intervention program based on the hetero-regulation of joint attention for young children with autism. It is both a longitudinal (12 months) and transversal study concerning 10 young children with autism, matched by developmental age to 10 young children with Down’s syndrome and to 10 young typically developing children. The development of the children comprising these three groups is assessed with appropriate clinical tools (Brunet-Lézine, BECS, EDEI-R). The assessment of dysregulation (in the domains of activity, joint attention and social communication skills) is realized during play sessions using original clinical tools. The results show dysregulation in processes of joint attention (desynchronization, perseverations, breaking off, instability, slowness) contributing to atypical development of social communication in autism, in particular with regard to producing imperative function and conventional gestures, which could explain the difficulties that children with autism exhibit when learning to socialize. However, differential evolution in children with autism benefiting from intervention shows that inter- individual instabilities in cognitive profiles and in the development of social communication skills correspond to interindividual instabilities in the dysregulation of joint attention. Our model is thus supported by the data, underlining therefore the interest of using joint attention dysregulation as a predictor of social communication development. These results also emphasize the value of therapies based on the hetero-regulation of joint attention and of social communication for young children with autism.

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Children with language impairment (LI) often demonstrate difficulties in social communication. Although a number of general social communication interventions have been suggested, there is relatively little work done to examine the efficacy of these interventions for school-age children with LI, and none reported to target general emotional competence. The purpose of this study was to examine the effects on teacher perception of an intervention designed to improve emotion understanding. The intervention was centered on the presentation and use of children's stories to introduce and practice aspects of emotion understanding. The withdrawn and sociable subscales of the Teacher Behavior Rating Scale (TBRS) were selected as variables on which to measure teacher perception. Following treatment five of the six participants scored higher ratings of prosocial behavior, with two demonstrating overall reductions in withdrawn behavior and increases in sociable behavior. For one of these participants, the reported progress was notable. The most positive indicator of change following treatment was the reduction in solitary-active withdrawal behavior reported for three of the participants. A reduction in this type of behavior would most likely have an important impact on the quality of social interactions experienced by these individuals.

Recent research indicates that many children with Language Impairment (LI) have difficulty with social communication skills. This study assessed the impact of a social communication intervention on teacher perceptions of social withdrawal in children who received the treatment. The intervention targeted emotion understanding using the presentation of children's stories, facial picture cards, and journaling. Teacher perception was measured using the three withdrawal subscales of the Teacher Behavior Rating Scale (TBRS): Solitary-Active withdrawal, Solitary-Passive withdrawal, and Reticence. Following treatment all five participants received lower ratings of withdrawn behavior on some of the subscales. Only one participant received a rating indicting increased withdrawn behavior (on a single subscale). The most positive indicators of change following treatment were the reduction in Solitary-Active withdrawal for three of the participants and the reduction of Reticent withdrawal for three participants. This study reveals promising results for social communication intervention in children with LI in the area of withdrawn behaviors.

Research has shown that children with Language Impairment (LI) struggle with social communication skills in addition to their characteristic syntactic difficulties. This pilot study analyzed the potential change in grammatical complexity in narratives of five children with LI when enrolled in a social communication intervention. The intervention itself focused on teaching emotion understanding by reading and reenacting children’s stories and journaling. Grammatical limitations were indirectly addressed by clinician modeling of complex forms during the intervention sessions. Each child’s productions were assessed and analyzed for grammatical complexity during retelling a book in the Mercer Mayer “a boy, a dog, and a frog” series. The children performed this task once a week during the course of the intervention. Specific measures used included the average length of terminable unit (T-unit) and the number of subordinate clauses used in each narrative. Three students’ productions remained steady throughout the course of the interventions; their grammatical complexity neither increased nor decreased. One student’s production showed a clear decrease in complexity but was explained by an obvious and arguably more creative change in her language output. One student’s grammatical complexity increased throughout the sessions as indicated by a steady increase in the average length of T-unit. Thus, the results of this study were equivocal. There were several limitations, however, that might be addressed in future intervention studies.

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