The purpose of this study was to investigate the effect of music listening on impulsivity as judged by the Conners' Continuous Performance Test (CPT) II v. 5. College undergraduate students were recruited into one of two groups and were administered a computer task (CPT) to complete in an initial condition, a music condition, and a silence condition. One group of participants had no diagnosed history of ADHD while the other participant group had a history of ADHD. The initial condition served as an opportunity for each participant to take the CPT with the researcher present to allow each participant to ask questions before taking the test alone; each participant was then taken to a separate testing room. As all participants were tested in all three conditions, the remaining two (music and silence) were randomly assigned to control for order effect. The music condition involved taking the CPT alone in the testing room with "In a Mello Tone" by Count Basie playing in the background during the test administration. The piece was manipulated to have a tempo of mm = 124 and looped to last the entirety of the CPT (14 minutes). Each participant was administered the CPT in a silence condition, in which the participant was alone in the testing room without other provided stimuli. The final sample was N = 51 with n = 26 enrolled in the typical group and n = 25 enrolled in the group with attention deficits. A significant main effect difference was found by group: the typical group exhibited lower impulsivity levels as compared to the ADHD group based on Commission mean scores. Additionally, significant main effect differences were found by condition (initial, music, and silence). Both the factors of group and condition appear to be independent as no interaction was found. Implications and suggestions for future research were discussed.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / A diminuição do aporte de oxigênio e nutrientes na vida perinatal resulta em danos, como astrogliose, morte de neurônios e de células proliferativas. Déficits cognitivos podem estar relacionados a danos no hipocampo. Neste trabalho avaliamos a citoarquitetura do giro dentado (DG) durante o desenvolvimento e a memória de ratos submetidos à HI. Para tal, utilizamos a técnica de imunohistoquímica para marcador de proliferação celular (KI67), neurônio jovem (DCX), de astrócitos (GFAP) e de óxido nítrico sintase neuronal (NOSn). Para avaliar a memória de curta e de longa duração foi utilizado o teste de reconhecimento de objetos (RO). Ratas Wistar grávidas em E18 foram anestesiadas (tribromoetanol) e as quatro artérias uterinas foram ocluídas com grampos de aneurisma (Grupo HI). Após 45 minutos, os grampos foram removidos e foi feita a sutura por planos anatômicos. Os animais do grupo controle (SHAM) sofreram o mesmo procedimento, excetuando a oclusão das artérias. Os animais nasceram a termo. Animais com idades de 7 a 90 dias pós-natal (P7 a P90), foram anestesiados e perfundido-fixados com paraformaldeído a 4%, e os encéfalos submetidos ao processamento histológico. Cortes coronais do hipocampo (20m) foram submetidos à imunohistoquímica para KI67, DCX, GFAP e NOSn. Animais P90 foram submetidos ao RO. Os procedimentos foram aprovados pelo comitê de ética (CEA/019/2010). Observamos menor imunomarcação para KI67 no giro dentado de animais HI em P7. Para a marcação de DCX nesta idade não foi observada diferença entre os grupos. Animais HI em P15, P20 e P45 tiveram menor imunomarcação para DCX e Ki67 na camada granular. Animais P90 de ambos os grupos não apresentaram marcação para KI67 e DCX. Vimos aumento da imunomarcação para GFAP nos animais HI em todas as idades. A imunomarcação para NOSn nos animais HI foi menor em todas as idades. O maior número de células NOSn positivas foi visto em animais P7 em ambos os grupos na camada polimórfica. Em P15, animais HI apresentam células NOSn+ em todo o DG. Em P30 animais HI apresentam células NOSn+ nas camadas polimórfica e sub-granular. Animais adultos (P90) de ambos os grupos apresentam células NOSn positivas apenas nas camadas granular e sub-granular. Embora animais HI P90 não apresentaram déficits de memória, estes apresentaram menor tempo de exploração do objeto. Comportamento correspondente a déficits de atenção em humanos. Nossos resultados sugerem que HI perinatal diminui a população de células proliferativas, de neurônios jovens, de neurônios NOSn+, além de causar astrogliose e possivelmente déficits de atenção. O modelo demonstrou ser útil para a compreensão dos mecanismos celulares das lesões hipóxico-isquêmicas e pode ser usado para testar estratégias terapêuticas. / The supply of oxygen and nutrients decreasing in perinatal life may results in CNS damage such as deficits in memory and attention and increased susceptibility to epileptic disorders in adulthood. Perinatal hypoxia-ischemia ( HI ) results in astrogliosis in white matter and loss of cortical neurons (Robinson et al, 2005). Cognitive deficits may be related to hippocampal damage. In this study we evaluate the cytoarchitecture of the dentate gyrus (DG) during development and memory in rats submeted to HI. We used the immunohistochemistry marker of cell proliferation (Ki67), young neuron (DCX), astrocytes (GFAP) and neuronal nitric oxide synthase (nNOS). To evaluate the short-memory and long-lasting the recognition of objects (RO) test was used. Pregnant Wistar rats on E18 were anesthetized (tribromoethanol) and the four uterine arteries were occluded with aneurysm clips (Group HI). After 45 minutes, the clips were removed and the incision was sutured to the anatomical planes. The control group (SHAM) underwent the same procedure, except the occlusion of arteries. The animals were born at term. Animals aged 7 to 90 days postnatal (P7 to P90) were anesthetized and perfused-fixed with 4% paraformaldehyde, and their brains were subjected to histological processing. Coronal sections of the hippocampus (20μm) were subjected to immunohistochemistry for Ki67, DCX, GFAP and nNOS. Animals were subjected to RO P90. The procedures were approved by the ethics committee ( CEA/019/2010 ). We observed lower Ki67 immunostaining in the dentate gyrus of animals HI at P7. For marking DCX at this age is no difference between the groups was observed. HI animals at P15, P20 and P45 had less immunostaining for DCX and Ki67 in the granular layer. Animals P90 in both groups showed no labeling for Ki67 and DCX. We have seen an increase in GFAP immunostaining HI in animals at any age. The immunostaining for nNOS in HI animals was lower at all ages. The greater number of positive cells was seen in nNOS P7 animals in both groups in the polymorphic layer. In P15 animals HI nNOS + cells present in the whole DG. In P30 animals HI feature nNOS + cells in the polymorphic layer and sub-granular. Adult animals (P90) of both groups have positive nNOS granular cell layers, and only in the sub-granular. Although HI P90 animals showed no memory deficits, these patients had shorter holding the object. Corresponding to attention deficits in human behavior. Our results suggest that perinatal HI decreases the population of proliferative cells, young neurons, nNOS+ neurons, and astrocytic and possibly cause attention deficits. The model proved to be useful for understanding the cellular mechanisms of hypoxic- ischemic injury and can be used to test therapeutic strategies.

This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study. In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group. In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests. In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group. The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4). The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.</p>

Conselho Nacional de Desenvolvimento Científico e Tecnológico / A diminuição do aporte de oxigênio e nutrientes na vida perinatal resulta em danos, como astrogliose, morte de neurônios e de células proliferativas. Déficits cognitivos podem estar relacionados a danos no hipocampo. Neste trabalho avaliamos a citoarquitetura do giro dentado (DG) durante o desenvolvimento e a memória de ratos submetidos à HI. Para tal, utilizamos a técnica de imunohistoquímica para marcador de proliferação celular (KI67), neurônio jovem (DCX), de astrócitos (GFAP) e de óxido nítrico sintase neuronal (NOSn). Para avaliar a memória de curta e de longa duração foi utilizado o teste de reconhecimento de objetos (RO). Ratas Wistar grávidas em E18 foram anestesiadas (tribromoetanol) e as quatro artérias uterinas foram ocluídas com grampos de aneurisma (Grupo HI). Após 45 minutos, os grampos foram removidos e foi feita a sutura por planos anatômicos. Os animais do grupo controle (SHAM) sofreram o mesmo procedimento, excetuando a oclusão das artérias. Os animais nasceram a termo. Animais com idades de 7 a 90 dias pós-natal (P7 a P90), foram anestesiados e perfundido-fixados com paraformaldeído a 4%, e os encéfalos submetidos ao processamento histológico. Cortes coronais do hipocampo (20m) foram submetidos à imunohistoquímica para KI67, DCX, GFAP e NOSn. Animais P90 foram submetidos ao RO. Os procedimentos foram aprovados pelo comitê de ética (CEA/019/2010). Observamos menor imunomarcação para KI67 no giro dentado de animais HI em P7. Para a marcação de DCX nesta idade não foi observada diferença entre os grupos. Animais HI em P15, P20 e P45 tiveram menor imunomarcação para DCX e Ki67 na camada granular. Animais P90 de ambos os grupos não apresentaram marcação para KI67 e DCX. Vimos aumento da imunomarcação para GFAP nos animais HI em todas as idades. A imunomarcação para NOSn nos animais HI foi menor em todas as idades. O maior número de células NOSn positivas foi visto em animais P7 em ambos os grupos na camada polimórfica. Em P15, animais HI apresentam células NOSn+ em todo o DG. Em P30 animais HI apresentam células NOSn+ nas camadas polimórfica e sub-granular. Animais adultos (P90) de ambos os grupos apresentam células NOSn positivas apenas nas camadas granular e sub-granular. Embora animais HI P90 não apresentaram déficits de memória, estes apresentaram menor tempo de exploração do objeto. Comportamento correspondente a déficits de atenção em humanos. Nossos resultados sugerem que HI perinatal diminui a população de células proliferativas, de neurônios jovens, de neurônios NOSn+, além de causar astrogliose e possivelmente déficits de atenção. O modelo demonstrou ser útil para a compreensão dos mecanismos celulares das lesões hipóxico-isquêmicas e pode ser usado para testar estratégias terapêuticas. / The supply of oxygen and nutrients decreasing in perinatal life may results in CNS damage such as deficits in memory and attention and increased susceptibility to epileptic disorders in adulthood. Perinatal hypoxia-ischemia ( HI ) results in astrogliosis in white matter and loss of cortical neurons (Robinson et al, 2005). Cognitive deficits may be related to hippocampal damage. In this study we evaluate the cytoarchitecture of the dentate gyrus (DG) during development and memory in rats submeted to HI. We used the immunohistochemistry marker of cell proliferation (Ki67), young neuron (DCX), astrocytes (GFAP) and neuronal nitric oxide synthase (nNOS). To evaluate the short-memory and long-lasting the recognition of objects (RO) test was used. Pregnant Wistar rats on E18 were anesthetized (tribromoethanol) and the four uterine arteries were occluded with aneurysm clips (Group HI). After 45 minutes, the clips were removed and the incision was sutured to the anatomical planes. The control group (SHAM) underwent the same procedure, except the occlusion of arteries. The animals were born at term. Animals aged 7 to 90 days postnatal (P7 to P90) were anesthetized and perfused-fixed with 4% paraformaldehyde, and their brains were subjected to histological processing. Coronal sections of the hippocampus (20&#956;m) were subjected to immunohistochemistry for Ki67, DCX, GFAP and nNOS. Animals were subjected to RO P90. The procedures were approved by the ethics committee ( CEA/019/2010 ). We observed lower Ki67 immunostaining in the dentate gyrus of animals HI at P7. For marking DCX at this age is no difference between the groups was observed. HI animals at P15, P20 and P45 had less immunostaining for DCX and Ki67 in the granular layer. Animals P90 in both groups showed no labeling for Ki67 and DCX. We have seen an increase in GFAP immunostaining HI in animals at any age. The immunostaining for nNOS in HI animals was lower at all ages. The greater number of positive cells was seen in nNOS P7 animals in both groups in the polymorphic layer. In P15 animals HI nNOS + cells present in the whole DG. In P30 animals HI feature nNOS + cells in the polymorphic layer and sub-granular. Adult animals (P90) of both groups have positive nNOS granular cell layers, and only in the sub-granular. Although HI P90 animals showed no memory deficits, these patients had shorter holding the object. Corresponding to attention deficits in human behavior. Our results suggest that perinatal HI decreases the population of proliferative cells, young neurons, nNOS+ neurons, and astrocytic and possibly cause attention deficits. The model proved to be useful for understanding the cellular mechanisms of hypoxic- ischemic injury and can be used to test therapeutic strategies.

L'attention focalisée est une fonction cognitive de haut niveau permettant à l'Homme de faciliter sélectivement certaines actions et perceptions. Dans un monde regorgeant de choix d'actions, et de possibilités de perceptions, l'attention focalisée représente une composante vitale de la cognition humaine. Un constat important doit cependant être noté : l'Homme est incapable de maintenir indéfiniment un état stable d'attention focalisée. Cette incapacité est mise en évidence pendant les tâches d'attention soutenue par l'apparition progressive de déficiences sensori-motrices au cours du temps. L'impulsivité motrice augmente alors, ainsi que le temps de réponse aux stimuli impératifs, et la sensibilité perceptive diminue. À l'heure actuelle, les bases neuronales du phénomène restent très peu connues et ce manque de connaissance est clairement perceptible au sein de deux champs disciplinaires - les Neurosciences Cognitives et l'Ingénierie Cognitive. En Neurosciences Cognitives, la question demeure ainsi posée : pourquoi l'Homme est-il incapable de maintenir un niveau de performance sensori-motrice optimal au cours de tâches d'attention soutenue ? En Ingénierie Cognitive, la problématique concerne le développement d'Interfaces Cerveau-Machine (ICM) passives : identifier les marqueurs neuronaux des déficits d'attention permettrait, à terme, de suivre en temps réel l'état cognitif de l'Homme et de l'alerter de la survenue de ces déficits durant son activité. Ces deux problématiques ont été traitées dans cette thèse. Dans un premier temps, je démontre que le maintien d'une attention focalisée sur une stimulation visuelle entraîne une rapide inhibition des aires visuelles corticales. Cette inhibition sensorielle serait liée à l'absence de variation de la stimulation sensorielle. Ainsi, l'inhibition sensorielle serait bénéfique au cours de tâches de recherche visuelle : elle permettrait à l'Homme d'éviter de réexaminer plusieurs fois le même stimulus, le même objet, la même localisation spatiale; mais lorsqu'une attention soutenue est requise, ce mécanisme serait alors à l'origine de l'apparition de déficiences sensorielles. La présence de cette inhibition sensorielle apporte une explication probante à la diminution de sensibilité perceptive et à l'allongement du temps de réaction qui caractérisent le phénomène. Je montre ensuite que l'activité de structures neuronales motrices et d'aires corticales connues pour sous-tendre l'attention focalisée (i.e., tractus cortico-spinal, et aires corticales motrice primaire, préfrontale et pariétale droite) augmente progressivement au cours d'une tâche d'attention soutenue. Ce sur-engagement reflèterait un processus de compensation en réponse au désengagement préalable des aires corticales sensorielles et à la diminution de la qualité des représentations perceptives. Aussi, l'augmentation d'activité des structures neuronales motrices expliquerait l'augmentation de l'impulsivité motrice, une des signatures comportementales des déficits d'attention. Dans un second temps, je teste la possibilité d'exploiter ces corrélats neuronaux des déficits d'attention afin de discriminer deux états attentionnels donnés (i.e., avec ou sans déficits d'attention) au sein d'une ICM passive. Nous avons pour cela appliqué des méthodes de classification supervisées sur des données de spectroscopie proche infra-rouge reflétant l'activité hémodynamique des aires corticales préfrontale et pariétale enregistrées pendant une tâche d'attention soutenue. Nous rapportons des résultats encourageant en termes de performance de classification pour le futur développement d'ICM passives. Pris ensemble, les résultats décrits dans cette thèse apportent une meilleure compréhension des corrélats neuronaux des déficits d'attention et montrent comment cette connaissance peut être exploitée afin de développer des systèmes permettant de limiter la survenue d'accidents et d'incidents liés à l'erreur humaine dans un contexte écologique. / Focused attention represents a high-level cognitive function enabling humans to selectively facilitate specific actions and perceptions. In a world full of choices of action, and of perceptual possibilities, focused attention appears to be a vital component of human cognition. One observation however, is worth making: human-beings are unable to maintain stable states of focused attention indefinitely. This inability manifests during sustained attention tasks with the progressive occurrence of sensory-motor deficiencies with time-on-task. The phenomenon - called attention decrement - is characterized by increases in motor impulsivity and in response times to imperative events, and by a reduction in perceptual sensitivity. So far, the neural underpinnings of attention decrement have not been fully elucidated and this lack of knowledge is clearly palpable within two disciplinary fields : Cognitive Neuroscience and Cognitive Engineering. In Cognitive Neuroscience, the associated question is why are human-beings unable to maintain an optimal sensory-motor performance during sustained attention tasks? In Cognitive Engineering, the lack of a complete scientific understanding of attentional issues impacts the development of efficient passive Brain-Computer interfaces (BCI), capable of detecting the occurrence of potentially dangerous attention decrements during the performance of everyday activities. Both issues have been addressed in this thesis. In terms of Cognitive Neuroscience, I demonstrate that sustaining focused attention on a visual stimulation rapidly leads to an inhibition of the visual cortices. This sensory inhibition can be causally related to the lack of changes in perceptual stimulation typically characterizing sustained attention tasks. While the mechanism may be beneficial during visual search tasks as it helps humans avoid processing the same stimulus, the same object, the same location several times, it can lead to the occurrence of sensory deficiencies when sustained attention is required. As such, the sensory inhibition provides a compelling explanation as to the decrease in perceptual sensitivity and to the increase in reaction time that typify attention decrement. I show in a second study that attention decrement is associated with an increase in the activity of motor- and attention-related neural structures (i.e., cortico-spinal tract, primary motor, prefrontal and right parietal cortices). This excessive engagement reflects a compensatory process occurring in response to the sensory disengagement already highlighted and to the related degradation of the quality of perceptual representations. It is notable that the excessive engagement of the motor neural structures with time-on-task provides a potential explanation for the increase in motor impulsivity typifying attention decrement. In terms of application of these new findings, I investigated the potential of exploiting these neural correlates of attention decrement to discriminate between two different attentional states (i.e., with or without attention decrement) through a passive BCI system. To do so, we applied supervised classification analyses on near-infrared spectroscopy signals reflecting the hemodynamic activity of prefrontal and parietal cortices as recorded during a sustained attention task. We achieved relatively promising classification performance results which bode well for the future development of passive BCI. When considered together, the results described in this thesis contribute towards a better understanding of the neural correlates of attention decrement and demonstrate how this novel knowledge can be exploited for the future development of systems which may enable a reduction in accidents and human error-driven incidents in real world environments.

<p>Syftet med detta arbete är att undersöka vilken uppfattning pedagoger i förskola och skola har om sambandet mellan mat och koncentration. Anser de att mat har en betydelse för barns förmåga att delta i de verksamheter de befinner sig i? För att barn och vuxna skall orka vara delaktiga i sociala sammanhang och kunna vara koncentrerade krävs en näringsriktig kost. Vi har därför sökt att få fram vad som betraktas vara en näringsriktig måltid för barn. Genom enkätundersökning, intervju, observation samt litteraturstudier har vi försökt att få fram svar på dessa frågor. Vi berör skolmatens historia och politiken kring hur det kom sig att barn överhuvudtaget skall serveras mat i de verksamheter de befinner sig i. Vi har försökt se bortanför det psykomedicinska paradigmet för att förklara vissa orsaker till koncentrationsvårigheter.</p><p>The purpose with this work is to examine how the pedagogy personnel in pre-school and school thinks about the connection between food and concentration. Do they believe that food has meaning for the children’s ability to participate in the educational programs they attend in? The strength children and adults need to have, for the ability to participate in social interaction, demands good nourishing food. Therefore we have tried to find answers to what a nutritious meal is for children. Trough questionnaire, interview, observation and litterateur studies we have tried to find answers to these questions. We discuss the history of the school-meal and the politics surrounding the question why children should be served food in the educational programs they attend in. We have tried to look beyond the psycho medical paradigm to explain some causes to behavior problem.</p>

Syftet med detta arbete är att undersöka vilken uppfattning pedagoger i förskola och skola har om sambandet mellan mat och koncentration. Anser de att mat har en betydelse för barns förmåga att delta i de verksamheter de befinner sig i? För att barn och vuxna skall orka vara delaktiga i sociala sammanhang och kunna vara koncentrerade krävs en näringsriktig kost. Vi har därför sökt att få fram vad som betraktas vara en näringsriktig måltid för barn. Genom enkätundersökning, intervju, observation samt litteraturstudier har vi försökt att få fram svar på dessa frågor. Vi berör skolmatens historia och politiken kring hur det kom sig att barn överhuvudtaget skall serveras mat i de verksamheter de befinner sig i. Vi har försökt se bortanför det psykomedicinska paradigmet för att förklara vissa orsaker till koncentrationsvårigheter. The purpose with this work is to examine how the pedagogy personnel in pre-school and school thinks about the connection between food and concentration. Do they believe that food has meaning for the children’s ability to participate in the educational programs they attend in? The strength children and adults need to have, for the ability to participate in social interaction, demands good nourishing food. Therefore we have tried to find answers to what a nutritious meal is for children. Trough questionnaire, interview, observation and litterateur studies we have tried to find answers to these questions. We discuss the history of the school-meal and the politics surrounding the question why children should be served food in the educational programs they attend in. We have tried to look beyond the psycho medical paradigm to explain some causes to behavior problem.

Les conditions de travail peuvent-elles générer des problèmes attentionnels chez certains salariés ? Cette question est actuellement au cœur de nombreuses recherches dans le domaine de la psychologie du travail, de l’ergonomie et de la psychologie cognitive appliquée. Au cours de ce travail de thèse, nous avons tenté de comprendre quels facteurs pourraient provoquer ces difficultés. Nous avons scindé notre approche en deux parties : (i) l’étude en laboratoire des liens entre les interruptions et les capacités cognitives, et (ii) l’étude des conditions de travail et de leurs retentissements sur la cognition. Les parutions scientifiques issues de la littérature des interruptions sont de plus en plus nombreuses. Elles ont notamment vécu un essor au début des années 2000. Pourtant, de nombreuses interrogations persistent encore, comme les effets réels des interruptions sur la tâche principale et les différents facteurs qui les potentialisent. De plus, les processus cognitifs spécifiques mis en jeu lors des interruptions n’ont pas tous été étudiés. C’est pourquoi, nous avons proposé une nouvelle définition formelle du phénomène d’interruption, ainsi qu’un nouveau cadre de recherche pour unifier le champ d’étude actuel. Nous avons également mené plusieurs études expérimentales dans le but de répondre à certains questionnements encore présents. L’ensemble de nos résultats suggèrent que les interruptions sont la plupart du temps délétères, et que des processus jusqu’alors insoupçonnés pourraient permettre de diminuer leurs retentissements. En second lieu, nous avons étudié l’impact de certaines conditions de travail sur le développement de plaintes attentionnelles et cognitives. Tout d’abord, nous avons construit un nouveau matériel à même de détecter ces changements au niveau cognitif en réalisant plusieurs études de création et validation d’une nouvelle échelle. Ensuite, nous l’avons utilisé sur un échantillon de plusieurs centaines de salariés pour tirer des conclusions sur les prédicteurs de ces difficultés. Dans l’ensemble, le genre, le statut social, le temps passé en environnement de travail partagé, la fréquence des interruptions et certaines nouvelles technologies pourraient être à l’origine de difficultés attentionnelles au travail. / Can Working conditions generate attentional problems for some employees? This issue is currently at the heart of research in the field of work psychology, ergonomics and applied cognitive psychology. During this thesis, we tried to understand exactly what factors might cause these problems. We have divided our approach into two parts: (i) the laboratory study of the links between interruptions and cognitive abilities, and (ii) the study of working conditions and their repercussions on cognition. Scientific publications from interruptions literature are becoming more numerous. In particular, they experienced a boom in the early 2000s. However, many questions still persist, as the real effect of interruptions on the main task and the various factors which potentiates this effect. Moreover, the specific cognitive processes involved during interruptions have not all been studied. Therefore, we proposed a new formal definition of the phenomenon of interruption and a new research framework to unify the current field of study. Also, we conducted several experimental studies to answer some questions still present. Together, our results suggest that interruptions are usually deleterious regarding the performance of the primary task, and that some cognitive processes unsuspected to this day might help their repercussions. Secondly, we studied the impact of specific working conditions on attentional and cognitive complaints. First, we built a new test able to detect these changes on a cognitive level by carrying out several construction and validation studies of a new scale. Then we used a sample of several hundred employees to draw conclusions on the predictors of these difficulties. Overall, gender, social status, time spent in shared working environment, the frequency of interruptions and several aspects of new technologies may be the cause of attentional difficulties at work.

Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek aan die hand van sewe internasionaal erkende psigometriese toetse. Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van terapie te bepaal. Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel gestremdes onderskei, bevestig. Die toets se geldigheid vir Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal. Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>, van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32 wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom, huistaal, sosio-ekonomiese status en skoolstanderd. Eksperimentele leerlinge het visuele terapie in n breer groepsverband vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel. Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp. t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe. Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot 'n oorhoofse verbetering in konseptualisering en intellektuele ryping by die groep wat terapie voltooi het. Skrif was die enigste vak wat by dieselfde groep beduidend verbeter het. Hierdie resultaat is egter twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually impaired pupils as a subgroup of the learning disabled, has been a controversy far decades. This controversy was investigated by means of seven internationally recognised psychometric tests. The internal consistency coefficients of these tests for the present study ranged from 0,62 to 0,95. A factor analysis of test intercorrelations revealed a common factor. Six tests were primarily visual perceptual, whilst the Goodenough (1926) scale determined intelligence. Additionally, pupils' performance in their first language, mathematics and writing, was used to assess the therapeutic effect. Subjects were diagnosed as visually perceptually impaired by an educational psychologist and a visual training centre in Pretoria where experimental pupils received therapy. These diagnoses were confirmed by the Test for Visual Analysis Skills, which significantly differentiates between the normal and visually perceptually impaired. This test's validity for South African circumstances was determined in a prestudy. One hundred and six, six to nine year old subjects <82 boys and 24 girls>, of normal intelligence, visual acuity and hearing, were involved. Fifty three formed the experimental group which was subdivided in 32 who completed therapy, and 21 who did not. These pupils were individualiy matched with controls of similar sex, age, home language, socio economic status and school standard. Experimental pupils received visual therapy within a broader group context for one hour per week. Therapy periods fluctuated between 4 and 15 months. The experimental design was a pretest-posttest two group design. t-Tests for dependant <matched) groups were conducted on the differences between pre and oosttest scores, as well as between the experimental and control groups. None of the primarily visual perceptual tests revealed significant results. This signifies the inefficiency of visual perceptual therapy to rectify the deficits at which it is directed. The value of visual perceptual therapy is, on the contrary, restricted to an overall improvement in conceptualization and intellectual maturation within the group which completed therapy. Writing was the only subject which improved significantly within the same group. However, this result is dubious, due to evaluation deficits. / Psychology / D.Litt. et Phil. (Psychology)

Satsningar på en-till-en, det vill säga en dator eller pekplatta per elev, blir allt vanligare i svensk skola, men det finns begränsad forskning om hur detta påverkar elever med funktionsnedsättning och/eller i behov av stöd. I en inkluderande skola behöver tekniken vara tillgänglig för alla och användas i ett meningsfullt sammanhang. Studiens syfte var att undersöka hur en-till-en-satsningar kan påverka elevers möjligheter i skolan,alla elever oavsett funktionsförmåga inräknade. I detta ingick att identifiera såväl positiva som negativa aspekter av att ha ständig tillgång till en dator per elev i undervisningssituationen och hur detta förhåller sig till den inkluderande skolan. Metoder som användes i insamlingen var fallstudien som metod, deltagande semistrukturerade observationer på två skolor samt semistrukturerade elevintervjuer på en av dessa skolor. Som stöd för analysen av materialet användes en modell för undervisning och lärandeprocesser som bygger på ett didaktiskt designperspektiv. Resultatet visar att en-till-en, om tekniken används inom ramen för en medveten pedagogisk tanke hos läraren, ger många möjligheter i form av anpassningar utifrån varje elevs behov. Eleverna är ofta positiva till datorn och kan komma runt sina svårigheter utan att sticka ut i klassrummet. Dessutom ökar möjligheten för läraren att kommunicera enskilt och i grupp med eleverna, vilket ger rikliga tillfällen till formativ bedömning och ytterligare individanpassning. Samtidigt identifieras stora svårigheter med IKT i klassrummet, bland annat att vissa elever får väldigt lite skolarbete gjort på grund av att de inte kan motstå sociala medier, spel och annat som en Internetuppkopplad dator ständigt erbjuder. Med andra ord finns en risk för att lärmiljön blir otillgänglig och exkluderande, särskilt för elever med koncentrationssvårigheter. Allt detta behöver pedagoger vara medvetna om för att genom kollegialt lärande kunna utveckla fungerande strategier som gynnar alla elevers lärande. / Investing in one-to-one computing (1:1), i.e. a computer or tablet per student, is increasingly common in Swedish schools, but there is limited research on how this affects students with disabilities or with special educational needs. The purpose of the study was to investigate how 1:1 may affect students with disabilities or special educational needs. The purpose included identification of positive and negative aspects related to the constant access to personal devices in the classroom, as well as an analysis of how that relates to the concept of inclusive education. The methods used in the case study were semi-structured observations in two schools and semi-structured interviews with students at one of these schools. The analysis of the research material was made with the support of a model for teaching and learning processes based on a didactic design perspective. The results show that 1:1 can provide many possibilities in the form of adjustments based on each student’s needs, providing the technology is used in accordance with the teacher’s intentions with her or his teaching. Many students enjoy their computers and can overcome personal difficulties without showing it to their classmates. The use of personal devices also leaves more time for teachers to communicate individually or in small groups with their students, i.e. opportunities for formative assessment and further individualization. However, the study also identifies major difficulties with ICT in the classroom. Some students perform poorly as they cannot resist the social media, computer games and other issues that Internet connected devices can offer. In other words, there is a risk that the learning environment becomes inaccessible and excluding, especially for pupils with special needs. Teachers need to be aware of these possibilities as well as limitations with one-to-one computing in order to find strategies that benefit all pupils.