Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Traditionally, geometry at school starts on a formal level, largely ignoring prerequisite skills needed for formal spatial reasoning. Ignoring that geometry conceptualisation has a sequential and hierarchical nature, causes ineffective teaching and learning with a long lasting inhibiting influence on spatial development and learning. One of the current reform movements in mathematics education is the appropriate use of dynamic computer technology in the teaching and learning of mathematics. Concerning mathematics education, the lecturers may involve the introduction of both dynamic computer technology and mathematics in meaningful contexts that will enable interplay between the two. Pre-service mathematics teachers (PMTs) can be encouraged to become actively involved in their learning and, therefore, less frustrated in their study orientation in mathematics. Therefore, such learning environments may be essential to enhance the conceptual understanding of PMTs. To be able to reach their eventual learners, PMTs' own conceptual understanding of geometry should be well developed. When PMTs have conceptual understanding of a mathematical procedure, they will perceive this procedure as a mathematical model of a problem situation, rather than just an algorithm. This study aimed at investigating the effect of a technologically enhanced learning environment on PMTs' understanding of geometry concepts and their study orientation in mathematics, as prerequisite for deep conceptualisation. A combined quantitative and qualitative research approach was used. The quantitative investigation employed a pre-experimental one-group pre-test post-test design. A Mayberry-type test was used to collect data with regard to PMTs' conceptualisation of geometry concepts, while the Study Orientation in Mathematics (SOM) questionnaire was used to collect data with regard their study orientation in mathematics. The qualitative investigation employed phenomenological interviews to collect supplementary information about the participating PMTs' experiences and assessment of the influence of the use of the dynamic software Geometer's Sketchpad (GSP) on their learning and conceptualisation of geometry concepts. During post-testing the participating group of PMTs achieved practically significantly higher scores in the Mayberry-type test, as well as in all fields of the SOM questionnaire. Results seem to indicate that PMTs gained significantly in the expected high levels of conceptualisation, as well as high degrees of acquisition of those levels during the intervention programme. The main conclusion of the study is that a technologically enhanced learning environment (such as GSP) can be successfully utilised to significantly enhance PMTs' conceptualisation and study orientation, as prerequisite for deep conceptualisation, in geometry. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

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The aim of this research is to show theoretical similarities between emotional intelligence and self-actualisation. The empirical results give evidence of the relationship between these two concepts. An assessment battery consisting of the BarOn Emotional Quotient Inventory (BarOn EQ-i), an emotional intelligence instrument and the Personal Orientation Inventory (POI), a self-actualisation instrument was used to measure the concepts of emotional intelligence and self-actualisation. A sample of 71 employees was assessed using psychometric tests and a biographical questionnaire. The data was collected over a period of four months. The statistical methods used in this research focus on quantitative measurement. Calculations are mainly done with t-tests and Pearson's product moment correlation coefficient. The empirical results of this research give partial evidence of the correlation between emotional intelligence and self-actualisation. Positive relationships between various factors of emotional intelligence and self-actualisation were found. / Industrial and Organisational Psychology / M.A.(Industrial Psychology)

Les systèmes multi-agents (SMA) peuvent être utilisé pour modéliser les phénomènes qui peuvent être décomposés en agents qui interagissent et qui existent au sein d'un environnement. Ils peuvent être utilisés pour modéliser les sociétés humaines et animales, aux fins de l'analyse de leurs propriétés par des moyens de calcul. Cette thèse est consacrée à l'analyse automatisée d'un type particulier de ces modèles sociaux, celles qui sont fondées sur les principes comportementalistes, qui contrastent avec les approches cognitives plus dominantes dans la littérature des SMAs. La caractéristique des théories comportementalistes est l'accent mis sur la définition des comportements basée sur l'interaction entre les agents et leur environnement. Non seulement des actions réflexives, mais aussi d'apprentissage, les motivations, et les émotions peuvent être définies. Nous introduisons une architecture formelle d'agent basée sur la théorie d'analyse comportementale de B. F. Skinner, ainsi que une notion appropriée et formelle de l'environnement pour mettre ces agents ensemble dans un SMA. La simulation est souvent utilisée pour analyser les SMAs. Les techniques consistent généralement à simuler le SMA plusieurs fois, soit pour recueillir des statistiques, soit pour voir ce qui se passe à travers l'animation. Toutefois, les simulations peuvent être utilisées d'une manière plus orientée vers la vérification si on considère qu'elles sont en réalité des explorations de grandes espaces d'états. Nous proposons une technique de vérification nouvelle basé sur cette idée, qui consiste à simuler un SMA de manière guidée, afin de vérifier si quelques hypothèses sur lui sont confirmées ou non. À cette fin, nous tirons profit de la position privilégiée que les environnements sont dans les SMAs de cette thèse: la spécification formelle de l'environnement d'un SMA sert à calculer les évolutions possibles du SMA comme un système de transition, établissant ainsi l'espace d'états à vérifier. Dans ce calcul, les agents sont pris en compte en les simulant afin de déterminer, à chaque état de l'environnement, quelles sont leurs actions. Chaque exécution de la simulation est une séquence d'états dans cet espace d'états, qui est calculée à la volée, au fur et à mesure que la simulation progresse. L'hypothèse à étudier, à son tour, est donnée comme un autre système de transition, appelé objectif de simulation, qui définit les simulations désirables et indésirables. Il est alors possible de vérifier si le SMA est conforme à l'objectif de simulation selon un certain nombre de notions de satisfiabilité très précises. Algorithmiquement, cela correspond à la construction d'un produit synchrone de ces deux systèmes de transitions (i.e., celui du SMA et l'objectif de simulation) à la volée et à l'utiliser pour faire fonctionner un simulateur. C'est-à-dire, l'objectif de simulation est utilisé pour guider le simulateur, de sorte que seuls les états concernés sont en réalité simulés. À la fin d'un tel algorithme, il délivre un verdict concluant ou non concluant. Si c'est concluant, il est connu que le SMA est conforme à l'objectif de simulation par rapport aux observations qui ont été faites lors des simulations. Si c'est non-concluant, il est possible d'effectuer quelques ajustements et essayer à nouveau. En résumé, dans cette thèse nous fournissons quatre nouveaux éléments: (i) une architecture d'agent; (ii) une spécification formelle de l'environnement de ces agents, afin qu'ils puissent être composés comme un SMA; (iii) une structure pour décrire les propriétés d'intérêt, que nous avons nommée objectif de simulation, et (iv) une technique pour l'analyse formelle du SMA résultant par rapport à un objectif de simulation. Ces éléments sont mis en œuvre dans un outil, appelé Simulateur Formellement Guidé (FGS, de l'anglais Formally Guided Simulator).Des études de cas exécutables dans FGS sont fournies pour illustrer l'approche. / Multi-agent systems (MASs) can be used to model phenomena that can be decomposed into several interacting agents which exist within an environment. In particular, they can be used to model human and animal societies, for the purpose of analysing their properties by computational means. This thesis is concerned with the automated analysis of a particular kind of such social models, namely, those based on behaviourist principles, which contrasts with the more dominant cognitive approaches found in the MAS literature. The hallmark of behaviourist theories is the emphasis on the definition of behaviour in terms of the interaction between agents and their environment. In this manner, not merely reflexive actions, but also learning, drives, and emotions can be defined. More specifically, in this thesis we introduce a formal agent architecture (specified with the Z Notation) based on the Behaviour Analysis theory of B. F. Skinner, and provide a suitable formal notion of environment (based on the pi-calculus process algebra) to bring such agents together as a MAS. Simulation is often used to analyse MASs. The techniques involved typically consist in implementing and then simulating a MAS several times to either collect statistics or see what happens through animation. However, simulations can be used in a more verification-oriented manner if one considers that they are actually explorations of large state-spaces. In this thesis we propose a novel verification technique based on this insight, which consists in simulating a MAS in a guided way in order to check whether some hypothesis about it holds or not. To this end, we leverage the prominent position that environments have in the MASs of this thesis: the formal specification of the environment of a MAS serves to compute the possible evolutions of the MAS as a transition system, thereby establishing the state-space to be investigated. In this computation, agents are taken into account by being simulated in order to determine, at each environmental state, what their actions are. Each simulation execution is a sequence of states in this state-space, which is computed on-the-fly, as the simulation progresses. The hypothesis to be investigated, in turn, is given as another transition system, called a simulation purpose, which defines the desirable and undesirable simulations (e.g., "every time the agent does X, it will do Y later"). It is then possible to check whether the MAS satisfies the simulation purpose according to a number of precisely defined notions of satisfiability. Algorithmically, this corresponds to building a synchronous product of these two transitions systems (i.e., the MAS's and the simulation purpose) on-the-fly and using it to operate a simulator. That is to say, the simulation purpose is used to guide the simulator, so that only the relevant states are actually simulated. By the end of such an algorithm, it delivers either a conclusive or inconclusive verdict. If conclusive, it becomes known whether the MAS satisfies the simulation purpose w.r.t. the observations made during simulations. If inconclusive, it is possible to perform some adjustments and try again.In summary, then, in this thesis we provide four novel elements: (i) an agent architecture; (ii) a formal specification of the environment of these agents, so that they can be composed into a MAS; (iii) a structure to describe the property of interest, which we named simulation purpose; and (iv) a technique to formally analyse the resulting MAS with respect to a simulation purpose. These elements are implemented in a tool, called Formally Guided Simulator (FGS). Case studies executable in FGS are provided to illustrate the approach.

Multi-agent systems (MASs) can be used to model phenomena that can be decomposed into several interacting agents which exist within an environment. In particular, they can be used to model human and animal societies, for the purpose of analysing their properties by computational means. This thesis is concerned with the automated analysis of a particular kind of such social models, namely, those based on behaviourist principles, which contrasts with the more dominant cognitive approaches found in the MAS literature. The hallmark of behaviourist theories is the emphasis on the definition of behaviour in terms of the interaction between agents and their environment. In this manner, not merely re exive actions, but also learning, drives, and emotions can be defined. More specifically, in this thesis we introduce a formal agent architecture (specified with the Z Notation) based on the Behaviour Analysis theory of B. F. Skinner, and provide a suitable formal notion of environment (based on the pi-calculus process algebra) to bring such agents together as an MAS. Simulation is often used to analyse MASs. The techniques involved typically consist in implementing and then simulating a MAS several times to either collect statistics or see what happens through animation. However, simulations can be used in a more verification-oriented manner if one considers that they are actually explorations of large state-spaces. In this thesis we propose a novel verification technique based on this insight, which consists in simulating a MAS in a guided way in order to check whether some hypothesis about it holds or not. To this end, we leverage the prominent position that environments have in the MASs of this thesis: the formal specification of the environment of a MAS serves to compute the possible evolutions of the MAS as a transition system, thereby establishing the state-space to be investigated. In this computation, agents are taken into account by being simulated in order to determine, at each environmental state, what their actions are. Each simulation execution is a sequence of states in this state-space, which is computed on-the-fly, as the simulation progresses. The hypothesis to be investigated, in turn, is given as another transition system, called a simulation purpose, which defines the desirable and undesirable simulations (e.g., \"every time the agent does X, it will do Y later\"). It is then possible to check whether the MAS satisfies the simulation purpose according to a number of precisely defined notions of satisfiability. Algorithmically, this corresponds to building a synchronous product of these two transitions systems (i.e., the MAS\'s and the simulation purpose) on-the-fly and using it to operate a simulator. That is to say, the simulation purpose is used to guide the simulator, so that only the relevant states are actually simulated. By the end of such an algorithm, it delivers either a conclusive or an inconclusive verdict. If conclusive, it becomes known whether the MAS satisfies the simulation purpose with respect to the observations made during simulations. If inconclusive, it is possible to perform some adjustments and try again. In summary, then, in this thesis we provide four novel elements: (i) an agent architecture; (ii) a formal specification of the environment of these agents, so that they can be composed into an MAS; (iii) a structure to describe the property of interest, which we named simulation purpose; and (iv) a technique to formally analyse the resulting MAS with respect to a simulation purpose. These elements are implemented in a tool, called Formally Guided Simulator (FGS). Case studies executable in FGS are provided to illustrate the approach. / Sistemas multi-agentes (SMAs) podem ser usados para modelar fenômenos que podem ser decompostos em diversos agentes que interagem entre si dentro de um ambiente. Em particular, eles podem ser usados para modelar sociedades humanas e animais, com a finalidade de se analisar as suas propriedades computacionalmente. Esta tese trata da análise automatizada de um tipo particular de tais modelos sociais, a saber, aqueles baseados em princípios behavioristas, o que contrasta com as abordagens cognitivas mais dominante na literatura de SMAs. A principal característica das teorias behaviorista é a ênfase na descrição do comportamento em termos da interação entre agentes e seu ambiente. Desta forma, não apenas ações refl exivas, mas também de aprendizado, motivações, e as emoções podem ser definidas. Mais especificamente, nesta tese apresentamos uma arquitetura de agentes formal (especificada através da Notação Z) baseada na teoria da Análise do Comportamento de B. F. Skinner, e fornecemos uma noção adequada e formal de ambiente (com base na álgebra de processos pi-calculus) para colocar tais agentes juntos em um SMA. Simulações são freqüentemente utilizadas para se analisar SMAs. As técnicas envolvidas tipicamente consistem em simular um SMA diversas vezes, seja para coletar estatísticas, seja para observar o que acontece através de animações. Contudo, simulações podem ser usadas de forma a pertmitir a realização de verificações automatizadas do SMA caso sejam entendidas como explorações de grandes espaços-de-estados. Nesta tese propomos uma técnica de verificação baseada nessa observação, que consiste em simular um SMA de uma forma guiada, a fim de se determinar se uma dada hipótese sobre ele é verdadeira ou não. Para tal fim, tiramos proveito da importância que os ambientes têm nesta tese: a especificação formal do ambiente de um SMA serve para calcular as evoluções possíveis do SMA como um sistema de transição, estabelecendo assim o espaço-de-estados a ser investigado. Neste cálculo, os agentes são levados em conta simulando-os, a fim de determinar, em cada estado do ambiente, quais são suas ações. Cada execução da simulação é uma seqüência de estados nesse espaço-de-estados, que é calculado em tempo de execução, conforme a simulação progride. A hipótese a ser investigada, por sua vez, é dada como um outro sistema de transição, chamado propósito de simulação, o qual define as simulações desejáveis e indesejáveis (e.g., \"sempre que o agente fizer X, ele fará Y depois\"). Em seguida, é possível verificar se o SMA satisfaz o propósito de simulação de acordo com uma série de relações de satisfatibilidade precisamente definidas. Algoritmicamente, isso corresponde a construir um produto síncrono desses dois sistemas de transições (i.e., o do SMA e o do propósito de simulação) em tempo de execução e usá-lo para operar um simulador. Ou seja, o propósito de simulação é usado para guiar o simulador, de modo que somente os estados relevantes sejam efetivamente simulados. Ao terminar, um tal algoritmo pode fornecer um veredito conclusivo ou inconclusivo. Se conclusivo, descobre-se se o SMA satisfaz ou não o propósito de simulação com relação às observações feitas durante as simulações. Se inconclusivo, é possível realizar alguns ajustes e tentar novamente. em resumo, portanto, nesta tese propomos quatro novos elementos: (i) uma arquitetura de agente, (ii) uma especificação formal do ambiente desses agentes, de modo que possam ser compostos em um SMA, (iii) uma estrutura para descrever a propriedade de interesse, a qual chamamos de propósito de simulação, e (iv) uma técnica para se analisar formalmente o SMA resultante com relação a um propósito de simulação. Esses elementos estão implementados em uma ferramenta, denominada Simulador Formalmente Guiado (FGS, do inglês Formally Guided Simulator). Estudos de caso executáveis no FGS são fornecidos para ilustrar a abordagem.

Das Thema dieser Dissertation ist die Anwendung des „Matching Law” als Verhaltensannahme bei der Erklärung sozialer Phänomene. Das „Matching Law” ist ein Modell der behavioristischen Lerntheorie und sagt aus, dass die relative Häufigkeit der Wahl einer Handlung mit der relativen Häufigkeit der Belohnung dieser Handlung übereinstimmt. In der Dissertation werden verschiedene Probleme in Bezug auf die soziologische Anwendung des „Matching Law” erörtert. Aufbauend auf diesen Erkenntnissen wird das Entsprechungsgesetz in die ökonomische Entscheidungstheorie integriert und mit bestehenden Verhaltensprognosen theoretisch verglichen. Anschließend wird das Entsprechungsgesetz auf mehrere soziale Situationen angewandt. Dabei kommt ein Lernmodell zum Einsatz, welches als „Melioration Learning” bezeichnet wird und unter bestimmten Bedingungen zum Entsprechungsgesetz führt. Mit Hilfe dieses Lernmodells und agentenbasierter Simulationen werden Hypothesen zu sozialem Verhalten hergeleitet. Zunächst werden einfache Situationen mit nur zwei interagierenden Akteuren betrachtet. Dabei lassen sich durch das Entsprechungsgesetz einige Lösungskonzepte der Spieltheorie replizieren, obwohl weniger Annahmen bezüglich der kognitiven Fähigkeiten der Akteure und der verfügbaren Informationen gesetzt werden. Außerdem werden Interaktionen zwischen beliebig vielen Akteuren untersucht. Erstens lässt sich die Entstehung sozialer Konventionen über das Entsprechungsgesetz erklären. Zweitens wird dargestellt, dass die Akteure lernen, in einem Freiwilligendilemma oder einem Mehrpersonen-Gefangenendilemma zu kooperieren.

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A survey of literature has revealed that there is a need for a reliability study of the Denison Organisational Culture Survey (DOCS) for use in a financial institution in South Africa. The major objective of this research was therefore to determine the internal consistency reliability of the DOCS - in other words, to determine the accuracy or consistency with which the set of survey items measures one particular scale. The total sample of 2 735 individuals used in this research consisted of both male and female full-time employees of a financial institution in South Africa. The results of this introductory study on the reliability of the DOCS in South Africa demonstrated clear support for similar research conducted abroad and proved to be compatible with the cognitive-behaviouristic psychology movement's original concept of organisational culture. The reliability of the DOCS, as applicable to this South African sample, reflects statistical significant internal consistency. / Industrial and Organisational Psychology / M. Comm.

Made available in DSpace on 2016-04-28T20:57:17Z (GMT). No. of bitstreams: 1 Ketney Cristine Bonfogo Bocchi.pdf: 547938 bytes, checksum: aa4f83b6d9f610ff976711f646ac2523 (MD5) Previous issue date: 2007-10-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Having as point of reference the behavioural approach, which recommends the functional analysis of indiscipline in the classroom, the objectives of this research were detecting the standpoint from which a group of teachers considered indiscipline and applying an educational project so as to lead them to analyze indiscipline in the classroom functionally. The research was conducted in a state school located in the south zone of the city of São Paulo, Brazil, and involved the participation of 13 teachers of the third and fourth years of elementary school. Data was obtained by means of classroom observation, collective interviews and questionnaires. The educational project was implemented during the Collective Pedagogic Work Period, comprising 9 sessions, each of them lasting 30 minutes approximately. The data under analysis included the points of view of teachers concerning indiscipline in the classroom (their concept of indiscipline, the kind of behaviour that should be considered as indiscipline, the causes of indiscipline, the courses of action to be taken when confronted with such behaviour, and possible suggestions). From the results obtained, the asymmetry between the discourse of the participants and their course of action in the classroom was very noticeable: the participants considered indiscipline vocal behaviour (such as talking and shouting), play involving movement, as well as aggressive and destructive behaviour. Despite that, when taking into account the data collected during classroom observation which showed high incidence of talking and some physical movement, the teachers did not act as if they considered such events indiscipline; besides that, in the rare events of light (verbal and physical) aggression to class peers, the teachers action showed they saw such events as indiscipline, an attitude coherent with what they had declared. It is also noticeable that teachers exclude themselves when providing explanations about the causes of indiscipline: participants provide psychologically and sociologically-based explanations, leaving aside aspects related to their performance; moreover, similar information appeared in the suggestions on how to prevent indiscipline, which in turn focus on aspects that do not depend on teacher action. Yet, although the solution to indiscipline may be in aspects external to the classroom environment, when indiscipline occurs in the classroom, the teachers act so as to eliminate it, which shows that they attribute such role to themselves and not to the school principal or the students parents. Regarding the educational project, a comparison was made between the performance of participants in Pre-Tests and Post-Tests so as to evaluate the effects produced. The results of Pre-Tests and Post-Tests show specific changes in the way functional analysis was used by participants; however, results provided insufficient evidence that participants had adopted a functional analysis of indiscipline in the classroom. The participants acceptance of the project and the institutional conditions were also analysed. As for the acceptance of the proposal, the positive aspects included the use of descriptive episodes of real life situations, and the group dynamics used. Written activities and some strategies used by the researcher were considered negative. In the final discussion presented in this thesis, in addition to dealing with aspects related to the teachers points of view concerning indiscipline in the classroom, there was a reflection about the possibility of developing an educational project for the conditions offered by the educational area / Tendo como referência a abordagem comportamental, que preconiza a análise funcional da ocorrência da indisciplina na sala de aula, a presente pesquisa teve como objetivos a detecção do posicionamento sobre indisciplina para um grupo de professores e a aplicação de uma proposta de formação a fim de levá-los a analisar a indisciplina em sala de aula de maneira funcional. A pesquisa foi desenvolvida em uma escola estadual na zona sul de São Paulo, contando com 13 professores de 1ª a 4ª série como participantes. Foram obtidos dados por meio de observação em sala de aula, entrevista coletiva e questionário. A proposta de formação foi realizada durante o Horário de Trabalho Pedagógico Coletivo (HTPC) em nove sessões, cada uma com aproximadamente 30 minutos de duração. Foram analisados os dados relativos ao posicionamento dos professores sobre indisciplina em sala de aula (concepção de indisciplina, quais comportamentos são considerados indisciplina, razões da sua ocorrência, formas de atuação frente a tais comportamentos e possíveis sugestões). Dentre os resultados, destaca-se o descompasso entre o discurso dos participantes e suas ações em sala de aula: os participantes afirmam como sendo indisciplina desde comportamentos vocais (conversas, gritos...) e brincadeiras motoras até comportamentos agressivos e destrutivos; no entanto, se forem considerados os dados de observação em sala de aula, quando se detectou alta freqüência de conversa e algumas movimentações, os professores não agem como se considerassem tais comportamentos como indisciplina, sendo que nas raras ocorrências de agressão (verbal e física) leve a colega, os professores agem demonstrando considerá-los como indisciplina, de forma coerente com o afirmado. Também se destaca a exclusão do próprio professor das explicações sobre a ocorrência da indisciplina: os participantes fornecem explicações psicologizantes e sociologizantes, em detrimento de aspectos referentes à sua atuação, sendo que informações da mesma natureza apareceram nas sugestões para alterar a ocorrência de tal fenômeno, já que estas focam principalmente aspectos que independem da atuação do professor. Ainda, embora a solução para a ocorrência de tal fenômeno esteja em instâncias estranhas ao ambiente de sala de aula, em ocorrendo comportamentos de indisciplina em sala de aula, agem no sentido de suprimi-los, evidenciando que tal função é atribuída a si mesmos, em vez de à direção ou aos pais dos alunos. Em relação à proposta de formação, realizou-se a comparação do desempenho dos participantes no Pré e Pós Testes a fim de avaliar o efeito produzido. Os resultados do Pré e Pós Testes evidenciam alterações pontuais na direção do uso da análise funcional pelos participantes, no entanto, elas são insuficientes para afirmar que eles passaram a analisar funcionalmente a ocorrência da indisciplina em sala de aula. Também, avaliou-se a aceitação dos participantes e as condições institucionais oferecidas em relação à proposta realizada. Quanto à aceitação da proposta, foram considerados aspectos positivos o uso de episódios descritivos de situações reais e as dinâmicas de grupo utilizadas; foram considerados negativos a atividade escrita e algumas estratégias utilizadas pela pesquisadora. Na discussão, além de abordar aspectos relativos ao posicionamento dos professores sobre a indisciplina em sala de aula, refletiu-se sobre as possibilidades de realização de uma proposta de formação desenvolvida nas condições oferecidas pela área da educação