La mention de référents (personnes, objets et évènements) est au coeur du discours. Cette thèse porte sur l’étude de la variation d’emploi des marqueurs de référence, en combinant des indices syntaxiques et prosodiques, produits lors de narrations d’images séquentielles. L’objectif est de déterminer l’effet des paramètres situationnels sur la production des marqueurs syntaxiques et prosodiques. Deux autres objectifs sont également développés, l’un visant à mettre en évidence les compétences (socio)cognitives sous-jacentes et l’autre visant à étudier l’impact du vieillissement. Pour répondre à ces objectifs, une tâche de narration d’images séquentielles a été utilisée pour éliciter la production de marqueurs de référence. Les narrations d’images séquentielles ont été réalisées auprès de deux groupes de participants, l’un constitué de 30 jeunes adultes (19-39 ans) et l’autre de 30 séniors (59-79 ans). L’ensemble des participants a été soumis à des tests (socio)cognitifs afin de caractériser leurs profils.Nos résultats montrent que le marquage référentiel est un processus complexe et influencé par de multiples facteurs situationnels. En effet, les marqueurs syntaxiques et prosodiques varient en fonction des étapes de discours et du contexte référentiel. Selon l’accessibilité cognitive du référent – notamment l’accessibilité cognitive moindre, le marquage référentiel sollicite des compétences (socio)cognitives. Les résultats indiquent également des effets du vieillissement sur le marquage référentiel : l’emploi des marqueurs de référence chez les séniors est différent de l’emploi des jeunes adultes. Compte tenu de l’importance du marquage référentiel lors des conversations, nos résultats pourraient avoir des implications cliniques et théoriques. / Referring to people, objects and events is a cental piece of the Speech. This dissertation studies the variation in the use of referential markers, by combining syntactic and prosodic cues, produced during a storytelling task sequential pictures. The goal is to determine the effect of situational parameters on the production of the syntactic and prosodic markers. Two other goals are also pursued: (i) to highlight the underlying (socio)cognitive abilities and (ii) to study the impact of aging. To meet these objectives, a storytelling task with sequential pictures was used to obtain the production of referential markers. 30 younger (age span:19-39) and 30 older participants (age span : 59-79) undertook this storytelling task. All the participants were submitted to (socio)cognitive tests to characterize their profiles. Our results show that referential marking is a complex process influenced by multiple situational factors. Indeed, the syntactic and prosodic markers vary according to discourse stages and the referential context. Depending on the cognitive accessibility of the referent - in particular the lesser cognitive accessibility, referential marking requires (socio)cognitive abilities. The results also indicate effects of aging on referential marking : the use of referential markers is different in seniors and in younger participants. Given the importance of referential marking during conversations, our results may have some clinical implications.

La question de la réussite des étudiants en première année universitaire est présente dans les préoccupations politiques actuelles au regard de l’échec massif la caractérisant. L’enjeu de cette thèse réside dans la compréhension des mécanismes qui régissent la réussite universitaire, en adoptant une démarche quantitative et intégrative. A cette fin, des données ont été récoltées sur un peu plus de 700 étudiants en première année de Licence de trois filières (AES, Droit et Psychologie) à l’Université de Bourgogne. Les informations recueillies permettent de contrôler un ensemble de facteurs relatifs aux caractéristiques socio-démographiques et scolaires des étudiants. Deux focus plus spécifiques caractérisent cette thèse : une mesure fine des capacités cognitives des étudiants à leur entrée à l’université et une mesure de leur motivation en cours d’année. Il ressort que le passé scolaire des étudiants est un déterminant particulièrement fort dans la prédiction de la réussite universitaire. Ce déterminisme scolaire est cependant nuancé par l’effet indirect de l’origine sociale, établissant la persistance d’inégalités sociales de réussite au niveau universitaire. Les capacités cognitives exercent elles aussi un effet médiatisé par le parcours scolaire, jouant positivement sur la réussite. A ces facteurs déterminés préalablement à l’entrée à l’université, s’ajoute le projet personnel de l’étudiant. Un choix établi par intérêt pour la discipline augure de meilleures chances de réussite. Les capacités motivationnelles de l’étudiant se répercutent quant à elles plus directement sur la réussite. Mesurée dans le cadre de la théorie de l’autodétermination, la motivation intrinsèque exerce une influence positive tandis que l’amotivation se traduit par de moins bonnes performances. Par ailleurs, la motivation est un atout pour les bons étudiants, mais ne joue qu’un rôle plus modéré pour les étudiants moyens et même nul pour les plus faibles. Ce résultat est éclairé par l’effet positif du sentiment de compétence sur la réussite, médiatisé par une motivation intrinsèque plus élevée. / Today, academic failure is closely monitored, especially when first year students are concerned. The aim of this dissertation is the comprehension of the mechanism that builds academic success. The approach is both quantitative and integrative. For this purpose, data have been collected from 700 first year students in social administration, law and psychology areas in the university of Burgundy. Collected information allows to control academic and demographic factors. This dissertation focuses on two aspects : a measure of the student’s cognitive abilities at their entry in the university and a measure of their motivation during the course of the year. The results show that the school background of students plays a crucial role in the prediction of their university success. This school determinism, however, is tempered with the indirect effect of social origin, establishing the persistence of social inequalities in success at the university level. Cognitive abilities also have an effect mediated by the school career, playing positively on success. To these factors determined prior to university entrance, shall be added the personal project of the student. Choices made by interest in the discipline augur better chances of success. Motivational abilities of the student impact most directly on their success. Measured in the context of the self-determination theory, intrinsic motivation has a positive influence while amotivation results in worse performance. Moreover, motivation is an asset for good students, but plays only a moderate role for average students and even none for the weakest. This result is highlighted by the positive effect of perceived competence on achievement, mediated by a higher intrinsic motivation.

This study investigates two questions about anti-predator behaviour of the red-backed shrike. 1) Is the red-backed shrike able to assess the differing dangers represented by various types or species of predators? 2) How does the red-backed shrike recognize the predator? We found, that the red-backed shrike (Lanius collurio) adjusts its anti-predator behaviour by assessing the potential threat to themselves from different predator species and by assessing the chance of a successful attack. Further, we found that the presence of general raptor salient features is absolutely necessary for proper categorisation of the intruder as a predator, whereas the natural species-specific colouration in itself is an insufficient cue.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-20T13:10:18Z No. of bitstreams: 2 Glessyan_Marques2017.pdf: 1562823 bytes, checksum: 1f697229375867dd7ed1c008c1923be2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T13:10:18Z (GMT). No. of bitstreams: 2 Glessyan_Marques2017.pdf: 1562823 bytes, checksum: 1f697229375867dd7ed1c008c1923be2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-07 / Considering the school as a socio-cultural locus that favors the development of students' cognitive abilities, and based on Vygotsky's Sociocultural Theory, we analyze the Written Discussion and Problem-Solving of students in the second year of high school, from two schools in Toledo, a city from Paraná. One of the schools is in the countryside (Escola do Campo – Countryside school) and the other is in the city (Escola Urbana- Urban school). This qualitative research was carried out with 25 high-school students and aimed at investigating if the students from both analyzed schools can construct written arguments and solve problems, from socio-scientific ones based on daily problems, respectively. Thus, these students’ performance was analyzed concerning the construction of written arguments and problem solving. The data collection of this research was obtained by a questionnaire and complementary data such as technical visit, analysis of the School's Political Pedagogical Project, field observation and Sociocultural questionnaire. The questionnaire was composed of socio-cultural demands, socio-scientific and daily problems. Sociocultural questions aimed at knowing the studied public, their personal, professional and cultural interests, while additional data allowed us to know the contexts of both surveyed schools. But, this research focused on analyzing the problems (socio-scientific and daily ones) that the students answered when we offered them these questionnaires. Data analysis was obtained by Toulmin (2001) standard and Bardin (2009) content analysis. Our results point out that the studied students present difficulties to build written arguments and low performance in solving everyday problems. Few students were able to construct written arguments containing the basic elements of an argument from the Toulmin standard. Likewise, few of them could solve daily problems. In general, we conclude that the students from both surveyed schools have not developed skills about written argumentation and problem solving, and we stand up for those skills that should be exercised in school. / Considerando a escola como um espaço sociocultural que favorece o desenvolvimento das habilidades cognitivas dos estudantes e, fundamentados na Teoria Sociocultural de Vygotsky, analisamos a Argumentação Escrita e a Resolução de Problemas de estudantes do 2º ano do ensino médio, de duas escolas do município Toledo/PR, uma delas localizada no campo (Escola do Campo) e a outra localizada na cidade (Escola Urbana). Esta pesquisa, de natureza qualitativa, foi realizada com 25 estudantes do ensino médio e teve como objetivo principal investigar se os estudantes de uma Escola do Campo e de uma Escola Urbana conseguem construir argumentos escritos e solucionar problemas, a partir de problemas sociocientíficos e de problemas do cotidiano, respectivamente. A preocupação foi analisar o desempenho desses estudantes na construção de argumentos escritos e na resolução de problemas. A coleta de dados da pesquisa ocorreu por meio de questionário e por meio de dados complementares como visita técnica, análise do Projeto Político Pedagógico, observação ao campo de pesquisa e questionário sociocultural. O questionário foi composto por questões socioculturais, problemas sociocientíficos e problemas do cotidiano. As questões socioculturais buscaram conhecer o público pesquisado, seus interesses pessoais, profissionais e culturais. Os dados complementares permitiram conhecer os contextos pesquisados. Mas o foco da pesquisa esteve na análise dos problemas (sociocientíficos e do cotidiano) respondidos pelos estudantes no questionário. A análise de dados aconteceu por meio do padrão de Toulmin (2001) e da análise de conteúdo de Bardin (2009). Os resultados apontam que os estudantes pesquisados apresentam dificuldade de construir argumentos escritos e apresentam baixo desempenho na resolução de problemas do cotidiano. Poucos estudantes conseguiram construir argumentos escritos contendo os elementos básicos de um argumento do padrão de Toulmin. Do mesmo modo, poucos estudantes conseguiram solucionar problemas do cotidiano. Em geral, a conclusão é a de que os estudantes de ambas as escolas pesquisadas não possuem habilidades desenvolvidas relativas à argumentação escrita e à resolução de problemas, diante disso, defendemos a importância de favorecer o exercício dessas habilidades na escola.

The Woodcock-Johnson 4th Edition Test Battery is the latest version of assessment battery which measures cognitive function in childhood and adulthood. This is a very large test battery and the adaptation of the Czech version of this method is in progress. However, some subtests are closely related to the language and cultural habits of a country. The aim of this diploma thesis is to examine selected verbal tests of the Woodcock-Johnson assessment battery in the Czech environment. Specifically if these subtests do not disadvantage children who are from other language environment than Czech. The theoretical part of the thesis speaks about the concept of bilingualism (definition, categorisation) and how bilingualism is reflected in the results of cognitive tests. It also introduces the theory of CHC, which was the basis for the creation of the Woodcock- Johnson assessment battery. It analyses verbal subtests of the Woodcock-Johnson test battery, fourth edition, in more details. The research study focuses on comparison of the results of two groups of children. The groups are divided according to the language environment from which the tested children come from: either Czech or Russian-Czech. The focus will be put onto (1) the extent to which the dissimilarities in the groups express cultural...

Driverless cars are a hot topic in today’s industry where several vehicle manufacturers try to create a reliable system for automated driving. The advantages of highly automated vehicles are many, safer roads and a lower environmental impact are some of the arguments for this technology. However, the notion of highly automated cars give rise to a large number of human factor issues regarding the safety and reliability of the automated system as well as concern about the driver’s role in the system. The purpose of this study was to explore the effects of systematic variations in traffic complexity and external time pressure on decision-making time in a simulated situation using a web-based testing platform. A secondary focus was to examine whether measures of cognitive performance and driver attitudes have an effect on decision-making time.  The results show that systematic variations in both time pressure and traffic complexity have an effect on decision-making time. This indicates that drivers are able to adapt their decision-making to facilitate the requirements of a certain situation. The results also indicate that intelligence; speed of processing and driver attitudes has an effect on decision-making time.

Diploma thesis focuses on examination of the use of Intelligence Structure Test IST 2000 R in diagnostics of high school students with dyslexia. To verify the suitability of its use, the thesis compares overall results of 56 dyslexic students with results of their peers who attend the same high schools in Prague 10 (Gymnázium Voděradská, Omská a Přípotoční, Střední průmyslová škola elektrotechnická V Úžlabině, Obchodní Akademie Heroldovy Sady). Afterwards, the results of 35 students with dyslexia are compared with their results of different in the past administrated intelligence tests (Pražský dětský wechsler, Wechslerova inteligenční škála pro děti). The results of the study showed that students with dyslexia scored significantly lower than their peers from intact population in the IST 2000 R test and their final score is significantly lower than their own results from different intelligence tests. Therefore, it is not correct to evaluate the IST 2000 R test as suitable for assessment of high school students with dyslexia.

The dissertation deals with issues of the dementia syndrome and the speech therapy as a part of its therapy. It describes basic types of dementia, risk factors affecting its formation, diagnostics including the most famous diagnostic tests, the general treatment of dementia, and institutions, where the care for people with dementia could be realized. Subsequently it namely focuses on the speech intervention for this group of people. As a part of this dissertation a workbook with the plan for the treatment of impaired communication abilities in dementia was created. Tests were carried out with four individuals with dementia caused by Alzheimer's disease. The results, even evaluated just subjectively, show that this plan might be appropriate as a cornerstone of speech intervention for people with dementia, which in our country is not very broadly spread in our country. Keywords: dementia, cognitive abilities, speech therapy, Alzheimer's disease, communication, homes with special regime

The purpose of this study is to examine how specialist teachers relate to content- and language-integrated learning, as well as examine if and how they work with developing the pupils' language and subject knowledge in the tutoring in order to benefit for the pupils learning process. The intention is also to examine which lingual challenges the teachers see in their subject. To answer the research questions, a qualitative method is used, and semi-structured interviews. In total, five senior high school teachers from one school in Västra Götaland have been interviewed and the subjects represented are physical education, social science, history, religion, sociology, mathematics and natural science. The result shows that teachers support content- and language integrated learning in their tutoring and they also believe that it is important to develop the pupils' lingual ability in order for them to develop in their specific subject. However, the result shows that the old subject tradition is still evident to some extent, but the perception of the role as a specialist teacher is changing. Moreover, the result shows that the teachers work with content- and language integrated learning in their specific subject, with an emphasis on terms and the understanding of concepts. It is evident that Vygotskys socio-cultural perspective and Hallidays systemic-functional grammar is seen in how teachers work, but the conclusion is that teachers to a large extent work according to these theories without being aware of it, and thus rather makes it right by coincidence. Further, the result shows that the teachers are aware of what lingual challenges the pupils' come across in their specific subject, and they agree on that there are mainly the cognitive abilities that challenge the pupil. / Syftet med studien är att undersöka hur ämneslärare förhåller sig till språk- och kunskapsutvecklande arbetssätt, samt undersöka om och hur de i så fall arbetar med att utveckla elevens språk och ämneskunskap i undervisningen för att gynna elevens lärande. Intentionen är även att undersöka vilka språkliga utmaningar lärarna anser att eleven möter i deras ämnen. För att besvara studiens frågeställningar har en kvalitativ inriktad metod valts, i form av semistrukturerade intervjuer. Sammanlagt intervjuades fem gymnasielärare från en skola i Västra Götaland och ämnena som representeras är idrott och hälsa, samhällsvetenskap, historia, religion, sociologi, matematik och naturvetenskap. Resultatet visar att lärarna är positivt inställda till språk- och kunskapsutvecklande arbetssätt i ämnesundervisningen och att de tycker att det är viktigt att utveckla elevens språkliga förmåga för att eleven ska kunna utvecklas i deras ämnen. Dock visar resultatet att den gamla ämnestraditionen fortfarande finns kvar till viss del, men att synen på ämneslärarens roll likväl håller på att förändras. Vidare visar resultatet att lärarna arbetar med språk- och kunskapsutveckling i sina ämnen, med fokus på främst termer och begreppsförståelse. Det går tydligt att se Vygotskys sociokulturella perspektiv och Hallidays systemisk-funktionella grammatik i lärarnas arbetssätt, men slutsatsen blir att lärarna till stor del arbetar omedvetet utifrån teorierna och mer råkar ”träffa rätt”. Vidare visar resultatet att alla lärarna är medvetna om vilka språkliga utmaningar som eleven möter i deras ämnen och de är överens om att det främst är de kognitiva förmågorna som är en utmaning för eleven.

The purpose of this project is to offer a functionally comprehensive application, Cognitive Rehab Solutions (CRS), that is designed for neuropsychologists to deliver restorative cognitive training in areas of attention and memory of persons with brain impairment.