L’objectif de cette thèse est d’étudier l’effet que peuvent avoir les émotions, au travers de l’induction d’un état émotionnel, sur les capacités rédactionnelles, orthographiques et mnésiques d’enfants au sein du contexte scolaire. Plus précisément, en lien avec le modèle élaboré par Ellis et Ashbrook (Resource Allocation Model of Cognitive Interference, 1988), puis modifié par la suite par Ellis et Moore (1999), la thèse selon laquelle les ressources cognitives disponibles varieraient en fonction de l’état émotionnel du participant est défendue. L’influence des émotions (positive, négative et neutre) est testée sur les exercices de la rédaction de texte, de la dictée et sur une tâche de mesure de la mémoire de travail phonologique, auprès d’enfants de CM1 et CM2.Les résultats montrent que les émotions négatives sont responsables de variations sur la longueur des textes et sur l’utilisation du lexique dans le cadre des processus rédactionnels (expérience 1), mais aussi d’une diminution des performances en mémoire de travail phonologique (expérience 3). En revanche, l’induction d’une émotion positive ou négative est responsable d’une perturbation sur le plan des processus orthographiques résultant en une augmentation du nombre d’erreurs d’orthographe dans le cadre de l’exercice de la dictée (expérience 2). En conclusion, il est montré que les émotions peuvent avoir un effet perturbateur, parasitant sur certains processus cognitifs complexes chez l’enfant. De plus, ce travail a aussi permis d’interroger l’effet des activités scolaires sur le ressenti émotionnel des enfants de CE2 et CM2 (expérience 4). Il a ainsi été mis en évidence que selon l’âge des enfants et l’activité pratiquée (écoute d’un texte lu à l’oral et dictée), le ressenti émotionnel varie grandement, mais aussi que l’état émotionnel initial est corrélé aux performances en dictée.Finalement, les résultats sont discutés en lien avec le modèle considéré (Ellis & Moore, 1999). Des ouvertures expérimentales sont proposées afin d’améliorer les connaissances de l’effet des émotions sur les capacités de langage écrit des enfants d’âge scolaire. / The aim of this thesis was to study the effects of emotions, through the induction of an emotional state, on the writing processes, spelling performances and working memory capacities in children in school context. More specifically, in relation to the model developed by Ellis and Ashbrook (Resource Allocation Model of Cognitive Interference, 1988) and subsequently modified by Ellis and Moore (1999), the thesis that the cognitive resources available could vary depending on the emotional state of the participant was supported. The influence of emotions (positive, negative and neutral) was tested on the exercise of writing text, dictation and on phonological working memory, in 4th and 5th graders.The results showed that negative emotions were responsible for variations in the length of text and the use of vocabulary in the writing processes (experiment 1), and also of a decrease in performances in phonological working memory (Experiment 3). In contrast, the induction of a positive or negative emotion was responsible for a disturbance in terms of orthographic processes resulting in an increase in the number of spelling errors during dictation (experiment 2 ). In conclusion, it was showed that emotions could have a disruptive effect on some complex cognitive processes in children. In addition, this work also allowed questioning the effect of school activities on the affective states in 3rd and 5th graders (experiment 4). It has been shown that the affective states varies greatly according to the age of children and activity practiced (listening to a text and dictation), but also that the initial affective states were correlated with performances in dictation.

O processo de integração de informações na memória pode acontecer de forma incidental, em que informações não relevantes para os objetivos de uma tarefa de memorização são conjugadas. Nosso trabalho buscou relacionar os efeitos da conjunção incidental dentro do armazenador visuoespacial e a possível interferência da carga perceptiva e cognitiva. No Capítulo 1 buscamos identificar como ocorre a conjunção incidental entre forma e cor (Exp1) e como a carga perceptiva pode influenciar nesta conjunção (Exp2). Os resultados do Exp1 mostram que cor e forma são conjugadas de forma incidental e assimétrica, em que a cor interfere no reconhecimento da forma, mas a forma não interfere no reconhecimento da cor. O Exp2 demonstra que a alta carga perceptiva não afeta a conjunção incidental, sugerindo que é um processo automático. No Capítulo 2 buscamos identificar a conjunção incidental de cor e localização e como a similaridade e a carga cognitiva podem afetar sua ocorrência. No terceiro experimento (Exp3) procuramos identificar as características da conjunção incidental da informação visual e espacial em uma tarefa de reconhecimento, no quarto experimento (Exp4) avaliamos o efeito da similaridade da informação visual na memorização de cores, e no quinto experimento (Exp5) avaliamos o efeito da carga cognitiva na memorização através de uma tarefa secundária atencional. Os resultados do Exp3 mostram que cor e localização são conjugadas de forma incidental e assimétrica, em que a localização interfere no reconhecimento da cor, mas a cor não interfere no reconhecimento da localização. O Exp4 demonstra que a conjunção incidental da localização e da cor é mais acentuada nas provas com similaridade alta e que a carga cognitiva tem um efeito semelhante ao da similaridade, aumentando o efeito da conjunção incidental (Exp5). Os dados apontam que a conjunção incidental de forma e localização é passível de interferência durante sua codificação. / The memory binding information process can happen incidentally, so that irrelevant information to the objectives of a memory task are associated with the relevant to it. Our study aimed to find the effects of incidental conjunction in the visuospatial store and the possible interference of the perceptual and cognitive load in this process. In Chapter 1, we intended to identify how does work the incidental binding of shape and color (Exp1) and how the perceptual load can influence this conjunction (Exp2). Results of Exp1 show that color and shape are conjugated in an incidental and asymmetric way, wherein color interferes in shape recognition, but shape does not interfere in color recognition. Results of Exp2 show that high perceptual load does not affect the incidental binding, suggesting that it is an automatic process. In Chapter 2 we intended to identify how does work the incidental binding of color and spatial location and how the similarity and the cognitive load may affect this occurrence. In the third experiment (Exp3), we tried to identify the features of incidental binding between visual and spatial information on a reconnaissance task. In the fourth experiment (Exp4), we evaluated the effect of similarity of visual information in the color memorization. In the fifth experiment (Exp5), we evaluated the effect of cognitive load on memorization through a secondary attentional task. Results of Exp1 show that color and location are conjugated in an incidental and asymmetric way, wherein location interferes in color recognition, but color does not interfere in location recognition. The Exp4 show that the incidental binding of location and color is more evident in tasks with high similarity and the cognitive load has a similar effect to the similarity, increasing the occurrence of incidental binding (Exp5). The data indicate that incidental binding of form and location is subject to interference during its codification.

1 Title: Mining Physiological Data for Automated Educational Feedback Author: Bc. Kateřina Bašátková Department: Department of Physics Education Supervisor: doc. RNDr. Zdena Lustigová, CSc., Department of Physics Education Abstract: This thesis deals with mining physiological data for automated educational feedback. The first part summarizes former researches of physiological data and its assertation into human behaviour. Special attention is devoted especially to eye tracking and measuring heart rate during behavioral processes. The second part is dedicated to author's own research how blink rate and heart rate are influenced by the degree of cognitive load. The research was executed on six subjects. The obtained data confirm correlation of blink rate and heart rate with the difficulty of the task. Keywords: heart rate, heart rate variability, blink rate, cognitive load

Les vidéos sont de plus en plus utilisées dans l’enseignement. C’est également le cas dans la formation médicale et paramédicale et, entre autres, dans l’apprentissage de procédures qui seront à réaliser de manière différée. Malgré l’intérêt pédagogique qu’elles offrent aux apprenants, leur utilisation peut entrainer des difficultés spécifiques dans le processus d’apprentissage des utilisateurs en raison de la nature transitoire des informations fournies. Pour limiter la surcharge cognitive que cela peut engendrer, il est possible de laisser le contrôle du rythme de la vidéo à l’apprenant, avec un bouton pause sur l’interface du lecteur par exemple. Cependant, les modèles mentaux des apprenants novices peuvent ne pas être suffisamment pertinents pour savoir à quel moment de la procédure arrêter la vidéo. Ainsi, l’introduction d’une segmentation, avec des pauses imposées par le système à chaque étape de la procédure, peut s’avérer plus efficace lors d’un apprentissage d’une compétence clinique. Ces modalités de présentation de l’information ont été étudiées sous l’angle de la théorie de la charge cognitive et de la théorie cognitive de l’apprentissage multimédia. Une série d’études est menée afin de déterminer la manière dont il est préférable de présenter l’information délivrée par les vidéos pour faciliter son apprentissage. Nous avons tout d’abord vérifié que l’association de la segmentation au contrôle du rythme par l’apprenant améliore la qualité de l’apprentissage (expé. 1) et que cet effet positif était bien lié à la segmentation et non au temps d’exposition au matériel pédagogique (expé. 2) ou à la durée des pauses imposées (expé. 3). Enfin, deux autres modalités, permettant d’optimiser encore l’apprentissage, ont été testées. Alors que l’indiçage verbal n’a pas amélioré l’apprentissage (expé. 4), nous avons pu montrer qu’une incitation à faire des pauses lors de la consigne avait un effet positif sur les comportements des apprenants et sur la qualité de l’apprentissage (expé. 5). Les résultats de ces études sont discutés et des perspectives proposées. / Videos are increasingly being used in education. This is also the case in medical and paramedical training and, among other things, in the learning of procedures that will have to be carried out later. Their use can lead to specific difficulties in term of users’ learning processes, owing to the transient nature of the information that is delivered. To cope with potential cognitive overload, learner controls can be provided (e.g., pause button), but novice users’mental models may not be sufficiently relevant for them to know when to halt the video. Thus, the introduction of segmentation, with breaks imposed by the system at each step of the procedure, may be more effective when learning a clinical skill. These information presentation modalities were studied from the perspective of the cognitive load theory and the cognitive theory of multimedia learning. A series of studies is being conducted to determine how it is best to present the information provided by the videos to facilitate learning. We first verified that the combination of segmentation and pacing improves the quality of learning (exp 1) and that this positive effect was related to segmentation and not to the time of exposure to the teaching material (exp 2) or the duration of the imposed breaks (exp 3). Finally, two other modalities, to further optimize learning, were tested. While signaling did not improve learning (exp 4), we were able to show that an incentive to pause during the instruction had a positive effect on learners' behaviors and on the quality of their learning (exp 5). The results of these studies are discussed and perspectives proposed.

As online technology continues to progress, the modes of communication through which content can be shared have exponentially grown. These include advances in navigational options for presenting information and news online. Though the listicle has been around for centuries, the internet has proliferated its growth, as content producers rely on its structure as a vehicle for sharing information. This research shows that in the case of listicles, format had no direct effect on recall, however, participants who had a greater interest in the content showed significantly higher levels of memory sensitivity. This critical finding suggests that news outlets and content producers should concern themselves with ensuring that their content is interesting and relevant to their audience more so than worrying about whether the listicle is in clickable or scrollable form. This first attempt to examine listicles by comparing their navigational difference in terms of recall performance lays a framework for future research on listicles.

<p>The main purpose of the research this thesis is based upon was to study students’ attitudes towards learning chemistry at university level and their motivation from three perspectives. How can students’ attitudes towards learning chemistry be assessed? How can these attitudes be changed? How are learning situations experienced by students with different attitude positions?</p><p>An attitude questionnaire, assessing views of knowledge, learning assessments, laboratory activities, and perceived roles of instructors and student, was used to estimate students’ attitude positions. It was shown that a positive attitude was related to motivated student behaviour. Furthermore, it was shown that factors in the educational context, such as the teachers’ empathy for students learning chemistry, had affected the students. It was also found that students holding different attitude positions showed different learning outcomes and differed in their perceptions of the learning situation. Students’ holding a more relativistic attitude more readily accepted the challenges of open experiments and other more demanding tasks than those holding a dualistic attitude.</p><p>In addition, the teachers were found to play important roles in the way the tasks were perceived and the development of students’ ideas. In studied laboratory activities open tasks resulted in positive student engagement and learning outcomes. Preparative exercises, such as a computer simulation of the phenomena to be investigated, affected students’ focus during laboratory work, encouraging them to incorporate more theoretical considerations and increasing their ability to use chemical knowledge. Finally, it was shown that students’ focus during laboratory work is reflected in the questions they ask the teacher, implying that questions could be used as tools to evaluate laboratory teaching and learning processes.</p><p>The findings imply that students’ attitudes towards learning and motivation, and the design of learning situations, are key factors in the attainment of desirable higher educational goals such as the ability to judge, use, and develop knowledge. For universities encountering students with increasingly diverse attitudes, motivation and prior knowledge, these are important considerations if they are to fulfil their commissions to provide high quality learning environments and promote high quality learning.</p>

The main purpose of the research this thesis is based upon was to study students’ attitudes towards learning chemistry at university level and their motivation from three perspectives. How can students’ attitudes towards learning chemistry be assessed? How can these attitudes be changed? How are learning situations experienced by students with different attitude positions? An attitude questionnaire, assessing views of knowledge, learning assessments, laboratory activities, and perceived roles of instructors and student, was used to estimate students’ attitude positions. It was shown that a positive attitude was related to motivated student behaviour. Furthermore, it was shown that factors in the educational context, such as the teachers’ empathy for students learning chemistry, had affected the students. It was also found that students holding different attitude positions showed different learning outcomes and differed in their perceptions of the learning situation. Students’ holding a more relativistic attitude more readily accepted the challenges of open experiments and other more demanding tasks than those holding a dualistic attitude. In addition, the teachers were found to play important roles in the way the tasks were perceived and the development of students’ ideas. In studied laboratory activities open tasks resulted in positive student engagement and learning outcomes. Preparative exercises, such as a computer simulation of the phenomena to be investigated, affected students’ focus during laboratory work, encouraging them to incorporate more theoretical considerations and increasing their ability to use chemical knowledge. Finally, it was shown that students’ focus during laboratory work is reflected in the questions they ask the teacher, implying that questions could be used as tools to evaluate laboratory teaching and learning processes. The findings imply that students’ attitudes towards learning and motivation, and the design of learning situations, are key factors in the attainment of desirable higher educational goals such as the ability to judge, use, and develop knowledge. For universities encountering students with increasingly diverse attitudes, motivation and prior knowledge, these are important considerations if they are to fulfil their commissions to provide high quality learning environments and promote high quality learning.

In this study, factors affecting eye tracking measures and achievement in multimedia learning were explored. Familiarity, redundancy, and control are three important factors, which affect the levels of achievement in multimedia learning. In this study, three experiments were conducted in which the main effects and interactions of familiarity, redundancy, and pace investigated. In Experiment 1, a chemistry lesson with narration were studied twice as multimedia lesson. In Experiment 2, different group of participants studied two versions of chemistry lessons. Both versions had subtitles / however, in one version in Experiment 2, narration was removed from background during the experiment. In Experiment 3, different group of participants studied two versions of mechanism lessons. One of the mechanism lessons was system-paced. The other one was also self-paced / however, in this one, the learner decided to proceed to next slide as his or her own choice. After studying lessons, participants completed an achievement test, which consisted of recognition, recall, and transfer questions. The results showed that fixation count, fixation duration, total fixation duration, and total visit duration showed significant differences as well as interactions as per fragments, familiarity, areas of interest, and type of images, varying in accordance with the lesson type. The correlations among scores of achievement tests and eye tracking metrics were also reported. The results are discussed within the scope of cognitive theory of multimedia learning design principles and cognitive load theory in the conclusion chapter.

There is considerable evidence in the audit literature that even though auditors usually identify the relevant information needed to propose and select the correct cause of an unexpected fluctuation, they frequently do not propose the correct cause, and even when they do propose the correct cause, they often fail to select it. I suggest that working memory limitations might be a factor contributing to this analytical review paradox. Consequently, this study investigates whether two new decision aids, designed from Cognitive Load Theory, reduce auditors' cognitive load during analytical review, freeing cognitive resources for problem solving, and ultimately leading to improved auditor analytical review effectiveness. My first decision aid, an activity relationship diagram (ARD), gives the auditor a graphical depiction of common accounting relationships. My second decision aid, a pattern-consideration aid (PCA), automatically recalls and textually displays the auditor-identified relevant information cues. In an experimental setting, I find that auditors who rely on either decision aid significantly improve their analytical review effectiveness compared to auditors who conduct analytical review unaided. However, contrary to my predictions, auditors who rely on both decision aids do not outperform auditors who rely on only one decision aid. Although I find empirical evidence that cognitive load is negatively related to analytical review effectiveness, I do not find evidence that my decision aids reduce cognitive load.

My study is motivated by standard setters interest in better understanding (and the gap in research as to) the effects of item complexity and disaggregation across a financial statement on users' decision processes (Bonner 2008; Glaum 2009; FASB 2010b). I examine whether complexity of an item and the method used to present the item on a financial statement influences nonprofessional investors' judgments. Specifically, I examine two issues raised concerning IAS 19 Employee Benefits. The first is to examine whether there are differences in nonprofessional investors' judgments when individual components of a complex item (defined pension cost) are disaggregated across a financial statement (the statement of comprehensive income) versus when individual components of a complex item are aggregated on the face of the same statement. Differences may arise since disaggregation across a statement provides information about how an item relates to different economic events and this information could help nonprofessional investors to better interpret and use the information in judgments. A second objective is to examine whether increasing the complexity of an already complex item affects the usefulness of information. I find that nonprofessional investors weigh higher levels of item complexity in certain judgments. Additionally, I find that when a complex item (defined pension cost) is disaggregated across a financial statement (the statement of comprehensive income) nonprofessional investors are able to acquire more information about the item and are able to more accurately understand the function of the item. This, in turn, helps the nonprofessional investors decide whether the information is useful in certain judgments.