A Doença de Alzheimer (DA) é a causa mais comum de demência e é caracterizada clinicamente por comprometimentos cognitivos. Histologicamente é caracterizada pela formação de placas senis e de emaranhados neurofibrilares intracelulares resultantes de alterações do metabolismo do peptídeo A e da hiperfosforilação da proteína tau, respectivamente. Essas alterações parecem, em parte, ser uma decorrência de uma deficiência na sinalização da insulina e conseqüente resistência do encéfalo a esse hormônio, sugerindo que a DA esporádica tenha uma relação com o Diabetes mellitus. A estreptozotocina tem sido utilizada como modelo de indução do Diabetes, e mais recentemente como modelo experimental da DA quando administrado intracerebroventricular. Nosso objetivo nesse estudo foi o de caracterizar o esse modelo experimental da DA induzido pela estreptozotocina, avaliando as conseqüências agudas e a longo prazo. Foram utilizados ratos Wistar machos de quatro meses de idade que receberam injeções intracerebroventriculares bilaterais de estreptozotocina ou de veículo. Os animais foram avaliados aguda e cronicamente por testes comportamentais de memória de referência e operacional utilizando o modelo do labirinto aquático de Morris que visavam avaliar o curso temporal dos prejuízos cognitivos após a injeção da droga. Em diferentes tempos após as injeções, os ratos foram sacrificados e regiões do encéfalo submetidas à técnica de immunoblotting para avaliação de proteínas indicadoras de neurodegeneração ou à técnica histoquimica pelo método de Fluoro-Jade C. A avaliação da memória operacional em períodos agudos mostrou que os prejuízos cognitivos parecem se instalar a partir de 3 horas da injeção de estreptozotocina. A avaliação crônica das memórias operacional e de referência mostrou que os ratos exibiram um prejuízo marcante no desempenho dessas tarefas ao longo dos testes, embora seja correto afirmar que esses animais ainda são capazes de adquirir informação relevante com relação à execução da tarefa, particularmente na versão de memória de referência. A análise de immunoblotting mostrou haver aumento da expressão do peptídeo beta amilóide significante em regiões como amigdala, córtex entorrinal, núcleos da base e do hipotálamo. Também foi observado um aumento significativo da fosforilação da proteína tau na amigdala, cerebelo, córtex, prosencéfalo basal e núcleos da base. Foi observada uma diminuição da enzima de síntese de acetilcolina, a colina acetil-transferase apenas na amigdala. Fibras em degeneração foram observadas no hipotálamo, na área septal e em neurônios piramidais na região CA1 após 1 dia da injeção de estreptozotocina. Já após 15 dias da injeção podemos observar marcação em neurônios do estriado e da região CA1 do hipocampo e em fibras próximas ao giro denteado. Em resumo a injeção intracerebroventricular de estreptozotocina parece produzir um bom modelo experimental da DA, pois reproduz as características cognitivas e histológicas encontradas nos pacientes com a doença / Alzheimer´s disease (AD) is the most common cause of dementia in aged humans. Recent reports have suggested a relationship between the onset of AD and an insulin-resistant brain condition. In this context, this study aimed at evaluating the effects of intracerebroventricular (ICV) injection of streptozotocin (STZ) in rats on behavior and neurodegeneration. Four month-old adult male Wistar rats were subjected to bilateral ICV injections of either STZ or vehicle and were tested for both reference and working memories in Morris water maze. After different survival times, rats were subjected to immunoblotting (to evaluate neurodegeneration markers) or to Fluoro-Jade C histochemistry. A marked disruption of performance in working memory was already observed after 3 hours of STZ injections. Immunoblotting analysis showed a significant increase of beta amyloid peptide expression in the amygdala, entorrinal cortex, basal ganglia, and hypothalamus. A significant increase of tau phosphorylation was also observed in the amygdala, cerebellum, cortex, basal forebrain and basal ganglia. Degenerating fibers were seen in the hypothalamus and septal area 1 day postinjection and in CA1 pyramidal neurons and close to the hippocampal dentate gyrus after 15 days. ICV injection of STZ seems therefore to produce an animal model of AD, as it reproduces the characteristic cognitive and histological changes of the disease

Cette étude vise à décrire les caractéristiques psychologiques, cognitives et comportementales d’individus présentant un syndrome de Prader-Willi (SPW) au cours de la petite enfance et de l’enfance. La population est constituée de 36 enfants âgés de 2,5 à 15 ans, suivis régulièrement par le centre de référence du SPW. Trois études prospectives sont présentées. La première décrit la prise en charge et la scolarité de ces 36 enfants, leurs compétences cognitives et leurs comportements adaptatifs ainsi que les comportements connus comme problématiques chez les adolescents et les adultes SPW. L’ensemble de ces données sont étudiées de façon comparative entre les enfants de moins de 5 ans et ceux de plus de 6 ans. Nos résultats apportent un éclairage nouveau sur les caractéristiques de ces jeunes enfants SPW qui sont, en de nombreux points, différentes des descriptions issues des études rétrospectives. La seconde étude transversale décrit les aptitudes des 27 enfants de plus de 6 ans à apparier, dénommer et attribuer des émotions. Leurs performances sont comparées à celles d’enfants typiques appariés sur l’âge de développement et sur l’âge chronologique. Les résultats de cette étude pionnière montrent que les enfants SPW ont des compétences hétérogènes pour identifier les émotions, il existe à la fois un effet de l’émotion et un effet de la tâche. Enfin, la dernière étude présente les résultats d’un suivi longitudinal de 4 ans pour 10 enfants. Les compétences cognitives et les comportements adaptatifs sont ici décrits dans leur évolution, en précisant l’émergence de certains troubles du comportement. / Our aim was to describe the psychologic, cognitive and behavioral characteristics of children with Prader-Willi syndrom (PWS). The cohort includes 36 children from 2.5 to 15 years regularly followed in the French reference centre for PWS. Three prospective studies are presented, two transversal comparative studies and one longitudinal. The first study describes, in the entire cohort, the multidisciplinary care and the scolarisation of the children, their cognitive abilities and their adaptative behaviors as well as the known behavioral which are problematic issues in adolescents and adults with PWS. We compared the data between children aged less than 5 years and children aged more than 6 years. Our results pointed out differences with the previous results already published in retrospective studies. The second transversal study describes the capacities of the 27 children aged more than 6 years to match, to label and to infer emotional states. We then compared the results of these PWS patients with results obtained from control children matched for sex and for developmental age on one hand, and for chronological age on the other hand. The results of this innovative study show that children with PWS have heterogeneous abilities for the identification of the emotions, with an effect of the nature of the emotion and of the task. Finally, the last study describes the results of a 4 years longitudinal study of 10 children in terms of phenotypic evolution during the transition from early childhood to childhood. The evolution of their cognitive abilities and of their adaptative behaviors is detailed, showing the emergence of some behavioral troubles.

The TAT stories of 38 sexually abused females between the ages of 5 and 18 years and a clinical group of 26 females with no recorded history of abuse were analyzed using the Object Relations and Social Cognitions TAT Scoring System (Westen et al., 1985). Subjects in the sexual abuse group showed significantly lower mean scores on a scale measuring affect-tone of relationship paradigms and on a scale measuring complexity of representations of people. In addition, pathological responses were given significantly more often by sexual abuse victims on the complexity of representations of people scale. Thus, sexually abused children showed more primitive and simple characterizations of people and more negative, punitive affect in their representations. Moreover, these results were independent of age, race, and intelligence. Group differences are discussed in terms of object relations development.

En 2015, les pathologies cardiovasculaires étaient responsables de 18 millions de décès par an dans le monde, ce qui en fait la principale cause de mortalité liée aux maladies non-transmissibles. Il a été mis en évidence que des changements de comportements multiples en termes d’activité physique, d’alimentation, de consommation de tabac, et d’observance médicamenteuse, représentaient des moyens efficaces de prévenir l’émergence de cardiopathies chez des populations générales, et des rechutes après un accident cardiaque. En psychologie sociale et de la santé, la compréhension des déterminants des comportements de santé s’est principalement appuyée sur deux approches : l’approche socio-cognitive et l’approche duale. Bien que ces modèles aient identifié plusieurs prédicteurs du comportement, ils sont porteurs de limites qui les rendent difficilement applicables au cadre du changement de comportements multiples. D’une part, ces approches proposent des déterminants spécifiques à un comportement, ce qui ne permet pas de comprendre ce qui détermine l’adoption de plusieurs comportements simultanément. D’autre part, ils ne prennent pas en compte la nature des comportements de santé. Or, les comportements diffèrent sur un certain nombre de caractéristiques, et les comportements pathogènes peuvent s’opposer aux comportements salutogènes, générant alors un conflit chez l’individu. Dans le cadre des changements de comportements multiples, une mauvaise gestion de ce conflit pourrait expliquer la prévalence des comportements pathogènes. Ce travail doctoral a investigué le rôle de deux processus de réduction du conflit pertinent dans le cadre du changement de comportements multiples : les cognitions compensatrices et le contrôle de soi. Plus précisément, ils ont cherché à évaluer (1) dans quelle mesure le mécanisme inter-comportemental des cognitions compensatrices pouvait perturber la formation d’intention envers des comportements de santé ; et (2) si le contrôle de soi était un déterminant aspécifique permettant l’émergence de plusieurs comportements de santé. Nous avons répondu à ces questionnements à travers quatre études empiriques décrites dans trois manuscrtis. Le premier a évalué le rôle délétère des cognitions compensatrices (en dissociant celles-ci selon la nature des comportements) sur la formation d’intentions envers différents comportements de santé, chez des individus atteints de cardiopathies. Les résultats ont montré que ces croyances peuvent avoir des effets négatifs sur les intentions à certains niveaux d’auto-efficacité et de risques perçus. Le deuxième manuscrit présente une étude qui a évalué dans quelle mesure le modèle du contrôle de soi, auquel nous avons intégré une mesure de l’état de la capacité de contrôle de soi, prédisait les comportements de santé. Nos résultats montrent des processus globalement différenciés selon le type de comportement : activité physique/sédentarité, alimentation équilibrée/déséquilibrée, et consommation de tabac. Plus précisément, ils suggèrent que l’effort de contrôle de soi prédirait les comportements pathogènes, et que l’état de la capacité de contrôle de soi prédirait les comportements salutogènes. Le troisième manuscrit a cherché à confirmer ces résultats chez deux populations, l’une d’étudiants, l’autre d’individus atteints de cardiopathies, en testant le modèle du contrôle de soi en contexte naturel et dans un devis longitudinal. Bien que des différences dans les patterns de résultats soient observés selon la population, les résultats semblent confirmer le rôle de l’effort de contrôle de soi sur les comportements pathogènes (sédentarité et alimentation déséquilibrée), et de la capacité de contrôle de soi sur les comportements salutogènes (activité physique). L’ensemble de ces résultats ouvrent la voie vers la construction d’interventions ciblant ces deux composants du modèle du contrôle de soi, afin d’améliorer l’adhérence aux comportements de santé chez des populations cardiaques. / In 2015, cardiovascular diseases caused 18 million deaths per year worldwide, which makes it the leading cause of death attributed to non-communicable diseases. Multiple health behaviors change in terms of physical activity, diet, tobacco consumption, and medication adherence represent one of the best ways to prevent cardiovascular diseases emergence on global population, and to prevent relapses on individual with cardiovascular diseases. To understand behaviors determinants, social and health psychology relies on two conceptual frameworks: socio-cognitive models and dual-process theories. These models identified several behavioral determinants, but two reasons could make their application difficult in the multiple health behavior change framework. First, these approaches proposed behavior-specific determinants that do not permit to understand what determines the simultaneous adoption of several behaviors. On the other hand, they do not consider behaviors characteristics. However, behavior characteristics could be different and unhealthy behaviors could confront healthy behaviors, and thus generate conflicts on an individual. Within the multiple health behavior change process, poor conflict-coping strategies could explain unhealthy behavior prevalence. This doctoral work has investigated role of two processes of conflict reduction within multiple health behavior change: compensatory health beliefs, and self-control. Specifically, they evaluated (1) to what extent compensatory health beliefs, a between-behavior belief, could harm intentions toward healthy behaviors; and (2) if self-control could be an unspecific determinant of multiple health behavior change. We conducted four empirical studies merged in three manuscripts to answer these questions. The first manuscript evaluated compensatory health beliefs harmful influences (by dissociating them according with behaviors nature) on intentions formation process toward several health behaviors, within individual with cardiovascular diseases. Results showed that these beliefs could harm intentions depending on certain self-efficacies and risks perception levels. The second manuscript presented a study that investigated to what extent the self-control model, with a measure of state self-control capacity, predicted health behaviors. Results highlighted different prediction patterns depending on behaviors domain: physical/sedentary activity, healthy/unhealthy diet, tobacco consumption. More precisely, results suggest that self-control effort predicted unhealthy behaviors, and state of self-control capacity predicted healthy ones. The third manuscript attempted to confirm these results on two populations. The first one was composed of students, and the second one was composed of individual with cardiovascular diseases, by testing self-control model on ecological context and with a longitudinal design. Despite differences within predictions patterns, depending on the population observed, results confirmed the role of self-control effort on unhealthy behaviors (sedentary time and unhealthy diet), and of state self-control capacity on healthy behavior (physical activity). Taking together, all these results pave the way to the development of interventions on these two self-control model components, in order to improve health behaviors adherence of individual with cardiovascular diseases.

No description available.

Learning about romantic relationships can be one of the central features of adolescence. However, there are not many useful and scholarly tools for adolescents to evaluate themselves and their relationship competence. Such tools can be helpful in the premarital education process. READY is a premarital assessment questionnaire instrument that is used for such purposes but it was designed for use with adults ages 18 and over. In this study READY for Adolescents (READY-A) was developed as a revision and extension of READY with age-appropriate questions to be used with adolescents. A review of literature on adolescent romantic relationships and factors that affect the adolescent's individual competence in these relationships was completed for this study. Based on the ecosystemic developmental theory and developmental theory of interpersonal competence, characteristics found important to adolescent romantic relationships were grouped into two categories: individual characteristics of the adolescent and contextual factors of the adolescent's life. Individual characteristics included the sub-factors of relationship cognitions, emotional awareness, rejection sensitivity, personality traits, and sexual conservativism. Contextual factors were deal with the adolescent's family of origin and same sex/best friendships. An item pool previously created for a similar questionnaire (RELATE for Adolescents, Young, 2002) was reviewed, edited, and expanded to be made suitable for the purposes of READY-A. The items were reviewed by a panel of experts (all professors with extensive background in premarital research and members of the RELATE Board) in order to assess face validity and content validity and to omit items deemed inappropriate, repetitive or unnecessary. This process resulted in the creation of a 141-item questionnaire, READY-A. Additional research will need to further validate READY-A, test for reliability, and further refine the questionnaire through pilot testing with a group of adolescents. READY-A may be helpful to adolescents who are learning about what it takes to develop romantic relationship competence. The main purpose of READY-A is for educational settings; however, it could also be of use to family life educators, premarital counselors or clergy working with adolescents.

No description available.

Depuis leur identification comme structures favorisant l’apprentissage et le transfert de connaissances entre les membres de l’organisation, les Communauté de Pratique (CP) ont attiré l’attention de plusieurs praticiens en management, mais aussi des chercheurs qui ont mis en avant leurs rôles opérationnels dans les organisations (Lave et Wenger 1991 ; Brown et Duguid, 1991 ; Wenger 1998 ; Smith et Farquhar 2000 ; Lesser et Stork 2001 ; Mc Dermott 2002 ; Guérin 2005 ; Schenkel et Teigland, 2008 ; Hemmasi et Csanda, 2009), et d’autres se sont efforcés à identifier leurs caractéristiques épistémiques et structurelles (Wenger 1998 ; Chanal 2000 ; Cohendet et al., 2003 ; Blunt, 2003 ; Josserand et St Leger, 2004 ; Guérin 2005 ; Thompson 2005.). Cependant, il existe peu d’études systématiques sur la contribution des Communautés de Pratique (CP) à la performance de leurs membres. Ce lien reste encore à caractériser. Ceci a amorcé donc notre volonté pour nous pencher sur ce sujet. La CP est toujours présentée comme émergente et ancrée dans l’organisation dans laquelle elle évolue. Son émergence est principalement expliquée par l’écart qui existe dans les organisations entre le travail prescrit et le travail réel auquel les salariés font face (Lave et Wenger, 1991 ; Brown et Duguid 1991 ; Wenger, 1998 ; Schenkel et Teigland, 2008). Notre petite expérience en tant que salarié dans le front-office d’une organisation de service nous a permis de constater ledit écart et nous avons commencé alors à nourrir notre réflexion à propos de ce contexte. Les théoriciens s’intéressant aux entreprises de service ont présenté le contexte de ces dernières comme marqué par des situations multiples et variées, imprévisibles et délicates à gérer. C’est ce qui provoque un écart entre ce qui est prescrit par les règles organisationnelles et le travail réel tel que réalisé par les agents. En d’autres termes, les modes opératoires prescrits ne couvrent pas toutes les situations possibles et se montrent parfois incapables de résoudre certains problèmes. L’instabilité des situations qui provoque cet écart dans le contexte des relations de service, est due et imputée essentiellement à la participation du client au processus d’élaboration de service : la « coproduction » du service (Eiglier et Langeard, 1987 ; Hatchuel, 1996 ; Gadrey 1996 et 2002 ; Hanique et Jobet, 2001 ; Pichault et Zune, 2000 ; David, 2001 ; Bouzit, 2001 ; Hubault et Bourgeois, 2001 ; Zarifian, 2002 ; Jeantet, 2003, etc.). Ce contexte des relations de service nous a semblé particulièrement pertinent pour mener notre analyse relative aux CP. Toutefois, la multiplication des divisions dans les entreprises de service (front-office et back-office) rendait difficile d’aborder les relations de service dans leur globalité. Ceci nous a conduit à délimiter notre terrain et à centrer notre étude davantage sur une des sphères la composant. Nous avons alors choisi de nous intéresser à l’univers des front-office. Enfin, et étant donné que notre thèse s’inscrit dans les sciences de gestion, et plus précisément dans le volet relatif à la Gestion des Ressources Humaines (GRH), nous avons alors pensé à tirer quelques enseignements pour les pratiques de GRH dans les organisations. En fait, il s’agit d’une tentative de rapprochement du concept de CP et la GRH qui donne une certaine originalité à notre travail. Ceci nous permet de sortir un peu du courant commun et dominant dans le champ d’étude des CP, où les contributions sont souvent inscrites essentiellement dans l’approche du management des connaissances dans les organisations. / The Communities of Practice (CP) are identified as conductive structures for learning and knowledge transfer between members of the organization. Besides practitioners in management, many researchers were interested in these groups. Some have highlighted their operational roles in organizations (Lave et Wenger 1991 ; Brown et Duguid, 1991 ; Wenger 1998 ; Smith et Farquhar 2000 ; Lesser et Stork 2001 ; Mc Dermott 2002 ; Guérin 2005 ; Schenkel et Teigland, 2008 ; Hemmasi et Csanda, 2009), and others have tried to identify their structural and epistemic characteristics (Wenger 1998 ; Chanal 2000 ; Cohendet et al., 2003 ; Blunt, 2003 ; Josserand et St Leger, 2004 ; Guérin 2005 ; Thompson 2005.). However, the link between such communities and employee performance is seldom investi¬gated, especially in service firms. This has encouraged us to conduct our study on the relationship between CP and member’s performance in the context of service relationships and more specifically in the front office of these companies. Furthermore, our thesis is part of the Human Resource Management sciences, and we aim to draw some lessons for HRM practices in organizations. This is an attempt to bring the concept of CP and HRM that gives a certain originality in our work. This allows us to get some current common and dominant in the field of study of CP, where contributions are often recorded mainly in the approach to Knowledge Management in organization. • Our problemOur problem is based on the understanding and analysis of the CP's links with the performance of its members. The CP does contribute to the performance of its members in service relationships? To develop these questions, we decided to decompose it as follows:- Is there link between membership of an employee to a CP and its performance in the context of service relationships?- If this link exists, how this last one is built? What are the different mechanisms by which it was constuct in service relationships?- If this link exists, what are the lessons that may have drawn some HRM practices in organizations? • Our Method Following several authors’ advices, we turned in our empirical part to the case study approach. Un empirical work investigating a contemporary phenomenon in its context of real life (Yin, on 1994; Eisenhardt, on 1989 ; Baumard and Ibert, on 1998; Hoepfl, on 2007; Giordano, 2003) Our study is led in the front-office of two public organizations and in a bank (private sector). Eight units composing these devices of reception were studied : four call centers and four reception desks. Our study revealed interesting results. They have greatly enriched the knowledge in the various areas covered, as well as lessons for certain practices in organizations.

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No. of bitstreams: 2 Tese - Hélvio Frank de Oliveira.pdf: 2126491 bytes, checksum: 950a95c6397ef254c915306e481e0d6b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the construction of professional identities in pre-service language teacher education. The main objective of this research is to understand how the participants perceive themselves and the possibilities they have for the future with regard to the senses they give to teacher education and language teaching profession, since they are pre-service teachers. For this, we intended to identify and analyze emotions and cognitions related to becoming or not Portuguese and/or English language teachers, from the participants’ experiences reported in narratives. By having adopted a qualitative approach to collect and to analyze the data, this case study was conducted in a group of sixteen students who were majoring in English and Portuguese at a public university in the state of Goiás. The data were obtained through the school year of 2012 by means of questionnaires, life histories, collaborative discussion sessions, stimulated recall on audio recording, virtual journals, explanations of visual narratives and semi-structured interviews and were analyzed in the light of studies on the socio-historical-cultural theory and its theoretical developments and on Critical Applied Linguistics. The results suggest that teacher professional identities are complex phenomena, characterized by language and dynamic movements of construction, reconstruction and deconstruction of ways of being or not being a teacher, interrelated to the experiences narrated by the participants. Furthermore, we found that, within the unstable and contradictory processes of construction of professional identities, cognitions and emotions of participants, based on personal and social experiences of individuals with pre-service teacher education and language teaching professional, operate as significant elements for their identification or lack of identification with that profession. In this context, a number of factors nurture social and discursive positioning of the participants’ professional identities, which are not consistent for several reasons, including, for example, uncertainty about teaching profession due to financial dissatisfaction and current devaluation of teaching, as well as the lack of conditions for admission to other higher education courses. / Este estudo tem como foco a construção de identidades profissionais na formação inicial de professores de línguas. O objetivo principal desta pesquisa é investigar a maneira como os participantes compreendem a si mesmos e as possibilidades que têm para o futuro no que se refere aos sentidos conferidos à formação inicial e à profissão docente, uma vez que estão prestes a finalizar um curso de licenciatura. Para isso, buscou-se identificar e analisar cognições e emoções relacionadas ao tornar-se ou não professor de Português e/ou de Inglês, a partir das experiências relatadas em forma de narrativas. Adotando uma abordagem qualitativa de coleta e de análise dos dados, este estudo de caso foi conduzido em uma universidade pública do interior do estado de Goiás, e contou com a participação de dezesseis estudantes pertencentes ao último ano de Letras. Os dados, obtidos no ano letivo de 2012 por intermédio da utilização de questionários, histórias de vida, sessões colaborativas e de rememoração de aulas, gravadas em áudio, diários virtuais, explicações de narrativas visuais e entrevistas semiestruturadas, foram analisados à luz de estudos sobre a teoria sócio-históricocultural e seus desdobramentos teóricos e sobre a Linguística Aplicada Crítica. Os resultados apontam para o fato de que as identidades profissionais docentes são fenômenos complexos, caracterizados pela linguagem e por movimentos dinâmicos de construção, de reconstrução e de desconstrução de maneiras de ser ou não ser professor, intrincados às experiências narradas pelos participantes. Além disso, foi possível constatar que, nos processos instáveis e contraditórios de construção das identidades profissionais, as cognições e as emoções dos participantes, baseadas nas experiências pessoais e sociais desses indivíduos com a formação inicial e com docência, operam como elementos significativos para suas identificações ou não identificações com a profissão. Nesse bojo, uma série de fatores nutre o posicionamento social e discursivo das identidades profissionais dos participantes, as quais não se constituem sólidas por diversos motivos, entre os quais, por exemplo, estão a incerteza sobre a docência devido à insatisfação financeira e à desvalorização atual da carreira, bem como a falta de condições de ingresso em outros cursos de ensino superior almejados.

Please read the abstract in the dissertation. / Dissertation (MA)--University of Pretoria, 2013. / Psychology / unrestricted