abstract: Color as a communication medium plays an important role in conveying meaning. It has been identified as a major element in marketing and advertising, and has shown to influence consumer's emotions (Labrecque & Milne, 2012). Despite the large volume of color-centered research, the literature on the subject remains largely abstract and unreliable. Academic research on the impact of color on brand personality it is still in its early stages of investigation, and therefore fragmented and inadequate. The goal of this study is to identify and visually represent patterns of association between colors and specific brand personality traits. We hypothesized that such patterns exist, although the exact associations are difficult to predict. If such patterns are found, they can assist in creating a valuable design tool with wide range of applications in product design, manufacturing, and marketing. / Dissertation/Thesis / Masters Thesis Human Systems Engineering 2017

abstract: The Imagination + Imagery model for design pedagogy is presented. Two studies were conducted to develop the model: (a) the visual imagery assessment of design students; and (b) a historical research on the concept of imagination. Results suggest the following implications as the components of strong imagination for design thinkers: (a) the ability to shape vivid images of objects in mind; (b) the ability to mentally transform the spatial representations of images; (c) to consider the ethical consequences of imagined situation; (d) to use imagination for resolving design wicked problems; and (e) to actively imagine for mental and emotional health. / Dissertation/Thesis / Masters Thesis Design 2018

abstract: Working memory capacity and fluid intelligence are important predictors of performance in educational settings. Thus, understanding the processes underlying the relation between working memory capacity and fluid intelligence is important. Three large scale individual differences experiments were conducted to determine the mechanisms underlying the relation between working memory capacity and fluid intelligence. Experiments 1 and 2 were designed to assess whether individual differences in strategic behavior contribute to the variance shared between working memory capacity and fluid intelligence. In Experiment 3, competing theories for describing the underlying processes (cognitive vs. strategy) were evaluated in a comprehensive examination of potential underlying mechanisms. These data help inform existing theories about the mechanisms underlying the relation between WMC and gF. However, these data also indicate that the current theoretical model of the shared variance between WMC and gF would need to be revised to account for the data in Experiment 3. Possible sources of misfit are considered in the discussion along with a consideration of the theoretical implications of observing those relations in the Experiment 3 data. / Dissertation/Thesis / Doctoral Dissertation Psychology 2018

abstract: The current study investigated the task of coloring static images with multimedia learning to determine the impact on retention and transfer scores. After watching a multimedia video on the formation of lightning participants were assigned to either a passive, active, or constructive condition based on the ICAP Framework. Participants colored static images on key concepts from the video, passive condition observed the images, active condition colored the images by applying the concepts, and the constructive condition colored the images by generating new ideas and concepts. The study did not support the hypothesis that the constructive condition would have increased retention and transfer scores over the active and passive conditions. The mental effort measures did not show significance among groups in relation to learning but perception measures did show an increase in participants enjoyment and engagement. Since the coloring craze has become more accepted for adults then could coloring be a way to increase participants learning through engagement. / Dissertation/Thesis / Masters Thesis Human Systems Engineering 2018

abstract: Perceptual learning by means of coherent motion training paradigms has been shown to produce plasticity in lower and higher-level visual systems within the human occipital lobe both supra- and subliminally. However, efficiency of training methods that produce consolidation in the visual system via coherent motion has yet to be experimentally determined. Furthermore, the effects of coherent motion training on reading comprehension, in clinical and normal populations, are still nascent. In the present study, 20 participants were randomly assigned to one of four experimental conditions. Two conditions had a participation requirement of four days while two conditions required eight days of participation. These conditions were further divided into 500 or 1000 trials per day (4 x 500, 4 x 1000, 8 x 500, 8 x 1000). Additional pre-test and post-test days were used to attain timed pre- and post-tests on the Wide Range Achievement Test IV (WRAT IV) reading comprehension battery. Furthermore, a critical flicker fusion threshold (CFFT) score was taken on a macular pigment densitometer on the pre-test and post-test day. Participants showed significant improvement in CFFT levels, WRAT IV reading comprehension, and speed of completion between pre-test and post-test; however, degree of improvement did not vary as a function of training condition. An interaction between training condition and degree of improvement was evident in coherent dot motion contrast scores, with significant training plasticity occurring in the 4 x 1000 and 8 x 500 conditions. / Dissertation/Thesis / M.S. Psychology 2013

abstract: Current research has identified a specific type of visual experience that leads to faster cortical processing. Specifically, performance on perceptual learning of a directional-motion leads to faster cortical processing. This is important on two levels; first, cortical processing is positively correlated with cognitive functions and inversely related to age, frontal lobe lesions, and some cognitive disorders. Second, temporal processing has been shown to be relatively stable over time. In order to expand on this line of research, we examined the effects of a different, but relevant visual experience (i.e., implied motion) on cortical processing. Previous fMRI studies have indicated that static images that imply motion activate area V5 or middle temporal/medial superior temporal complex (MT/MST+) of the visual cortex, the same brain region that is activated in response to real motion. Therefore, we hypothesized that visual experience of implied motion may parallel the positive relationship between real directional-motion and cortical processing. Seven subjects participated in a visual task of implied motion for 4 days, and a pre- and post-test of cortical processing. The results indicated that performance on implied motion is systematically different from performance on a dot motion task. Despite individual differences in performance, overall cortical processing increased from day 1 to day 4. / Dissertation/Thesis / M.S. Psychology 2014

abstract: Previous research has shown that people can implicitly learn repeated visual contexts and use this information when locating relevant items. For example, when people are presented with repeated spatial configurations of distractor items or distractor identities in visual search, they become faster to find target stimuli in these repeated contexts over time (Chun and Jiang, 1998; 1999). Given that people learn these repeated distractor configurations and identities, might they also implicitly encode semantic information about distractors, if this information is predictive of the target location? We investigated this question with a series of visual search experiments using real-world stimuli within a contextual cueing paradigm (Chun and Jiang, 1998). Specifically, we tested whether participants could learn, through experience, that the target images they are searching for are always located near specific categories of distractors, such as food items or animals. We also varied the spatial consistency of target locations, in order to rule out implicit learning of repeated target locations. Results suggest that participants implicitly learned the target-predictive categories of distractors and used this information during search, although these results failed to reach significance. This lack of significance may have been due the relative simplicity of the search task, however, and several new experiments are proposed to further investigate whether repeated category information can benefit search. / Dissertation/Thesis / Masters Thesis Psychology 2014

Nesta dissertação de mestrado aplicamos métodos de mecânica estatística a dois problemas relacionados à interação e evolução cultural. O primeiro diz respeito à evolução e manutenção da cooperação altruística. Apresent amos a dinâmica Fisher-Wright em dois níveis, desenvolvida em [49], descreve a evolução do comportamento altruísta através de uma estruturada em grupos com migrac;ao e, assim, contorna algumas das limitações de outros mecanismos propostos ao longo do último século. Neste trabalho, aplicamos este mecanismo ao modelo desenvolvido por Boyd, Gintis e Bowles [12], que explica a manutenção da cooperação através da punição altruística, mostrando que o processo Fisher-Wright em dois níveis permite uma abordagem mais robusta e natural, obtendo viabilidade para o altruísmo mesmo com taxas de migração significativas. 0 segundo problema descrito nesta dissertação consiste de um modelo, proposto em [16], para certos resultados quantitativos em suporte à Teoria de Fundamentos Morais obtidos por Jonathan Haidt [32]. Nestre trabalho estudamos a influencia da rede topológica nos resultados deste modelo de agentes, em particular utilizando a rede do Facebook como exemplo de rede realista. / In this dissertation we apply statistical mechanics methods to two problems involving social interaction and cultural evolution. The first problem concerns the evolution and maintenance of altruistic cooperation. We discuss the two level Fisher-Wright mecanism proposed in [49] which deals with the question of evolutionary viability of altruistic behavior in a group structured population with migration, and is capable of circumventing certain limitations of other mecanisms proposed in the last century. We use this framework to analyse Boyd, Gintis and Bowles\' model [12] for the maintenance and proliferation of cooperation through altruistic punishment, showing that the two level Fisher-Wright process allows for a more robust and natural approach, showing altruism to be viable even at significantly high migration rates. The second problem deals with a model for explaining certain quantitative data obtained by Jonathan Haidt [32] in his Moral Foundation Theory. We study the agent based interaction model proposed in [16] in a scenario where the influcence graph consists of the Facebook social network to understand the network\'s influence in the results.

Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T20:32:57Z (GMT). No. of bitstreams: 1 Serafim_TaniaMaria_M.pdf: 1232739 bytes, checksum: 88720a560777079dee81a39cb1df5fe9 (MD5) Previous issue date: 2009 / Resumo: A estratégia de pedir ajuda é uma importante estratégia de aprendizagem no repertório dos estudantes. Caracteriza-se por ser tanto uma estratégia metacognitiva quanto de aprendizagem auto-regulada. Envolve a capacidade metacognitiva porque requer consciência da necessidade de ajuda. Além disso, revela um comportamento auto-regulado, na medida em que os estudantes exibem autodeterminação para superar uma dificuldade ao pedir ajuda a alguém que tenha mais conhecimento. Pesquisas sobre a estratégia de pedir ajuda no contexto educacional brasileiro são escassas. Nesse sentido, os objetivos da presente pesquisa foram verificar a concepção de pedir ajuda dos estudantes e investigar as relações entre essa estratégia e à série escolar, o gênero, a orientação motivacional e a autoeficácia dos estudantes. Fizeram parte do estudo 159 estudantes da 2ª, 3ª e 4ª séries de uma escola pública do município de Campinas. Os instrumentos utilizados foram: uma entrevista estruturada com questões abertas sobre a estratégia de pedir ajuda, uma escala de pedir ajuda, duas escalas de motivação e uma escala de auto-eficácia. Os estudantes mencionaram utilizar a estratégia de pedir ajuda, seja para a realização de em tarefas escolares, como para atividades cotidianas. Revelaram que o pedido de ajuda é feito de forma verbal. Diferenças entre o uso da estratégia de pedir ajuda e a série escolar foram encontradas. Os estudantes da 2ª série se diferenciam significativamente dos da 3ª e 4ª séries por apresentarem uma compreensão negativa dessa estratégia. Não foram constatadas relações significativas entre o uso do pedir ajuda e a variável gênero. A estratégia de pedir ajuda apresentou uma correlação positiva com a crença de auto-eficácia e uma correlação negativa com a motivação. Os dados são discutidos em termos da necessidade de se criar uma ambiente de sala de aula favorável ao uso da estratégia de pedir ajuda, bem como o papel do professor quanto à promoção do pedir ajuda nesse ambiente. / Abstract: The help-seeking strategy is very important to the learning process of the students. This strategy is characterized not only by metacognition, but also by self-regulated learning. Metacognition is envolved when it requires one to be conscious of the necessity of help. Self-regulated learning behavior takes place when the students demonstrate selfdetermination in order to overcome their issues by requesting the assistance of someone who is more knowledgeable. Research on help-seeking strategy in the Brazilian educational system is very scarce. Therefore, the primary objectives of this study were to verify the foundations of help-seeking strategy in students and to investigate the relationship between this strategy and their school level, gender, motivation and students self-efficacy. There were 159 students taking part in the research, ranging from 2ª to 4ª grade of a public school in the city of Campinas. The key instruments on the research were as follows: a structured interview with open-ended questions regarding the help-seeking strategy, a scale of helpseeking strategy, two motivational scales and one self-efficacy scale. The students admitted to employ the help-seeking strategy when carrying out both schoolwork and tasks of everyday life. They reported that the help-seeking strategy was verbally conducted. There were differences in the use of strategies considering the school grade level. The 2ª graders differed greatly from 3ª and 4ª graders in the sense that they displayed a more negative understanding of this strategy. There was not a significant relationship between the use of help-seeking strategy and gender. A positive correlation was found between the helpseeking strategy and the belief of self-efficacy, but a negative correlation was found between the strategy and motivation. The information gathered was discussed in terms of the need to create an atmosphere in the classroom that encourages the use of help-seeking strategy and the role of the teacher to promote the use of this strategy. / Mestrado / Psicologia Educacional / Mestre em Educação

Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T05:03:06Z (GMT). No. of bitstreams: 1 Muneiro_MariadeLourdes_M.pdf: 1339638 bytes, checksum: 26c351a40d6454d81ea50e89fc4213d5 (MD5) Previous issue date: 2008 / Resumo: Este estudo teve por objetivo conhecer e comparar o uso de estratégias de aprendizagem de alunos do ensino superior em cursos de natureza diferente de uma instituição de ensino superior do interior do Estado de São Paulo. Como instrumento para a coleta de dados, foi utilizada a Escala de Avaliação de Estratégias de Aprendizagem (Santos e Boruchovitch, 2001) em uma amostra de 160 alunos matriculados no segundo e oitavo semestres nos cursos de Engenharia de Produção Elétrica e Serviço Social. Os resultados foram apresentados em freqüência e porcentagem. Dados obtidos no presente estudo confirmam as descobertas de pesquisas anteriores de que há diferenças qualitativas no uso de estratégias pelos estudantes de cursos de naturezas diferentes de acordo com as exigências do curso. Os estudantes do curso de Engenharia de Produção Elétrica relataram usar mais, entre outras, a estratégia ¿Analisar gráficos e tabelas¿. Para os estudantes do curso de Serviço Social, uma das estratégias mais mencionadas foi ¿Anotar na íntegra as explicações do professor¿. Discute-se a necessidade de que o ensino de estratégias de aprendizagem faça parte da Educação Superior / Abstract: The objective of the present study is to know and to compare the uses of learning strategies of higher education students in courses with different nature in a higher educational institution of São Paulo state country side. As instrument of data collection, it was used the Escala de Avaliação de Estratégias de Aprendizagem (SANTOS e BORUCHOVITCH, 2001) in a sample of 160 registered students at the second and eighth semester of Electrical Production Engineering and Social Service courses. The results were presented in frequency and percentage. The achieved results confirms the previous research bindings that there are qualitative differences in the use of learning strategies by students of different nature courses in accordance of the requirements of the courses. The Electrical Production Engineering students reported that they more often use graphic analysis strategy, while for the Social Service course students the most used strategy was note taking teacher¿s explanation. It is recommended that learning strategies teaching be part of higher education / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação