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Despite the wide literature concerning attentional resources and memory, there is still a debate concerning the cognitive processes involved during multiple tasks. The single attentional resource theory suggests that each individual has a general single pool of attentional resources that can be shared amongst the different concomitant tasks. Dual task demand would result in a decrement in performance as the resources required exceed those available. In contrast the multiple attentional resource theory claims that each individual can draw from different pools of attention and that resources are not sharable: combining two tasks does not necessarily result in a dramatic decrement in performance. From this second theory arises the co-ordination hypothesis which suggests that the central executive may co-ordinate and implement the use of different pools of attention when an individual has to perform two tasks at the same time. In this thesis some aspects and predictions of these theoretical hypotheses are examined. The dual task effect is investigated under the manipulation of cognitive effort (Experiments 1, 3 and 4), practice (Experiment 2) and the combination of different processes (Experiment 6). Moreover, it has been reported in the literature that patients affected by Alzheimer Disease show a dramatic cost of concurrence, but there is still a debate as to whether the performance impairment is due to an impoverishment of the single attentional resource or, alternatively, to an impairment in the co-ordination function. The findings of this thesis provide some support in favour of a co-ordination impairment (Experiments 1,2,3 and 4). Finally the age effect (testing two groups of healthy adults, young and elderly) has been considered to establish whether there is a qualitative or quantitative difference between healthy elderly and Alzheimer patients (Experiments 1,2,3 and 4).

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Self-reported health (SRH) tends to decline slower as people age compared to the decline of their objective health. If individuals believe they are in good health but actually are in poor health, their perceived susceptibility to disease may be low. Consequently, those individuals may feel less compelled to improve their health, which would make them a higher risk population. This project aims to examine the association of SRH and Metabolic Syndrome (MetS) in senior women, and whether personal and interpersonal dimensions help explain the degree to which SRH corresponds with MetS. Data are from the Kingston Senior Women Study (KSWS, n=100, 65 years of age and older). KSWS participants completed a questionnaire on their social background, psychosocial conditions, health behaviours, and SRH. Participants also provided physiological measures and medical information, so that MetS could be assessed, following the harmonized definition. MetS is a cluster of at least three of the following criteria: obesity, elevated blood pressure, low level of HDL cholesterol, raised triglycerides, and fasting plasma glucose. Two categories represented the correspondence between SRH and MetS: those who have a congruent perception of their health and those who overestimated it. Greater physical activity was associated with higher SRH (OR: 1.10; 95%CI: 1.01 – 1.20) and lower odds of MetS (OR: 0.64, 95%CI: 0.47 – 0.88) among the participants. However, only social network size was associated with lower odds of health overestimation (OR: 0.46, 95%CI: 0.26 – 0.80). Larger social networks may give access older women to a greater source of information about their own health, leading possibly to more accurate assessments of health. Such information can be conveyed as feedback from close ties. This information can also be conveyed as a more accurate perception of the health of their reference group when self-assessing their own health. Findings of this study may help identify women who are at greater risk of cardiovascular disease but who may be less likely to participate in health promotion programs. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2014-05-21 00:14:26.427

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国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

Orientador: Rosely Palermo Brenelli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T22:28:23Z (GMT). No. of bitstreams: 1 Dalfre_AnaPauladeProspero_M.pdf: 2856845 bytes, checksum: a650aa916172be7554b024f181ccd04c (MD5) Previous issue date: 2013 / Resumo: Fundamentada na Epistemologia e Psicologia Genéticas de Jean Piaget, a presente pesquisa teve por objetivos: caracterizar as condutas de jogo em escolares do 5º, 7º e 9º anos do Ensino Fundamental; analisar os erros cometidos pelos escolares; identificar os níveis de abstração reflexiva e relacionar os níveis de abstração reflexiva às condutas de jogo. Participaram do estudo trinta escolares da rede pública de ensino, respectivamente 10 alunos do 5º, 7º e 9º anos do Ensino Fundamental. A seleção dos participantes foi aleatória e obtida por meio de sorteio. O procedimento para a coleta dos dados contou com quatro encontros individuais em que foram utilizados a Prova de Abstrações a partir de Ações de Deslocamentos e de suas Coordenações e o jogo Hora do Rush. Os dados foram analisados qualitativa e quantitativamente. Ao considerar o êxito na solução das cartas-desafio com o número mínimo de deslocamentos, foram encontradas diferenças significativas entre a proporção dos mesmos nas dez cartas. Com relação às condutas de jogo, encontramos quatro níveis de conduta (I, IIA, IIB e III) sendo que a maior parte dos nossos escolares apresentou o nível II de conduta. Quanto aos erros, encontramos sete tipos deles entre os nossos participantes e, mais especificamente, três deles foram estatisticamente mais expressivos. Ao relacionarmos os erros e as condutas de jogo, verificamos que condutas de jogo mais evoluídas estão diretamente relacionadas ao menor número de erros cometidos. O teste de comparações múltiplas de Tukey indicou que a média de erros foi significativamente superior para o nível de conduta de jogo IIA, assim como os participantes do 5º ano cometeram mais erros quando comparados aos participantes do 9º ano de escolaridade. Ao caracterizarmos os níveis de abstração reflexiva, encontramos escolares em todos os quatro níveis descritos (I, IIA, IIB e III). Ao relacionar as condutas de jogo e os níveis de abstração reflexiva, quantitativamente não se configurou uma associação significativa (teste Qui-Quadrado), entretanto, o resultado do teste estatístico foi avaliado com cautela e, qualitativamente, observamos uma evolução que segue em paralelo e indica que conforme avança o nível de abstração reflexiva, avança também o nível de conduta de jogo. Esses dados nos permitiram inferir que para obter êxito com o número mínimo de deslocamentos nas cartas-desafio do jogo Hora do Rush há necessidade do raciocínio operatório. Quanto às implicações psicopedagógicas, este estudo pode se constituir em um recurso para conhecer "como" os sujeitos jogam Hora do Rush e como passam de um nível de conduta de jogo mais elementar para um nível mais evoluído. Além disso, os procedimentos utilizados para a coleta e análise dos dados podem servir de referencial para futuros estudos e para a prática das intervenções psicopedagógicas. / Abstract: Based on the Epistemology and Psychology Genetic Jean Piaget, the present study aimed to characterize the conduct of gaming in school the 5th, 7th and 9th grades of elementary school, analyze the mistakes made by the students, to identify the levels of reflective abstraction and relate reflective abstraction levels to conduct gaming. Participants were thirty students in the public schools, respectively 10 students in the 5th , 7th and 9th grades of elementary school. The selection of participants was obtained through random draw. The procedure for data collection featured four individual meetings that were used in the Proof of Abstractions from actions Displacements and their Coordinators and the game Rush Hour. The data were analyzed qualitatively and quantitatively. When considering the successful solution of the letters of challenge with the minimum number of shifts, significant differences were found between the proportion of the same ten cards. With respect to the conduct of gaming, we find four levels of conduct (I , IIA , IIB and III ) is that most of our students had the level II of conduct. The errors we found seven types of them among our participants and, more specifically, three of them were statistically more significant. Relating the errors and conduct the game, we found that game more evolved behaviors are directly related to fewer mistakes. The test of Tukey multiple comparisons indicated that the error rate was significantly higher for the level of gaming behavior IIA, as well as the participants of the 5th year made more errors when compared to participants in the 9th grade. To characterize the levels of reflective abstraction, found in all four school levels described (I , IIA , IIB and III ). Relate to the conduct of play and levels of reflective abstraction, quantitatively not configured a significant association ( chi-square test ), however, the statistical test results was evaluated with caution and qualitatively observe an evolution that follows in parallel and indicates that as the level progresses from reflexive abstraction , also advances the level of gaming behavior. These data allowed us to infer that in order to succeed with the minimum number of letters offsets the challenge of the game Rush Hour no need of reasoning surgery. The implications psycho, this study may constitute a resource to know "how" guys play Rush Hour and how to pass a level of gaming behavior most basic to a more evolved. Furthermore, the procedures used for the collection and analysis of data can serve as a benchmark for future studies and for the practice of psycho interventions. / Mestrado / Psicologia Educacional / Mestra em Educação

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