¡§Individual¡¨is the basic analytic unit in a pluralistic society. Especially, phenomenon of public affairs is essence of the problem and is based on individual cognition, hidden in group behavior. The individual cognition forms group judgment and interpersonal influence in the group. This interpersonal influence process may simplify as the power relations between group members, the communication network and the interaction form in the group, and the opinion relations within the group (French, 1956). The conflict is the essential situation of interpersonal influence and also is one kind of relational form and phenomenon for group judgment. Therefore, it is necessary to understand the interpersonal influence and conduct interpersonal mutual cooperation in the public affairs area. The group decision-making (or judgment) can be explored based on observable individual preference and group decision-making. That can infer unobservable interpersonal influence. This interpersonal influence process transforms the individual judgment into the group decision-making. There are two stages in interpersonal influence process, including opinion formation for individual members, and compromise among group members. Namely, the individual might revise his or her preference voluntarily. The group integrates the revised members¡¦ judgments into group decision-making. That is, the group process resembles the process which individual integrates multi-cues like information integration theory (IIT) (Friedkin, 2005; Sniezek et al., 1989). The average cognitive algebra pattern in IIT may measure the interpersonal influence effectively. The theories of group decision-making are still insufficient. For example, social power theory and social comparison theory explain the concept of choice shift, but not positivism. Social decision scheme (SDS) employs decision scheme to predict the group decision-making, but it is insufficient for explaining the group decision-making process. Although social dilemma explores both individual level and group level, it cannot provide the weighting method. Cognitive conflict paradigm (CCP) discusses judgment policy shift, but preference shift is still not mentioned. Although CCP focuses on interpersonal learning, it does not propose how to weight interpersonal influence. The functional measurement theory in IIT may supplement insufficiencies in these theories.. The research utilizes the concept and the method of IIT, which prodivides experimental validity for explaining the complex interpersonal influence process by using social weight. This research uses budget allocation as discussion cases. Interpersonal conflicts are divided by the cognitive conflict and the interest conflict. By using social judgment theory (SJT), this research can analyze cognitive difference in the case of cognitive conflict. Besides, using quasi-experimental procedure in IIT, the findings of this research include: 1. In the group process, group members¡¦ judgments are integrated to group decision-making based on unequal-weight rule mostly. Members¡¦ social weights are different and depend on the level of members¡¦ preferences. 2. The members in different groups have the same preferences initially. Although social weights of these members are not significant difference in statistic, these members still appear the differences between individuals. 3. In cognitive conflict case, the group consensus is not consistently accompanied by cognitive consensus. 4. The group influence results from normative social influence, rather than from informational social influence. 5. It shows that there is negative correlation between social weight and normative effect. Besides, social weight and comprise degree also show negative.correlation 6. The cognitive feedback and the outcome feedback don¡¦t affect decision-making result. 7. The relationship between social weight and the degree of satisfaction is not supported. The social weight and the fairness of decision-making process show significant correlation 8. The subjects¡¦ decision-making performances in the study don¡¦t show significant difference

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Kognitive Kontrolle wird besonders in solchen Momenten deutlich, wenn eine geplante Handlung gestört wird. Weil zwei widerstreitende Verhaltenstendenzen gleichzeitig bestehen oder anlaufen, entsteht ein Konflikt. Experimentell können kognitive Konflikte beispielsweise mit dem Stroop-Paradigma hergestellt und untersucht werden (Stroop, 1935). Es ist dabei eine aktuelle Frage, wie Konflikte zeitlich verarbeitet werden und wo im Gehirn diese Verarbeitung geschieht. Zeitlich können Konflikte beispielsweise dann entstehen, wenn die Informationen des Stimulus abgerufen werden oder auch erst dann, wenn die intendierte Antwort tatsächlich für die Artikulation ausgewählt werden muss. Eine weiterführende Frage ist, ob sich die entsprechenden Ergebnisse für verschiedene Stroop-Varianten unterscheiden. In der vorliegenden Arbeit wurden diese Fragen systematisch für die Verarbeitung von Objekten und Zahlen mit zwei Varianten des Stroop-Paradigmas untersucht. In der vorliegenden Dissertation präsentiere ich Ergebnisse von Reaktionszeitstudien und fMRT-Experimenten zum zeitlichen Ablauf und zu neuronalen Substraten kognitiver Konflikte während der Verarbeitung von Objekten und Zahlen. Um die Konflikte zeitlich und räumlich lokalisieren zu können, wird die Abrufphase und die Antwortphase separat modelliert. Die Ergebnisse deuten darauf hin, dass die Konflikte eher während des Abrufs als bei der Antwortauswahl stattfinden. Außerdem wird geschlussfolgert, dass die Konflikte für Zahl- und Objektrepräsentationen nicht auf gemeinsamen neuronalen Substraten basieren. Die Ergebnisse meiner Reaktionszeitstudien und der MRT-Studien deuten also darauf hin, dass Konflikte bei der Verarbeitung von Objekten und Zahlen zwar einem ähnlichen zeitlichen Verlauf folgen, aber offenbar in unterschiedlichen neuronalen Netzwerken verarbeitet werden. / In daily life, we constantly have to adjust our goals and plans to changing task demands and internal needs. Our ability to balance the initiation and inhibition of our actions, and to solve resulting conflicts between them, is referred to as cognitive control. To study the processes of cognitive control, the Stroop Paradigm has become a popular tool (Stroop,1935). The Stroop Paradigm is frequently used to address central questions of cognitive control. It is, for instance, an open issue, where and when in the processing stream cognitive conflicts arise. Do they arise early, for example, during the retrieval of target and distractor? Or do they occur late, when the response is prepared for execution? Another debate is concerned with the question whether the findings agree for different Stroop variants (Van Maanen et al., 2009). In this dissertation I present research on the temporal characteristics and the neural substrates of cognitive conflicts during the processing of objects and numbers. To better understand the locus of the conflict, the retrieval phase and the response phase are modelled separately. The results from several reaction time studies and from two fMRI experiments speak to the issue that processing costs occur during retrieval, i.e., early in the processing stream, for both, object and number representations. The results further indicate that the processing of the conflict between target and distractor for number and object representations do not rely on common neural substrates. I will thus present the results from behavioural and functional imaging experiments, showing similar temporal patterns for the conflicts in both systems, but distinct underlying neural networks.

The Teaching and learning computer-programming process as been the target of scientific research since the early days of computing. Although several strategies have been and are still being tested, its application in computer-based courses has been difficult, since it requires some commitment from educators to search, study and evaluate them. Although not looking for a miraculous cure for all problems in this area (reported in the literature), and believing in the pedagogical potential of the socio-cognitive conflict theory, it has been decided to develop a teaching method of programming based on Bloom's taxonomy of educational objectives to be applied using the pair-programming technique. This method is being used to produce a book of Algorithms and Programming Techniques intending to be acknowledged by the Academy. Experiments with such method has been carried out at a private University and there has been a significant increase of motivation by the students that underwent the experiments. / O ensino-aprendizagem de programação de computadores tem sido alvo de investigações cientificas desde os primórdios da computação. Embora diversas estratégias foram e ainda têm sido experimentadas, sua aplicação em cursos de computação e afins se mostra difícil, uma vez que exige algum empenho de educadores em buscá-las, estudá-las e avaliá-las. Não procurando a cura milagrosa para todos os problemas nessa área (relatados na literatura), e acreditando no potencial pedagógico da teoria do conflito sócio-cognitivo, decidiu-se construir um método de ensino de programação baseado na taxionomia de objetivos educacionais de Bloom a ser aplicado através da técnica de Programação em Duplas. O método está sendo utilizado na produção de um livro de Algoritmos e Técnicas de Programação no intuito de difundi-lo na Academia. Foram realizados experimentos com o método em uma Universidade da iniciativa privada e constatou-se um expressivo aumento de motivação dos aprendizes que a ele foram submetidos. / Doutor em Ciências

>Magister Scientiae - MSc / Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty

>Magister Scientiae - MSc / Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-20T14:12:39Z No. of bitstreams: 1 Tatiane Silva Tavares Maia.pdf: 1572808 bytes, checksum: a04de6626f535c47898b33512044b444 (MD5) / Made available in DSpace on 2016-06-20T14:12:39Z (GMT). No. of bitstreams: 1 Tatiane Silva Tavares Maia.pdf: 1572808 bytes, checksum: a04de6626f535c47898b33512044b444 (MD5) Previous issue date: 2015-06-17 / This work has the objective to analyze the strategic decision process performed by co-directors of PEs, searching this understanding with the attention focused mainly for learning processes and cognitive conflict, in view of the selected cases. The survey sample consists of four technology-based companies, which were chosen according to criteria defined in the study. The methodological approach is descriptive, based on qualitative research methods and multi case study (Eisenhard, 1989). Data collection was done mainly through interviews, whose analysis included two stages, in-case analysis and inter-case as Miles and Huberman’s (1994) recommendations. The survey results showed many ideas about how co-directors perform the process of strategic decision on PEs. They allowed realizing this process, the manifestation of learning in double circuit and cognitive conflicts in the interaction and behavior of co-directors when they accomplish their decision processes. Such constructs directed elements such as intuition and improvisation, inevitably present in strategic decision processes of PEs, which became better worked. The cognitive conflict eased improvisation of the processes as its function was undertaken further analysis and reflections on the decisions. In addition, it was noted that the strategic decisions were not supported only on intuition. Before the cognitive conflicts they were demystified, getting the depth of analysis required via debates in the direction teams. Unquestionable, the strategic decision processes were determined by cognitive conflict that led to the questioning of possibilities, providing opportunities to co-directors a learning process in a double circuit. We can conclude by the survey that the description of how occurred the strategic decision processes in the studied PEs is quite different from ready models in the literature. The most important difference is that they were quite simple, guided more in dialogue than in numerical analysis or projections of future scenarios. The central conclusion is that the behavior of co-directors in strategic decision processes of the four PEs surveyed combines more with the double circuit learning than with rational analysis procedures. / Este trabalho tem por objetivo geral compreender como a aprendizagem e o conflito cognitivo contribuem para o processo de decisão estratégica em PEs, tendo em vista os casos selecionados. A amostra da pesquisa é composta por quatro empresas de base tecnológica, as quais foram escolhidas segundo critérios definidos no estudo. A abordagem metodológica é descritiva, baseada em métodos qualitativos de pesquisa e no estudo multicaso (Eisenhard, 1989). A coleta dos dados foi feita, principalmente, por meio de entrevistas em profundidade, cujas análises incluíram duas etapas, análise intracaso e intercaso, conforme as recomendações de Miles & Huberman (1994). Os resultados da pesquisa demonstraram muitas ideias a respeito de como a aprendizagem e o conflito cognitivo contribuem para o processo de decisão estratégica em PEs. Permitiram perceber neste processo, a manifestação da aprendizagem em circuito duplo e dos conflitos cognitivos na interação e no comportamento dos codirigentes quando realizaram seus processos decisórios. Tais constructos direcionaram elementos como a intuição e a improvisação, fatalmente presentes nos processos de decisão estratégica das PEs, os quais se tornaram melhor trabalhados. O conflito cognitivo amenizou a improvisação dos processos na medida em que face a ele foram empreendidas mais análises e reflexões sobre as decisões. Além disso, notou-se que as decisões estratégicas não foram apoiadas apenas na intuição. Diante dos conflitos cognitivos elas foram desmistificadas, recebendo a profundidade de análise necessária via debates nas equipes de direção. Indiscutivelmente, os processos de decisão estratégica foram determinados pelos conflitos cognitivos que levaram ao questionamento das possibilidades, oportunizando aos codirigentes um processo de aprendizagem em circuito duplo. Conclui-se, com a pesquisa, que a descrição sobre como ocorreram os processos de decisão estratégica nas PEs estudadas é bem diferente de modelos prontos encontrados na literatura. A diferença mais importante é que eles foram bastante simples, mais pautados em diálogos do que em análises de projeções numéricas ou de cenários futuros. A conclusão central é que o comportamento dos codirigentes nos processos de decisão estratégica das quatro PEs pesquisadas combina mais com a aprendizagem em circuito duplo do que com procedimentos de análise racional.

The purpose of this study was to investigate physics undergraduate students’ conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). Along with this, categorization of students’ conceptions was done based on students’ epistemological and ontological descriptions of these concepts. In addition, the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive conflict using physics interactive simulations (CCS) was investigated. A pragmatic mixed methods approach was used in a quasi-experimental design. Data were collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately on FGD and CM qualitative data to categorize students’ conceptions while concentration analysis was used to categorize students’ responses to the modified DEEM into three levels, during pre and post intervention. In the qualitative results, six categories of alternative conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions, Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual knowledge (hierarchical and relational) were identified. The alternative conceptions were less frequently and inconsistently revealed within and across the categories. It was concluded that the categories have common characteristics of diversified distribution of alternative conceptions and multiple alternative conceptions of specific concepts within and across the categories. Most of the categories found in pre intervention persisted in post intervention, but with a lesser percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class. ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66, p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded that there is a statistically significant difference between CPS and CCS in changing students’ alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain <g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive simulations is more effective than cognitive conflict through interactive simulations in facilitating conceptual change, and, thus, should guide classroom instruction in the area. Furthermore, recommendations are also suggested for guiding future research in this area. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))

Les théories de la Corporate Governance et la théorie de la psychologie sociale du petit groupe de prise de décision sont mobilisées afin de comprendre le mode de fonctionnement du conseil de surveillance hospitalier public et plus précisément pour tester empiriquement la relation de médiation du processus de prise de décision (les normes d’efforts, l’utilisation des connaissances et des habiletés et le confit cognitif) entre sa structure (la taille, la composition et la diversité) et la performance de ses rôles (la stratégie, le contrôle et le service). 320 questionnaires en provenance des membres des conseils de surveillance hospitaliers ont été recueillis. L’agrégation de ces réponses individuelles génère un échantillon de 159 conseils de surveillance hospitaliers publics. Les résultats des tests des hypothèses du modèle de recherche confirment le fait que la structure du conseil de surveillance n’influence pas la performance de ses rôles. Les normes d’efforts affectent positivement la performance des rôles .Seules les normes d’efforts et l’utilisation des connaissances et des habiletés médiatisent partiellement la relation processuelle entre la structure et la performance des rôles. / Corporate governance theories and the theory of the psychology of the small decision making group are used in order to understand the functioning mode of the public hospital supervisory board and specifically to test empirically the mediating relationship of the decision making process (Efforts norms, use of skills and knowledge and cognitive conflict) between the structure of the public hospital supervisory board (size, composition and diversity) and the performance of its roles (strategy ,control and service).320 questionnaires answered by the supervisory board members were collected. The aggregate of those individual responses generated 159 public hospital supervisory boards. The results of the hypothesis test of the model show that the supervisory board structure doesn’t influence the performance role of the supervisory board. Efforts norms influence positively the performance of its roles. Only the use of knowledge and skills, and efforts norms mediate the process relationship between the public hospital supervisory board structure and the performance of its roles.

The purpose of this study was to investigate physics undergraduate students’ conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). Along with this, categorization of students’ conceptions was done based on students’ epistemological and ontological descriptions of these concepts. In addition, the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive conflict using physics interactive simulations (CCS) was investigated. A pragmatic mixed methods approach was used in a quasi-experimental design. Data were collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately on FGD and CM qualitative data to categorize students’ conceptions while concentration analysis was used to categorize students’ responses to the modified DEEM into three levels, during pre and post intervention. In the qualitative results, six categories of alternative conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions, Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual knowledge (hierarchical and relational) were identified. The alternative conceptions were less frequently and inconsistently revealed within and across the categories. It was concluded that the categories have common characteristics of diversified distribution of alternative conceptions and multiple alternative conceptions of specific concepts within and across the categories. Most of the categories found in pre intervention persisted in post intervention, but with a lesser percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class. ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66, p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded that there is a statistically significant difference between CPS and CCS in changing students’ alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain <g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive simulations is more effective than cognitive conflict through interactive simulations in facilitating conceptual change, and, thus, should guide classroom instruction in the area. Furthermore, recommendations are also suggested for guiding future research in this area. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))