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Learning with and without consciousness: empirical and computational explorations / Apprentissage avec et sans consciencePasquali, Antoine 12 September 2009 (has links)
Is it possible to learn without awareness? If so, what can learn without awareness, and what are the different mechanisms that differentiate between learning with and without consciousness? How can best measure awareness?<p><p>Here are a few of the many questions that I have attempted to investigate during the past few years. The main goal of this thesis was to explore the differences between conscious and unconscious learning. Thus, I will expose the behavioral and computational explorations that we conducted during the last few years. To present them properly, I first review the main concepts that, for almost a century now, researchers in the fields of neuroscience have formulated in order to tackle the issues of both learning and consciousness. Then I detail different hypotheses that guided our empirical and computational explorations. Notably, a few series of experiments allowed identification of several mechanisms that participate in either unconscious or conscious learning. In addition we explored a computational framework for explaining how one could learn unconsciously and nonetheless gain subjective access to one’s mental events. After reviewing the unfolding of our investigation, I detail the mechanisms that we identified as responsible for differences between learning with and without consciousness, and propose new hypotheses to be evaluated in the future.<p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished
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Relations entre conscience et contrôle dans l'apprentissage de séquences: une approche intégrée / Relationships between consciousness and control in sequence learning: an integrated approachGaillard, Vinciane 07 September 2007 (has links)
Pourquoi agissons-nous dans certaines circonstances de manière irrépressible ?Nos actes doivent-ils pour autant être considérés comme inconscients ?Peut-on apprendre inconsciemment ?La conscience et le contrôle peuvent-ils être dissociés? Ces questions ont été abordées dans le cadre de ma thèse de doctorat. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished
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Représentations langagières des nombres dans la résolution de calculs mentaux complexes: une approche par la mémoire à court-terme verbaleLemer, Cathy January 2000 (has links)
Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished
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Guidance and support model to assist parents and learners with aggressive behaviourPadayichie, Kumaree 11 1900 (has links)
In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two
primary schools and one nursery school with 22 participants in the Johannesburg area in
South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-Education)
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The effectiveness of applying conceptual development teaching strategies to Newton's second law of motion / Carel Hendrik MeyerMeyer, Carel Hendrik January 2014 (has links)
School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy.
A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention.
The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data.
The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014
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The effectiveness of applying conceptual development teaching strategies to Newton's second law of motion / Carel Hendrik MeyerMeyer, Carel Hendrik January 2014 (has links)
School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy.
A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention.
The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data.
The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014
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An evaluation of the efficacy of the aims and objectives of the senior certificate mathematics curriculumRambehari, Hiraman 06 1900 (has links)
In this study, senior certificate (standard 10) pupils' attainment of the cognitive
and affective aims and objectives of the senior certificate mathematics curriculum
was investigated. With regard to the attainment of the cognitive objectives and
aims, senior certificate pupils' performance in their mathematics examination, in
terms of three broad categories of cognitive abilities (lower level, middle level and
higher level mathematical abilities) was analysed and examined. As no norms
(criteria) for mathematical attainment in respect of these three categories of
cognitive abilities could be identified, these norms had to be firstly developed by
the researcher. However, suitable standardised scales were identified and
administered to determine senior certificate pupils' attainment of the affective aims
and objectives (attitude towards and interest in mathematics). Besides the
quantitative analysis, qualitative assessments of senior certificate pupils'
attainment of the cognitive and affective aims and objectives were also made using
information obtained, by way of a questionnaire, from teachers of senior certificate
mathematics classes.
The main findings that emerged from this investigation were:
* The senior certificate pupils are attaining the desired proficiency levels in the
cognitive objectives and aims of the senior certificate mathematics
curriculum. However, these pupils are not adequately attaining the affective
aims and objectives of the mathematics curriculum.
* Qualitative information elicited from senior certificate teachers of
mathematics tends to support the above findings which were obtained from
the quantitative analysis.
* There is a need for curriculum development in certain areas of the senior
certificate mathematics curriculum, particularly in Euclidean geometry, for
standard grade pupils.
In terms of the general findings, certain recommendations were also formulated.
In several ways, the present research is a pioneering effort in evaluating the
efficacy of the cognitive and affective aims and objectives of the senior certificate
mathematics curriculum. It is hoped that this study will serve as a catalyst for
future research. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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Optimalisering van die leerpotensiaal van die skoolbeginnerRossouw, Lorna 11 1900 (has links)
Text in Afrikaans / Die huidige onderwyssituasie in Suid-Afrika bied 'n uitdaging om te besin oor die relevansie van bestaande kurrikulurninhoude. 'n Paradigmaverskuiwing is nodig om aan alle leerders die geleentheid te bied om hulle leerpotensiaal te optimaliseer. Hierdie studie fokus op 'n paradigmaverskuiwing in preprimere onderwys.
Die verslag van die studie begin met 'n literatuurstudie wat vanuit 'n
opvoedkundig-sielkundige en neurosielkundige perspektief fokus op toereik.ende leer. Die uitkoms van hierdie fokus toon die volgende kemaspekte:
Kognitiewe en metakognitiewe vaardighede is 'n voorvereiste.
Die opvoeder se rol as begeleier is van kardinale belang.
Kognitiewe vaardighede stel die leerder in staat om sy eie logiese
denksisteem te konstrueer.
Die intrinsieke motivering van die leerder tot deelname aan die
leerhandeling is belangrik.
Neurologiese gereedheid, wat onder andere hemisferiese integrasie sowel as inter- en intrasensoriese integrasieprosesse behels, is 'n voorvereiste vir toereikende leer.
Vir die opvoedkundige sielkundige wat horn ten doel stel om hierdie kognitiewe benadering tot toereikende leer in die praktyk toe te pas, is dit nodig om ontoereikende kognitiewe funksionering te identifiseer. Daar is in hierdie studie gepoog om 'n werkswyse vir die identifi.sering van ontoereikende kognitiewe funksies daar te stel aan
die hand van die Junior Suid Afrikaanse Individuele Skaal.
'n Onderrigmodel wat voorsiening maak vir die ontwikkeling van kognitiewe vaardighede en neurologiese gereedheid is voorgestel. Die onderrigmodel behels die integrering van die "Bright Stan Cognitive Curriculum" van Carl Haywood en Paul Dennison se "Brain
Gym" in die normale dagprogram van preprimere onderwys.
Die empiriese navorsing is daarop gemik om vas te stel of dit moontlik is om die onderrigmodel in die normale dagprogram te implementeer, aangesien dit 'n bydrae sal lewer tot algemene praktykverbetering en die optimalisering van die leerpotensiaal van elke voorskoolse leerder.
'n Uiteensetting van die navorsingsontwerp en data-analise is verskaf en uit die empiriese studie kan gekonkludeer word dat die program, met noodwendige aanpassings aan die
bestaande preprimere dagprogram en ook die onderrigmodel, wel 'n positiewe bydrae sal maak tot praktykverbetering en die optimalisering van die leerpotensiaal van die skoolbeginner. Hierdie aanpassings wat juis die paradigmaverskuiwing behels, is vervat
in die aanbevelings wat uit hierdie studie voortvloei. / The present situation in education in South Africa offers a challenge to consider the relevance of existing curricula. A paradigm shift is necessary to provide all learners with the opportunity to optimise their learning potential. This study focuses on a paradigm shift in preprimary education.
The report of the study commences with a theory framework from an educational and neuro-psychological viewpoint that focuses on effective learning. The key concepts that emerged from this study were the following:
Cognitive and metacognitive skills are prerequisite to effective learning.
The educator's role as mediator is of cardinal importance.
Cognitive skills enable the learner to construct his own logic system for
effective learning.
Intrinsic motivation of the learner towards participation in the learning
process is important.
Neurological readiness for learning including among other aspects, the
intra- and intersensory as well as hemispheric integration, is fundamental
to effective learning.
For the educational psychologist wishing to apply this cognitive approach to effective learning, it is necessary to be able to identify cognitive dysfunctioning. In this study an attempt is made to establish a methodology for the identification of cognitive
dysfunctioning using the Junior South African Individual Scale.
An educational model making provision for the development of cognitive skills and neurological readiness is proposed. This model involves the integration of "Bright Stan Cognitive Curriculum" by Carl Haywood .and "Brain Gym" by Paul Dennison into the
normal preschool programme.
The empirical research is intended to determine the feasibility of implementing this educational model within the existing preschool programme.
A presentation of the research design and the data analysis is included in the study. From the results of the research it can be concluded that, with approriate adaption of the existing pre-primary programme and the educational model, the programme would make
a positive contribution to an enhanced curriculum and thereby also the optimisation of the learning potential of the schoolbeginner. The required adaptions that will result in a paradigm shift are included in the recommendations arising from this study. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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A Study of the effects of social variables on technological conceptualisation in light of the desktop metaphorCross, Saskia 06 1900 (has links)
In this dissertation, I investigate whether the conceptualisation of computerised technological phenomena is influenced by social variables, in particular exposure to the computer. The conceptualisation and behaviour of a group of students majoring in technology-related fields were studied. Through the application of Conceptual Blending Theory, the multi-modal desktop metaphorical blend (DMMB) (as an electronic representation of an actual office desktop) was focused on. The participants were provided with tasks with the aim of determining whether they conceptualise the electronic desktop as a literal ‘thing-in-itself’ or as an e-version of their actual desks. The intent was to examine to what extent social variables, especially exposure, motivate the nature of the conceptualisation. Therefore, it is hypothesised that exposure, regarded as the primary variable in this study, influences conceptualisation of the DMMB to the extent where the it either loses its metaphoric quality in participants, who maintain regular and prolonged exposure to the computer, or retains the metaphoric quality of the DMMB in participants, who are not exposed to the computer on a regular and prolonged basis. Two groups were distinguished based on the extent of the individual participants’ exposure to computer technology, namely a high-exposure group and a low-exposure group.
A mixed method approach was used to test and analyse data collected from individual participants, as well as from the high- and low-exposure groups. Methods used to test these hypotheses included questionnaires, word association (a conceptual task), controlled observation (a behavioural task), and interviews. The resulting data were analysed by means of a thematic interview analysis and non-parametric statistical tests. / Linguistics and Modern Languages / M.A. (Linguistics)
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Conocimientos y actitudes acerca de las metas de la metacognición en el aula de las lenguas extranjeras en una escuela sueca – Un estudio piloto / Knowledge and attitudes towards the aims of metacognition in the foreign language classroom in a Swedish high-school - A pilot studyHusung, Kirsten Maria January 2015 (has links)
Metacognition is one of the aims of the Swedish curricula in language teaching. This pilot study focuses on the implementation of this aim in a Swedish high-school. The teachers’ and the pupils’ attitudes towards the pupils’ metacognitive learning strategies and the reasons underpinning these attitudes are examined. The material finding of nine semi-structured interviews, held in a Swedish high-school in language teaching classes of Spanish, French and German, is analyzed with a qualitative method to get an understanding of the situation.The theoretical framework gives an introduction and overview of the actual research on the two key notions for this study: learning strategy and metacognition and related main concepts like cognitive and socio-affective strategies. The literature review shows that metacognitive learning strategies promote the pupils’ autonomy and responsibility in learning a foreign language in a more effective way.The analysis of the empirical material indicates that metacognition is a marginalized topic, although, after explaining them its meaning, both the teachers and the pupils think that it would be important to promote the pupils’ metacognitive learning strategies. However, the teachers emphasize more indirectly and unconsciously on offering different choices to accomplish an exercise than on consciously promoting metacognitive strategies. The main reasons for this were: the lack of time due to large and heterogeneous classes and doubting that most of the pupils could be responsible for their own learning.In cases where pupils had used learning strategies that worked best for them, they had developed these on their own and rarely reflected on them. The work with self-evaluative material like the European Language Portfolio was thought to be a good idea by both teachers and pupils but was not used at this particular school.
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