Les travaux présentés dans cette thèse s'intéressent à l'intime relation entre la rationalité de l'homme et sa conscience de la mort. Ils utilisent conjointement deux théories, la Théorie de la Gestion de la Terreur, et la théorie Dual-Process de la pensée. La Théorie de la Gestion de la Terreur décrit les mécanismes qui se déclenchent lorsque des pensées liées à notre propre mort sont activées. De façon importante, ces mécanismes consomment des ressources mentales que la théorie Dual-Process identifie comme nécessaires à la pensée rationnelle. Sommes-nous dès lors capables de raisonner de manière rationnelle lorsque nous pensons à notre propre mort ? En d'autres termes, pouvons-nous utiliser correctement notre capacité analytique lorsque des pensées liées à notre propre mort sont conscientes ? Les personnes ayant de grandes capacités cognitives sont elles mieux armées pour penser à la mort ? Quel est le réel impact des pensées de mort sur notre raisonnement, mais aussi sur nos jugements et décisions ? Nous cherchons à répondre à ces questions dans différents domaines de la pensée : les inférences logiques, les décisions stratégiques, et le jugement moral. Différents protocoles expérimentaux sont mis en œuvre dans le but d'explorer de manière exhaustive l'influence des pensées de mort lorsque nous devons utiliser ces hautes fonctions cognitives. Les résultats mettent en lumière de sinistres, mais fascinants effets et ce sur toutes nos activités nécessitant des ressources cognitives. De manière générale, les participants qui ont pensé à leur propre mort semblent ne plus avoir accès à leurs ressources cognitives et montrent par conséquent des comportements moins élaborés, intuitifs et heuristiques, au détriment des règles normatives de raisonnement. Ces découvertes laissent apparaître un étrange paradoxe en termes d'évolution et d'adaptation puisque nos capacités analytiques semblent finalement nous servir à oublier ce qu'elles nous ont justement fait découvrir. / The work presented in this thesis is concerned with the intimate relationship between human rationality and the consciousness of death. They jointly use two theories, that is, the terror management theory, and the dual-process theory of thinking. Terror management theory describes the mechanisms that are triggered when thoughts related to our own death are activated. Importantly, these mechanisms consume mental resources that the dual-process theory identifies as necessary for rational thought. Therefore, are we able to think rationally when thinking about our own death? In other words, can our analytical skills be efficiently used when thoughts of our own death are conscious? Are people with high cognitive abilities better equipped to think about death? What is the real impact of these thoughts on our reasoning, but also on our judgments and decisions? We seek to answer these questions in different areas of thought: logical inferences, strategic decisions, and moral judgment. Different experimental protocols are implemented in order to comprehensively explore the influence of thoughts of death while using these higher order cognitive functions. The results highlight grim, but fascinating effects on all our activities that require to mobilize cognitive resources. In general, participants who thought about their own death seem to no longer have access to their resources and therefore exhibit less elaborate behaviors, based on intuitions or heuristics, at the expense of normative rules of reasoning. These findings let appear a strange paradox in terms of evolution and adaptation because our analytical capacities finally seem to serve us to forget precisely what they made us discover.

This thesis deals with a design of a model of financial decision making in humans with limited cognitive resources under conditions of poverty, subsequent creation of a computer simulation based on this model, finding parameters in which this model generates a behavior close to real data and testing the behavior of the model under different conditions. The created model is based on current findings in fields of psychology and economics regarding decision making, limited cognitive resources and impact of poverty on cognitive resources and decision making. The model is created using the system dynamics methodology and subsequently, with the use of UML language, implemented into a computer simulation in programmable environment NetLogo. Testing the model showed its ability to generate a behavior close to real data and thus its potential to be used as a model for studying and understanding of the dealt problem and experimenting in order to finding new ways of dealing with the problem of poverty.

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L’objectif général de cette thèse est d’étudier l’évolution au cours du vieillissement des processus automatiques et contrôlés, nécessaires à une bonne adaptation cognitive quotidienne. Nous nous intéressons à l’influence de différentes variables cognitives (mémoire de travail, vitesse de traitement et vocabulaire) ainsi qu’aux préférences de routinisation sur l’expression de ce possible effet de l’âge. Des épreuves de fluidités sémantiques simples (Expérience 1) et alternées (Expérience 2 et 3) et des formats simples (Expérience 5a et 6a) et alternés (Expérience 5b et 6b) de la tâche de Hayling ont été réalisés par des adultes jeunes (18-30 ans), âgés (60-74 ans) et très âgés (75 ans et plus). Ces épreuves nous permettent d’étudier le processus automatique à travers la diffusion de l’activation en mémoire sémantique et les processus contrôlés par le biais de l’inhibition et de la flexibilité. L’activité cérébrale associée à l’exécution de fluidités simples et alternées est étudiée chez des participants âgés à l’aide de l’imagerie optique (Expérience 4). Les résultats obtenus sont en faveur d’une réduction avec l’âge de l’efficience des processus contrôlés alors que celle des processus automatiques semble conservée. Des phénomènes de compensation se mettraient en place au cours du vieillissement, s’appuyant sur les processus automatiques et les connaissances accumulées. / The aim of this thesis is to investigate the changes in automatic and controlled processes during aging which are necessary for satisfactory daily cognitive adaptation. The focus is the impact of various cognitive variables (i.e., working memory, speed of processing and vocabulary) and preferences for routines on the expression of this possible age effect. Simple (Experiment 1) and alternating fluency tasks (Experiments 2 and 3) as well as a simple (Experiments 5a and 6a) and alternating version of the Hayling task (Experiments 5b and 6b) were administered to young adults (18-30 years old), older adults (60-74 years old) and older-old adults (75 years old and over). These tasks allowed the study of automatic processes through spreading activation in semantic memory and of controlled processes through inhibition and flexibility. The cerebral activity associated with simple and alternating fluency task execution was investigated in elderly adults with near-infrared spectroscopy (Experiment 4). The results suggest a decrease with age in the efficiency of controlled processes whereas the efficiency of automatic processes seems to be preserved. Thus, compensation based on automatic processes and accumulated knowledge may appear during aging.

Purpose: The purpose of this study was to explore the experiences of distracted practice across the healthcare team. Definition: Distracted practice is the diversion of a portion of available cognitive resources that may be needed to effectively perform/carry out the current activity. Background: Distracted practice is the result of individuals interacting with the healthcare team, the environment and technology in the performance of their jobs. The resultant behaviors can lead to error and affect patient safety. Methods: A qualitative descriptive (QD) approach was used that integrated observations with semi-structured interviews. The conceptual framework was based on the distracted driving model and a completed concept analysis. Results: There were 22 observation sessions and 32 interviews (12 RNs, 11 MDs, and 9 Pharmacists) completed between December, 2014 and July 2015. Results suggested that distracted practice is based on the main theme of cognitive resources which varies by the subthemes of individual differences; environmental disruptions; team awareness; and “rush mode”/time pressure. Conclusions and Implications: Distracted practice is an individual human experience that occurs when there are not enough cognitive resources available to effectively complete the task at hand. In that moment an individual shifts from thinking critically, being able to complete their current task without error, to not thinking critically and working in an automatic mode. This is when errors occur. Additional research is needed to evaluate intervention strategies to reduce and prevent distracted practice.

La schizophrénie est caractérisée par un ensemble de symptômes positifs et négatifs ainsi que par des déficits cognitifs dont les éléments les plus handicapants sont les troubles mnésiques. La métamémoire, qui est la connaissance sur la mémoire, est un champ d’investigation prometteur pour la compréhension et la remédiation de ce trouble. La métamémoire est composée d’un processus évaluatif et d’un processus de régulation du comportement qui sont en interaction. Les études précédentes ont montré que l’évaluation serait préservée dans la schizophrénie alors que la régulation serait déficitaire. Cependant, les relations entre ces processus n’ont pas été examinées alors qu’elles pourraient permettre decompenser le déficit mnésique. Les objectifs de ce travail étaient donc d’une part, d’observer ces relations entre évaluation et régulation dans la schizophrénie, ainsi que les ressources cognitives liées à ces processus. D’autre part, afin d’étendre les connaissances fondamentales sur la métamémoire, nous souhaitions observer l’utilisation de différents types de matériels etde stratégies d’apprentissage chez des participants sains. Les deux premières expériences ont permis de montrer que les patients schizophrènes étaient capables d’utiliser l’évaluation de leur apprentissage pour adapter leur stratégie de mémorisation et que leurs déficits en mémoire étaient liés à d’autres fonctions cognitives. Les cinq expériences suivantes ont confirmé que les participants sains ne prenaient pas en compte de la même manière les caractéristiques intrinsèques et extrinsèques du matériel dans leurs jugements et leurs stratégies. Ces données sont discutées et indiquent que davantage de recherches sur la métamémoire dans la schizophrénie seraient d’un grand intérêt pour la prise en charge des troubles mnésiques de ces patients. / Schizophrenia is characterized by a range of positive and negative symptoms and bycognitive deficits including the most disabling one, memory. Metamemory, which is knowledge about memory is of particular interest for the understanding and remediation of this trouble. It involves a monitoring and a control process, which would be in interaction.Previous studies have shown that monitoring is spared whereas control is impaired. However,these relations between these processes have not been examined whereas they could compensate for memory deficit. The aims of this work were to observe these relations between monitoring and control in schizophrenia and cognitive resources linked to these processes on the one hand. On the other hand, we wished to observe the use of different kinds of materials and learning strategies in healthy participants to get better fundamental knowledge about metamemory. Two experiments showed that patients were able to use monitoring to adapt their learning strategy and also that their memory deficits were linked too ther cognitive functions. Five following experiments confirmed that healthy participants do not use intrinsic and extrinsic characteristics of the materials in the same way when makin gjudgments and using strategies. These data are discussed and point out that more research about metamemory in schizophrenia is of interest for the remediation of memory deficits inschizophrenia patients.

L’industrie aéronautique poursuit depuis de nombreuses années l’objectif d’un niveau optimal de sécurité dans le cadre du transport aérien. En ce qui concerne l’aviation militaire, plus exactement tactique, cette priorité se double d’une recherche de performance de plus en plus élevée et polymorphe. Ce qui caractérise ce type d’aviation, c’est le rapport entre la performance poursuivie et les risques acceptés. Il dépend essentiellement du contexte et des enjeux des missions à réaliser.L’approche facteur humain constitue un levier d’action majeur pour permettre la réalisation de cet enjeu. Ainsi, dans le cadre contraint de l’aéronautique, la conception et la mise au point d’outils permettant d’assister la cognition des équipages demeure une perspective d’avenir même si la formation des pilotes devient également un enjeu majeur pour les prochaines années. Dans ce contexte, la gestion des ressources cognitives, et plus particulièrement les stratégies spécifiques de gestion mises en place par les pilotes, sont centrales au processus de prise de décision sous contraintes.Dans une démarche de recherche et d’ingénierie en cognitique, nous avons entrepris une étude impliquant des pilotes et permettant la compréhension de ces mécanismes ainsi que la production de recommandations pour la conception d’outil d’aide à la gestion de leurs ressources cognitives. A partir de l’analyse du retour d’expériences, et sur la base des résultats d’une approche expérimentale préliminaire, nous avons construit un protocole pour mettre en évidence les stratégies mises en place par les pilotes, dans le cadre d’une activité réelle, lors de la descente et de l’approche finale sur l’aéroport de Clermont-Ferrand avec une panne critique. Les résultats expérimentaux conciliés à nos hypothèses de compréhension sur la gestion des ressources cognitives et les stratégies de gestion, achèvent notre analyse et nos recommandations pour un outil d’aide à la gestion des ressources des pilotes.14 équipages d’Airbus A400M de l’armée de l’air ont participés à cette évaluation en simulateur. / The aviation industry has for many years pursued the objective of an optimum level of safetyin the air transport sector. With regard to military aviation, more precisely tactical, thispriority is coupled with an increasingly high and polymorphic search for performance. Whatcharacterize this type of aviation is the relationship between the performance pursued and theaccepted risks. It depends essentially on the context and the stakes of the missions to becarried out.The human factor approach is a major leverage for achieving this challenge. Thus, within theconstrained domain of aeronautics, the design and development of tools to assist crewcognition remains a prospect for the future, even if pilot training also becomes a majorchallenge for the coming years. In this context, the management of cognitive resources, and inparticular the specific management strategies put in place by the pilots, are central to thedecision-making process under constraints.In a research and engineering approach in cognition, we undertook a study involving pilotsand allowing the understanding of these mechanisms as well as the production ofrecommendations for the design of tools to help manage their cognitive resources. On thebasis of the analysis of feedback, and results of a preliminary experimental approach, we havebuilt a protocol to highlight the strategies implemented by the pilots in the context of anactivity during the descent and the final approach on the Clermont-Ferrand airport with acritical breakdown. The experimental results reconciled with our understanding hypotheseson the management of cognitive resources and management strategies, complete our analysisand recommendations for a tool to help manage the resources of the pilots.

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

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