La ricerca si occupa delle riforme relative alla formazione dei docenti peruviani dal 1821 ad oggi, con particolare attenzione ai processi di accreditamento delle facoltà di educazione. Il primo capitolo percorre la formazione dei docenti dall'inizio della Repubblica fino agli anni '90, per soffermarsi sui recenti programmi di formazione e aggiornamento dei docenti in attività. Il secondo capitolo presenta una visione sintetica dei sistemi di accreditamento latinoamericani, in particolare dei quattro paesi di riferimento per il Perù (Brasile, Argentina, Cile, Colombia). Approfondisce poi il sistema di accreditamento peruviano dalle origini fino alla legge 30220 (2014). Il terzo capitolo analizza con maggiore profondità l'accreditamento peruviano dei corsi di,laurea di educazione-pedagogia e conclude con rilievi critici e proposte di miglioramento del modello. La tesi sostiene che fissare l'attenzione sulla formazione iniziale del docente (qualità dei corsi di laurea) è fondamentale per ogni riforma dell'educazione. In questo processo l'accreditamento richiede un dibattito più approfondito con il coinvolgimento delle facoltà di pedagogia-educazione e l'impegno da parte loro nella preparazione dei futuri esperti della valutazione e accreditamento. / The research dials with the reform of the Peruvian teacher formation from 1821 until today, with particular attention to the process of accreditation of education faculties. The first chapter investigates the training of teachers since the beginning of the Republic until the 90 to stop at the recent upgrade programs and of teachers training in activity. The second chapter presents a synthesis of Latin American accreditation systems, in particular for countries relating to Peru (Brazil, Argentina, Chile, and Colombia). Then deepens the Peruvian accreditation system from its origins to the law 30220 (2014). The third chapter examines more closely the Peruvian accreditation of the education careers and concludes with critical comments and suggestions for improvement of the current model. The thesis states that for any education reform is essential to focus attention on initial teacher training (quality of racing). It is also necessary to a wider debate on accreditation with greater commitment of further education colleges should care for the training of future experts for evaluation and accreditation

Age-related inhibitory effects were investigated during spatial memory performance. In Experiment 1, 15 young (M = 20 years) and 16 old adults (M = 70 years) completed two spatial tasks (i.e., Block Suppression Test, Corsi Block Tapping Test) that differed in need for inhibitory processing. Accuracy differences within each task revealed age-related differences in spatial working memory and between task differences revealed that older adults had difficulty ignoring irrelevant items. Experiment 2 (10 young, 10 old adults) examined whether the distractibility of irrelevant items in the inhibition task (i.e. BST) accounted for the age-related inhibitory effects. Findings were largely consistent with the initial experiment indicating that inhibitory function was affected by adult aging.

A large number of studies in psychology and cognitive neuroscience suggest that the left and right cerebral hemispheres have differences in specialization of processing. The left hemisphere tends to be specialized for complex capacities such as language and numbers, whereas the right hemisphere typically shows advantages for visuospatial attention and recognition of nonverbal form. The present study was designed to investigate whether these functional cerebral asymmetries would extend to working memory tasks. It was hypothesized that the left hemisphere would have more advantage for accurate responses to a Number-based memory task, whereas the right hemisphere would be relatively advantaged for accurate responses on a Color-based memory task. For the Color-based memory task, we used a Corsi-Block memory task (4x4 grid). For the Number-based memory task, we used a string of 8 digits. In each case, to-be-remembered stimuli were constructed sequentially, such that participants (N = 39) had to form and maintain the image in working memory. Participants then compared these remembered stimuli with flashed images that appeared either on the left or right edge of the screen. We recorded the correct responses and the response time. The left hemisphere appears to be advantaged for accurate responses when the memory stimuli are numerical in nature, whereas the right hemisphere has more advantage for accurate responses on the color-memory task.

Pour rendre compte du traitement de l’information visuo-spatiale, l’hypothèse dominante est celle du calepin visuo-spatial (Baddeley, 1986). Cependant l’approche multi-systèmes est actuellement remise en question et les théories fonctionnelles défendent l’idée d’un système mnésique unique. C’est dans cette perspective que se situe notre recherche qui s’organise autour de trois questions. La première consiste à définir les traitements visuo-spatiaux mis en œuvre lors de la manipulation d’informations visuo-spatiales. La seconde tente d’établir des profils comportementaux des traitements visuo-spatiaux caractéristiques du vieillissement normal et pathologique (Alzheimer). La troisième porte sur l’expression de la flexibilité cognitive chez des sujets âgés lors de la résolution des blocs de Corsi.Deux expériences ont été réalisées dans lesquelles les participants (sujets Alzheimer et contrôles) devaient résoudre la tâche de Corsi, dans sa version ordre direct (expérience 1) et dans ces versions ordre direct et indirect (expérience 2). Les données ont été exploitées en recourant à une méthodologie d’analyse de protocoles individuels. Dans la première expérience, nous nous sommes intéressée aux erreurs rencontrées. Dans la seconde étude, nous avons étendu nos analyses aux traitements visuo-spatiaux inhérents à ces erreurs. Les résultats obtenus ont permis de définir cinq traitements visuo-spatiaux (vectoriel, vectoriel partiel, identité stricte, approximatif et mixte), de mettre en évidence des profils comportementaux concernant le traitement vectoriel partiel et identité stricte pour les sujets âgés sains lors de la condition indirecte et de montrer l’expression de flexibilité cognitive spontanée lors des traitements visuo-spatiaux séquentiels. Nos analyses ont ainsi permis de proposer une approche différente du traitement de l’information visuo-spatiale en substituant le concept de traitement visuo-spatial à celui de calepin visuo-spatial. / Currently, to account visuospatial information processing, the dominant hypothesis is that of the visuospatial sketchpad (Baddeley, 1896). However, such models postulating the existence of several independent modules are being questioned and recent functional theories defend a single memory system. Our research therefore is organized in this perspective around three questions.The first one aim to define the different visuospatial processing when visuospatial information is needed. The second one is to attempt to establish behavioral profiles of the visuospatial processing by normal ageing people and pathological one (Alzheimer). The third question is to express the cognitive flexibility of elderly patients when solving the Corsi block-tapping task.Two experiments were conducted where participants (seniors affected by Alzheimer’s disease ‘AD’ and a control group of elderly) had to solve the Corsi block-tapping task, in the direct condition (experiment 1) and in the direct and indirect conditions (experiment 2). The data were analyzed using the methodology of individual protocols analysis. In the first experiment, we examined different errors encountered during the resolution of the task. In the second research we extended our analysis to visuospatial processing associated with these errors.We identified five major visuospatial processing: “the vector processing”, “partially vectorial”, “strict identity”, “approximate identity” and “mixed”, to highlight behavioral profiles on the ‘partially vectorial’ processing and ‘strict identity’ to the healthy elderly subjects in the indirect condition and show the expression of spontaneous flexibility in AD patients and normal subjects. Our analysis allowed us to propose a different approach that improve knowledge about both normal and pathological (here Alzheimer’s disease) ageing. Analyzing the subjects in action, conducts to speak in terms of visuospatial processing rather than visuospatial sketchpad.

Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-15T19:07:32Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_InvestigandoEfeitoDeslocamento.pdf: 2297364 bytes, checksum: 3f6d1675da93748d276dd31e5727c601 (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-29T11:40:13Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_InvestigandoEfeitoDeslocamento.pdf: 2297364 bytes, checksum: 3f6d1675da93748d276dd31e5727c601 (MD5) / Made available in DSpace on 2017-05-29T11:40:13Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_InvestigandoEfeitoDeslocamento.pdf: 2297364 bytes, checksum: 3f6d1675da93748d276dd31e5727c601 (MD5) Previous issue date: 2015-06-30 / Pearson e Sahraie (2003) demonstraram que a movimentação do olhar interfere na retenção de informações espaciais na Memória de Trabalho. Postle et al. (2006) mostraram, além disso, que a movimentação do olhar afeta mais a retenção de informações espaciais do que a retenção de informações não-espaciais. Embora estes autores tenham mostrado uma relação de causa e efeito entre o deslocamento do olhar e a retenção de informações, não fizeram uma experiência para verificar como esta retenção é afetada quando a amplitude do deslocamento do olhar é duplicada e triplicada (ΔӨ, 2ΔӨ, 3ΔӨ). Além disso, não investigaram se a interferência causada pela movimentação do olhar sobre a retenção de informações espaciais ocorreria para os deslocamentos do olhar produzidos pelas sacadas realizadas no estudo de materiais instrucionais. Na verdade, os deslocamentos do olhar impostos nos experimentos de Pearson e Sahraie (2003) e Postle et al. (2006) tinham amplitudes várias vezes maior que as amplitudes das sacadas tipicamente praticadas quando se estuda materiais instrucionais. Assim como Pearson e Sahraie (2003), nós também utilizamos em nosso experimento, o desempenho no Teste dos Blocos de Corsi como medida da retenção das informações espaciais na Memória de Trabalho. Porém nosso experimento diferiu do de Pearson e Sahraie (2003) em dois aspectos. Em primeiro lugar em nosso experimento utilizamos sacadas com amplitudes dentro da faixa de amplitudes praticadas no estudo de materiais instrucionais. Em segundo lugar em nossos experimentos as apresentações dos blocos foram intercaladas com sacadas, para simular as sacadas que se intercalam entre uma e outra fonte quando se estudam materiais instrucionais, permitindo-se assim a investigação do impacto dessas sacadas na retenção de informações espaciais. Nossos experimentos confirmaram nossa hipótese de que sacadas com amplitude similar aquelas praticadas no estudo de um material instrucional são capazes de afetar a retenção de informações espaciais na Memória de Trabalho. Houve também uma confirmação parcial da nossa segunda hipótese, de que um gradativo aumento na amplitude de uma sacada resultaria em um gradativo decaimento na retenção de informações espaciais. Obtivemos como resultado uma confirmação parcial pois a retenção de informações espaciais apenas decaiu quando a amplitude das sacadas aumentou de 0o para 36º e de 36º para 54º. Quando a amplitude das sacadas aumentou de 36º para 54º não se observou decréscimos no nível de retenção das informações espaciais. Um resultado importante foi a constatação de que, todas as vezes que sacadas foram intercaladas as apresentações dos blocos nos testes, independentemente de a amplitude da sacada ser 18º, 36º, ou 54º, sempre os níveis de retenção nos testes com sacadas foram inferiores ao nível de retenção nos testes sem sacadas. Discute-se também as novas perspectivas que a confirmação experimental de nossas hipóteses traz para o aprimoramento do Princípio da Atenção Dividida e para a explicação do que causa Efeito da Atenção Dividida em materiais instrucionais com conteúdo espacial. Prevemos que se os resultados que obtivemos em nossos experimentos puderem ser generalizados para materiais instrucionais com conteúdo espacial, isto permitirá que o efeito do deslocamento do olhar seja considerado um dos fatores causais do Efeito da Atenção Dividida para materiais instrucionais com conteúdo espacial. Por fim, informa-se que John Sweller, o descobridor do Efeito da Atenção Dividida, aceitou participar de pesquisas conjuntas nesta nova linha de pesquisa. / Pearson and Sahraie (2003) have demonstrated that gaze motion interferes with the retention of spatial information in Working Memory. Postle et al. (2006) showed, moreover, that gaze motion affects more the retention of spatial information than the retention of visual information. Although these authors have shown a cause and effect relationship between gaze displacement and the retention of spatial information, they did not made an experiment to verify how this retention is affected when the amplitude of the gaze displacement is doubled and tripled (ΔӨ, 2ΔӨ, 3ΔӨ). In addition, they did not investigate whether the interference caused by gaze motion on the retention of spatial information would also occur for those small gaze displacements produced by the saccades made when studying instructional materials. In fact, the saccades that Pearson and Sahraie (2003) and Postle et al. (2006) used had an amplitude several times larger than the amplitudes of saccades typically made when studying instructional materials. Just like in Sahraie and Pearson (2003), we also used in our experiment the performance in the Corsi Blocks Test as a measure of the retention in Spatial Working Memory. However, our experiment differed from the experiment of Sahraie and Pearson (2003) in two aspects. Firstly, in our experiment we used saccades with amplitudes within the range of the amplitudes utilized in the study of instructional materials. Secondly in our experiments the presentations of the blocks were intercalated with saccades, in order to simulate saccades that are intercalated between one source and another when one studies instructional materials, allowing thus the investigation of the impact of these saccades on the retention of spatial information. Our experiments confirmed our hypothesis that saccades with amplitudes similar, as those practiced in the study of instructional material are able to affect the retention of spatial information in working memory. There was also a partial confirmation of our second hypothesis that a gradual increase in the amplitude of a saccades would result in gradual decay on the retention of spatial information. As a result, we obtained a partial confirmation as the retention of Spatial Information only declined when the amplitude of the saccades increased from 0° to 36o and from 36 o to 54o. When the amplitude of the saccades increased from 36o to 54o, no decrease in the level of retention was observed. An important result was the finding that whenever saccades were intercalated in the blocks presentations in the tests, regardless the saccade amplitude was 18o, 36 o, or 54o, always the retention levels in tests with saccades was inferior to the retention level in tests without saccades. It is also discussed the new perspectives that the experimental confirmation of our hypotheses bring for the improvement of the Split Attention Principle and to the explanation of what causes the Split Attention Effect in instructional materials with spatial content. We predict that if the results we obtained in our experiments can be generalized to instructional materials with spatial content, this will allow the effect of gaze shift to be considered one of the causal factors of the Split Attention Effect for instructional materials with space content. Finally, we report that John Sweller, the discoverer of the Split Attention Effect, agreed to participate in a joint research in this new line of research.

A ce jour, pour rendre compte du traitement de l'information visuo-spatiale, l'hypothèse dominante est celle du calepin visuo-spatial (Baddeley, 1986), qui renvoie aux modèles structuralistes de la mémoire. Cependant ces types de modèles postulant l'existence de plusieurs modules autonomes sont actuellement remis en question et les théories fonctionnelles récentes défendent l'idée d'un système mnésique unique. C'est dans cette perspective que se situe notre recherche qui s'organise autour de trois questions. La première consiste à définir les différents traitements visuo-spatiaux mis en œuvre lors de la manipulation d'informations visuo-spatiales. La seconde tente d'établir des profils comportementaux des traitements visuo-spatiaux caractéristiques du vieillissement normal et pathologique (Alzheimer). La troisième porte sur l'expression de la flexibilité cognitive chez des sujets âgés lors de la résolution du problème des blocs de Corsi (épreuve visuo-spatiale séquentielle). Deux expériences ont été réalisées dans lesquelles les participants (personnes âgées souffrant de maladie d'Alzheimer et personnes âgées contrôle) devaient résoudre la tâche des blocs de Corsi, dans sa version ordre direct (expérience 1) et dans ces versions ordre direct et indirect (expérience 2). Les données ont été exploitées en recourant à une méthodologie d'analyse de protocoles individuels permettant une analyse qualitative à un degré suffisamment fin des réponses des sujets. Dans la première expérience, nous nous sommes intéressée aux différentes erreurs rencontrées lors de la résolution de l'épreuve. Dans la seconde étude, nous avons étendu nos analyses aux traitements visuo-spatiaux inhérents à ces erreurs. Les résultats obtenus ont permis de définir cinq grands traitements visuo-spatiaux (le traitement vectoriel, vectoriel partiel, identité stricte, approximatif et mixte), de mettre en évidence des profils comportementaux concernant le traitement vectoriel partiel et identité stricte pour les sujets âgés sains lors de la condition indirecte et de montrer l'expression de flexibilité cognitive spontanée chez les sujets Alzheimer et sains lors des traitements visuo-spatiaux séquentiels. Nos analyses ont ainsi permis de proposer une approche différente du traitement de l'information visuo-spatiale en substituant le concept de traitement visuo-spatial à celui de calepin visuo-spatial ainsi que d'approfondir les connaissances de celui-ci aussi bien dans le vieillissement normal que pathologique (Alzheimer) en analysant les sujets en action.

There is a well-documented bidirectional relationship between pain and cognitive dysfunction, especially working memory. Despite this extensive body of research, the pain–working memory relationship is poorly understood. Pain catastrophizing – exaggerated negative cognitive and emotional responses towards pain – may contribute to working memory deficits by occupying finite, shared cognitive resources, but this has yet to be investigated. The present study sought to clarify the role of pain catastrophizing (assessed as both a trait-level disposition and state-level process) in working memory dysfunction. Healthy undergraduate participants were randomized to an ischemic pain or control task, during which they completed verbal and non-verbal working memory tests. They also completed measures of state- and trait-level pain catastrophizing. Mediation analyses indicated that state-level pain catastrophizing mediated the relationships of pain group to both verbal and non-verbal working memory, such that participants in the pain group (vs. the control group) catastrophized more about their pain, which then resulted in worse verbal and non-verbal working memory performance. In moderated mediation analyses, trait-level pain catastrophizing moderated this mediation effect for both verbal and non-verbal working memory. Those participants in the pain group who reported greater tendency to catastrophize about pain in general exhibited greater catastrophizing in-the-moment during the pain task, thereby leading to worse verbal and non-verbal working memory performance. These results provide evidence for pain catastrophizing as a putative mechanism and moderating factor of working memory dysfunction in pain. Future research should replicate these results in chronic pain samples, investigate other potential mechanisms (e.g., sleep), and develop interventions to ameliorate cognitive dysfunction by targeting pain catastrophizing.