<p> As part of the National Common Core Curriculum, critical thinking skills are expected to be taught by teachers in every subject and at every grade level. Teachers will also be evaluated on teaching critical thinking skills to students to a mastery level as part of the educators' annual evaluations. However, there is not a common definition for critical thinking established by the National Governors Association for Best Practices, Council of Chief State School Officers. Nor is there equitable training on how to teach critical thinking skills to students to mastery level. The following qualitative case study consists of survey question, interviews, and observations of one English department in a rural county to determine the answer to the overarching research question, "What do teachers know about critical thinking?" Paul and Elder's Critical Thinking Model (2007) was used as benchmark to determine what knowledge and what gaps were present amongst the teachers. Teachers defined critical thinking individually, determined what activities encouraged good critical thinking practices, discussed obstacles that deterred the teaching of critical thinking skills in the classroom, and suggested how to prepare teachers to better teach critical thinking skills to meet national expectations. Although the definitions and activities often varied between educators, all agreed that a common definition was necessary. Lack of time and lack of training were the biggest obstacles perceived by the participants.</p>

This thesis evaluates several aspects of the cognitive modeling tools, using a questionnaire as the survey method. We try to assess the the suitability for cognitive modeling task of the cognitive modeling tools, from the perspective of international community of cognitive modeling tool users. Part of this assessment is done with respect to general usability of software and the rest is specialized for the cognitive modeling issues. Frequency and correlation analyses reveal that there is a significant relationship between suitability as a software product and suitability as a cognitive modeling tool. Specifically, there are correlations between the features of the tool involving flexibility, presentation of input and output and the process of design, implementation and evaluation of a cognitive modeling tool, while these processes are negatively related to adversely effecting features of the tool, such as having to do extra tasks that are not related to the actual task. Our study confirms that a cognitive modeling tool can also be evaluated from the perspective of a general purpose software product, and also gives clues about directions for improvement to tool developers.

Made available in DSpace on 2016-03-15T19:40:42Z (GMT). No. of bitstreams: 1 Cintia Perez Duarte.pdf: 1965933 bytes, checksum: b913710fccf97a365f6a4ab6112b18cd (MD5) Previous issue date: 2009-08-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Working memory is assumed to be a limited capacity responsible for maintaining and manipulating information for a short period of time, that are underpins the capacity for complex thought and learning. People with Down Syndrome have a deficit in their working memory and in general, they can t maintain information for a short period of time and this can result in learning difficulties, language development and complexes thoughts. The aim of Study 1 was to characterize cognitive profile of people with Down Syndrome, they were aged between 6 and 45 years old (M=16,64, SD=9,955), using WISC-III, WAIS-III, TVIP, Token-Comp and FAS-Animals and Fruits tests. The results appointed a cognitive performance under the average, however with significantly differences between verbal IQ and execution IQ which showed a better performance. There was a trend observed in their development and enlargement of their receptive vocabulary related to their ages, nevertheless the same doesn t happen with verbal fluency. The words follow by semantic processing were more recovered than those through the phonological processing. Most of them can organize concepts and semantics categories, however they don t have control of phonologic and structural aspects of the words. They also have difficulties to maintain and manipulate verbal information. The Study 2 compare performance of people with Down Syndrome, they were aged between 6 and 16 years old (M=10,36, SD=3,451) and the control group defined according to WISC-III test scores, using tests that evaluated receptive vocabulary, verbal and visual-spatial short term memory. This comparison was made through the TVIP, Digit Span direct and reverse order, Corsi direct and reverse order and some working memory tests created for this study. The results appointed no significant difference between the majority of the tests averages, excluding Digit Span direct order, considering that the group without syndrome had a higher performance compared to Syndrome group. Considering the direct and reverse orders in Digi Span and Corsi, intra-groups performances was compared which demonstrated significantly differences of the both groups. In general, results of both studies confirm the literature, that describe the heterogeneity of the Down Syndrome cognitive profile and appoint to evidences of strong non verbal abilities, often less impaired than linguistics abilities. / A memória de trabalho é caracterizada por ser um sistema de capacidade limitada responsável por manter e manipular informações por um curto período de tempo, que são subjacentes à capacidade de pensamento complexo e aprendizado. Pessoas com síndrome de Down apresentam prejuízos referentes à memória de trabalho e, em geral, não conseguem manter informações em um curto período de tempo, o que pode levar a dificuldades no aprendizado, desenvolvimento de linguagem e pensamentos complexos. O Estudo 1 teve como objetivo caracterizar o perfil cognitivo de pessoas com síndrome de Down, com idades entre 6 e 45 nos (M=16,64, DP=9,9555), por meio dos testes WISC-III, WAIS-III, TVIP, Token-Comp e FAS-Animais e Frutas. Resultados indicaram funcionamento cognitivo abaixo da média, porém com diferença significativa entre QI verbal e QI execução, com melhor desempenho referente ao QI de execução. Notou-se uma tendência no desenvolvimento e ampliação de vocabulário receptivo com avanço da idade, mas o mesmo não ocorre com a fluência verbal. As palavras acompanhadas de processamento semântico foram mais evocadas do que o fonológico, ou seja, a maioria possui organização de conceitos e classes semânticas, mas não têm domínio dos aspectos fonológicos e estruturais das palavras. Também apresentaram dificuldade para manter e manipular informações verbais. O Estudo 2 comparou o desempenho de pessoas com síndrome de Down, com idades entre 6 e 16 anos (M=10,36, DP=3,451) e controles pareados pela pontuação bruta do WISC-III, em provas que avaliaram vocabulário receptivo e memória de curto prazo verbal e visuo-espacial por meio dos testes TVIP, Dígitos ordem direta e inversa, Corsi ordem direta e inversa, e provas de memória de trabalho desenvolvidas para este estudo. Resultados indicaram que não houve diferença significativa entre as médias para a maioria das provas, com exceção de Dígitos ordem direta, sendo que o desempenho do grupo sem a síndrome foi superior ao grupo com a síndrome. Comparações do desempenho intra grupos, considerando-se a ordem direta e inversa das provas Dígitos e Corsi, indicaram diferenças significativas para ambos os grupos. Em geral, os dados dos dois estudos corroboram com a literatura, que descreve a heterogeneidade do perfil cognitivo de pessoas com síndrome de Down e apontam para evidências quanto a força de habilidades não verbais, geralmente menos afetadas do que habilidades lingüísticas.

Lors d'une évaluation neuropsychologique, il est attendu du patient une mobilisation optimale de ses capacités cognitives, afin d’objectiver de la façon la plus précise possible son tableau clinique. Sa collaboration et son implication au cours de l'examen sont en effet fondamentales puisqu’elles participent fortement à la validité de ses résultats, et de ce fait à la solidité des conclusions diagnostiques. Le biais de réponse se définit aujourd’hui comme l’ensemble des comportements visant à intentionnellement modifier ses performances cognitives. Malgré une abondante littérature sur ce concept au cours des deux dernières décennies, plusieurs questions perdurent, particulièrement en regard de ses aspects qualitatifs et des mécanismes associés. A travers quatre études, ce projet de thèse a tenté de répondre à ces problématiques, en apportant des connaissances complémentaires sur le biais de réponse. Une première expérimentation s’est ainsi intéressée à préciser la nature des comportements liés au biais de réponse, en l’explorant de façon originale dans plusieurs domaines cognitifs et au sein d’un échantillon mixte, incluant notamment des patients présentant une altération cognitive. Elle a permis de mettre en lumière un large répertoire de ses manifestations, et a apporté des arguments en faveur d’une participation de facteurs cognitifs dans la production du biais de réponse. Les deux études suivantes se sont vouées à adapter et valider trois outils psychométriques spécifiques à l’évaluation du biais de réponse (Performance Validity Tests), en testant leur pertinence et leur efficacité dans une large population francophone clinique et générale. Enfin, le dernier volet a cherché à comprendre le rôle joué par les facteurs associés au biais de réponse, en analysant son lien avec les processus exécutifs et métacognitifs. L’analyse des observations a alors confirmé l’existence d’une influence du fonctionnement exécutif dans le biais de réponse. L’ensemble des résultats recueillis à l’issue de ce travail souligne la complexité et la richesse du biais de réponse et permet de suggérer une nouvelle modélisation de ce concept, tenant compte de son caractère multidimensionnel et possiblement multifactoriel. / During a neuropsychological evaluation, optimal mobilization of the patient’s cognitive capacities is required in order to accurately objectify their clinical picture. The collaboration and involvement of the patient during the examination are fundamental to the validity of the results and hence the strength of the diagnostic. The current definition of response bias is the set of behaviours intended to intentionally modify one's cognitive performances. Despite an extensive literature on this concept over the last two decades, several questions remain, particularly regarding the qualitative aspects and the associated mechanisms. Through four studies, this dissertation has tried to answer these issues by providing complementary knowledge on response bias. The first experiment aimed to clarify the nature of behaviours related to response bias, in several cognitive domains and in a mixed sample including patients with cognitive impairment. This has shed light on a broad repertoire of its manifestations and has provided arguments for the participation of cognitive factors in the production of response bias. The following two studies have adapted and validated three specific psychometric tools known as Performance Validity Tests, by testing their relevance and effectiveness in large French-speaking samples including neurological patients and the general population. Finally, the last part sought to understand the role played by the factors associated with response bias, by analysing its link with the executive and metacognitive processes. The observations analysis has confirmed the existence of an impact of the executive functioning in response bias. All the results gathered underline the complexity and richness of response bias and suggest a new modelling of this concept, considering its multidimensional and possibly multifactorial nature.

L’objet de ce travail est de mieux comprendre les modifications cognitives et cérébrales liées à la sclérose en plaques (SEP) et les facteurs pouvant les affecter afin de contribuer à améliorer la prise en charge cognitive des personnes vivant avec une SEP. Nous avons orienté nos travaux selon 2 axes. Le premier visait à optimiser les évaluations cognitives. Nous avons montré une diminution de la qualité de vie (QdV) liée à l’atteinte cognitive et à son retentissement sur le statut professionnel, ainsi que l’intérêt d’utiliser l’Echelle d’Humeur Dépressive version auto-questionnaire que nous avons validée et dont la dimension « perte de contrôle émotionnel » était particulièrement associée à la QdV. Nous avons aussi élaboré des tâches « écologiques » en environnement virtuel et montré leur potentiel à évaluer plusieurs composantes cognitives, voire leurs interactions, suggérant leur intérêt pour évaluer l’impact des troubles cognitifs dans les activités quotidiennes. Le second, pour lequel nous avons présenté les bases théoriques, la méthodologie et les résultats préliminaires, consistait à améliorer la prise en charge cognitive grâce à son évaluation et à la réhabilitation (étude REACTIV, en cours). Nous avons créé des paradigmes en IRMf et un programme de réhabilitation spécifique visant à guider les phénomènes de plasticité cérébrale afin d’optimiser le transfert des acquis dans la vie quotidienne et améliorer la QdV. Lors des résultats préliminaires, nous avons identifié en imagerie multimodale des mesures IRM de deux structures prédictives de la progression de certaines performances cognitives au cours de nos thérapies : le thalamus et le corps calleux. / The purpose of this work is to better understand the cognitive and brain changes associated with multiple sclerosis and the influencing factors to help improve cognitive support for people living with MS. We organized our work according to two axes. The first one was to optimize cognitive assessments. We have shown i) a decrease in quality of life (QoL) linked to cognitive impairment and its impact on the professional status and ii) interest in the use of Depressed Mood Scale self-questionnaire that we validated and whose lack of emotional control dimension was particularly associated with QoL. We also developed ecological tasks in virtual environment and showed their potential to evaluate several cognitive components or their interactions, suggesting an interest in evaluating the functional impact of cognitive impairment in daily activities of PwMS. The second, for which we presented the theoretical basis, methodology and preliminary results, was to improve cognitive care through its assessment and rehabilitation (REACTIV study in progress). We created fMRI paradigms and a specific rehabilitation program to guide brain plasticity phenomena in order to optimize the transfer of training in daily life and improve QoL. Preliminary results in multimodal imaging revealed MRI measures of two structures, the thalamus and the corpus callosum, which would be predictive of progression of certain cognitive performance during our therapies.