L'objectif principal de cette thèse était de comprendre comment l’expérience modifie les représentations mentales liées à nos perceptions dans le domaine de la bière. Plus précisément, il s’agissait d’étudier les différences au niveau des catégorisations perceptives et au niveau des représentations mentales entre des personnes dont les connaissances sensorielles et théoriques sur la bière varient. Notre approche a été de comparer entre elles et par rapport à un groupe contrôle de novices, des personnes possédant des expertises variées sur la bière. Quatre études ont été mises en place, s’appuyant sur différentes tâches issues de la psychologie cognitive, telles que des tâches de tri et d’appariement. Nous avons mis en évidence qu’il existait des différences de catégorisation perceptive des bières entre des panélistes entraînés à l’évaluation sensorielle de la bière, des brasseurs, des personnes familières de certaines bières et des novices, traduisant des représentations mentales des bières différentes selon le type d’expertise. Les résultats indiquent également qu’une exposition répétée à des bières de différentes catégories permet à des novices d’apprendre à identifier l’appartenance catégorielle de ces bières, mais pas de généraliser leur apprentissage à de nouvelles bières. L’examen des différents aspects de chaque type d’expertise nous a permis d’identifier que le type d’approche lors de la dégustation (analytique vs. globale) pouvait être un des facteurs impliqués dans les changements conceptuels s’opérant avec le développement de l’expertise. Ensuite, il semblerait que les seules connaissances des caractéristiques sensorielles typiques des catégories de bières, acquises par une exposition répétée à différentes bières, ne permettent pas de construire des représentations mentales des bières. Le changement conceptuel lié au développement de l’expertise serait induit à la fois par des informations perceptives et par des informations plus abstraites (connaissances générales et techniques sur les bières). Par ailleurs, nos résultats ont mis en évidence un effet de la familiarité sur les capacités de discrimination des bières. Ceci pose la question de l’influence de la familiarité pour certaines bières sur les résultats des tâches de catégorisation. / This current work was undertaken to understand the influence of expertise on mental representations linked to beer perception. Precisely, this study explores the differences in terms of perceptive categorisation and mental representation between individuals having varied sensory and theoretic knowledge of beer. Our approach was based on comparisons of individuals having different beer expertises between themselves and to a control group of novices. Four studies were organised, based on different tasks of cognitive psychology, e.g. sorting and matching tasks. We found there were differences in the perceptive categorisation of beers between beer sensory trained panellists, brewers, individuals familiar with certain kinds of beers and novices. These findings suggest that mental representations of beers vary with the type of expertise. The results also indicate that a repeated exposure to beers from different categories leads novices to correctly identify the category membership of these beers, but not to generalise their learning to new beers. An examination of the different angles of each type of expertise allowed us to identify the tasting approach (analytic vs. global) as a possible factor of the conceptual changes taking place with expertise development. Moreover, it seems that the only knowledge of the typical sensory characteristics of beer categories, gained through repeated exposures to different beers, is not sufficient to build mental representations of beers. The conceptual change would be led both by perceptive information and more abstract information (e.g. general and technical knowledge on beer). Besides, our results showed a familiarity effect on beer discrimination performance. This finding questions the influence of familiarity for certain beers on the results of beer categorisation.

This thesis explores the post-war history of the British Meteorological Office (MO), which saw the development of public weather services and a more prominent profile for the organisation in British public life. Situated within a post-war growth in the scientific civil service and the government’s use of science in policy making, the emergence of MO extreme weather warnings and forecasts afforded the organisation an authoritative expert position. Part of meteorology’s twentieth century professionalisation, the services developed through the application of advances in meteorological practice and technologies, significantly altered the organisation’s public profile and status as a scientific expert body.By considering these developments the thesis illuminates how, as the MO increasingly presented forecasts and warnings to all sectors of British society, they became managers of the risks posed by extreme weather. Through exploring these historical developments at the MO, we see a broader narrative emerge on how the communication of risk by scientific experts interacts with public expectations and manifestations of blame. Central to the narrative presented is the role of extreme weather events themselves in affecting response, policy developments, new MO warning services, and the manifestation of blame.

Organic Chemistry has been described as a challenging and confusing course for undergraduate students. Novices in the field have been struggling to understand fundamental concepts relating to organic mechanisms and organize their knowledge around surface features such as functional groups rather than deep underlying features. At the University of Ottawa, a new “Mechanistic patterns and principles” curriculum was designed and implemented, organized by the underlying mechanistic patterns that govern reactions rather than the traditional surface features approach. The redesigned curriculum emphasizes principles of reactivity in organic chemistry and is organized in a gradient of difficulty. The three studies included within this work act as part of a larger evaluation of the redesigned curriculum, specifically investigating an instrument to assess the formation of expertise in organic chemistry and an instrument to capture self-efficacy beliefs in organic chemistry as students progress throughout the curriculum. In the first two studies, an open and closed online categorization task was delivered to Organic Chemistry II students at both the beginning and end of their course. The open sort provided insights regarding how participants choose to sort, while the closed sort measured participants' ability to categorize reactions according to their underlying mechanistic pattern. In the first study, we provide an in-depth analysis of the changes in expertise that occur with respect to the expertise of their choices and ability. Findings from this work demonstrated a positive shift from students attending to surface to process-oriented features in the open sort, as well as an increase in students’ ability in the closed sort. The following-up study investigates the relationship between the expertise demonstrated by participants in the open and closed sorts. Additionally, this work compares these measures of expertise against varies other metrics, including a high-stakes categorization task, and academic performance to increase the validity, and probes at the reliability of findings. Findings from this work demonstrate a strong relationship between the expertise demonstrate in the online task and academic performance, as well as describe an evolving relationship between the expertise demonstrated in students’ choice and ability as they progress throughout the course. While previous work in the evaluation of the curriculum demonstrated that students possess greater ability, it is unknown whether this also translates to an increase in their beliefs about their abilities. The last study included within this work moves beyond cognitive outcomes of the curriculum to investigating the role of self-efficacy beliefs in the curriculum. Self-efficacy beliefs are defined as an individual’s belief in their capability to perform a specific task or objective successfully. This work intends to construct and validate a task-specific, multi-dimensional self-efficacy beliefs instrument for undergraduate students in the domain of organic chemistry. Pre-administration validity evidence, including test content and response process validity, was collected. Data for internal structure validity evidence was collected from a single administration with Organic Chemistry I students (N=78) to 7-factor structure within the final 39 item instrument. Due to the small sample size, these results are interpreted with extreme caution. Future work with this instrument aims to improve the validity evidence collected by expanding the sample size and evaluate the influence curriculum on self-efficacy beliefs, and who, based on demographic variables, may be benefiting the most from the transformed curriculum.

Cette thèse s’intéresse aux effets des technologies d’assistance robotique sur l’expertise individuelle et collective des médecins dans un bloc opératoire de chirurgie gastrique. Notre recherche est fondée sur l’analyse de l’émergence des routines organisationnelles et de leur mise en évidence en mobilisant l’approche naturaliste de la décision. D’un point de vue managérial, nos résultats démontrent que la technologie introduite atténue l’expertise individuelle en dégradant respectivement la détection des signes cliniques et la coordination au sein de l’équipe. Nous établissons des recommandations concernant la mise en œuvre d’une technologie dans le cadre des équipes restreintes. Notre méthodologie consiste à fusionner des sources hétérogènes : entretiens, observation in situ, vidéos, débriefing, auto-confrontation... elle ouvre ainsi la voie à de nouvelles stratégies d’analyse de données jusqu’à lors essentiellement utilisées en psychologie. Enfin, nos contributions théoriques ont permis un enrichissement de l’approche naturaliste en lui adjoignant les rôles tenus par le leader et la mise en évidence du rôle de l’expertise individuelle dans la formation de nouvelles routines fonctionnelles. / The aim of this research is the understand the effect of a new technology, a robotic system, on the individual and collective expertise of practitioners in bariatric surgery. Our analysis is based on the emergence of organizational routines while taking into consideration naturalistic decision making approach. From the managerial perspective, our results demonstrate that the implementation of this technology decrease individual expertise. This is done through the degradation of individual situation awareness and coordination between team members. We established recommendations for an efficient technology implementation by restricted teams. Our methodology consists of mixing heterogenic sources: interviews, observations, videos, debriefing with auto-confrontation… this opens the door for new analysis strategies till now used mainly in psychology. Finally, our theoretical contributions reinforced the naturalistic approach while insisting on the important role of a team leader and the role of individual expertise in the development of new functional organizational routines.

For many years,scholars haveinvestigated instructional design expertise anddescribed the difficulty definingit. A lack of a clear definition, inclusive of primary components,poses a measurement problemfor those seeking to evaluate the development of expertise. An overarching aim of this study is to gather evidence to support a definition of instructional designexpertise(IDE)which includes knowledge, skills, and dispositions. Instructional design dispositions have not received muchattention, but dispositions (e.g., adaptability,flexibility)are often described as distinguishing traits of expertdesigners. ExistingID competency instrumentsevaluatethe perceived importance of knowledge and skills butare limited in trackingdevelopment past competency. They also do not adequately considerdispositions.The purpose of this research was to describe the development of the Instructional Design Dispositions and Expertise Index. Instrument development procedures includeditem generation,expert review, think-aloud sessions, and a small-scale item tryout. Over 200 designers agreedknowledge, skills, and dispositions are important components of expertise. Qualitative data corroboratedquantitativefindingsfurther illuminatinga relationship between these componentsand quality instructional design. Initial evidence of content and construct validity for the instrument isestablished. A validated expertise instrument wouldallow us to more fully understand and evaluate expertiseand its development, whichcould inspire innovation ininstructional design research, theory, and practice.<br>

In this thesis, I show how a community of professionals providing equine therapy to individuals with disabilities discursively make sense of their enterprise. A market metaphor illustrates how disability is constructed as the capital sustaining the livelihood of their industry. Disability is a problem-centered concept. It is generally conceptualized according to a medical model which locates disability within the individual, as opposed to understanding it in a sociological sense which accounts for structural, cultural, and communicative factors. Therapy, on the other hand, is problem-determined-it needs to explicitly determine a problem to be treated in order to sustain itself as an industry and to legitimate the services it provides. As practitioners of an "alternative" form of therapy outside of the dominant biomedical frame, members of this community work not only to validate the need for therapy in general, but also to identify and justify the "uniqueness" of the therapy practiced. In an effort to proprietize disability, these professionals are involved in a politics of representation wherein divergent modes of speaking about disability (i.e., speaking from lived experience, speaking from expertise) vie to represent-or own-disability. In accordance with a market model, members are invested, with stakes in the rights to represent disability. Discourses of development and progress, hallmarks of economic ideology, are applied to bodies by staff as a means to validate the need for their services. Continuing this notion of disability as currency, I will demonstrate how, through their talk, members of this community construct types of disability-mental and physical-as having higher and lesser exchange values with respect to their therapeutic endeavors. Power too is conceptualized by professionals as a commodity to be exchanged in transactions from therapy-provider to therapy-receiver.

VPN is primarily used to encrypt your network traffic and identity online securely from a private location. This can be used as a safety measure to prevent theft of personal data. It also allows its user to change the geolocation to wherever they want which unlocks the possibility to use another country's services. Related work has shown that there are also downsides to using VPN services. Some VPN solutions do have security problems that its user could be unaware of. This study explored the experience and beliefs surrounding the usage of VPN while browsing the internet from people with software expertise. Interviews were conducted with people in different areas surrounding usage of VPN services to get a deeper understanding of why VPN is used and to what extent they believe VPN is providing anonymity and security of their data. The findings from this study is that the main reason to use a VPN is to access unavailable services. These services can vary from content online that is not available in the region from where you access the internet to services that are work related and locked to specific networks. Another finding was also that among these people the belief that the use of a VPN was enough to make a user anonymous by itself is controversial.

Decision-based learning (DBL; Plummer, Swan, & Lush, 2017) addresses the difficulty that professors may have when teaching their expertise to their students. The purpose of this study was to understand the perspectives of professors and students implementing DBL in a Peruvian university. Professors at a Peruvian university implemented the DBL pedagogy in their classes. The research questions were (a) how effectively can professors in a Peruvian university implement DBL, (b) what benefits and challenges do professors perceive from implementing DBL, and (c) how did using DBL as a homework strategy affect student learning? We collected 74 implementation videos, 42 professor surveys, 5 professor interviews, 34 student surveys, 2 student interviews, and we performed an independent samples t test to explore if DBL influenced student academic achievement. Professors implemented the pedagogy at a 72% fidelity level. Professor benefited from the pedagogy for its practicality and struggled with the amount of preparation required. Students benefited from the ability to correct their mistakes and struggled with needing to put more effort into their DBL homework. The p value of the independent samples t test was 0.002. The students who used DBL outperformed the students who didn’t use DBL on the quiz. In conclusion, DBL seems beneficial but some aspects of the pedagogy should be adjusted to make it easier for professors to prepare and students to experience. Future research should include how DBL affects professors and students when implemented for longer periods of time.

Law enforcement officers can come into conflict with suspects when they need to act fast under time pressure. Improving such a decision¬-making skill is a challenge in a police academy. Academies can train future officers in correct psychomotor responses to attacks by a suspect. However, the ability to anticipate such attacks, and thereby make more appropriate defensive and control responses, is often assumed to come only with experience. The purpose of this study is to investigate the perceptual–cognitive sub-skill of attack recognition, which contributes to the anticipation that police officers should have in order to handle potentially violent situations appropriately, and thus take the situation under control without using extreme or lethal force. This study examines the feasibility of using the temporal video-occlusion method as a training tool to accelerate the law enforcement officer’s performance by de-coupling the perception–action link and concentrating on the perceptual–cognitive aspect of the full defensive and control performance. Once the video-occlusion task is calibrated and validated to differentiate expert from non-expert performers, then instructional designers and trainers can be confident is repurposing video-occlusion research method by employing instructional strategies such as deliberate practice and progressive difficulty to train law enforcement trainees and officers.

This article investigates the antecedents and consequences of source credibility within the context of the relatively new but growing phenomenon of Chief Executive Officer (CEO) endorsers. The study results indicate that source credibility is a central determinant of a CEO endorsers’ ability to effect desired outcome states. Results also indicate that the effect of message source credibility on purchase intentions, though strong, is not direct because beliefs about critical product attributes mediate the effect of a message source’s credibility on behavioural intentions. The results of the study also indicate that models of source credibility derived from the celebrity endorser literature do not generalize to the CEO endorser context. Specifically, the attractiveness and expertise of the message source had no significant impact on receivers’ perceptions of credibility.