Le but du rendu stylisé est de produire un rendud'une scène 3D dans le style visuel particuliervoulu par un artiste.Cela nécessite de reproduire automatiquementsur ordinateur certaines caractéristiquesd'illustrations traditionnelles: par exemple,la façon dont un artiste représente les ombres et lalumière, les contours des objets, ou bien les coupsde pinceau qui ont servi à créer une peinture.Les problématiques du rendu stylisé sont pertinentesdans des domaines comme la réalisation de films d'animation 3Dou le jeu vidéo, où les studios cherchent de plus en plus à se démarquerpar des styles visuels originaux.Dans cette thèse, nous explorons des techniques destylisation qui peuvent s'intégrer dans des pipelinesde rendu temps-réel existants, et nous proposons deux contributions.La première est un outil de création de modèles d'illuminationstylisés pour des objets 3D.La conception de ces modèles est complexe et coûteuse en temps,car ils doivent produire un résultat cohérentsous une multitude d'angles de vue et d'éclairages.Nous proposons une méthode qui facilite la créationde modèles d'illumination pour le rendu stylisé,en les décomposant en sous-modèles plus simples à manipuler.Notre seconde contribution est un pipeline de rendude scènes 3D dans un style peinture,qui utilise une combinaison de bruits procéduraux 3Det de filtrage en espace écran.Des techniques de filtrage d'image ont déjà été proposéespour styliser des images ou des vidéos:le but de ce travail est d'utiliser ces filtres pourstyliser des scènes 3D tout en gardant la cohérence du mouvement.Cependant, directement appliquer un filtreen espace écran produit des défauts visuels au niveau dessilhouettes des objets.Nous proposons une méthode qui permet d'assurer la cohérence du mouvement,en guidant les filtres d'images avec des informations sur la géométrie extraites de G-buffers, et qui élimine les défauts aux silhouettes. / The goal of stylized rendering is to render 3D scenes in the visual style intended by an artist.This often entails reproducing, with some degree of automation,the visual features typically found in 2D illustrationsthat constitute the "style" of an artist.Examples of these features include the depiction of light and shade,the representation of the contours of objects,or the strokes on a canvas that make a painting.This field is relevant today in domains such as computer-generated animation orvideo games, where studios seek to differentiate themselveswith styles that deviate from photorealism.In this thesis, we explore stylization techniques that can be easilyinserted into existing real-time rendering pipelines, and propose two novel techniques in this domain.Our first contribution is a workflow that aims to facilitatethe design of complex stylized shading models for 3D objects.Designing a stylized shading model that follows artistic constraintsand stays consistent under a variety of lightingconditions and viewpoints is a difficult and time-consuming process.Specialized shading models intended for stylization existbut are still limited in the range of appearances and behaviors they can reproduce.We propose a way to build and experiment with complex shading modelsby combining several simple shading behaviors using a layered approach,which allows a more intuitive and efficient exploration of the design space of shading models.In our second contribution, we present a pipeline to render 3D scenes in painterly styles,simulating the appearance of brush strokes,using a combination of procedural noise andlocal image filtering in screen-space.Image filtering techniques can achieve a wide range of stylized effects on 2D pictures and video:our goal is to use those existing filtering techniques to stylize 3D scenes,in a way that is coherent with the underlying animation or camera movement.This is not a trivial process, as naive approaches to filtering in screen-spacecan introduce visual inconsistencies around the silhouette of objects.The proposed method ensures motion coherence by guiding filters with informationfrom G-buffers, and ensures a coherent stylization of silhouettes in a generic way.

L'écriture expressive consiste à évoquer un événement agréable, désagréable et même traumatisant en faisant état des émotions associées à cet événement. Réitérée trois à quatre fois de suite, pendant des sessions de quinze à vingt minutes, cette confession émotionnelle s'avère efficace pour entraîner une régulation émotionnelle importante de la personne qui écrit. Cette thèse a été l'occasion de faire une revue de questions sur les différentes conditions d'application de cette écriture, ses effets sur la santé psychologique et physique des rédacteurs ainsi que sur les modèles qui expliquent fonctionnellement comment opère cette pratique écrite. Ce bilan rend compte aussi des études critiques qui en contestent l'efficacité. Les recherches réalisées dans cette thèse ont montré que, selon leurs prédispositions émotionnelles (anxiété, appréhension à écrire et à communiquer, procrastination, perfectionnisme et alexithymie), les rédacteurs évoquent différemment un événement positif ou négatif. Ils n'exploitent pas les mêmes quantités de lexique émotionnel de valence positive et négative, ni les mêmes émotions. Pour analyser le contenu de leurs écrits, un logiciel de comptage automatique du lexique émotionnel a été élaboré (EMOTAIX-Tropes). Cet outil permet d'identifier près de 5000 termes dénotant ou connotant diverses catégories d'émotions, d'humeurs, d'affects. Les recherches ont aussi permis de montrer qu'après une unique session d'écriture expressive, les rédacteurs changent de niveau d'anxiété-état. Selon la nature positive ou négative de l'expérience, leur anxiété croît ou décroît. Ce phénomène est plus saillant chez les rédacteurs qui présentent une appréhension à écrire.

In the late 1960s, personal narrative became popular in high school and college writing classrooms as the expressivist and process movements emerged. Since then, personal narrative has recently lost its significance and it is no longer in our writing curricula. In this paper, I discuss the necessity of teaching personal narrative in the secondary composition classroom as it serves an important role in argument. In addition, I will argue for the use of digital spaces to engage students in a critical conversation through narrative.

This thesis proposes a novel image primitive - the <b>diffusion curve</b>. This primitive relies on the principle that images can be defined via their discontinuities, and concentrates image features along contours. The diffusion curve can be defined in vector graphics, as well as in raster graphics, to increase user control during the process of art creation. The <i>vectorial diffusion curve</i> primitive augments the expressive powers of vector images by capturing complex spatial appearance behaviors. Diffusion curves represent a simple and easy-to-manipulate support for complex content representation and edition. In <i>raster</i> images, diffusion curves define a higher level structural organization of the pixel image. This structure is used to create simplified or exaggerated representations of photographs in a way consistent with the original image content. Finally, a fully automatic vectorization method is presented, that converts raster diffusion curve to vector diffusion curve.

This correlational and experimental study examines how people with different levels of alexithymia and emotional intelligence write about their emotional experiences. Because research on expressive writing (writing about important emotional experiences) has found such far-reaching therapeutic benefits, and attributes much of it to expressive writing's linguistic properties, exploring how a person's emotional understanding relates to language matters. Sixty-eight participants engaged in Pennebaker's expressive writing paradigm, and their word usage was measured on a number of categories, as given by the Linguistic Inquiry and Word Count program. Results indicated that different levels of emotional intelligence and alexithymia correlated with certain parameters of word usage. However, few relationships were observed between the two attributes and change in word usage over time.

The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of phonological processing for school-age children with mild intellectual disabilities (MID). The second goal was to determine the relationship between the components of phonological processing and expressive and receptive language ability. The participants were 222 school-age children identified by their schools as having MID. Confirmatory factor analysis was utilized to determine the structure of phonological processing. The results indicated that a model with one phonological awareness factor and one naming speed factor explained the data better than competing models with a single latent factor or more than two latent factors. There was a negative significant relationship between phonological processing and naming speed. There were positive bivariate relationships between phonological processing and expressive and receptive language. There were negative bivariate relationships between naming speed and expressive and receptive language. These results are consistent with other research findings with typically developing children, indicating a similarity in the relationships between phonological process and language for children with MID. Theoretical and instructional implications are discussed.

Research has demonstrated a close relationship between verbal short-term (STM) and working memory (WM) and receptive language in children (Baddeley, Gathercole, & Papagno, 1998; Ellis & Sinclair, 1996). Few studies have examined the relationship between memory and language production, and these studies focus on STM only. Though correlations have been found between verbal STM and production, the nature of the correlations are unclear. The current study examined the possibility that receptive language mediates the relationship between memory and language production. Children between 3;0 and 5;11 were administered tests assessing receptive vocabulary, receptive grammar, expressive vocabulary, verbal STM, and verbal WM. Additionally, transcripts from free-play sessions were used to assess grammar production. A regression based analytic approach revealed STM and WM mediate the relationship between receptive language and productive language. The existence of these mediated relationships are discussed in relation to the role of working memory in the speech output buffer.

Given the increase of Spanish- and English-speaking bilingual students in US schools, identifying the predictors of reading in this group of students is of significant importance to developing appropriate screening measures and intervention strategies. Thus, the current study evaluated the pattern of language preference in an elementary school bilingual (Spanish-English) population and its relationship with expressive and receptive vocabulary, and broad reading ability in English and Spanish. Participants were 58 Latino students ranging in age from 7 years, 5 months to 11 years, 1 month (M = 8.98, SD = .98) with 48% born in the United States. Results indicated that English expressive vocabulary partially mediated the relationship between outside language preference and English broad reading ability. In contrast, neither Spanish expressive nor receptive vocabulary mediated the relationship between outside language preference and Spanish broad reading ability.

Current research indicates that parents of children with developmental disabilities experience more parental stress than parents of typically developing children, yet most are able to successfully cope with the additional care giving demands. There has been little research however, on the role of the communication ability of children with developmental disabilities on parental stress. This study examined the effects of a parent-implemented language intervention on parental stress and its relation to parental perceptions of communication development in young toddlers (N = 59) and their parents. Results indicate that parent stress did not decrease significantly following language intervention. Parents’ perceptions about the severity of their child’s communication deficits partially mediated the relationship between expressive language at baseline and parent stress at post-intervention. In addition, exploratory results begin to support the idea that parents who are initially high in parent stress are able to decrease their overall parent stress following language intervention.

Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of receptive vocabulary knowledge on mathematics skill through expressive vocabulary were examined. The findings indicated that after controlling for grade level, phonological awareness, naming speed, and vocabulary knowledge were significantly related to mathematics skill. The mediating effects of expressive vocabulary as well as the indirect effects of receptive vocabulary knowledge on mathematics skill were also significant.