<p>Despite recent evidence that infants under one year of age have implicit understanding of theory of mind, three-year-old children repeatedly fail in traditional false belief tasks. A serious of 4 studies investigated two possible sources of errors. First, children's comprehension of theory of mind questions was tested in an elicited imitation task. Second, their understanding of mental events was measured using anticipatory eye movements in non-verbal tasks. Results showed that young children's performance in verbal false belief tasks is limited by their understanding of linguistic representations of beliefs and their ability to monitor mental states in real-time. This implies the limitations of young children in keeping track of complex social events in real time and in understanding language conventions in real time.</p> / Dissertation

Multiword units (MWUs) is a term used in the current study to broadly cover what second language acquisition (SLA) researchers refer to as collocations, conventional expressions, chunks, idioms, formulaic sequences, or other such terms, depending on their research perspective. They are ubiquitous in language and essential in both first language (L1) and second language (L2) acquisition. Although MWUs are typically learned implicitly while using language naturally in both of these types of acquisition, the current study is an investigation of whether they are acquired in implicit knowledge when they are learned explicitly in a process called deliberate paired association learning. In SLA research, it is widely accepted that explicit knowledge is developed consciously and implicit knowledge is developed subconsciously. It is also believed that there is little crossover from explicit learning to implicit knowledge. However, recent research has cast doubt on this assumption. In a series of priming experiments, Elgort (2007, 2011) demonstrated that the formal and semantic lexical representations of deliberately learned pseudowords were accessed fluently and integrated into the mental lexicon, convincing evidence that deliberately learned words are immediately acquired in implicit knowledge. The current study aimed to extend these findings to MWUs in a psycholinguistic experiment that tested for implicit knowledge gains resulting from deliberate learning. Participants’ response times (RTs) were measured in three ways, on two testing instruments. First, subconscious formal recognition processing was measured in a masked repetition priming lexical decision task. In the second instrument, a self-paced reading task, both formulaic sequencing and semantic association gains were measured. The experiment was a counterbalanced, within-subjects design; so all comparisons were between conditions on items. Results were analyzed in a repeated measures linear mixed-effects model with participants and items as crossed random effects. The dependent variable was RTs on target words. The primary independent variable was learning condition: half of the critical MWUs were learned and half of them were not. The secondary independent variable was MWU composition at two levels: literal and figurative. The masked priming lexical decision task results showed that priming effects increased especially for learned figurative MWUs, evidence that implicit knowledge gains were made on their formal and semantic lexical representations as a result of deliberate learning. Results of the self-paced reading task were analyzed from two perspectives, but were less conclusive with regard to the effects of deliberate learning. Regarding formulaic sequencing gains, literal MWUs showed the most evidence of acquisition, but this happened as a result of both incidental and deliberate learning. With regard to semantic associations, it was shown that deliberate learning had similar effects on both literal and figurative MWUs. However, a serendipitous finding from this aspect of the self-paced reading results showed clearly that literal MWUs reliably primed semantic associations and sentence processing more strongly than figurative MWUs did, both before and after deliberate learning. In sum, results revealed that the difficulties learners have with developing fluent processing of figurative MWUs can be lessened by deliberate learning. On the other hand, for literal MWUs incidental learning is adequate for incrementally developing representation strength. / Language Arts

Doctor of Education / Department of Educational Leadership / Sarah Jane Fishback / This qualitative inquiry was a naturalistic exploration of participants’ perception or understanding of their intuitive decisionmaking processes. A bounded case study explored how a purposeful sampling of U.S. Armed Forces officers−primarily U.S. Army officers−perceived or understood intuitive decisionmaking in the context of their experiences in contemporary military missions. The purposeful sample was comprised of ten volunteer participants attending their professional Intermediate Level Education (ILE) course in 2011 at the U.S. Army Command and General Staff College. The review of relevant literature used Polanyi's (1958) theory of tacit knowing and personal knowledge [intuition] in making decisions as a philosophical and psychological baseline. U.S. Army doctrine promoted implicit [intuitive] and analytical [deliberate] decisionmaking. Army doctrinal guidance stated that in situations severely constrained in time and requiring an immediate decision, Army leaders rely significantly on intution. A complementary concept advocated creative and critical thinking in order to adaptively solve problems. However, minimal emphasis on intuitive processes and rescinding the term intuitive decisionmaking in Army doctrine indicated a significant gap in Army leader development. This research augmented professional literature on the art and science of military leadership and decisionmaking in the second decade of the 21st century. The exploratory study encouraged further research on how U.S. Armed Forces officers perceive discrete elements or emergent patterns among complex environmental stimuli; understand their tacit knowledge to sense situational cues affecting a problem; and develop their intuitive acumen as a complement to experience and learning toward professional expertise. The participants’ candid insights on their lived and vicarious experiences in intuitive decisionmaking suggested similar leadership value to the adult education community. Other practical benefits included an improved self-efficacy of participants to trust their personal intuition and expertise, and to further explore their tacit knowledge for effective day-to-day living in an ever-changing complex and uncertain world. The experiences of participants indicated the believability of Polanyi’s premise that “we can know more than we can tell.” (Polanyi, 1964, p. x).

Each organization has its specifics that affect the way knowledge is created and transferred. The existing literature in the field of knowledge creation, studies contemporary organizations and currently does not consider special cases such as high reliability organizations. Therefore, the aim of this thesis is to complement the existing knowledge creation model by describing the knowledge creation process for high reliability organizations using the case study of the Lambohov Fire Station. A qualitative case study was conducted and carried out with the help of Lambohov Fire Station through non-participant observations and semi- structured interviews with one of the fire brigades. Our research has revealed that the learning processes in HROs differs from the existing theoretical framework. According to the literature, knowledge is created through conversion of tacit and explicit knowledge, while at the fire station the conversion involves tacit and implicit types of knowledge.

O presente trabalho tem por objetivo analisar a relação entre conhecimento implícito e explícito em quatro atividades de Língua Portuguesa propostas no material didático do Programa Ler e Escrever. Esse programa orienta práticas de alfabetização em escolas municipais e estaduais do Estado de São Paulo, desde 2007. Buscou-se verificar a presença e o tratamento dado a quatro instâncias linguísticas fonológica, morfológica, sintática e ortográfica nas atividades que compõem a sequência didática Dicionário o pai dos inteligentes, proposta no Caderno Guia de Planejamento e Orientações Didáticas professor 2a série, Volume I. Essa sequência tem como objetivo possibilitar que o aluno aprenda a utilizar dicionários com autonomia, o que implica reconhecer esses livros como representantes de um gênero textual, apropriando-se de suas finalidades e funcionamento. Para a realização da análise foram descritos os objetivos, planejamento e encaminhamento de cada atividade, procurando-se, nesse contexto, identificar os conhecimentos linguísticos presentes em cada etapa, em relação às quatro instâncias mencionadas, tendo-se como foco seus níveis de explicitação. Constatou-se que não há menção explícita às quatro instâncias linguísticas nas orientações e encaminhamentos didáticos quanto às atividades analisadas. A hipótese que justifica a contribuição do presente trabalho é que se professores que orientam e encaminham tais atividades conhecerem tal explicitação eles poderão ter mais intencionalidade e realizar questionamentos que otimizem seu fazer pedagógico. Disso se conclui que, ainda que na etapa da escolarização correspondente ao terceiro ano do Ensino Fundamental os alunos não necessitem da explicitação dos conhecimentos linguísticos relacionados à fonologia, morfologia, ortografia e sintaxe, professores conhecendo esses conteúdos podem promover um ensino da língua com maior nível de intencionalidade e, portanto, qualidade / This paper aims to examine the relation between implicit and explicit knowledge in four Portuguese Language activities proposed in the teaching materials Programa Ler e Escrever (Reading and Writing Program). This program guides literacy practices in state and municipal public schools of São Paulo since 2007. The aim was to verify the presence and treatment of four language instances - phonological, morphological, spelling and syntactic in the activities that make up the instructional sequence Dictionary \"the father of the intelligent ones\" proposed in Caderno Guia de Planejamento e Orientações Didáticas professor 2ª série, Volume I. (Notebook Planning and Teaching Guidelines - teacher - second series, Volume I). This sequence aims to enable the student to learn to use dictionaries with autonomy, which implies recognizing these books as representatives of written text genre, appropriating their purpose and operation. To perform the analysis, objectives were described, as well as the planning and instruction of each activity, looking up, in this context, to identify the language skills present in each step, in relation to the four instances mentioned, having focused their levels of explanation. It was found that there is no clear mention of the four language instances in guidance and educational referrals for the activities analyzed. The hypothesis that justifies the contribution of this study is that if teachers who guide and handle these activities knew such explanations they could have more intentionality and ask questions that would optimize their pedagogical task. It follows that, even that students at the stage of the third grade of elementary school do not require the explicit language skills related to phonology, morphology, syntax and spelling, teachers knowing such content could promote language teaching with higher level of intentionality and therefore quality

O presente trabalho tem por objetivo analisar a relação entre conhecimento implícito e explícito em quatro atividades de Língua Portuguesa propostas no material didático do Programa Ler e Escrever. Esse programa orienta práticas de alfabetização em escolas municipais e estaduais do Estado de São Paulo, desde 2007. Buscou-se verificar a presença e o tratamento dado a quatro instâncias linguísticas fonológica, morfológica, sintática e ortográfica nas atividades que compõem a sequência didática Dicionário o pai dos inteligentes, proposta no Caderno Guia de Planejamento e Orientações Didáticas professor 2a série, Volume I. Essa sequência tem como objetivo possibilitar que o aluno aprenda a utilizar dicionários com autonomia, o que implica reconhecer esses livros como representantes de um gênero textual, apropriando-se de suas finalidades e funcionamento. Para a realização da análise foram descritos os objetivos, planejamento e encaminhamento de cada atividade, procurando-se, nesse contexto, identificar os conhecimentos linguísticos presentes em cada etapa, em relação às quatro instâncias mencionadas, tendo-se como foco seus níveis de explicitação. Constatou-se que não há menção explícita às quatro instâncias linguísticas nas orientações e encaminhamentos didáticos quanto às atividades analisadas. A hipótese que justifica a contribuição do presente trabalho é que se professores que orientam e encaminham tais atividades conhecerem tal explicitação eles poderão ter mais intencionalidade e realizar questionamentos que otimizem seu fazer pedagógico. Disso se conclui que, ainda que na etapa da escolarização correspondente ao terceiro ano do Ensino Fundamental os alunos não necessitem da explicitação dos conhecimentos linguísticos relacionados à fonologia, morfologia, ortografia e sintaxe, professores conhecendo esses conteúdos podem promover um ensino da língua com maior nível de intencionalidade e, portanto, qualidade / This paper aims to examine the relation between implicit and explicit knowledge in four Portuguese Language activities proposed in the teaching materials Programa Ler e Escrever (Reading and Writing Program). This program guides literacy practices in state and municipal public schools of São Paulo since 2007. The aim was to verify the presence and treatment of four language instances - phonological, morphological, spelling and syntactic in the activities that make up the instructional sequence Dictionary \"the father of the intelligent ones\" proposed in Caderno Guia de Planejamento e Orientações Didáticas professor 2ª série, Volume I. (Notebook Planning and Teaching Guidelines - teacher - second series, Volume I). This sequence aims to enable the student to learn to use dictionaries with autonomy, which implies recognizing these books as representatives of written text genre, appropriating their purpose and operation. To perform the analysis, objectives were described, as well as the planning and instruction of each activity, looking up, in this context, to identify the language skills present in each step, in relation to the four instances mentioned, having focused their levels of explanation. It was found that there is no clear mention of the four language instances in guidance and educational referrals for the activities analyzed. The hypothesis that justifies the contribution of this study is that if teachers who guide and handle these activities knew such explanations they could have more intentionality and ask questions that would optimize their pedagogical task. It follows that, even that students at the stage of the third grade of elementary school do not require the explicit language skills related to phonology, morphology, syntax and spelling, teachers knowing such content could promote language teaching with higher level of intentionality and therefore quality

The benefits of explicit knowledge for language learning is a much debated issue. In this study this question is approached from a new perspective since it focuses on the correlation between students’ concept images and their language ability. The focused concept is the subordinate clause in German. By means of a short written test the performance of 12 Swedish university-level students in three types of tasks was elicited: translating, correcting an erroneous text and commenting on grammatical differences in parallel German and Swedish texts. The students were asked to think aloud, but complementary questions were also asked if verbalizations were not lucid. A semi-structured interview that focused on school experiences, attitudes towards language learning and grammatical concepts followed. One year later the same procedure was repeated with three of the students who had successfully finished their first year of German.As for the concept images many students had only blurred conceptions of subordinate clauses, especially when they did not have access to texts to refer to. When they had the help from artefacts they often focused on visual clues such as subjunctions and verb position. Many verbalized statements were simply wrong. A common concept image described the subordinate clause as positioned after the main clause with the function of adding extra information. This led to the conclusion that the relative clause is the prototypical subordinate clause.Despite the often vague concept images, most students had no difficulty in producing subordinate clauses or in correcting a text with word order errors. Interestingly, the relative clause proved to cause the most problems.The fact that the students were able to produce subordinate clauses, but not able to explain their chosen solution indicates implicit knowledge. This in turn gives reason to believe that students have formed their own natural concepts from experience and not learned a well defined scientific concept. The students in this study could also be seen to represent stages in the concept building process that begins with a category ‘sentence’. Step by step different types of subordinate clauses break loose and form a new category ‘subordinate clause’. With time the attributes become more refined.The analysis of four Swedish grammars of German showed that three of them had content shortcomings, whereas the fourth placed too much emphasis on linguistic correctness which would leave the learners behind.In the last chapter implications for grammar writing and grammar teaching are discussed. One key point is the necessity of opportunities to verbalize your thoughts since this promotes learning / ZusammenfassungHintergrund, Ziel und ForschungsfragenDie übergreifende Frage dieser Arbeit stammt aus meinem Grammatikunterricht an einer schwedischen Universität. In dem Kontakt mit Studenten lässt sich leicht feststellen, dass sie alle individuelle Charakteristika aufweisen – auch was den Erfolg mit den theoretischen Aspekten der Grammatik als auch mit der Anwendung des Wissens. Einige Studenten haben damit große Schwierigkeiten, während andere einigermaßen korrektes Deutsch produzieren können und anscheinend auch verstanden haben, wie die deutsche Sprache aufgebaut ist, wie die grammatischen Begriffe gebildet sind, usw.Ich habe mich dann gefragt, ob vielleicht Grammatiklernen wie Mathematik¬lernen funktioniert und dass die beobachteten Schwierigkeiten auf ein mangelndes Verständnis grundlegender grammatischer Begriffe wie ,Satz‘ und ,Kasus‘ zurückzuführen sind. Nach einer Beschränkung auf ,Satz‘, aber vor allem ,Nebensatz‘ ließen sich folgende Forschungsfragen formulieren:•    Welche Vorstellungen haben schwedischsprachige Deutschstudenten vom Begriff ,Nebensatz‘?•    Wie verhalten sich die Begriffsvorstellungen eines Studenten zu seiner Fähigkeit, korrekte deutsche Nebensätze zu produzieren?Ein wichtiges Hilfsmittel beim Sprachenlernen und -lehren sind Grammatik¬handbücher. Wenn es um Grammatiken für die Schule, didaktische Gram¬matiken, geht, wird immer eine Auswahl vorgenommen und die Darstellung wird auch in anderer Weise den Schülern und ihren vermuteten Vorkenntnissen angepasst. Eine zweite Spur dieser Arbeit gilt solchen Beschreibungen der Struktur des Deutschen, und eine dritte Hauptfrage lautet:•    Wir wird der Begriff ,Nebensatz‘ in schwedischen Grammatiken für den Unterricht Deutsch als Fremdsprache beschrieben?Das Hauptziel der Arbeit ist es, einen Teil der ”Realität” zu erkunden (die Vorstellungen der Studenten von ,Nebensatz‘ und ihre Fähigkeit, solche zu produzieren, sowie Sprachbeschreibungen) und daraus folgernd mögliche Verbesserungen der Sprachbeschreibungen und des Sprachunterrichts  über¬sichtlich zu diskutieren.Theoretischer RahmenGrundlegende Fragen nach Begriffsvorstellungen betreffen kognitive Prozesse und Produkte. Der theoretische Hintergrund dieser Untersuchung setzt sich deshalb zusammen aus einerseits allgemeinen Lerntheorien sowie Theorien zu Begriffsbildung bzw. Begriffsaneignung, andererseits aus Theorien zum Fremdsprachenerwerb: wie lernen wir? Welche Wissensform ist das Ergebnis? Wie verhalten sich Wissen und Performanz zueinander? In den Gesprächen mit Studenten (s. u.) stellte sich aber heraus, dass die Gespräche an sich und die Möglichkeit, Gedanken und Hypothesen zu verbalisieren, oft zum Lernen führten.Material und MethodeMit zwölf Universitätsanfängern des Fachs Deutsch wurde ein kurzer schriftlicher Test und ein anschließendes gesprächsähnliches Interview durch¬geführt. Die Studenten lösten die Aufgaben individuell und waren aufgefordert, dabei laut zu denken. Wenn die verbalisierten Gedanken nicht aufschlussreich genug waren, wurden spezifische Fragen gestellt. Themen des Interviews waren teils Schulerfahrungen und Einstellung zum Sprachenlernen, teils explizite Fragen zu grammatischen Begriffen. Mit drei dieser Informanten wurde dasselbe Verfahren ein Jahr später wiederholt, nach erfolgreichem Abschluss des ersten Studienjahres. Bei dieser Gelegenheit wurden auch retrospektivisch ausgerichtete Fragen zum Lern- und Begriffsbildungsprozess gestellt.ErgebnisseWas die Begriffsvorstellungen betrifft, zeigte sich ein Unterschied je nach dem, ob konkrete Nebensätze zum Anschauen zugänglich waren oder nicht. Waren solche vorhanden, wurde eher auf visuell beobachtbare Charakteristika wie Einleiter und Verbletztstellung hingewiesen. Ohne die Unterstützung durch ein Artefakt standen ein Vergleich oder eine Verbindung mit einem Hauptsatz im Fokus.Eine zweite Beobachtung war, dass die Studenten häufig Merkmale anführten, die als fehlerhaft zu betrachten sind. So glauben viele, das Vorhandensein eines Kommas würde einen Nebensatz verursachen.Eine häufig vorkommende Vorstellung war, dass der Nebensatz immer dem übergeordneten Satz nachgestellt ist und inhaltlich eine Spezifizierung dazu ausmacht. Daraus lässt sich der Schluss ziehen, dass der Relativsatz der proto¬typische Nebensatz ist.Obwohl viele Studenten vage oder sogar fehlerhafte Vorstellungen vom Begriff ,Nebensatz‘ verbalisierten, hatten sie selten Probleme, deutsche Sätze mit korrekter Wortstellung zu produzieren oder Sätze mit inkorrekter Wort¬stellung zu korrigieren. Interessanterweise verursachte dabei gerade der Relativsatz Schwierigkeiten. Die Tatsache, dass die meisten Informanten also Nebensätze produzieren konnten, gleichzeitig aber Schwierigkeiten hatten, ihre Vorstellungen zu verba¬lisieren und die gewählten Lösungen im Test metasprachlich zu begründen, lässt sich als Indiz für implizites Wissen interpretieren. Das wiederum legt den Schluss nahe, dass sie eher von ihren konkreten Erfahrungen ausgehend, d. h. im Kontakt mit gesprochenem und geschriebenem Deutsch einen natürlichen Begriff gebildet haben, als dass sie sich einen fertigen, genau definierten Begriff angeeignet hätten. In diesem Fall ist es demnach nicht notwendig, im Besitz eines wissenschaftlichen Begriffs zu sein.Weiter stellte sich heraus, dass die Informanten dieser Untersuchung als Vertreter für unterschiedliche Phasen des Begriffsbildungsprozesses gesehen werden können. Dabei scheint eine Kategorie ”mening” (,Vollsatz‘) der Aus¬gangspunkt zu sein, aus dem sich schrittweise die verschiedenen Neben¬satztypen losmachen, um die Kategorie ,Nebensatz‘ zu bilden. Die Kenn¬zeichen, Attribute, die diese Mitglieder aufweisen, werden im Prozess zunehmend verfeinert.In den analysierten Grammatiken, die alle in einer ersten oder späteren Auflage in den 1990er Jahren erschienen, ließ sich eine gewisse Entwicklung von einer relativ starken Fokussierung auf Morphologie zu einer ausführlicheren Behandlung der Syntax sowie einer umfangreicheren Diskussion der Begriffe. Bei drei der Grammatiken waren inhaltliche Mängel und undeutliche Formulierungen zu verzeichnen, während die vierte in so hohem Grad eine sprachwissenschaftlich korrekte Beschreibung angestrebt hatte, dass die Anpassung an die Schüler in Frage gestellt werden musste.Didaktische ImplikationenDas abschließende Kapitel der Arbeit umfasst mögliche didaktische Implikationen der Untersuchung für Sprachbeschreibung und Sprachunterricht. Im ersten Fall werden u. a. der Einsatz der Nebensatzeinleiter als Signalwörter sowie der Gebrauch von Visualisierungen fokussiert. Wenn es um Unterricht geht,  werden die soziokulturellen Lerntheorien wieder aufgegriffen, wobei besonders ihre Betonung der Bedeutung des Gesprächs fürs Lernen thematisiert wird. Ferner wird auf die positive Wirkung eines induktiven Verfahrens hingewiesen / SammanfattningBakgrund, syfte och frågeställningarDen övergripande frågan för denna undersökning har uppstått i min under¬visning i tysk grammatik på universitetsnivå. Som vid all annan undervisning, eller kontakt med människor över huvud taget, konstaterar man ganska snart att individerna är olika. I mitt konkreta fall har vissa studenter stora svårigheter med både den teoretiska grammatiken och tillämpningen av den, medan andra både kan producera god tyska och tycks ha förstått hur tyskan är uppbyggd, hur de grammatiska begreppen är bildade och liknande. Inspirerad av forskning inom matematikdidaktik som visat att svårigheter som dyker upp kan bero på att eleverna inte förstått grundläggande begrepp som ’tal’ och ’mängd’ frågade jag mig om förhållandet kunde vara likartat här, dvs. att de som hade svårigheter inte förstått grundläggande begrepp som ’sats’ och ’kasus’. I denna undersökning inskränktes arbetet till att i någon mån behandla begreppet ’sats’ men i huvudsak omfatta begreppet ’bisats’.De konkreta forskningsfrågorna för undersökningen är:•    Vilka föreställningar har svenskspråkiga tyskstudenter av begreppet ’bisats’?•    Hur förhåller sig en students begreppsföreställning(ar) till förmågan att producera korrekta tyska bisatser?Ett viktigt hjälpmedel vid språkinlärning och -undervisning är handböcker i grammatik. När det gäller grammatikor för skolbruk, didaktiska grammatikor, har alltid ett urval gjorts och framställningen har även på annat sätt anpassats till elever och deras förmodade förkunskaper. Ett annat spår i avhandlingen gäller dessa beskrivningar av tyskans struktur och en tredje huvudfråga lyder därför:•    Hur beskrivs begreppet ’bisats’ i svenska skolgrammatikor för tysk¬undervisningen?Huvudsyftet med undersökningen är att ta reda på hur en del av verkligheten ser  ut (studenternas föreställningar om och förmåga att producera bisatser samt språkbeskrivningar) och utifrån detta diskutera hur man eventuellt kan förbättra språkbeskrivning och språkundervisning så att eleverna lär sig både mer och bättre.Teoretisk förankringDe grundläggande frågorna omkring begreppsföreställningar handlar om kognitiva processer och produkter. Den teoretiska bakgrunden till denna under¬sökning utgörs därför dels av teorier kring lärande generellt och kring begreppsbildning respektive begreppstillägnande, dels av teorier kring frågor om hur förvärvandet av ett främmande språk går till, vilken form av kunskap detta leder till samt hur kunskaper och performans hör samman. I samtalen med studenterna (se nedan) visade det sig dock att dessa samtal i sig och möjligheten att verbalisera sina tankar och hypoteser ofta ledde till lärande. Detta för¬hållande är centralt inom sociokulturella lärandeteorier varför även sådana beaktas – inte minst i diskussionerna kring didaktiska implikationer av resultaten.Material och metodFör att få svar på forskningsfrågorna sammanställdes ett kort skriftligt test. Sammanlagt tolv studenter på första terminens universitetsstudier i tyska löste testuppgifterna enskilt och ombads därvid tänka högt och motivera sina lösningar. Vissa specifika frågor kring deras svar ställdes också för att få dem att verbalisera sina föreställningar. I anslutning till testet genomfördes en lite längre semistrukturerad intervju dels kring deras erfarenheter från skolan och inställning till språkundervisning, dels kring grammatiska begrepp. Med tre av dessa studenter upprepades test och intervju ett år senare då de med framgång avslutat ett års studier i tyska. Då ställdes också frågor som syftade till att retrospektivt försöka klargöra hur begreppsbildning och -utveckling går till.Både testdelen och intervjun spelades in på video. Undersökningen bygger således på det skriftliga testet (performans) och transkriptioner av den samtals¬liknande intervjun.ResultatNär det gäller föreställningarna av begreppet ’bisats’ visade det sig att de skiljer sig åt något när studenterna hade konkreta bisatser att hänvisa till eller iaktta och när de bara besvarade frågan om vad en bisats är. I det första fallet var de visuella signalerna bisatsinledare och ordföljd viktiga, medan en jämförelse eller annan koppling till en huvudsats gjordes när inga hjälpande artefakter fanns.Ytterligare en iakttagelse var att studenterna i många fall anförde känne¬tecken hos bisatser som måste anses vara direkt felaktiga. Så tycks flera av dem utgå från att förekomsten av ett komma förorsakar en bisats. En vanlig föreställning var också att en bisats alltid står efter den över¬ordnade satsen och att den innehållsligt innebär en specificering av denna. Av detta kan man dra slutsatsen att relativsatsen är den prototypiska bisatsen. Trots att många studenter hade luddiga eller till och med felaktiga före¬ställningar av begreppet ’bisats’, hade de sällan problem att själva producera tyska bisatser eller korrigera satser med felaktig ordföljd. Intressant nog visade sig relativsatsen förorsaka mest problem i studenternas egna produktion. Det faktum att de flesta informanterna således kunde producera bisatser samtidigt som de hade svårigheter att verbalisera sina föreställningar och att motivera sina lösningar i testet i någon metaspråklig form kan ses som ett tecken på att de besitter implicit kunskap. Det i sin tur kan tolkas som att de utifrån sina konkreta erfarenheter med bisatser, det vill säga genom sin kontakt med tyskan i tal och skrift snarare bildat ett naturligt begrepp än tillägnat sig ett färdigt, väldefinierat begrepp. Att besitta en begreppsföreställning som motsvarar det vetenskapliga är alltså i detta fall inte nödvändigt.Det visade sig också att de studenter som ingår i denna undersökning kan ses som representanter för olika faser i begreppsbildningsprocessen. I denna tycks utgångspunkten vara en kategori ’mening’ från vilken olika bisatstyper stegvis lösgör sig för att bilda kategorin ’bisats’. De kännetecken, attribut, som dessa uppvisar blir med tiden allt mer förfinade.I de analyserade skolgrammatikorna, som alla utgavs i en första eller senare upplaga under olika skeden av 1990-talet, kunde en viss utveckling från en förhållandevis stark fokusering på morfologi i de äldre mot en utförligare behandling av syntax liksom ökad diskussion av begreppen. Tre av gramma¬tikorna kunde sägas uppvisa innehållsliga brister och otydliga formuleringar, medan den fjärde i så hög grad eftersträvat en språkvetenskapligt korrekt beskrivning att anpassningen till eleverna kunde ifrågasättas. Didaktiska implikationerI det avslutande kapitlet diskuteras de didaktiska implikationer som under¬sökningen har eller kan ha för språkbeskrivning och språkundervisning. I det första fallet fokuseras bland annat hur bisatsinledare kan framhävas som signalord och hur visualiseringar kan bidra till framställningen. När det gäller undervisningen återkopplas bland annat till de sociokulturella teorierna och deras betoning av samtalets betydelse för lärandet samt visas på möjligheterna med ett induktivt arbetssätt.

Global Software Development (GSD) team members engage in intellectual activities that involve sharing business domain knowledge and technical knowledge across geographical areas, which is crucial to the successful development of software. In global software development, media choice may influence how virtual teams create and share knowledge. As digital technology advances and organizations become more digitally transformed, current communication theories for media selection lack the explanation to the complicated phenomena with the use of advanced media technologies. There have been many studies focused on the effectiveness of media, but they did not include user’s understanding of system security and its influence on knowledge sharing behavior. However, affordance theory explains the utility with both social actors and technical features. The use of media may be shaped by features of technologies and user’s perception on system security. The goal of this study was to empirically assess the effects of media affordances and media security awareness on knowledge sharing behaviors among GSD team members with the lens of affordance theory. In this study, data was collected through survey from 214 GSD employees, after inviting 1000 employees to participate. The survey data was analyzed to test the effects of communication media affordance and user’s awareness of media security on behavior in knowledge sharing. The analysis results show that awareness of media security had significant moderating effects on the relationships from some actualized media affordances to implicit knowledge sharing. The results of this study revealed positive relationships between perceived media affordances and actualized media affordances. The results also showed that organization tenure had a significant effect on implicit knowledge sharing, and professional tenure had a significant effect on explicit and implicit knowledge behavior. This study contributed to the body of knowledge in organizational communication literature by providing new insights into how technology properties and users’ awareness on technology security shape team members’ knowledge sharing practice.

<p>The present study concerns ways to describe, judge and discuss aesthetic qualities of designed textile patterns. Specific aims were to study how colours and compositions used in Old Amish Quilts can be systematically described, to study how simple and complex patterns in printed textile fabrics are perceived and expressed verbally and to study judgements, concepts and values in relation to designed textile patterns as expressed by schoolchildren, consumers, teachers of textile handicraft and designers.</p><p>The study design is qualitative in order to collect concepts used by subjects from different user groups when describing textile patterns and of the reasons for their judgements of the designed patterns. A modified Repertory Grid Method was used. Describing colour design and composition using graphic models was also attempted.</p><p>The experience of aesthetic qualities in designed patterns is complex and not possible to describe using clear-cut concepts. Descriptions and choice of words are part of different language games outside the field of textile design and their contents are found in a dynamic interplay between a number of experiential contexts. The dominant inner contexts of individuals, basic perceptual patterns of apprehension, direct experiences of the surrounding world, and influences from the cultural context all give different and complex structures of attention. Different structures of attention lead to different perceptual choices and different descriptions, judgements, notions and values concerning designed printed patterns.</p><p>The present study shows that subjects make their judgements on the basis of formal, functional, cultural and emotional contents. These content categories are related to the multiple contexts of different dimensions of experience. For judgement and communication in the process of design and in design education, mutual understanding calls not only for concepts and notions in the field of design, but also consideration of conditions of experience and communication in life.</p>

The present study concerns ways to describe, judge and discuss aesthetic qualities of designed textile patterns. Specific aims were to study how colours and compositions used in Old Amish Quilts can be systematically described, to study how simple and complex patterns in printed textile fabrics are perceived and expressed verbally and to study judgements, concepts and values in relation to designed textile patterns as expressed by schoolchildren, consumers, teachers of textile handicraft and designers. The study design is qualitative in order to collect concepts used by subjects from different user groups when describing textile patterns and of the reasons for their judgements of the designed patterns. A modified Repertory Grid Method was used. Describing colour design and composition using graphic models was also attempted. The experience of aesthetic qualities in designed patterns is complex and not possible to describe using clear-cut concepts. Descriptions and choice of words are part of different language games outside the field of textile design and their contents are found in a dynamic interplay between a number of experiential contexts. The dominant inner contexts of individuals, basic perceptual patterns of apprehension, direct experiences of the surrounding world, and influences from the cultural context all give different and complex structures of attention. Different structures of attention lead to different perceptual choices and different descriptions, judgements, notions and values concerning designed printed patterns. The present study shows that subjects make their judgements on the basis of formal, functional, cultural and emotional contents. These content categories are related to the multiple contexts of different dimensions of experience. For judgement and communication in the process of design and in design education, mutual understanding calls not only for concepts and notions in the field of design, but also consideration of conditions of experience and communication in life.