Le succès remarquable -écologique et démographique- de l'espèce humaine est largement attribué à notre capacité pour la culture cumulative, i.e. l'accumulation d'innovations culturelles à travers le temps. L'absence ou du moins la rareté de la culture cumulative chez les autres animaux a conduit à de nombreuses spéculations à propos des facteurs nécessaires à son émergence. La culture cumulative dépend étroitement de processus permettant de générer de l'information, et de mécanismes permettant à cette information d'être fidèlement transmise entre les individus. A l'aide d'une approche expérimentale basée sur l'utilisation de jeux sur ordinateur, nous montrons que la capacité d'imitation des patrons comportementaux peut grandement faciliter la fidélité de transmission des informations culturelles. De même, une grande taille de population contribue à la stabilisation des informations culturelles, particulièrement dans le cas d'informations complexes. Cependant, la culture cumulative requiert également la production d'innovations qui ne peut résulter de ces seuls facteurs. D'un point de vue théorique, les innovations sont généralement plus coûteuses à produire qu'à copier, de sorte que la sélection peut difficilement opérer au profit des innovateurs. Nos résultats nous permettent cependant d'avancer que l'émergence d'objets culturels technologiquement opaques pourrait permettre aux innovateurs de bénéficier plus largement de leurs innovations. L'émergence de l'opacité technologique pourrait ainsi constituer un pivot dans l'évolution de la culture cumulative, permettant de favoriser à la fois l'innovation et les mécanismes fidèles de transmission d'information. Les capacités à hiérarchiser et planifier ses actions étant essentiel à la production d'objets culturels technologiquement opaques, il est possible que l'absence apparente de culture cumulative chez les animaux non-humains soit due à un moindre développement de ces capacités cognitives. Finalement nous proposons que la complexité de la culture humaine repose sur quatre facteurs principaux : capacité à hiérarchiser et planifier ses actions, capacité à imiter, collaboration interindividuelle et grande taille de population. / The remarkable success – both ecological and demographic- of the human species is widely attributed to our capability for cumulative culture, i.e. the accumulation of innovations over time. The lack or at least the rarity of cumulative culture in non-human animals has led to much speculation about factors enabling its emergence. Cumulative culture strongly depends on processes allowing generating information, and mechanisms allowing information to be efficiently transmitted between individuals. Using a computer-based experimental approach, we show that process-copying ability improves the fidelity of cultural information transmission. Also, population size contributes to the stability of cultural information, especially for complex information. However, cumulative culture also requires the creation of new innovations, which cannot be the outcome of these factors. From a theoretical point of view, innovations are generally costlier to produce than to copy, so that selection hardly favours innovators. From our results, we propose that the emergence of technologically opaque cultural traits may allow innovators to more widely benefit from their innovations. Thus, the emergence of technological opacity could be pivotal in the rise of cumulative culture, allowing favouring innovation and faithful copying mechanisms. Because the ability to plan actions in a hierarchical way is pivotal to produce technologically opaque cultural artefacts, the lack of cumulative culture in non-human animals could be due to limitations of these cognitive skills. Finally, we propose that human cultural complexity depends on four main factors: the ability to plan actions in a hierarchical way, the ability to process-copy, inter-individual collaboration and large population size.

Made available in DSpace on 2016-03-15T19:26:20Z (GMT). No. of bitstreams: 1 Eduardo Jardim Ushiro.pdf: 1661209 bytes, checksum: aff20ed0fc60e71f438b93a8135fc329 (MD5) Previous issue date: 2015-02-26 / The growth of competitiveness has forced organizations to adapt and reinvent themselves constantly. This context implies directly in reasons found by the individuals to learn, like solving a problem, for example, leading them to use different strategies for the learning process. Learning strategies may be informal, like asking for help to colleagues or reading a technical material. It may be also formal, like attending training programs offered by the company. This study aimed to measure and understand which learning strategies are mostly used according to four different objective identified in the workplace: solving a problem, performing a new task, obtaining autonomy and increasing the growth chances in the company. The sample was consisted of 4632 workers from the production line in an automotive company. A confirmatory factor analysis was performed to ensure the validity and reliability of the measures subsequently, the factor scores were used in the comparisons of the use of each learning strategy for each purpose. The results showed that the learning strategies applied do not differ according to the four objectives presented. Among the surveyed strategies, the most used is interpersonal help-seeking, this means, asking support or information to other people at workplace. Written help-seeking and participation in courses are less applied. / O aumento da competitividade tem forçado as organizações a se adaptarem e reinventarem constantemente. Esse contexto implica diretamente em motivos encontrados pelos indivíduos para aprender, como resolver um problema, por exemplo, levando os mesmos a utilizarem diferentes estratégias no processo de aprendizagem. As estratégias podem ter um caráter informal, como pedir ajuda aos colegas, pesquisar material escrito, ou formal, como participar de cursos oferecidos pela empresa. Este estudo procurou mensurar e compreender quais estratégias de aprendizagem são mais utilizadas de acordo com quatro finalidades identificadas no local de trabalho: resolver um problema, executar uma nova tarefa, obter autonomia e aumentar as chances de crescimento na empresa. A amostra foi composta por 463 profissionais que atuam na linha de produção de uma empresa do ramo automotivo. Foram realizadas análises fatoriais confirmatórias para se garantir a validade e confiabilidade das medidas, posteriormente, os escores fatoriais foram utilizados nas comparações do uso de cada estratégia de aprendizagem para cada finalidade. Os resultados demonstraram que as estratégias de aprendizagem utilizadas não diferem conforme as quatro finalidades apresentadas. Dentre as estratégias pesquisadas, a mais utilizada é a ajuda interpessoal, ou seja, buscar informações e conhecimentos com outras pessoas. As estratégias menos utilizadas são a consulta a material escrito e a participação em cursos

Det finns olika teorier som beskriver faktorer föratt skapa organisatoriskt lärande. I denna studie har det undersökts hur faktorer, för lärande organisationer, samvarierar inom två stora, svenska företag. De två företagen har definierat var sitt problem som är relaterade till organisatoriskt lärande. Studien har även undersökt om dessa samvariationer kan användas för att bidra till en lösning på de problem företagen har. Empiri från de två företagen har samlats in genom enkäter och svaren har sedan analyserats med hjälp av analysverktyget IBM SPSS Statistics. Analysen har visat hur olika faktorer samvarierar inom de två företagen, vilket har diskuterats mot teorin. Studiens resultat visar att faktorer som samvarierar inom det ena företag, inte nödvändigtvis samvarierar inom det andra. Dessutomvisar studien att en variabel kan samvariera med flera, vilket innebär att det kan finnas olika sätt att lösa ett specifikt problem på. Slutligen visar studien att samvariationerna är specifika för de olika företagen, vilket tyder på att företag är unika. / There are different theories describing factors to create organizational learning. This study has focused on how factors, for learning organizations, correlate in two large Swedish companies. The two companies have defined one problem each related to organizational learning. This study also investigated if these correlations can be used to contribute a solution of the problems at the companies. Data were collected through questionnaires and has been analyzed using the analytic tool IBM SPSS Statistics. The analysis showed that different factors correlate within the companies, an outcome that also partly argues against some of the referred theories in this thesis. The results also shows that correlation within one company of certain factors, differ from the within correlation of the corresponding factors in another company. It also shows that one variable may correlate with several, which means that there may be several ways to solve a specific problem. Finally, the study shows that the correlations are specific for each company, which indicates that each company is unique.

Darbe atlikta teorinė vaikų, pasižyminčių autizmo spektro sutrikimais, pažinimo ir individualaus ugdymo galimybių analizė. Iškelta hipotezė, tikėtina, kad tėvai ir pedagogai vaikams, pasižymintiems autizmo spektro sutrikimais, labiausiai vertina individualų ugdymą. Anketinės apklausos metodu atliktas tyrimas, kuriuo siekama išsiaiškinti vaikų, pasižyminčių autizmo spektro sutrikimais, individualaus ugdymo poreikį bei patikrinti bendrųjų mokyklų mokytojų ir įvairių sričių specialistų (pediatrų, neurologų, psichologų, psichiatrų) žinias apie autistiškus vaikus. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 107 specialieji pedagogai – logopedai, 42 tėvai, 4 bendrojo lavinimo mokyklų pradinių klasių mokytojų, 15 mokytojų dalykininkų, 5 pediatrai, 0 neurologų, 13 psichologų, 18 kitų specialistų. Empirinėje dalyje nagrinėjami tėvų ir pedagogų dažniausiai pasirenkami ir specialistų rekomenduojami vaikų, pasižyminčių autizmo spektro sutrikimais, ugdymo metodai bei priimtiniausios ugdymo formos. Svarbiausios empirinio tyrimo išvados:  Pediatrams labai trūksta žinių tiek apie autizmą, tiek apie ugdymo metodus, taikomus vaikams, pasižymintiems autizmo spektro sutrikimais, ugdyti, o jie pirmieji turėtų pastebėti autizmo bruožus.  Dauguma pedagogų vaikams, pasižymintiems autizmo spektro sutrikimais, ugdyti rašo individualias programas, bet dirba su jais bendrai klasėje.  Tiek tėvai, tiek pedagogai pageidautų, jog vaikai, pasižymintys autizmo spektro sutrikimais, būtų ugdomi... [toliau žr. visą tekstą] / Theoretical work has been done for children with all autism spectrum disorders, cognitive and educational opportunities for individual analysis. Hypothesis, that parents and teachers of children with all autism spectrum disorders, the most appreciated by the individual education. The questionnaire survey method, which wants to find out about children with all autism spectrum disorders the individual educational needs, check the general education teachers and various professionals (pediatricians, neurologists, psychologists, psychiatrists) knowledge about autistic children. Carried out in statistical data analysis. The study included 107 special educators - speech therapists, 42 parents, 4 secondary schools, primary school teachers, 15 general education teachers, 5 pediatricians, 0 neurologists, 13 psychologists and 18 other professionals. The empirical paragraph dealt with the parents and educators are selected and recommended by specialists for children with all autistic spectrum disorders, education methods, preferred forms of education. The main empirical findings: - Pediatrician has a lack of knowledge about autism and the methods of education for children with all autism spectrum disorders, to educate, but they should be the first to find out autistic traits. - The majority of teachers write individual programs for children with all autism spectrum disorders, but generally they work at the same time with whole class children. - Parents and teachers want that the... [to full text]

This thesis aims to identify the learning styles and strategies of students, to check whether there are significant differences in the learning style and strategy preferences between male and female learners, and investigate whether there is a relationship between students&amp / #8217 / learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&amp / #8217 / perceptual learning style preferences and the other was used to identify students&amp / #8217 / learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&amp / #8217 / major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &amp / #8226 / visual styles had a significant relation with affective strategies / &amp / #8226 / auditory styles had significant relationships with memory, cognitive, affective, and social strategies / &amp / #8226 / there was a significant relationship between the individual learning style and compensation strategies. &amp / #8226 / none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.

Social learning is a topic of many studies. We tested the effect of social learning on the acquisition of avoidance against aposematic prey. We have chosen wild-caught adult and naive hand-reared juvenile great tits (Parus major) as a model predator species, because their individual avoidance learnig of aposematic prey is well-studied. We used red and green paper dummies of bugs with a mealworm (Tenebrio molitor) stuck underneath as an artificial prey. Mealworms were soaked in water or in bitter-tasting solution of quinine. We used two types of conspecific demonstrators - naive birds that showed aversive reactions while tasting an unpalatable prey and experienced birds that were trained not to handle the unpalatable pray at all. We compared effects of both demonstrators on discrimination learning and we tested whether these effects differ in adult and juvenile birds. Observing an experienced demonstrator had an effect on the performance of observers at the beginning of learning process. The observers did not reject the unpalatable prey completely, but the number of trials in which they correctly chose the palatable prey was higher in comparison with birds that observed naive demonstrators and birds from the control group with no demonstrator. Latencies to handle the unpalatable prey in the first...

Made available in DSpace on 2016-08-02T21:42:32Z (GMT). No. of bitstreams: 1 ElenCristina.pdf: 385065 bytes, checksum: 254909f9624585f61cf8291d9e88268f (MD5) Previous issue date: 2013-12-17 / The following study aims to understand process of organizational learning (OL), as well as to how the individual and team learning contribute to it. The organizational learning may become a competitive advantage, once the organization learns faster and aims to augment its capacity through actions of performance development. Assuming a qualitative approach, the data have been collected through interviews with six workers who were responsible for sales teams in an organization which belongs to pharmaceutical market. According to the results, it was possible to notice that the organizational learning is not only a process, but also a result. In addition, it was possible to notice its importance to the development of the company s competitive advantage, as well as the relevance of the individual and team learning to the OL. / Esse estudo tem como propósito investigar como se desenvolve a aprendizagem organizacional (AO) e identificar como a aprendizagem individual e grupal contribui para este processo. A aprendizagem pode-se tornar uma vantagem competitiva, uma vez que a organização aprende mais rápido e busca aumentar a capacidade da empresa em ações de melhoria de desempenho. Enquanto parâmetros metodológicos adotou-se uma abordagem qualitativa de pesquisa, da qual participaram seis gestores de nível intermediário pertencentes a uma organização do ramo farmacêutico. O instrumento para coleta de dados configurou-se na entrevista baseada em roteiro semiestruturado. Os resultados evidenciaram que a aprendizagem organizacional se manifesta enquanto processo e como resultado, bem como sua importância para o desenvolvimento da vantagem competitiva na empresa, além de apontar também a relevância e a contribuição da aprendizagem individual e grupal para a AO.

abstract: This mixed methods action research study examined the effectiveness of an Education and Career Action Plan (ECAP) Advisory Program on students’ formation of postsecondary education and employment plans. The study took place at a public high school in northern Arizona. Participants included thirty-three 11th-Grade Advisory students, four 11th-grade advisors, and me, the action researcher. One quantitative data instrument and three qualitative data instruments were used for data collection. Each of the four data collection instruments provided insight about one of the study’s research questions. The quantitative data from this study addressed whether the intervention had an impact on the ECAP Advisory Program’s ability to enhance students’ postsecondary knowledge. Results from the quantitative data demonstrated significant positive change, indicating that, through their participation in an ECAP Advisory Program, students developed their postsecondary education and employment knowledge. The qualitative data from this study addressed how the participants experienced the intervention by providing a deeper understanding of their experiences with their ECAP Advisor and the ECAP Advisory Program. Results from the qualitative data indicated that students’ perceptions of postsecondary education and employment planning changed substantially during their participation in the ECAP Advisory Program. As the study progressed, student participants reported they could more appropriately visualize the postsecondary education and employment environments that aligned with their interests. Furthermore, because of the time allocated for lessons and activities in the ECAP Advisory Program, students participants also reported feeling more prepared to pursue postsecondary education and employment opportunities as the ECAP Advisory Program progressed. And perhaps most importantly, student participants reported that their advisor positively impacted their postsecondary education and employment planning. Overall, in association with their participation in the ECAP Advisory Program and relationship with their ECAP Advisor, students expanded their postsecondary education and employment knowledge levels, developed and modified their education and employment goals, and felt more prepared to pursue postsecondary education and employment opportunities. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Made available in DSpace on 2016-06-02T19:46:06Z (GMT). No. of bitstreams: 1 2546.pdf: 1248140 bytes, checksum: fe3b55391b10b6511e9eedc27d9a9b89 (MD5) Previous issue date: 2009-06-25 / The study evaluated two versions of a computerized program for teaching reading skills (de Souza e de Rose, 2006) which was intended to teach the relations between sets of stimuli consisting of a written word, a picture and a spoken word. Although developed to ensure that the apprentice advance at his own pace, the steps of this program were designed to teach fixed sets of three words. This meant that until he reaches the criterion of 100% of hits for the whole set, the participant keeps repeating the same step. This feature may require a number of unnecessary steps, and also result in damage to the motivation, as the participant can judge he is not progressing. The objective of this study was to determine whether a new organization of the steps of teaching, including only words whose relations are not mastered by the participant, could expedite the conclusion of the program. Additionally, it embedded a virtual album of stickers with the function of providing feedback to the learner of his performance. The stickers were presented as a consequence to the establishment of relations between the stimuli of each of the sets. In Study I the new procedure was introduced to five participants who were being exposed to the original persion and the results showed an acceleration in the pace of learning for four of the five participants. In Study II, the assessment of reading is held throughout the cumulative baseline and not only for last 15 words of the unit, as determined in previous procedures. The program was completed when the participant completed the reading of 60 words. Eleven students with different entry repertoires in reading completed the Study II. The data were compared to 14 students with similar repertoire that had completed the original version. The new version resulted in a decrease in the total number of sessions for most participants. A more pronounced decrease was observed in achieving the first half of the expected repertoire in this study. Another result observed was greater number of words taught by the intermediary sessions. The new contingencies of teaching led to a higher individual progress, greater variability in the content taught and can accelerate the progress of the participant. / O estudo avaliou duas adaptações de um programa de ensino de leitura informatizado (de Souza e de Rose, 2006) que ensinava relações entre palavras escritas, figuras e palavras faladas. Na versão original, o programa era estruturado em passos de ensino contendo três palavras e o aluno progredia nesses passos na medida em que dominava essas relações. Esta estrutura implicava que enquanto não atingisse o critério de 100% de acertos para todo o conjunto, continuava repetindo um mesmo passo. Essa característica podia exigir um número desnecessário de passos e, além disso, resultar em prejuízos para a motivação, pela possibilidade de o participante julgar que não progride. O objetivo deste trabalho foi verificar se uma nova organização dos passos de ensino, que incluíssem apenas palavras cujas relações o participante não dominava, poderia acelerar a conclusão do programa. Adicionalmente, foi incorporado um álbum de figurinhas com a função de fornecer feedback ao aprendiz sobre seu desempenho. As figuras eram apresentadas como conseqüência para o estabelecimento das relações entre os estímulos de cada um dos conjuntos. No Estudo I o novo procedimento foi introduzido a cinco participantes que realizavam a versão original e os resultados mostraram uma aceleração no ritmo de aprendizagem para todos os participantes. No Estudo II, a avaliação de leitura passou a ser realizada para toda a linha de base acumulada e não apenas para últimas 15 palavras da unidade, como era determinado nos procedimentos anteriores. O programa era concluído quando o participante completava a leitura de 60 palavras. Completaram o Estudo II 11 alunos com diferentes repertórios iniciais em leitura. Os dados foram comparados aos de 14 alunos com repertório semelhante que haviam completado a versão original. Na nova versão, o número total de sessões foi menor para a maior parte dos participantes e observa-se uma aceleração mais acentuada na aprendizagem das primeiras 30 palavras deste estudo. Outro resultado observado foi uma maior quantidade de palavras ensinadas até as sessões intermediárias. As novas contingências de ensino permitem uma maior adequação ao progresso individual, uma maior variabilidade no conteúdo ensinado e podem acelerar o progresso do participante.

Made available in DSpace on 2015-04-16T14:48:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 716871 bytes, checksum: fb5792f25e5f1f3a0d3552b2e5dd45be (MD5) Previous issue date: 2008-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The growing competitiveness in job market of the hotel sector has been requiring from its managers a constant search for new competencies that attend the demands of its specific functions. Considering the shortage of studies in this sector about which would be these competencies or how they have been developed, it was decided to do this research with the aim of filling this detected theoretical gap. Thus, this research has the aim of identifying the existing and developing competencies considered relevant to the Management of the hotel sector of João Pessoa PB. In order to do so it was developed a study of multiple cases of three middle sized companies of the hotel sector in the mentioned city. During all work, the usage of the Resources Competencies Diagram, proposed by Ruas (2001), was chosen as theoretical reference, being the concept of Competencies subdivided in Knowledges, Abilities and Attitudes. After the bibliographical review, a field research was developed with the application of questionnaires, which had the participation of 14 managers of these organizations. It was used the theme based content analysis technique, considering four variables: 1) Profile of the Vocational Training; 2) Courses and Trainings for the Managerial Development; 3) Management Competencies; and 4) Acquisition and Development of Management Competencies. Following a quanti-qualitative approach, the data were initially analyzed by company, then it was developed a general sinthesis of them what made possible to compare them with the information obtained in the theoretical review. Among the main results obtained we find the resources of competencies mentioned as relevant, according to the perception of the managers, and according to the theoretical review developed including a total of 15 knowledges; 11 abilities; and 30 attitudes. It is concluded that the competencies identified as relevant to the hotel sector are characterized as multifunctional , they are common to different managerial posts and analyzed sectors. Among the developing competencies, two were mentioned as results both of courses offered by the organizations and of courses searched by the managers themselves, which are: knowing how to meet the customs expectations and knowing how to cultivate interpersonal relationships . Besides, the daily practice of the profession was considered the most important way of learning for the development of competencies, according to the perception of participants of the research. / A crescente competitividade no mercado de trabalho do setor hoteleiro vem exigindo dos gestores uma busca constante de novas competências que atendam as demandas de suas funções específicas. Considerando a escassez de estudos no setor em questão, sobre quais seriam estas competências gerenciais e como as mesmas vêm sendo desenvolvidas, optou-se pela realização da presente pesquisa com o intuito de suprir essa lacuna teórica detectada. Sendo assim, tal trabalho tem como objetivo identificar as competências existentes e em desenvolvimento consideradas relevantes, para a Gestão no setor hoteleiro de João Pessoa PB. Para tanto, realizou-se um estudo de casos múltiplos em três empresas de médio porte do setor hoteleiro do município mencionado. Durante todo o trabalho, optou-se pela utilização do Diagrama de Recursos de Competências, proposto por Ruas (2001), como referencial teórico, sendo o conceito de Competências subdividido em Conhecimentos, Habilidades e Atitudes. Após a revisão bibliográfica, foi realizada uma pesquisa de campo a partir da aplicação de questionários, que contou com a participação de 14 gestores dessas organizações. Para o tratamento dos dados coletados foi adotada a técnica de análise de conteúdo por temas, considerando quatro variáveis: 1) Perfil de Formação Profissional; 2) Cursos e Treinamentos para o Desenvolvimento Gerencial; 3) Competências Gerenciais; e 4) Aquisição e Desenvolvimento de Competências Gerenciais. Seguindo uma abordagem quanti-qualitativa, inicialmente os dados foram analisados por empresa, e depois foi realizada uma síntese geral destes - o que permitiu compará-los com as informações obtidas na revisão teórica. Dentre os principais resultados obtidos encontram-se os recursos de competências mencionados como relevantes, segundo a percepção dos gestores, e a partir da revisão teórica realizada - incluindo um total de 15 conhecimentos; 11 habilidades; e 30 atitudes. Concluiu-se ainda que, as competências identificadas como relevantes para o segmento hoteleiro caracterizam-se como multifuncionais , sendo comuns aos diferentes cargos gerenciais e setores analisados. Dentre as competências em desenvolvimento, duas foram mencionadas como resultantes tanto dos cursos oferecidos pelas organizações, quanto daqueles buscados pelos gestores por iniciativa própria, que são: saber atender às expectativas dos clientes e saber cultivar relacionamentos interpessoais . Além disto, a prática diária da profissão foi considerada a forma de aprendizagem mais importante para o desenvolvimento de competências, segundo a percepção dos participantes da pesquisa.