Difficulties in speech production are often marked by disfluency; fillers, hesitations, prolongations, repetitions and repairs. In recent years a body of work has emerged that demonstrates that listeners are sensitive to disfluency, and that this affects their expectations for upcoming speech, as well as their attention to the speech stream. This thesis investigates the extent to which delay may be responsible for triggering these effects. The experiments reported in this thesis build on an Event Related Potential (ERP) paradigm developed by Corley et al., (2007), in which participants listened to sentences manipulated by both fluency and predictability. Corley et al. reported an attenuated N400 effect for words following disfluent ers, and interpreted this as indicating that the extent to which listeners made predictions was reduced following an er. In the current set of experiments, various noisy interruptions were added to Corley et al.,'s paradigm, time matched to the disfluent fillers. These manipulations allowed investigation of whether the same effects could be triggered by delay alone, in the absence of a cue indicating that the speaker was experiencing difficulty. The first experiment, which contrasted disfluent ers with artificial beeps, revealed a small but significant reduction in N400 effect amplitude for words affected by ers but not by beeps. The second experiment, in which ers were contrasted with speaker generated coughs, revealed no fluency effects on the N400 effect. A third experiment combined the designs of Experiments 1 and 2 to verify whether the difference between them could be characterised as a context effect; one potential explanation for the difference between the outcomes of Experiments 1 and 2 is that the interpretation of an er is affected by the surrounding stimuli. However, in Experiment 3, once again no effect of fluency on the magnitude of the N400 effect was found. Taken together, the results of these three studies lead to the question of whether er's attenuation effect on the N400 is robust. In a second part to each study, listeners took part in a surprise recognition memory test, comprising words which had been the critical words in the previous task intermixed with new words which had not appeared anywhere in the sentences previously heard. Participants were significantly more successful at recognising words which had been unpredictable in their contexts, and, importantly, for Experiments 1 and 2, were significantly more successful at recognising words which had featured in disfluent or interrupted sentences. There was no difference between the recognition rates of words which had been disfluent and those which were affected by a noisy interruption. Collard et al., (2008) demonstrated that disfluency could raise attention to the speech stream, and the finding that interrupted words are equally well remembered leads to the suggestion that any noisy interruption can raise attention. Overall, the finding of memory benefits in response to disfluency, in the absence of attenuated N400 effects leads to the suggestion that different elements of disfluencies may be responsible for triggering these effects. The studies in this thesis also extend previous work by being designed to yield enough trials in the memory test portion of each experiment to permit ERP analysis of the memory data. Whilst clear ERP memory effects remained elusive, important progress was made in that memory ERPs were generated from a disfluency paradigm, and this provided a testing ground on which to demonstrate the use of linear mixed-effects modelling as an alternative to ANOVA analysis for ERPs. Mixed-effects models allow the analysis of unbalanced datasets, such as those generated in many memory experiments. Additionally, we demonstrate the ability to include crossed random effects for subjects and items, and when this is applied to the ERPs from the listening section of Experiment 1, the effect of fluency on N400 amplitude is no longer significant. Taken together, the results from the studies reported in this thesis suggest that temporal delay or disruption in speech can trigger raised attention, but do not necessarily trigger changes in listeners' expectations.

Made available in DSpace on 2016-04-27T14:30:43Z (GMT). No. of bitstreams: 1 Monica dos Santos Mandaji.pdf: 3566058 bytes, checksum: 4fa0777859519f0249b64b8e89a12a15 (MD5) Previous issue date: 2011-05-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The current research is connected to the Post-Graduate Program in Education: Curriculum at Catholic University of Sao Paulo (PUC-SP) in the research group New Technologies in Education . This study proposes to analyse the development of the collaboration process in coauthoral works developed in learning management systems. The research aimed to contribute for the evolution of the mark which recognizes the importance of collaboration in processes of teaching and learning in learning management systems through the construction of categories and models for the analysis of collaborative practices. The theoretical concepts were established upon two themes of origin: the concept of collaboration itself, with references, among others, in Amoretti; Simon; Maturana and Varela; Fiorentini; Johnson and Jonhson; and the evolution of communication, the consequent characterization of the information society and the evolution of the Web 2.0 as an effective possibility to use in processes of teaching and learning upon the concepts established by Ausubel; Barbero; Boavida and Ponte; Castells; Cunningham, Schons among others. The research universe was constituted of courses in continuous education and undergraduate distance learning courses, with focus on the following cases: the course Distance Learning and Musical Education developed by the Association of Friends of the Guri Project of the State Department of Culture of São Paulo and the course Culture in the space of diversity, sustainable development and inclusion CEDSI-Pe taught within the undergraduate Pedagogy course of UAB Ufscar Open University of Brazil at Federal University of São Carlos. Its analysis was made through the study of the relations established by the participants in the development of activities of coauthoring. As methodology it was used the bricolage method, since it comprehends an extensive group of possibilities and admits the use of techniques of qualitative and quantitative analysis with an observation directed towards the practices of the individual upon which one aims to break with the reductionism, the idea of installments, the fragmentation and the scientific neutrality of positivist methods, according to Kincheloe and Berry. Identified the repetition of actions in the relationships between individuals in the process of development of coauthoral activities it is possible to evidentiate as main contribution that the development of models for analysis categories may make it easier to accompany this process for teachers and collaboration managers in virtual learning spaces; and that the categorization of relationships makes it possibile for an evolution of the quantitative analysis for its qualification; with that new possibilities are open, such as the development of specialist systems in the field of Artificial Intelligence / A presente investigação está vinculada ao Programa de Pós Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo (PUC-SP) na linha de pesquisa de Novas Tecnologias em Educação . Este Estudo tem como proposta a análise do desenvolvimento do processo de colaboração em trabalhos de coautoria desenvolvidos em ambientes virtuais de aprendizagem. A pesquisa procurou contribuir para a evolução do marco que reconhece a importância da colaboração em processos de ensino e de aprendizagem em ambientes virtuais por meio da construção de categorias e de matrizes para a análise das práticas colaborativas. Os pressupostos teóricos foram estabelecidos a partir de duas temáticas: o conceito de colaboração, com referências, entre outros, em Amoretti; Simon; Maturana e Varela; Fiorentini; Johnson e Jonhson; e a evolução da comunicação, a consequente caracterização da sociedade da informação e a evolução da Web 2.0 como possibilidade efetiva de utilização nos processos de ensino e de aprendizagem a partir dos conceitos estabelecidos por Ausubel; Barbero; Boavida e Ponte; Castells; Cunningham, Schons entre outros. O universo da pesquisa foi formado por cursos de formação continuada e de graduação a distância, tendo como casos: o curso EaD e Educação Musical desenvolvido pela Associação Amigos do Projeto Guri da Secretaria do Estado da Cultura do Estado de São Paulo e a disciplina A cultura no espaço da diversidade, sustentabilidade e inclusão CEDSI-Pe ministrada junto ao curso de Pedagogia da UAB Ufscar Universidade Aberta do Brasil da Universidade Federal de São Carlos. A análise foi realizada a partir do estudo das relações estabelecidas pelos participantes no desenvolvimento de atividades de coautoria. Como metodologia foi utilizado o método da Bricolagem, pois possibilita um leque de possibilidades e admite o uso de técnicas de análise qualitativa e quantitativa com olhar dirigido as práticas do indivíduo na qual se almeja romper com o reducionismo, o parcelamento, a fragmentação e a neutralidade científica dos métodos positivistas, segundo Kincheloe e Berry. Identificada a recorrência de ações nas relações entre os indivíduos no processo de desenvolvimento de atividades em coautoria destaca-se como contribuição principal que a utilização de matrizes de categorias de análises pode facilitar o acompanhamento desse processo por parte de professores e gestores da colaboração em espaços virtuais de aprendizagem; e que a categorização das relações possibilita uma evolução da análise quantitativa para a qualitativa; com isso são abertas novas possibilidades como o desenvolvimento de sistemas especialistas como apoio à análise dos processos de elaboração de projetos de coautoria

1 ABSTRACT The diploma thesis deals with the analysis of the educational needs of adults in professional education, specifically focuses on the analysis of the educational needs of grammar school teachers, which the student choses for the implementation of research. Today, the further education of pedagogical staff is a much-discussed topic, as one of the goals of the Strategie 2030+ document is to transform schools into learning organizations. But before a educational program can be determined, educational needs must be analyzed and identified. Therefore, the aim of the diploma thesis is primarily to analyze and identify the educational needs of grammar school teachers and then to design a program for their implementation. The work is divided into theoretical and empirical part. The theoretical part is based on the study of professional literature and other available sources. It deals with the definition of basic concepts related to the topic, competencies, self-education, further education of teachers, issues of adult education, motivations and barriers in adult education, lifelong learning, educational needs, especially their analysis and last but not least the teaching profession, the prestige of the profession, personalities of teachers and contemporary teacher education. The practical part is then...

Made available in DSpace on 2016-06-02T19:03:59Z (GMT). No. of bitstreams: 1 6494.pdf: 2732916 bytes, checksum: 8b89ab1573d81b8a1e05c28c75369bc4 (MD5) Previous issue date: 2014-09-04 / The use of new information and communication technologies in education that go beyond the traditional Learning Management Systems (LMS), has generated a growing volume of data, making challenging and complex the analysis of data generated to meet the decision-making levels of teaching, learning and management. Despite high expectations for data analysis in education, current research in the area is focused more specifically on student data, processes and learning behaviors, even when the focus of the research is to improve the teaching or actions at the institutional level. In order to facilitate and extend the process of data analysis in the areas of teaching, learning and management for different stakeholders, this thesis presents a conceptual model that will guide the construction of educational analytical context aware applications that support educational decision making in the micro, meso and macro levels. The conceptual model proposes the collection of educational data from multiple, heterogeneous sources in a decentralized manner using logical and physical sensors. The Model supports analysis of data collected at three levels: descriptive analysis, predictive analysis and prescriptive analysis. The conceptual model was established from an open architecture framework, extensible and reusable, which offers a simpler and unified path for both the acquisition of user behaviors in online learning, and the modeling and analysis of the collected contexts. To validate the proposed conceptual model, three applications were developed, namely: ViTrackeR, to support self-regulated learning by providing visualization of data tracking and personalized recommendations; ViMonitor to support real-time, teams of teaching and academic management providing important information on students and tutors; and ViAssess, which provides support for secure assessments online. The conceptual model was evaluated and validated in a real environment (students, tutors, teachers and administrators). The framework was rated by both developers of educational and analytical tools and by expert researchers in the field of this research, obtaining very positive results. Evaluation results indicate that the proposed conceptual model supports the development of educational applications in the three analytical levels of decision making, micro, meso and macro, and also supports the three levels of analysis provided: descriptive, predictive and prescriptive. / O uso de novas tecnologias de informação e comunicação na área educacional, que vão além dos tradicionais Sistemas Gerenciadores da Aprendizagem (SGA), tem gerado um volume crescente de dados, que torna desafiadoras e complexas as análises de dados gerados para atender a tomada de decisão nos níveis de ensino, aprendizagem e gestão. Apesar das altas expectativas sobre a análise de dados no campo educacional, pesquisas atuais na área estão focadas mais especificamente sobre dados de alunos, seus processos e comportamentos de aprendizagem, até mesmo quando o foco da pesquisa é melhorar o ensino ou as ações em nível institucional. De modo a facilitar e estender o processo de análise dos dados para as áreas de ensino, aprendizagem e gestão para diferentes partes interessadas, este trabalho apresenta um Modelo Conceitual que deverá guiar a construção de aplicações analíticas educacionais cientes de contexto que apoiam a tomada de decisões educacionais nos níveis micro, meso e macro. O Modelo Conceitual propõe a coleta de dados educacionais a partir de diversas e heterogêneas fontes e de maneira descentralizada usando sensores lógicos e físicos. O Modelo suporta análises dos dados coletados em três níveis: análise descritiva, análise preditiva e análise prescritiva. O Modelo Conceitual foi implementado a partir de uma arquitetura de framework aberta, extensível e reusável, que oferece um caminho mais simples e unificado para a aquisição de comportamentos de usuários em aprendizagem online, a modelagem dos contextos coletados e análises. Para validação do Modelo Conceitual proposto, foram desenvolvidas três aplicações, a saber: ViTrackeR, para apoio à aprendizagem autorregulada provendo visualização de dados de rastreamento e recomendações personalizadas; ViMonitor, para apoio, em tempo real, às equipes de ensino e de gestão acadêmica fornecendo informações importantes sobre estudantes e tutores; e ViAssess, que provê suporte à segurança para aplicação de avaliações online. O Modelo Conceitual foi avaliado e validado em um ambiente real (por estudantes, tutores, professores e gestores). O framework foi avaliado por desenvolvedores de ferramentas analíticas educacionais e por pesquisadores especialistas no domínio desta pesquisa, obtendo resultados muito positivos. Os resultados das avaliações indicam que o Modelo Conceitual proposto suporta o desenvolvimento de aplicações analíticas educacionais nos três níveis de decisão, micro, meso e macro, e também suporta os três níveis de análises previstos: descritiva, preditiva e prescritiva.