Thèse (de maîtrise)--Université Laval, 1997. / Bibliogr.: f. 105-108. Publié aussi en version électronique.

Texte remanié de: Diss.--Berlin--Humboldt-Univ., 1995. / Bibliogr. p. 228-238.

Habil.-Schrift--Philosophischen Fakultät--Köln--Universität, 1996. / Bibliogr. p. 863-940. Index.

Th.--Linguist.--Paris 3, 1986.

L'apprentissage de la lecture nécessite notamment d'acquérir une coordination fine des mouvements des yeux, de l’attention et des traitements lexicaux afin de permettre une lecture fluide et efficace. Contrairement à ce que nous ressentons, le comportement des yeux est très complexe et dépend de plusieurs facteurs liés aux propriétés du langage, aux connaissances lexicales, à l’expertise en lecture de l’individu et à la nature de la tâche. L’étude des différences interindividuelles entre les experts, les bons et les faibles lecteurs peut nous aider à mieux comprendre les processus sous – jacents de la lecture.Le contrôle fin des mouvements des yeux peut être étudié en recourant à des analyses statistiques ou à des modèles computationnels qui simulent les processus de la lecture et reproduisent des mouvements oculaires, spatialement et temporellement. Dans ces travaux de thèse, nous avons utilisé les analyses statistiques et la modélisation computationnelle pour comprendre pourquoi nous observons des différences dans les comportements en lecture entre différents groupes d’âge (adultes vs enfants) et au sein du même groupe d’âge (faibles vs bons lecteurs). Ainsi, les changements observés entre ces différents groupes peuvent être expliqués par des différences dues à l’effet du développement du contrôle oculomoteur et/ou des compétences en lecture. Une question fondamentale est la compréhension de la cause et de l’effet de ces changements au niveau des mouvements des yeux.Ainsi, les questions cruciales auxquelles nous tenterons de répondre sont les suivantes: quelles sont les différences au niveau des comportements oculomoteurs entre les différents groupes d’âge des lecteurs (adultes vs enfants) ? Pourquoi observons- nous ces différences ? Pour un public ciblé d’enfants, quelles sont les caractéristiques des comportements oculaires sur les mots, en termes de fixations, de saccades ? Comment en rendre compte dans une démarche de modélisation des processus oculomoteurs de la lecture ? / Learning to read requires the coordination of eye movements, attention, as well as lexical processing in order to achieve smooth reading. Contrary to what we perceive, the behavior of our eyes is very complex and depends on several factors linked to the properties of the language, the lexical knowledge, the reading skills and the goal of the task. The study of interindividual differences could help us to better understand the reading processes.The eye movement control during reading could be analyzed with statistical methods and with computational models which can simulate the reading processes spatially and temporally. In this work, we used both methods in order to better understand why we observe differences in the reading patterns between different groups of readers of different ages (adults vs children) and of the same age (poor and good readers). The observed changes between different groups could be explained by differences in the oculomotor development and/or by differences in lexical knowledge. One fundamental question is to understand the causes of these changes at the level of eye movement control.The crucial questions that we tried to investigate in this work are the following: what are the differences in terms of eye movements between different groups of reading age? Why do we observe these differences? What are the patterns of eye movements for different groups of poor and good readers of the same age? How can we simulate the observed patterns with computational modeling of reading?

The birds of agricultural landspace are currently the most disappearing kind of birds. Their decline is connected with the rate and the way of farming in this landscape. Thus it is extremely important to inform the general public about this issue. The diplom thesis contains a lecture and a worksheet dealing with this issue and they are aimed at high school students.

Interteaching has emerged as one of the newest behaviorally-based pedagogical approaches in recent research. The present study evaluated the use of interteaching as a pedagogical approach in the context of an undergraduate behavior analysis class. 24 participants were alternated in a counterbalanced manner between interteaching classes and standard lecture format classes throughout the duration of the class. No significant differences were found between mean class quiz scores between the two conditions. However, 16 of the 24 students did have significantly higher mean quiz scores following interteaching than lecture when comparing mean quiz scores at the individual level.

[pt] A mulher leitora: o compromisso entre ler e ver traz como referência inicial o exercício de leitura de doze obras representativas da pintura de doze artistas, inscritas na galeria das artes entre 1640 e 1944. Os exercícios de leitura vêm como resposta à pergunta O que se lê em um quadro? e, num sentido mais amplo, busca apreender a produção pictórica em torno da temática “leitura” como regime representativo de determinados momentos da história da leitura e das possíveis associações com outros momentos socioculturais da história da mulher. O ato de ler, embora fundado no acontecimento que ocorre no encontro entre leitor e obra, pelo contexto e experiência do leitor, pode resultar na construção de sentidos tanto pessoais quanto coletivos. Sobre os exercícios de leitura, aponta-se, para além do repertório do leitor, a memória social de certas práticas de leitura representativas da condição da mulher, refletidas nos modos de ler, disposição do corpo e da mente, que, aos olhos do leitor-pesquisador, esboçam uma assunção social ilustrada pela relação com o livro. Lendo, as mulheres dão a ver concepções de leitura e dão a ler seu lugar na sociedade de sua época. Efetivamente a leitura é um acontecimento, mas simultaneamente é experiência e uma expressão política. / [fr] La femme lectrice: le compromis entre lire et voir emmène comme référence initiale l´exercice de lecture de douze oeuvres représentatives de la peinture de douze peintres, inscrites dans la galerie des arts entre 1640 et 1944. Les exercices de lecture viennent comme réponse à la question Qu´est-ce qu’on lit dans un tableau? et, dans un sens plus large, cherche à appréhender la production picturale autour de la thématique lecture comme régime représentatif de certains moments socioculturels de l’histoire de la femme. L´acte de lire, quoique fondé dans l’événement qui a lieu dans la rencontre entre le lecteur et l’oeuvre par le contexte et l’expérience du lecteur, peut donner naissance à la construction de sens aussi bien personnels que collectifs. A l’occasion des exercices de lecture on en vient à rappeler, au délà de l’expérience du lecteur, la memoire sociale de certaines pratiques de lecture représentatives de la condition de la femme, reflétées dans les manières de lire, dans la disposition du corps et de l´esprit, qui, aux yeux du lecteur-chercheur, ébauchent une ascension sociale illustrée dans la relation avec le livre. Lisant, les femmes laissent voir des conceptions de lecture et laissent lire leur place dans la société de leur époque. Effectivement la lecture c’est un événement, mais simultanément c’est une expérience et une expression politique.

In Sweden there is a long ongoing discussion about computer and cellphone usage during lectures in school. The discussion has mainly covered elementary school up to college students, but this topic is at least as relevant for university students. Today cellphones are so advanced; you can do everything with one that you previously only could do with a computer, the difference is that everyone is carrying one with them all the time. This study shows how concentration during lectures is affected by the cellphone accessibility and usage. With this study we want to find out how university students perceive cellphone usage affects their own concentration during lectures. Our goal with this paper is to enlighten both teachers and students about cellphone usage, and give them suggestions on how lectures possibly can be improved. The research question in this study is: In what way do university students believe their cellphone usage affects their concentration capabilities during lectures? The data we have collected is compiled from three surveys from three different universities in Stockholm. We have also interviewed students in a group interview and one individual interview. The results show that the students are affected negatively to some degree by their cellphone usage during lectures. But the level of concentration is also affected by the subject of the lecture, level of difficulty and the teacher’s way of lecturing.

There are several concerning issues with passwords today; one of them being weak passwords, but password management also plays a big role e.g. when the users reuses passwords over several services or don't change their passwords on a regular basis. With the usage of passwords for several aspects of our daily lives comes the responsibility of trying to mitigate these issues, a role that often falls on to the users themselves. The usage of guidelines has proved helpful in this regard but still lacks important aspects. This paper suggests the usage of education in the form of a lecture to help with the problem. In this paper we conducted a study of password leaks, a literature analysis of the area around passwords and perform some qualitative interviews with different kinds of people with varying education and usage of passwords. The results from these studies will then lay the foundation for the lecture in the experiment part of the paper, two experiment groups will be used, one given a lecture as education on the matter and one control group not given any education. The study has showed that the usage of a lecture can help increase the entropy, average length of user‟s passwords. These results can be interpreted together with another study that did a similar experiment to that a lecture can be a more efficient way to teach users about passwords.