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Cette étude offre une lecture de The Waves de Virginia Woolf en tant qu’une représentation fictive des “formes exactes de la pensée.” Elle établit le lien entre le récit de The Waves et l’expérience personnelle de l’auteur avec “les voix” qui hantaient son esprit, en raison de sa maladie maniaco-dépressive. La présente étude propose également une analyse du roman inspirée par la théorie de la “fusion conceptuelle:” cette approche narrative a pour but de (1) souligner “la fusion” de l’imagination, des émotions, et de la perception qui constitue l’essence du récit de The Waves, (2) mettre l’accent sur les “configurations mentales” subtilement développées par/entre les voix du récit, en vue de diminuer le semblant de la désorganisation et de l’éparpillement des pensées généré par la représentation de la conscience, (3) permettre au lecteur d’accéder à la configuration subjective et identitaire des différentes voix du récit en traçant l’éventail de leurs pensées “fusionnées.” L’argument de cette dissertation est subdivisé en trois chapitres: le premier chapitre emploie la théorie de la fusion conceptuelle afin de souligner les processus mentaux menant à la création de “moments de vision.” Il décrit la manière dont la fusion des pensées intérieures et de la perception dans les “moments de vision” pourrait servir de tremplin à la configuration subjective des voix du récit. La deuxième section interprète l’ensemble des voix du roman en tant qu’une “société de soi-mêmes.” À l’aide de la théorie de la fusion conceptuelle, elle met l’accent sur les formes de pensée entrelacées entre les différentes voix du récit, ce qui permet aux protagonistes de développer une identité interrelationnelle, placée au plein centre des différentes subjectivités. Le troisième chapitre trace les processus mentaux permettant aux différentes voix du roman de développer une forme de subjectivité cohérente et intégrée. Dans ce chapitre, l’idée de la fusion des différents aspects de l’identité proposée par Fauconnier et Turner est employée pour décrire l’intégration des éléments de la subjectivité des protagonistes en une seule configuration identitaire. D’ailleurs, ce chapitre propose une interprétation du triste suicide de Rhoda qui met en relief son inaptitude à intégrer les fragments de sa subjectivité en une identité cohérente et “fusionnée.” / This dissertation starts with the premise that Virginia Woolf’s The Waves is to be read as a “mind thinking” and as an expression of “the exact shapes” that the mind holds. It establishes the link between Woolf’s experience of writing The Waves and her obsession with the “voices that fly ahead;” i.e. the very voices that used to prey on her mind as a result of her manic-depressive illness. It also offers a reading to the novel inspired by Conceptual Blending Theory: this framework helps (1) account for the “blend” of sensory impressions, feelings, and imaginative thoughts that constitute the essence of The Waves, (2) make up for the dispersed and seemingly fragmented nature of the narrative by emphasizing the various “mental patterns” weaved by/among the mind’s different voices, and (3) enable the reader to pin down a sense of the protagonists’ identities by carefully following their “blended” mental processes. The argument of this dissertation is developed in three chapters: the first chapter uses blending theory to highlight the mental processes that lead to the crystallization of intense “moments of visions.” It shows how a sense of the protagonists’ subjectivities would emerge by virtue of the “patterned” insight gained in those peculiar moments of revelation. The second chapter reads The Waves as a “society of selves.” Using Blending Theory, it emphasizes the “patterned” mental connections weaved among the different voices, which allows them to gain a “situated” or inter-relational form of insight about their own subjectivities. The third chapter follows the mental processes that enable The Waves’ protagonists to construct a stable and coherent sense of identity through the mental integration of different aspects of their subjectivities. In this chapter, Fauconnier and Turner’s notion of “living in the blend” is used to show how, in the course of their subjective development, The Waves’ voices would achieve an overall sense of psychological and identitary “wholeness.” The chapter also accounts for Rhoda’s unfortunate suicide in terms of her inability to continue to live in the very blend of her personal identity.

L’évaluation des résultats des élèves français à l’épreuve écrite de philosophie de l’examen du baccalauréat établit chaque année une moyenne générale tournant autour de huit. Que révèlent ces résultats ? Comment convient-il de les analyser ? Que signifient-ils par rapport au mode d’apprentissage des élèves et, corrélativement, par rapport au mode d’enseignement ? Nous avons voulu vérifier dans notre question de recherche si l’accompagnement de l’apprentissage du philosopher des élèves de classes terminales pouvait changer la donne dans l’appropriation du philosopher. Quatre hypothèses majeures, en lien étroit avec la théorisation développé par Lev Vygotski sur les fonctions psychiques, ont conduit notre recherche, à savoir que la maîtrise des processus psychiques, la conscientisation en zone de développement proche, le travail collaboratif et l’intervention de la volonté contribuaient en synergie à favoriser l’appropriation du philosopher. Nous avons donc mis à l’épreuve ces quatre hypothèses à partir de la mise en place et de l’analyse de situations dites médiatisantes, parce que censées stimuler le travail de médiatisation des élèves à partir d’outils–instruments psychologiques spécifiques. / The evaluation of the results of French the written part of the examination of undergraduate philosophy students each year an average general is revolving around eight. What do these results? How should we analyze? What does it mean about the mode of learning of students and, correlatively, the mode of instruction? We wanted to check in our issue of research if the mentoring of learning of philosophizing of the Terminal classes’ students could make a difference in the ownership of philosophizing. Four major hypotheses, link close with theorizing developed by Lev Vygotsky on the functions psychic, led our research, namely control of mental processes, awareness in zone close development, collaborative work and intervention of will contribute synergistically to promote ownership of philosophizing. Therefore, we have tested these four hypotheses to starting from the establishment and analysis of situations known mediatisantes, because that meant to stimulate the work of media coverage of specific students from psychological tools-instruments.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-28T08:58:48Z No. of bitstreams: 1 Robinson Gasbarra de Melo.pdf: 2589869 bytes, checksum: 2ddc3c205f7c53c5d60e9481a0753160 (MD5) / Made available in DSpace on 2016-10-28T08:58:48Z (GMT). No. of bitstreams: 1 Robinson Gasbarra de Melo.pdf: 2589869 bytes, checksum: 2ddc3c205f7c53c5d60e9481a0753160 (MD5) Previous issue date: 2016-09-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering the difficulties of textual production, this paper has as main objective to analyze the textual production of high school students, first and second years in the "Evaluation of Learning process in 2013 "; applied in August. To understand his how high school students, frequently use mental processes in the genre opinion article. To achieve this purpose, we have used LSF grammar as theorectical basis (Halliday 1985/1994/2004), specifically the production of mental processes. This textual production qualitatively will be analyzed and LSF with the help of quantifier’s instruments, guided by Corpus Linguistics and the tools of Word Smith Tool program version 6 (Scott 2008), to of contribute to the study of textual production in Portuguese helping researchers develop mental processes / Considerando as dificuldades de produção textual, este trabalho tem como objetivo geral analisar a produção textual de alunos do ensino médio, primeiro e segundo anos na “Avaliação da Aprendizagem em processo de 2013”; aplicada no mês de agosto de 2013. Para entender como os processos mentais, mais frequentes são usados no gênero artigo de opinião por alunos do Ensino Médio. Para atingir o objetivo proposto, adotamos como base teórica a Linguística Sistêmico Funcional (LSF), (Halliday 1985/1994/2004), mais especificamente a produção dos processos mentais do sistema de transitividade. As produções textuais serão analisadas qualitativamente com LSF com auxílio de instrumentos quantificadores, orientados pela Linguística de Corpus através das ferramentas do programa Word Smith Tools v. 6 (Scott 2008). Como o objetivo de contribuir com os estudos sobre produção textual em língua portuguesa, auxiliando pesquisadores que pretendam desenvolver esse gênero nas áreas aqui pesquisada

This study compared the relative importance of attentional capacity and processing speed accounts of cognitive aging with regard to how well they predict age differences in episodic and working memory performance. Two research projects were completed involving 150 and 100 right-handed adults between the ages of 18 and 90. In Study 1, each participant was administered measures of attentional capacity, processing speed and episodic memory. In Study 2 the processing speed measures were chosen to reduce the involvement of perceptual scanning and memory ability, and multiple measures of dual-task performance were used. Two working memory tasks were also administered along with the same episodic memory measures used in Study 1. The results of the studies revealed the following: (1) Measures of attentional capacity shared relatively smaller proportions of age-related episodic memory variance (14-45%) than measures of processing speed (60-87%). (2) Measures of attentional capacity shared very small proportions of age-related episodic memory variance (1-2%) independent of speed of processing. In contrast, measures of processing speed shared substantial proportions of age-related episodic memory variance (37-76%) that were independent of attentional capacity performance. (3) Measures of attentional capacity and processing speed shared comparable proportions of age-related working memory variance (58 and 65%) as well as comparable proportions of shared variance that was independent of the other mediator (10% attentional capacity; 17% processing speed). (4) The age-attentional capacity relations were attenuated to a large extent when performance on processing speed measures was controlled for (77-88%). In contrast the age-processing speed attenuations after control of attentional capacity performance were much smaller (6-55%). Taken together, these results provide little support for any predictive utility of the attentional capacity construct independent of processing speed ability in accounting for age-episodic memory relations although they are consistent with the notion that attentional capacity might mediate aspects of age-related working memory change. In contrast, these results contribute to the large body of evidence consistent with the notion that age-related decrements in the speed of executing relatively simple processing operations might be responsible for age-related differences in several cognitive domains.