O presente trabalho trata do emprego de recursos multissensoriais em atividades didáticas voltadas às aulas de Física em classes regulares com alunos com deficiência visual, mais especificamente cegueira e baixa visão. Sabe-se que a presença de alunos com necessidades educacionais especiais em escolas e classes regulares motiva a elaboração de recursos e atividades especialmente pensadas para esses alunos, visando à inclusão escolar. Tais esforços se dão predominantemente em ambiente à parte da sala de aula regular, a conhecida \"sala de recursos\", o que torna tais medidas mais de integração do que de inclusão, efetivamente. Quando se realizam atividades pretensamente inclusivas em sala de aula, observa-se que tais práticas se dão no sentido de que se oferecem, na verdade, duas aulas simultâneas, uma para os videntes e outra para os alunos com deficiência visual, o que, dentre outros prejuízos, gera maior carga de trabalho para o docente e não contribui para a promoção da empatia entre os alunos. Nossa hipótese de trabalho é a de que, utilizando-se recursos multissensoriais, podem-se produzir formas de acesso ao conhecimento que beneficiem tanto os alunos videntes quanto os alunos cegos ou com baixa visão. Com base nas categorias da estrutura empírica e semântico-sensorial da linguagem, conforme Camargo (2012), na multissensorialidade, segundo Soller (1999), e na defectologia de Vigotski (1983), dentre outros autores, esta pesquisa se desdobra na aplicação de atividades com grupos de alunos videntes e com deficiência visual, para observar o alcance dessa metodologia voltada para a inclusão escolar. / The present work focuses on the multisensorial resources used in didactic activities in regular physics classes which are attended by students with some type of visual impairment, especially blindness and low sight. It is known that the presence of differently abled students in schools and regular classes motivates the elaboration of resources and activities especially designed for these students, aiming at their educational inclusion. These efforts primarily take place outside the regular classroom , they mostly happen in the so called \"resource classroom\", which lead such measures to remain within the integrational rather than the inclusive realm. When intended inclusive activities are conducted in a regular class, it is observed that what really takes place is the conduction of two different classes that happen simultaneously, one class is taught to the visually able and another one to the visually impaired students. Among other problems, this practice results in a bigger amount of work for the teacher and it does not contribute to the promotion of empathy among students. Our hypothesis is that , by using multisensorial resources it is possible to produce ways of access to knowledge that are beneficial to both visually able and visually impaired students. Based on the categories of empirical structure and semantic sensorial language, according to Camargo (2012), in multisensoriality, according to Soller (1999), and in Vigotski\'s defectology (1983), among other authors, this research focuses on the conduction of activities with groups composed of visually able and visually impaired students, to observe the reach of such methodology when it comes to educational inclusion.

O presente trabalho trata do emprego de recursos multissensoriais em atividades didáticas voltadas às aulas de Física em classes regulares com alunos com deficiência visual, mais especificamente cegueira e baixa visão. Sabe-se que a presença de alunos com necessidades educacionais especiais em escolas e classes regulares motiva a elaboração de recursos e atividades especialmente pensadas para esses alunos, visando à inclusão escolar. Tais esforços se dão predominantemente em ambiente à parte da sala de aula regular, a conhecida \"sala de recursos\", o que torna tais medidas mais de integração do que de inclusão, efetivamente. Quando se realizam atividades pretensamente inclusivas em sala de aula, observa-se que tais práticas se dão no sentido de que se oferecem, na verdade, duas aulas simultâneas, uma para os videntes e outra para os alunos com deficiência visual, o que, dentre outros prejuízos, gera maior carga de trabalho para o docente e não contribui para a promoção da empatia entre os alunos. Nossa hipótese de trabalho é a de que, utilizando-se recursos multissensoriais, podem-se produzir formas de acesso ao conhecimento que beneficiem tanto os alunos videntes quanto os alunos cegos ou com baixa visão. Com base nas categorias da estrutura empírica e semântico-sensorial da linguagem, conforme Camargo (2012), na multissensorialidade, segundo Soller (1999), e na defectologia de Vigotski (1983), dentre outros autores, esta pesquisa se desdobra na aplicação de atividades com grupos de alunos videntes e com deficiência visual, para observar o alcance dessa metodologia voltada para a inclusão escolar. / The present work focuses on the multisensorial resources used in didactic activities in regular physics classes which are attended by students with some type of visual impairment, especially blindness and low sight. It is known that the presence of differently abled students in schools and regular classes motivates the elaboration of resources and activities especially designed for these students, aiming at their educational inclusion. These efforts primarily take place outside the regular classroom , they mostly happen in the so called \"resource classroom\", which lead such measures to remain within the integrational rather than the inclusive realm. When intended inclusive activities are conducted in a regular class, it is observed that what really takes place is the conduction of two different classes that happen simultaneously, one class is taught to the visually able and another one to the visually impaired students. Among other problems, this practice results in a bigger amount of work for the teacher and it does not contribute to the promotion of empathy among students. Our hypothesis is that , by using multisensorial resources it is possible to produce ways of access to knowledge that are beneficial to both visually able and visually impaired students. Based on the categories of empirical structure and semantic sensorial language, according to Camargo (2012), in multisensoriality, according to Soller (1999), and in Vigotski\'s defectology (1983), among other authors, this research focuses on the conduction of activities with groups composed of visually able and visually impaired students, to observe the reach of such methodology when it comes to educational inclusion.

Tese de mestrado. Multimédia. Faculdade de Engenharia. Universidade do Porto. 2009

La present tesi doctoral ha estat plantejada amb l'objectiu general de poder valorar l'efecte de l'estimulació multisensorial en les persones amb greu discapacitat intel·lectual. En particular, aquest objectiu se centra en analitzar l'efecte que pot tenir el fet de participar en un programa snoezelen en persones amb greu discapacitat intel·lectual.Esmentar que el treball empíric es desenvolupa en un espai snoezelen. Aquests són espais especialment dissenyats per a poder proporcionar estimulació sensorial a diferents nivells a persones amb greus afectacions. Aquests espais es van crear als anys setanta a Holanda i, la paraula snoezelen és una contracció de dues paraules holandeses "dozzelen" i "snufelen", que significarien quelcom semblant a dormitar o relaxar-se i olorar. En definitiva, és un espai agradable a la persona i que li ha de produir sensacions de benestar emocional i relaxació, entre altres. Destacar com a novetat d'aquest treball el fet d'haver dissenyat un instrument per a poder mesurar objectivament l'efecte que sobre l'estat de la persona provoca el fet d'haver participat en una sessió d'estimulació en un espai snoezelen. I, alhora un software que analitza les valoracions i en treu resultats.La investigació ha estat dissenyada per obtenir dades que ens confirmin o rebutgen la hipòtesi general plantejada que ha estat la següent: "El fet de participar en un espai snoezelen contribueix a augmentar la qualitat de vida de les persones amb greu discapacitat intel·lectual". Per a comprovar aquesta hipòtesi la investigació empírica s'ha plantejat de la següent manera. En primer lloc, s'ha elaborat després d'un llarg procés, un full de valoració de l'efecte de les sessions snoezelen en les persones amb discapacitat intel·lectual greu. Aquest full de valoració de les sessions analitza variables de resposta conductual per part del subjecte (conductes disruptives, nivell de motivació, nivell d'activitat, benestar emocional i nivell de relaxació) en tres moments diferents (en començar la sessió snoezelen, en finalitzar-la i mitja hora després). El fet d'analitzar les variables esmentades comparant els seus valors en els diferents moments establerts, ens ha de permetre veure l'efecte de la sessió snoezelen i també si aquest efecte dura o no en el temps. A banda d'aquestes variables s'han analitzat també respostes del subjecte com puguin ser somriures, fixació visual i vocalitzacions de plaer o displaer. Aquestes respostes ens han d'indicar si la persona gaudeix o no de la sessió i si presenta o no respostes de conducta adaptades durant les sessions. Hem valorat important també, analitzar una variable psicofisiològica com és la freqüència cardíaca de la persona, en començar i en acabar la sessió; aquesta serà una dada clarament objectiva a l'hora de poder valorar l'efecte de la sessió snoezelen en l'estat del subjecte.S'han analitzat un total de mil sis-cents divuit fulls de valoració de les sessions i amb aquest full s'ha realitzat un estudi estadístic emprant la prova no paramètrica de Wilcoxon. Amb aquest estudi analitzem de manera detallada la significació o no en el valor de les variables analitzades en els tres moments diferents en què hi ha dades. A més s'analitza també per a cadascun dels individus de la mostra, com cada variable augmenta o disminueix segons sigui en començar la sessió , en acabar-la o mitja hora després.Després d'analitzar i discutir amb detall tots els resultats, podem dir que, de manera molt clara es confirmaria la hipòtesi que plantegem. És a dir, el fet de participar en una sessió snoezelen augmenta la qualitat de vida de les persones amb greu discapacitat intel·lectual. Si considerem que una millora en el nivell de les variables analitzades després de participar en una sessió snoezelen, ha d'implicar una millora en la qualitat de vida, és molt clar el fet que sobretot la variable benestar emocional i nivell de relaxació augmenten de manera significativa després de dur a terme les sessions snoezelen en el 100% dels casos. / The main goal of the thesis is to assess the effect of multisensory stimulation on adult people with profound mental disabilities. The work includes an in-depth review of the scientific literature concerning the effects of multisensory stimulation and an experimental study with 23 individuals. The literature review showed that there is little work aiming to quantify the effects of multisensory stimulation in a systematic and objective way. The experimental work was carried out in a Snoezelen room, where stimuli can be programmed and controlled. This is a space specifically designed to produce basic multisensory stimulation to disabled people, through vestibular, tactile, visual, auditory, olfactory and other sensations, in order to increase the quality of life (defined through several quantifiable variables).A new methodology to quantify the effect of the Snoezelen sessions on individuals has been developed by defining and measuring several variables before and after the session. The general hypothesis is that the participation of profound mentally disabled people in Snoezelen sessions increases his quality of life. This global variable is measured through several response behavioural variables such as disruptive behaviour, motivation level, activity level, emotional wellbeing and relaxation level. Other measured variables were heart rate, smiles, visual attention and pleasure vocalizations. These variables were measured before starting the session, at the end of it and 30 minutes after. A total of 1618 individual sessions were analyzed in order to determine statistically significant differences in the measured variables using the non-parametric Wilcoxon test.Results showed a significant increase of the quality of life of most of the individuals after the Snoezelen sessions. The variables related to emotional wellbeing and relaxation level increased significantly in a major portion of individuals, and the effect lasted at least 30 minutes after the sessions. The disruptive behaviour decreased significantly in 65 % of individuals 30 minutes after the sessions; the motivation level increase significantly in 69% of individuals; the activity level changed significantly (increased or decreased) in 43% of individuals; the emotional wellbeing increased significantly in 87% of individuals; the relaxation level increased significantly in 74% of individuals. In three particular individuals a significant amount of sessions (up to 30%) resulted in negative or non-significant effects. These cases are related to the cyclical behavioural alteration of the individuals, so they were less sensitive to stimuli during some periods.The results of this work stress the importance of developing and improving quantitative methods to asses the effect of multisensory stimulation, using a significant number of individuals and sessions. The correct definition of quantitative variables and the determination of the effect of the observer on the results of the sessions are two aspects to be improved in future works in order to obtain more conclusive results.

La respuesta de un usuario ante un producto está antecedida por la evaluación que el sujeto hace a partir de las percepciones que tiene de él. Los juicios que emite el consumidor una vez es analizada la información percibida por los sentidos son de tipo estético (atractivo o no atractivo), semántico (sus cualidades) y simbólico (significado social y personal). De momento en esta sociedad es innegable el predominio del sentido de la vista. En este sentido, resulta importante el papel que juegan todas las modalidades sensoriales en la interacción del sujeto con el objeto, se hace necesario entonces intensificar el uso del tacto, oído y otros sentidos ya que ello enriquece enormemente la transmisión de mensajes y la interpretación de los significados. Por esta razón, este proyecto de investigación estudia en la relación Usuario-Producto, las propiedades sensoriales que ofrecen los productos industriales en relación con los fenómenos de percepción sensorial del usuario especialmente durante el uso del producto. Esta investigación realiza la medición sistemática del proceso de percepción y la caracterización según las modalidades sensoriales, de dos productos de uso cotidiano del ámbito doméstico de la cocina. Este estudio se apoya en métodos y técnicas asociados a la percepción tanto de los estímulos sensoriales, como es el método de la Prueba Sensorial Descriptiva, así como en los métodos que mide las respuestas afectivas de los consumidores, en este caso el método del Diferencial Semántico, de tal forma que revierta información medible y valorable para las empresas y los diseñadores. Se observa entonces, las respuestas que el usuario tiene frente al producto cuando percibe los estímulos emitidos por el objeto a través de las diferentes modalidades sensoriales.De esta manera, la valoración de las respuestas del usuario permite al diseñador identificar si el consumidor se ve afectado por los diferentes estímulos de característica física que el producto emite, y si incrementa o no el interés y el nivel de agrado del cliente. / Prada Molina, MS. (2011). Estudio comparativo de las respuestas del usuario provenientes de la evaluación perceptiva unimodal y multimodal. Integración del análisis sensorial en el proceso de diseño de productos [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/10687 / Palancia

Submitted by Hellen Luz (hellencrisluz@gmail.com) on 2017-09-15T18:25:27Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_EfeitosEstimulacaoMultissensorial.pdf: 2179849 bytes, checksum: a7afe8634e7bd7b651797456fd46b97c (MD5) / Rejected by Irvana Coutinho (irvana@ufpa.br), reason: Aguardar as orientações on 2017-10-10T16:46:56Z (GMT) / Submitted by Hellen Luz (hellencrisluz@gmail.com) on 2017-10-17T17:35:15Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_EfeitosEstimulacaoMultissensorial.pdf: 2179849 bytes, checksum: a7afe8634e7bd7b651797456fd46b97c (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-11-22T17:43:03Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_EfeitosEstimulacaoMultissensorial.pdf: 2179849 bytes, checksum: a7afe8634e7bd7b651797456fd46b97c (MD5) / Made available in DSpace on 2017-11-22T17:43:03Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_EfeitosEstimulacaoMultissensorial.pdf: 2179849 bytes, checksum: a7afe8634e7bd7b651797456fd46b97c (MD5) Previous issue date: 2012-08-27 / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / O objetivo do presente trabalho foi investigar possíveis impactos da estimulação cognitiva e multissensorial sobre o desempenho de idosos institucionalizados e não institucionalizados no Mini Exame do Estado Mental (MEEM) e em testes de linguagem. Os participantes foram divididos em dois grupos pareados por anos de escolaridade e idade: 1) institucionalizados (n=25, 76,0 ± 6,9 anos de idade), que habitam em instituições de longa permanência e 2) não institucionalizados (n=17, 74,2 ± 4,0 anos de idade), que habitam na comunidade com suas famílias. O MEEM foi aplicado para selecionar voluntários cognitivamente saudáveis, os quais foram então submetidos à estimulação e avaliações neuropsicológicas e de linguagem. Compuseram as avaliações o MEEM e testes específicos de linguagem, incluindo nomeação de Boston, fluência verbal semântica (FVS) e fonológica (FVF), Bateria Montreal de Avaliação da Comunicação (MAC) e o Teste de Narrativa “Roubo de Biscoitos”. A intervenção multissensorial e cognitiva foi realizada em grupos de 10 voluntários submetidos a uma série de sessões de estimulação duas vezes por semana, durante seis meses, num total de 48 sessões. As sessões foram baseadas em exercícios de linguagem e memória com estímulos visuais, olfativos e auditivos, bem como atividades lúdicas, incluindo música, canto e dança. Ambos os grupos foram avaliados no início (antes das intervenções), no meio (após 24 sessões) e no final (após 48 sessões) da intervenção. Em comparação com o grupo não institucionalizado (comunidade), o grupo institucionalizado apresentou desempenhos inferiores em todas as tarefas em todas as janelas de tempo. Cada paciente foi comparado a si mesmo utilizando um índice de contraste (C) que foi concebido para expressar o desempenho de todos os testes em escala única (0 -1) de desempenho cognitivo. O índice de contraste foi estimado da seguinte forma: (C = (D – A) / (D + A), onde D representa o desempenho após a estimulação e A antes da estimulação). Todos os pacientes melhoraram seus desempenhos após a intervenção e o impacto foi significativamente maior no grupo institucionalizado. Sugerimos que o ambiente pobre de estimulos somato-motores e cognitivos, onde as pessoas vivem institucionalizadas está contribuindo para os menores índices cognitivos observados na primeira avaliação e pelo maior impacto do programa de estimulação neste grupo. Em comparação com o teste neuropsicológico clássico MEEM, os testes de linguagem parecem ser significativamente mais sensíveis para detectar alterações precoces no estado cognitivo. Tomados em conjunto, os resultados podem ter implicações para as políticas de saúde pública para a população idosa. / The aim of the present report is to investigate possible impacts of cognitive and multisensory stimulation on the performances of institutionalized and community people in the mini-mental state examination (MMSE) and in language tests. Subjects were divided in two groups paired by years of school and age: 1) institutionalized (n = 25, 76.0 ± 6.9 years old) which inhabit in long-stay institutions and 2) non-institutionalized (n = 17, 74.2 ± 4.0 years old) which inhabit in the community with their families. MMSE was applied to select cognitively healthy volunteers which were subsequently submitted to the stimulation and neuropsychological and language assessments. MMSE and specific language tests, including Boston naming, semantic (VSF) and phonological (PSF) verbal fluencies, Montreal Communication Evaluation Battery (MAC) and the Boston cookie theft picture description task were done. The multisensory and cognitive intervention was applied in groups of 10 volunteers submitted to a series of stimulation sessions twice a week, over six months in a total of 48 sessions. Sessions were based on language and memory exercises, visual, olfactory and auditory stimulus, as well as ludic activities including music, sing and dance. Both groups were assessed at the beginning (before interventions), in the middle (after 24 sessions) and at the end (after 48 sessions) of intervention. As compared to the non-institutionalized (community) group, the institutionalized one showed lower performances in all tasks in all time windows. Each patient was compared with himself using a contrast index (C) that was designed to be able to express performances of all tests in a single (0 -1) scale of cognitive performances. The contrast index was estimated as follow: (C = (D – A) / (D + A), where D corresponds to the scores before stimulation and A after stimulation). All patients improve their performances after intervention and the impact was significantly higher in the institutionalized group. We suggest that the impoverished environment where institutionalized people live is contributing to the lower cognitive scores observed at the first assessment and by the higher impact of the stimulation program in this group. As compared to the classic MMSE neuropsychological test, language tests seem to be much significantly more sensitive to detect early changes in the cognitive status. Taken together the results may have implications for public health policies dedicated to the aged population.

Bien que de plus en plus de données sonores et audiovisuelles soient disponibles, la majorité des interfaces qui permettent d’y accéder reposent uniquement sur une présentation visuelle. De nombreuses techniques de visualisation ont déjà été proposées utilisant une présentation simultanée de plusieurs documents et des distorsions permettant de mettre en relief l’information plus pertinente. Nous proposons de définir des équivalents auditifs pour la présentation de plusieurs fichiers sonores en concurrence, et de combiner de façon optimale les stratégies audio et visuelles pour la présentation de documents multimédia. Afin d’adapter au mieux ces stratégies à l’utilisateur, nous avons dirigé nos recherches sur l’étude des processus perceptifs et attentionnels impliqués dans l’écoute et l’observation d’objets audiovisuels concurrents, en insistant sur les interactions entre les deux modalités.Exploitant les paramètres de taille visuelle et de volume sonore, nous avons étendu le concept de lentille grossissante, utilisée dans les méthodes focus+contexte visuelles, aux modalités auditive et audiovisuelle. A partir de ce concept, une application de navigation dans une collection de documents vidéo a été développée. Nous avons comparé notre outil à un autre mode de rendu dit de Pan&Zoom à travers une étude d’utilisabilité. Les résultats, en particulier subjectifs, encouragent à poursuivre vers des stratégies de présentation multimodales associant un rendu audio aux rendus visuels déjà disponibles.Une seconde étude a concerné l’identification de sons d’environnement en milieu bruité en présence d’un contexte visuel. Le bruit simule la présence de plusieurs sources sonores simultanées telles qu’on pourrait les retrouver dans une interface où les documents audio et audiovisuels sont présentés ensemble. Les résultats de cette expérience ont confirmé l’avantage de la multimodalité en condition de dégradation. De plus, au-delà des buts premiers de la thèse, l’étude a confirmé l’importance de la congruence sémantique entre les composantes visuelle et sonore pour la reconnaissance d’objets et a permis d’approfondir les connaissances sur la perception auditive des sons d’environnement.Finalement, nous nous sommes intéressée aux processus attentionnels impliqués dans la recherche d’un objet parmi plusieurs, en particulier au phénomène de « pop-out » par lequel un objet saillant attire l’attention automatiquement. En visuel, un objet net attire l’attention au milieu d’objets flous et certaines stratégies de présentation visuelle exploitent déjà ce paramètre visuel. Nous avons alors étendu la notion de flou aux modalités auditives et audiovisuelles par analogie. Une série d’expériences perceptives a confirmé qu’un objet net parmi des objets flous attire l’attention, quelle que soit la modalité. Les processus de recherche et d’identification sont alors accélérés quand l’indice de netteté correspond à la cible, mais ralentis quand il s’agit d’un distracteur, mettant ainsi en avant un phénomène de guidage involontaire. Concernant l’interaction intermodale, la combinaison redondante des flous audio et visuel s’est révélée encore plus efficace qu’une présentation unimodale. Les résultats indiquent aussi qu’une combinaison optimale n’implique pas d’appliquer obligatoirement une distorsion sur les deux modalités. / Although more and more sound and audiovisual data are available, the majority of access interfaces are solely based on a visual presentation. Many visualization techniques have been proposed that use simultaneous presentation of multiple documents and distortions to highlight the most relevant information. We propose to define equivalent audio technique for the presentation of several competing sound files, and optimally combine such audio and visual presentation strategies for multimedia documents. To better adapt these strategies to the user, we studied attentional and perceptual processes involved in listening and watching simultaneous audio-visual objects, focusing on the interactions between the two modalities.Combining visual size and sound level parameters, we extended the visual concept of magnifying lens to auditory and audiovisual modalities. Exploiting this concept, a navigation application in a video collection has been developed. We compared our tool with another rendering mode called Pan & Zoom through a usability study. Results, especially subjective results, encourage further research to develop multimodal presentation strategies by combining an audio rendering to the visual renderings already available.A second study concerned the identification of environmental sounds in a noisy environment in the presence of a visual context. The noise simulated the presence of multiple competing sounds as would be observed in an interface where several multimedia documents are presented together. The experimental results confirmed the multimodality advantage in condition of audio degradation. Moreover, beyond the primary goals of the thesis, this study confirms the importance of the semantic congruency between visual and auditory components for object recognition and provides deeper knowledge about the auditory perception of environmental sounds.Finally, we investigated attentional processes involved in the search of a specific object among many, especially the “pop-out” phenomenon whereby a salient object automatically attracts attention. In vision, an sharp object attracts attention among blurred objects and some visual strategies already exploit this parameter to display the information. We extended by analogy the concept of visual blur to auditory and audiovisual modalities. A serie of experiments confirmed that a perceptual object among blurred objects attracts attention, regardless of the modality. The identification and search process is then accelerated when the sharpness parameter is applied to the target, but slow when it is applied to a distractor. These results highlight an involuntary attraction effect. Concerning the crossmodal interaction, a redundant combination of audio and visual blur proved to be more effective than a unimodal presentation. Results also indicate that optimal combination does not necessarily require a distortion of both modalities.

Algunas aplicaciones de carretera actuales, tales como los servicios de información al viajero, llamadas de emergencia automáticas, control de flotas o telepeaje eletrónico, requieren una solución de calidad al problema del posicionamiento de un vehículo terrestre, que funcione en cualquier entorno y a un coste razonable. Esta tesis presenta una solución a este problema, fusionando para ello la información procedente principalmente de sensores de navegación por satélite y sensores inerciales. Para ello emplea un nuevo filtro de fusion multisensorial IMM-EKF. El comportamiento del sistema ha sido analizado en entornos reales y controlados, y comparado con otras soluciones propuestas. Finalmente, su aplicabilidad al problema planteado ha sido verificada. / Road applications such as traveller information, automatic emergency calls, freight management or electronic fee, collection require a onboard equipment (OBE) capable to offer a high available accurate position, even in unfriendly environments with low satellite visibility at low cost. Specifically in life critical applications, users demand from the OBEs accurate continuous positioning and information of the reliability of this position. This thesis presents a solution based on the fusion of Global Navigation Satellite Systems (GNSS) and inertial sensors (GNSS/INS), running an Extended Kalman Filter combined with an Interactive Multi-Model method (IMM-EKF). The solution developed in this work supplies continuous positioning in marketable conditions, and a meaningful trust level of the given solution. A set of tests performed in controlled and real scenarios proves the suitability of the proposed IMM-EKF implementation, as compared with low cost GNSS based solutions, dead reckoning systems and single model extended Kalman filter (SM-EKF) solutions.

Percevoir son espace d’évolution est une activité déterminante dans l’élaboration des relations spatiales que nous tissons avec notre environnement. En neurosciences comportementales, l’étude de ces relations a généralement été abordée selon deux perspectives théoriques. L’une d’elle s’attache à décrire les relations au monde au travers des processus de perception directe impliquant notamment la notion d’affordances (i.e. de possibilités d’actions naturellement offertes par l’environnement) ; tandis que d’autres s’intéressent d’avantage aux aspects cognitifs de la perception avec la mise en place de processus de représentation spatiale. Cette dernière reflète notamment l’existence d’état(s) représenté(s) qu’il est possible de décrire à travers de la combinaison d’espaces stables appelés référentiels spatiaux. L’objectif de ce travail de thèse vise à mieux comprendre la contribution du référentiel égocentré (i.e. corporel) dans la perception de l’espace géocentré (i.e. gravitaire). La question a notamment été abordée autour de deux axes de recherche interrogeant d’une part (i) l’origine de l’influence égocentrée préalablement observée dans le noir sur la perception géocentrée, et d’autre part (ii) la présence du phénomène égocentré dans un contexte visuel plus enrichi suite à l’ajout d’un flux optique. Pour ce faire quatre études centrées autour d’un paradigme d’estimation des possibilités de franchissement d’obstacles hauts ont été réalisées. Pris dans leur ensemble, les résultats expérimentaux soulignent le caractère particulièrement puissant et complexe du phénomène égocentré corporel observé sur la perception de l’espace gravitaire. Ces résultats, discutés en termes d’interpénétrabilité entre référentiels spatiaux offrent un support d’étude intéressant sur la manière dont les référentiels sont utilisés dans les processus de représentation spatiale. / Perceiving space is a relevant task in determining our relationships with the environment. In behavioral neuroscience, investigating this spatial relationship can classically be explored with two theoretical approaches. The first one uses direct perception to describe the spatial relationships, involving affordances (i.e. the action ability naturally offer by the environment). The other one investigates the cognitive aspect of perception implying the use of spatial representation process. The later one traduces the existence of represented states which can be described through the interaction of different stable states called spatial reference frames. The present work investigates the contribution of the egocentric reference frame (body-related) on the perception of the geocentric space (earth-based). This was questioned through two research lines, (i) the origin of egocentric influence previously observed in darkness upon geocentric perception, (ii) the existence of the egocentric phenomenon in an enriched visual scene. To answer these questions, four experiments were conducted where the paradigm of passing under high obstacles was used. Overall, these results stress the powerful and complex aspect of the egocentric phenomenon observed upon geocentric perception. This work, discussed in term of interpenetrability between reference frames, provide an interesting support on the way how spatial reference frames are used in perceiving space.

Atmospheres, events, feelings, every sensation has its own music. And the human being has been highly educated to feel the glamour of them through the hearing sense. We know how a terrifying situation sounds like; what would be the musical accompaniment for a warzone scenario or what is the perfect piece for getting into a state of relaxation. Thanks to music design it has been possible to immerse the spectator into a deeper sensorial perception experience. Users close their eyes, and feel. What if we close our ears, and feel? This thesis aims to transport the qualities of sound that produces feelings into people, to visual values communicated by an approach to architectural lighting design into architectural spaces. A music example is chosen according to the intended emotion to be transposed. It is analysed, evaluated and related to a series of theoretical fundamentals based on visual psychology, human experience, multisensorial connections and lighting design. Laws of correlation are stablished and applied to a case study which ends as a theoretical concept design of an architectural lighting design installation. Closing the document, a statement of guidelines for the conversion of subjective emotional qualities perceived from musical examples is stablished and discussed the use of it in architecture.