Des recherches récentes suggèrent que, lors de décisions complexes, les individus font de meilleurs choix, non pas lorsqu’ils essayent d’évaluer les avantages et les inconvénients de chaque option, mais plutôt lorsqu’ils réalisent une tâche de distraction pendant quelques minutes avant de choisir. Cette amélioration de la prise de décision consécutive à la distraction a été interprétée comme une preuve de la mise en œuvre de la « pensée inconsciente » au cours de la période de distraction. À ce jour, une centaine d’études ont examiné ce phénomène. La moitié d’entre-elles l’a reproduit. Les travaux de cette thèse contribuent à ce débat de deux façons. Premièrement, nous avons identifié trois variables qui modèrent la qualité des décisions prises après une période de réflexion ou de distraction. Deuxièmement, nous avons utilisé deux paradigmes issus des modèles duels de mémoire pour examiner les processus mnésiques qui sous-tendent ces modes de décisions. Les sept expériences menées ont montré que l’efficacité de la réflexion est modulée par des variables, comme le matériel ou le format de présentation des options, qui ont un impact sur la récupération de souvenirs précis. La qualité des décisions prises après distraction est modulée par des variables, comme la complexité de la tâche de distraction ou encore le format de présentation des options, qui ont un impact sur la récupération de souvenirs « gist » qui sont vagues et catégoriels. Ces études suggèrent que l’accessibilité à des souvenirs précis détermine l’efficacité de nos réflexions conscientes tandis qu'une période de distraction, lorsqu'elle est utile à la décision, favorise la récupération de souvenirs gist. / Recent research suggests that when faced with a choice between several alternatives described with a large number of attributes, people make better choices if they do not consciously ponder over the alternatives but rather perform a distraction task for a few minutes before choosing. The improvement of decision making after distraction has been interpreted as evidence that “unconscious thought” occurs during the distraction period. So far, over a hundred studies investigated this phenomenon. About half of them replicated the effect. The research reported here contributes to this debate on two grounds. First, it highlights three factors which moderate the quality of the decisions made after a period of conscious deliberation or distraction. Second, we used two dual-memory process paradigms to gain insight on the memory processes underlying each decision mode. The seven experiments showed that the efficiency of conscious deliberation is moderated by factors, such as the presentation material or the presentation format of the alternatives, which affect the retrieval of precise memories. The quality of decision made after distraction is moderated by factors, such as the difficulty of the distraction task or the presentation format of the alternatives, which affect the retrieval of gist memories. Together these studies suggest that conscious deliberation efficiency is dependent upon the availability of precise memories whereas when a distraction period improves decision making, it also enhances the retrieval of gist memories.

Magister Scientiae Dentium - MSc(Dent) / This study was done to show that sedation is a safe and a viable option in young children. Dental procedures were done on children aged two to ten years. Two hundred children were included in the study. In all of these children the procedures were completed. Only two children were excluded, because an intravenous line could not be placed on the one child, and the other child was unmanageable under sedation. The safety of sedation was evaluated looking at the incidence of adverse events and complications. No serious adverse effects or complications occurred. The complications that occurred were all corrected with minimal or non-invasive interventions. Only six of the two hundred children required oxygen to correct a drop in oxygen saturation.

Subject of this work is human mind. In first section there are described important mechanisms, on which mind operates. Second section is devoted for description of unconscious mind and weaknesses it has. Some of the phenomenons are tested by an experiment and results are in the end of related chapter. The goal of this work is to create sumary of functioning of human mind, mostly of unconscious part and to test mistakes people are making in their judgement.

No presente trabalho, de natureza conceitual e didático-experimental, encontra-se uma pesquisa que procura compreender quais são as contingências, situações ou momentos que constituem a base formativa para a emergência do sujeito. O marco inicial para o referido estudo são as teses dos autores da reconhecida Escola de Vigotski, e outros que estejam afinados com as concepções marxistas. Para isso, a partir de uma revisão de literatura, foi realizado um epítome teórico daquilo que se considera uma definição de sujeito, bem como a caracterização do mesmo. O que se procurou evidenciar foi uma crescente sistematização de conceitos que permitam a compreensão da constituição do sujeito no sentido do gênero humano. Os estudos foram organizados por etapas, sendo que a primeira consta da delimitação conceitual do que envolve o homem cultural adulto segundo uma visão dialética de mundo e de sujeito. Nesse percurso, estão explanadas as condições pelas quais o homem nasce na condição de indivíduo e, aos poucos, se torna sujeito. Tal mudança de status, qualitativa, ocorre somente quando o homem passa a ser possuidor das características de pensamento teórico e consciência de classe. Ainda, subjacente a esse processo, se encontram as características típicas do humano que são a capacidade de planejamento e de orientar a ação no mundo de modo intencional. A tese da emergência do sujeito será demonstrada na história, num experimento didático e na emergência do sujeito pesquisador. Num primeiro momento, procura-se demonstrar, de forma contigua, ao longo do trabalho, a forma e as condições que fizeram com que os sujeitos emergissem ao longo da história do desenvolvimento da humanidade, com suas respectivas visões de mundo (conhecimento e consciência do mundo). Para isso, se faz uma caracterização das condições histórias no sentido temporal e, de forma mais minuciosa e resenhada, a caracterização do pensamento dos autores selecionados. O intuito é mostrar o condicionamento da percepção de mundo, da consciência ou visão de mundo dos sujeitos pelas condições materiais de vida dos mesmos, ou seja, o condicionamento do indivíduo pela atividade na qual está inserido tese de Leontiev, o que equivale dizer, Teoria da Atividade. Observou-se, num experimento didático, que os indivíduos inseridos na atividade pedagógica, conduzida de forma planejada e intencional, dentre outras características, emergem como sujeitos após determinado período de vivência coletiva e prática na qual lhe são possibilitadas as condições de apropriação de um modo geral de ação. A apropriação desse modo geral de ação dá aos investigados, estagiários do Clube de Matemática, consciência o bastante para, por sua vez, agirem na atividade pedagógica de forma planejada e intencional, isto é, dominando e guiando a própria conduta. Por fim, analisando a emergência do sujeito pesquisador é possível dizer que o indivíduo se torna sujeito em atividade e, tanto a sua consciência, quanto a sua ação no mundo estão condicionadas pelo processo formativo que acontece sob o direcionamento intencional e planejado dos membros da coletividade a qual participa. Somente depois de se tornar sujeito é que o indivíduo adquire características como conduta voluntária, ação intencional e/ou ação planejada. Tal posição permite não somente compreender os problemas de formação no processo escolar como históricos, mas, inclusive, indicar possibilidades práticas para o enfrentamento do processo formativo. / In this paper of natural concept and experimental-educational, within there´s a research that aims to understand which contingence, situation or moments that build the formative base for the rising of the subject. The initial landmark for this study is the theses of authors of the well-known Vygotski School and others that are tuned with the Marxist concepts. For that, from a literature review, a theory summary was made of what was considered as a definition of the subject, as well as the characterization itself. What was tried to bring to attention was an increasing systemization of concepts that allowed a comprehension of the constitution of the subject in a human sense. The studies were organized by steps. Within the first one is the concept delimitation that revolves around the grown adult man according to the dialectic view of the world and the subject. Through this path the conditions by which the man is born as an individual and slowly becomes a subject is explained. This chance of status only occurs when the man possesses the theory thought and class consciousness. Subjacent to this process, there are the typical human characteristics that are the planning capability and intentionally guiding the action in the world. The rising of the subject theses will be demonstrated in history, in an educational experiment and in the rising of the researcher subject. At first, the intention is to demonstrate throughout this paper the means and conditions that made the subjects rise throughout the history of the development of the humanity, with their own visions of the world (knowledge and conscious of the world). Therefore there is a characterization of the historical conditions in a time way and in a more minimalist and detailed description of the characterization of the thoughts of the selected authors. The goal is to show the conditioning of the perception of the world, the conscious or the vision the subject has of the world through the material condition of their life, which means individual conditioning through the activity in which he is inserted Leontievs theses, which also means, Activity Theory was observed in a educational experiment that the inserted individuals in the pedagogical activity, conducted in a planned and intentional structure, within other characteristic rise as subjects after certain periods of group experience and also practice in which it is given the possibility to make an assumption of a general model of action. The assumption of this general model of action gives the ones investigated, interns of the Mathematics Club enough conscious to act on the pedagogical activity in a planned and intentional way, which means to dominate and guide their own conduct. At last the analyzing the rising of the researcher subject it is possible to say that the individual becomes a subject in the activity and not only his consciousness but also his actions in the world are conditioned by the formative process that happens under the intentional guiding and planning of all the members of the group in which he is inserted. Only after becoming a subject the individual acquires some characteristics such as voluntary conduct, intentional action and/or planned action. This position not only allows the understanding the formation problems in the scholastic process such as historical but also indicates the practical possibilities to face the formative process.

Orientador: Sandra Maria Herondina Coelho Ávila de Aguiar / Banca: Alberto Carlos Botazzo Delbem / Banca: Wilson Roberto Poi / Banca: Ruy Cesar Camargo Abdo / Banca: Salete Moura Bonifácio da Silva / Resumo: O objetivo deste estudo foi observar resultados de procedimentos odontológicos realizados em pessoas com deficiência, sob sedação consciente com Midazolam, via endovenosa, realizados no Centro de Assistência Odontológica à Pessoa com Deficiência, da Faculdade de Odontologia de Araçatuba - UNESP. Acompanhou-se 460 procedimentos, independente do gênero, idade ou deficiência dos pacientes, que não permitiram a realização de tratamento odontológico previamente. Os resultados foram classificados como sucesso (quando realizados sem problemas, ainda que necessária contenção auxiliar suave, ou houve algum problema contornável, mas os procedimentos planejados puderam ser realizados) e insucesso (quando não foi possível a realização do tratamento planejado). Registrou-se, ainda, o uso de medicamentos pelos pacientes e as prováveis causas de insucesso. A pressão arterial, freqüência cardíaca, saturação de oxigênio e temperatura corporal foram monitorados antes, durante e após o procedimento. As dosagens de Midazolam administradas foram entre 05 a 60mg, de acordo com o peso corporal do paciente. Na maioria dos casos, foi possível a realização do tratamento planejado, sem danos aos pacientes nem à equipe odontológica e os sinais vitais se mantiveram dentro de valores normais. A sedação consciente com Midazolam, via endovenosa, pode ser considerada uma alternativa eficaz para o tratamento odontológico em pessoas com deficiência não colaboradores / Abstract: The objective of this study was to observe the results of dental procedures performed in disable persons under conscious sedation with Midazolam, intravenously, assisted at the Dental Care Center for Patients with Special Needs, School of Dentistry of Araçatuba - UNESP. 460 procedures were observed, regardless of gender, age or disability of the patients, which did not allow their dental treatment realization. The results were classified as success (when carried out without problems, even it was necessary restraint gentle help, or there was some manageable problem, but the planned procedures could be performed) and failure (when it was not possible to perform the planned treatment). It was also recorded, the use of medicines by patients and the probable causes of failure results. Blood pressure, heart rate, oxygen saturation and body temperature were monitored before, during and after the procedure. The doses of Midazolam were administered between 05 to 60mg, according to the patient's body weight. In most cases it was possible to perform the planned treatment without problems to the patients or to the dental staff and their vital signs remained within normal values. The conscious sedation with Midazolam, intravenously, can be considered an effective alternative for dental treatment to disable persons not employees / Doutor

Background. Attention deficit hyperactivity disorder (ADHD) patients have been reported to display deficits in action control processes. While it is known that subliminally and consciously induced conflicts interact and conjointly modulate action control in healthy subjects, this has never been investigated for ADHD. Method. We investigated the (potential) interaction of subliminally and consciously triggered response conflicts in children with ADHD and matched healthy controls using neuropsychological methods (event-related potentials; ERPs) to identify the involved cognitive sub-processes. Results. Unlike healthy controls, ADHD patients showed no interaction of subliminally and consciously triggered response conflicts. Instead, they only showed additive effects as their behavioural performance (accuracy) was equally impaired by each conflict and they showed no signs of task-goal shielding even in cases of low conflict load. Of note, this difference between ADHD and controls was not rooted in early bottom-up attentional stimulus processing as reflected by the P1 and N1 ERPs. Instead, ADHD showed either no or reversed modulations of conflict-related processes and response selection as reflected by the N2 and P3 ERPs. Conclusion. There are fundamental differences in the architecture of cognitive control which might be of use for future diagnostic procedures. Unlike healthy controls, ADHD patients do not seem to be endowed with a threshold which allows them to maintain high behavioural performance in the face of low conflict load. ADHD patients seem to lack sufficient top-down attentional resources to maintain correct response selection in the face of conflicts by shielding the response selection process from response tendencies evoked by any kind of distractor.

Bakgrund: Att vårda intensivvårdspatienter som genomgår respiratorbehandling utan eller med lättare sedering börjar alltmer bli vanligare på intensivvårdsavdelningarna. Anledningen till varför denna behandlingstyp blir vanligare är för att minska på komplikationer som sederingen kan medföra. Patienternas upplevelser är av stor vikt då deras upplevelser tidigare har redovisats enbart ett fåtal gånger och kräver ständig uppdatering. Ramverket Fundamentals of Care och integrerad vård har varit utgångspunkten i litteraturöversikten.  Syfte: Att belysa intensivvårdspatienters upplevelser under respiratorbehandling utan eller med lättare sedering. Metod: En beskrivande litteraturöversikt med en systematisk ansats har utförts. Elva artiklar, varav sju var kvalitativa och fyra av mixad metod, av hög och medelhög kvalitet som svarade på syftet har utgjort analysenheterna. Analysen av artiklarna är baserad på kvalitativ innehållsanalys.  Huvudresultat: Fyra huvudfynd har tagits fram; smärta och obehag, vikten av delaktighet och vårdpersonalens närvaro, kommunikationshinder och stöd samt en främmande situation vilka belyser några av de upplevelser som intensivvårdspatienterna hade från intensivvårdstiden.  Slutsats: Mer tekniska och avancerade kommunikationshjälpmedel behövs för en förbättrad kommunikation och det är viktigt att göra patienten delaktig i sin vård. Smärta och obehag behöver generellt lindras mer och närstående är viktiga för intensivvårdspatienten. En bättre fysisk, psykosocial och relationell hälsa kan gynnas av mer positiva upplevelser från intensivvårdstiden. Fortsatt forskning inom omvårdnad anses vara viktigt och bör utvecklas om intensivvårdspatienter ska kunna få bättre upplevelser av att genomgå respiratorbehandling och vara utan eller med lättare sedering. / Background: Caring for intensive care patients undergoing mechanical ventilation without or with light sedation is becoming more common in the intensive care units. The reason is to reduce the complications that sedation can cause. Patients' experiences are of great importance and have previously been reported a few times and require constant update. The literature review is based on the framework Fundamentals of Care and integration of care. Purpose: To elucidate intensive care patients' experiences during mechanical ventilation without or with light sedation. Method: A descriptive literature review with a systematic approach has been conducted. Eleven articles constituted the analytical units. The analysis of the articles is based on qualitative content analysis. Main results: Four main findings have emerged; pain and discomfort, the importance of participation and the presence of care staff, communication barriers and support as well as an unfamiliar situation that highlights some of the experiences that the intensive care patients had from the intensive care period. Conclusion: More technical and advanced communication tools are needed for improved communication and it is important to involve the patient in their care. More relief is generally needed for pain and discomfort and relatives are important for the intensive care patient. Better physical, psychosocial and relational health can benefit from more positive experiences from the intensive care period. Continued research in nursing care is considered important and should be developed if intensive care patients should be able to have better experiences of undergoing respiratory therapy and be without or with light sedation.

No description available.

Pride is elicited when a child takes credit for an achievement or exceeds a socially valued standard or expectation. Evidence suggests that pride has a distinct nonverbal expression that is recognized by adults across cultures (Tracy & Robins, 2004). Research examining when children recognize pride has yielded age discrepancies between studies that use forced-choice response formats and those that use spontaneous-response formats. Differences in children's ability to use and comprehend language may account for some of these differences. The purpose of this thesis was to examine the age at which children reliably recognize pride, while minimizing the need for children to rely on their linguistic or verbal abilities. The present experiment used an experimental approach to examine when children reliably recognize pride. One hundred forty-four children between the ages of 2.5- and 6.5-years participated in one of three experimental conditions: Exceed Standard, Fail Standard or No Standard. Frequency of pride recognition in the Exceed Standard condition was compared to frequencies of pride recognition in the Fail Standard and No Standard conditions. Results revealed a developmental progression of pride recognition in which children first begin showing nonverbal pride behaviors at about 2.5- to 3.5-years, acquire the ability to apply a label to the nonverbal pride expression between 3.5- and 4.5-years of age, and come to recognize their own emotional experience as pride in an achievement situation between 4.5- and 5.5-years of age.

Bakgrund: Enligt Skolverket ska skolan aktivt och medvetet påverka och stimulera eleverna till att bli goda samhällsmedborgare genom elevernas utbildning vilken där det ska präglas av öppenhet och respekt för människors olikheter. Inom hem- och konsumentkunskap ska det ges möjligheter att reflektera över normer, jämställdhet och arbetsfördelning i hemmet samt kunskaper om kulturella variationer och traditioner i olika hushåll. Alla pedagoger på skolan ska klargöra för eleverna det svenska samhällets värderingar och dess konsekvenser av individens egna personliga handlande för eleverna. Syfte: Syftet med uppsatsen är att undersöka lärarens pedagogiska arbete med fokus på normmedvetande förhållningsätt för att kunna öka kunskapen om hur normbeteende sker i hem- och konsumentkunskapen i jämförelse med andra ämnen. Metod: En kvalitativ forskning med observationer användes med tre centrala frågor, Var, När och Hur länge hos åtta pedagoger. Observationerna utfördes hos fem pedagoger på högstadiet och tre pedagoger på mellanstadiet från åk 6–9. Resultat: Pedagogerna använder mikrosanktioner och omedveten härskarteknik i sin undervisning. Slutsats: Pedagogens utbildning spelar roll för att kunna skapa heteronormativa ordning i klassrummet utifrån demokratisk och normmedvetande förhållningsätt. / Background: According to the Swedish National Agency for Education, the school must actively and consciously influence and stimulate the students to become good citizens through the students' education, which must be characterized by openness and respect for people's differences. Within home economics, there must be opportunities to reflect on norms, gender equality and division of labor in the home, as well as knowledge of cultural variations and traditions in different households. All pedagogues at the school must make clear to the students the values of Swedish society and the consequences of the individual's own personal actions for the students. Objective: The purpose of the essay is to examine the teacher's pedagogical work with a focus on norm-conscious approaches to increase knowledge of how norm behavior takes place in home and consumer knowledge in comparison to other subjects. Method: A qualitative research with observations was used with three central questions, Where, When and How long with eight educators. The observations were carried out with five pedagogues in the upper secondary school and three pedagogues in the middle school in grades six to nine. Results: The educators use micro-sanctions and unconscious domination techniques in their teaching. Conclusion: The teacher's education plays a role in being able to create heteronormative order in the classroom based on a democratic and norm-conscious approach.