Dans cette thèse est d'abord considéré comment l'énergie est enseignée et apprise à l'école, montrant les divergences entre définition scientifique et sociétale de l'énergie, et considérant les unités d'énergie et la confusion qu'elles engendrent. Des perspectives pour l'éducation et la gestion de l'énergie sont présentées. Ensuite, l'attention est portée sur les représentations de l'énergie proposées par les systèmes domestiques de gestion, et une classification originale basée sur des stratégiques didactiques est proposée. Les obstacles majeurs rencontrés par les designers révèlent comment les outils de gestion de l'énergie peuvent être adaptés à la cognition humaine. Enfin, les capacités humaines de traitement des grandeurs numériques sont examinées en profondeur du point de vue de la cognition incarnée. Un cadre est construit au travers duquel l'impact des représentations externes de l'énergie sur l'apprentissage et la comparaison peut être établi, compris, et prédit. Ceci mène à deux études empiriques. La première étude teste l'effet de la représentation externe (symbolique ou spatiale) sur le rappel et la comparaison de mémoire. Précision et temps de réponse sont les variables dépendantes dans la comparaison. Les résultats indiquent un traitement analogique dans les deux conditions. La représentation externe symbolique accroît la précision dans le rappel et la comparaison, et la représentation externe spatiale accroît la vitesse de comparaison. La seconde étude teste l'effet de la spatialité, de l'ancrage, et de la physicalité dans les représentations externes, également sur le rappel et les comparaisons de mémoire, utilisant les mêmes variables dépendantes. Les résultats indiquent un traitement analogique dans toutes les conditions. La spatialité décroît la précision dans le rappel mais accroît la vitesse de comparaison. Ancrage et physicalité n'ont pas d'effet. Les résultats corroborent l'hypothèse de la cognition ancrée sur les simulations mentales (Barsalou, 1999, 2008; Wilson, 2002) ainsi que la perspective de Dehaene (1997) sur la cognition numérique, dans laquelle le sens du nombre est basé sur un accumulateur analogique et non discret. Implications théoriques et applications pratiques sont discutées. / In this thesis is first considered how energy is taught and learned about in school, focusing on the discrepancies between a scientific definition of energy and a societal definition of energy, and discussing units of energy and the confusion they induce. Perspectives for education and energy management are provided. Then, focus is placed on the representations of energy provided in home energy management systems, seeking to propose an original classification based on educational strategies. The major obstacles met by designers reveal how energy management tools can be adapted to human cognition. Next, human numerical and magnitude processing abilities are discussed in depth, taking the viewpoint of grounded cognition and building a framework through which the impact of external representations of energy on learning and comparing can be established, understood, and predicted. This leads to two empirical studies. The first study tests the effect of external representation (symbolic or spatial) on recall and comparisons from memory. Accuracy and response time at comparisons are used as dependent variables. Results indicate analog processing of magnitude in both conditions, and show that external representation affects performance at both recall and comparison, with symbolic external representation increasing recall and comparison accuracy, and spatial external representation increasing comparison speed. The second study tests the effects of spatiality, groundedness, and physicality in external representations, also on recall and comparisons from memory, using the same dependent variables. Results indicate analog processing in all conditions. Spatiality decreases recall accuracy but increases comparison speed. Groundedness and physicality show no effect. Results are consistent with grounded cognition's mental simulations hypothesis (Barsalou, 1999, 2008; Wilson, 2002) as well as Dehaene's (1997) view on numerical cognition, in which number sense is based on a continuous accumulator that does not directly process discrete numbers. Theoretical implications and practical applications are discussed.

Le sens inné du nombre (comparaisons approximatives de quantités, etc.) ne peut distinguer de grandes quantités exactes et n’a pas de représentation numérique interne (pour lui, une quantité n’est pas un nombre d’objets).L’objectif principal est de montrer que de grandes quantités exactes peuvent être distinguées sans comptage et avec une représentation numérique interne, si elles sont organisées avec des groupement configurés. Les propriétés numériques de ces groupements peuvent être utilisées très tôt sans enseignement ou entraînement et avant l’apprentissage du système décimal. De cette façon, la découverte de ces propriétés (à l’école ou durant l’évolution culturelle humaine) pourrait être un chaînon (manquant) entre l’acquisition d’une représentation numérique interne et la découverte du système décimal.Une revue de littérature (Article 1) et deux études (Articles 2 et 3) sont conduites afin de corroborer cette nouvelle perspective. L’article 1 montre que quatre règles ont besoin d’être respectées lorsqu’on évalue si les participants ont une représentation numérique interne. L’article 2 (3 expériences) montre que des enfants de 8 ans peuvent comparer avec une représentation numérique interne, en 5 secondes, de grandes quantités exactes organisées avec des groupements configurés, sans comptage, enseignement explicite ou entraînement. L’article 3 (3 expériences) montre que des enfants de 5 ans peuvent réussir le même type de comparaison avant d’avoir appris le système décimal.Ces résultats suggèrent que certains apprentissages avancés peuvent être réussis spontanément par simple adaptation de l’environnement aux capacités cognitives des apprenants. / Humans have a primary number sense (e.g. approximate estimations) and a secondary arithmetical knowledge (e.g. the counting). They are genetically predisposed to acquire the first but not the second. The number sense cannot distinguish exact large quantities and does not have an internal numerical representation (for this sense, a quantity is not a number).The main goal is to show that exact large quantities can be easily distinguished without counting and with an internal numerical representation, if they are organized with configured groups. In addition, the numerical properties of configured groups could be used very early without instruction or training and before learning the decimal system. This way, the discovery of these properties (at school or during the human cultural evolution) could be a (missing) link between the acquisition of an internal numerical representation and the discovery of the decimal system.A literature review (Article 1) and two studies (Article 2 and 3) are conducted in order to corroborate this new perspective. The Article 1 shows that four rules need to be respected in order to evaluate if participants have an internal numerical representation. The Article 2 (3 experiments) show that 8-year olds can compare with an internal numerical representation, in five seconds, exact large quantities organized with configured groups, without counting, instruction or training. The Article 3 (3 experiments) shows that 5-year olds can succeed in the same type of comparison before learning the decimal system.These results suggest that some advanced learning can be spontaneously successful by adapting the environment to the cognitive abilities of learners.

Current research in the field of numerical cognition reveals strong behavioral interactions and similar processing mechanisms for the perceptions of space, time, and number; which is generally believed to indicate that these dimensions share a common metric for representation in the brain. These three dimensions of magnitude––analog, ratio dependent representations of space, time, and number––are essential for interaction with the environment, and provide a conceptual basis on which further perceptual experience enhances the discrimination of distance, speed, numerosity, quantity, and size. Basic, approximate and non-verbal conceptions of spatial navigation, temporal orienting, and numerical computations have been found in human adults and children, as well as non-human animals, while the employment of discrete measures seems to be a consequence of a verbally and culturally mediated ontogenetic shift exclusive to humans (e.g. Feigenson, Libertus, and Halberda, 2013). This thesis investigates the link between nature and nurture, in an attempt to find the key factor that ultimately induces the ontogenetic shift from approximate to exact representations of space, time, and number. An extensive theoretical review is performed, based on both neuroscientific and cross-cultural data, where I propose that cultural and linguistic mediation is as vital to the representational advancement of numerical cognition as our biologically predisposed magnitude system. The neuroscientific approach is strongly based on a leading––but controversial––theory in the field of numerical cognition, ATOM (Walsh, 2003), which suggests that both human and non-human animals possess a generalized magnitude system with fully shared representational mechanisms for space, time, and number. To further illustrate the assumed theoretical stance of ATOM, an exploratory fMRI study with a single participant is performed, with results closely resembling those argued by Walsh (2003).

Abstract concepts seem to be related to space dimension. Evidence of this relation refers to the domain of numerical cognition. An example is the SNARC effect (Spatial Numerical Association of Response Codes, Dehaene, Bossini, and Giraux 1993), which consists in the observation that people react faster to small number with the left hand and to large number with the right hand. This number-space interaction has been explained according to the mental number line hypothesis (e.g. Restle 1970; Dehaene, Bossini, and Giraux 1993), which claims that the representation of numbers has the form of a horizontal line upon which numbers are represented from left to right. Recently, an alternative account suggests that the association between numbers and space results from a decision process to categorize numbers as “small” and “large” before being associated with space dimension (e.g. Gevers et al. 2006b, 2010; Van Opstal and Verguts 2013). The first goal of this thesis is investigating the spatial coding of numbers. In a first study, magnitude concepts such as “small” and “large” were observed to be spatially organized like numbers. In a second study, these magnitude concepts were intermixed with numbers in a reversal design (e.g. Notebaert et al. 2006). In this study, responding as incompatible to magnitude concepts with hand or foot was observed to reverse the spatial mapping of numbers, supporting the idea that the congruency between numbers and space results from conceptual coding of magnitude (e.g. Gevers et al. 2006b, 2010; see also Van Opstal and Verguts 2013). Further evidence of association between abstract concepts and space has been provided also in the domain of emotion. On one hand, Casasanto (2009a) demonstrated that people spontaneously associate positive valence with the side of space congruent to the dominant hand. On the other hand, Holmes and Lourenco (2011) observed that emotional expressions are left-to-right spatially organized with increasing in happiness/angriness rather than positive/negative valence. A second aim of this thesis is focused on investigating the spatial coding of emotion. This was meant to understand how general are the spatial mechanisms. In a third study, the reversal paradigm (e.g. Notebaert et al. 2006) was adopted to investigate the processing mechanism underlying spatial coding of numbers and emotional valence concepts. Manipulation of the mapping between valence concepts and lateralized responses did not influence the spatial coding of numbers, suggesting a separate underlying architecture. Finally, in a fourth study, spatial coding of emotion was observed according to both valence and arousal dimensions (Casasanto 2009a; Holmes and Lourenco 2011). / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

Aufgabengeeignete Rechenstrategien flexibel zu nutzen ist ein wichtiges Ziel mathematischer Bildung und Bestandteil der Bildungsstandards der Grundschulmathematik. Kinder sollen spontan entscheiden, ob sie arithmetische Aufgaben in üblicher Weise berechnen oder ob sie Zeit und Aufwand investieren, um nach Vereinfachungsstrategien zu suchen und diese anzuwenden. Der Schwerpunkt der aktuellen Arbeit ist, wie Schüler beim flexiblen Erkennen und Anwenden von Vereinfachungsstrategien unterstützt werden können. Kontextfaktoren werden untersucht, welche die spontane Nutzung von Vereinfachungsstrategien unterstützen und den Transfer zwischen ihnen beeinflussen. Kognitive Theorien über die Entwicklung von mathematischen Konzepten und Strategien wurden mit Erkenntnissen aus der Expertise Forschung verbunden, welche die Unterschiede in der Flexibilität zwischen Experten und Novizen offen legen. Im Rahmen der iterativen Entwicklung von mathematischen Konzepten könnte ein erfolgreiches Erkennen und Anwenden einer Vereinfachungsstrategie von Faktoren, die konzeptionelles und/oder prozedurales Wissen aktivieren, profitieren. Am Beispiel von Vereinfachungsstrategien, die auf dem Kommutativgesetz (a + b = b + a) basieren, werden drei Kontextfaktoren (Instruktion, Assoziation und Schätzen), die spontanen Strategiegebrauch unterstützen oder behindern, untersucht. Insgesamt zeigt die Dissertation, dass spontane Strategienutzung durch bestimmte Kontextfaktoren unterstützt und durch Andere behindert werden kann. Diese Kontextfaktoren können im Prinzip in der Schulumgebung gesteuert werden. / Flexible use of task-appropriate solving strategies is an important goal in mathematical education and educational standard of elementary school mathematics. Children need to decide spontaneously whether they calculate arithmetic problems the usual way or whether they invest time and effort to search for shortcut options and apply them. The focus of the current work lies on how students can be supported in spotting and applying shortcut strategies flexibly. Contextual factors are investigated that support the spontaneous usage of shortcuts and influences the transfer between them. Cognitive theories about how mathematical concepts and strategies develop were combined with findings from research on expertise, which disclose differences between the flexibility of experts and novices. In line with iterativ development of mathematical concepts successfully spotting and applying a shortcut might thus benefit from factors activating conceptual and/or procedural knowledge. Shortcuts based on commutativity (a + b = b + a) are used as a test case to investigat three contextual factors (instruction, association and estimation), which support or hinder spontaneous strategy use. Overall, the dissertation shows that spontaneous strategy use can be supported by some contextual factors and impeded by others. These contextual factors can, in principle, be controlled in school environment.

Il existe diverses approches de la dyscalculie, l’approche dominante étant centrée sur le fonctionnement cognitif de l’individu. Cependant, la recherche en cognition numérique présente encore de nombreuses lacunes et incertitudes : aucune définition ne fait consensus, les critères diagnostiques sont flous, etc. Nous nous posons alors la question de la place et du rôle de la didactique des mathématiques dans ces recherches et de la manière de concilier les approches pour mieux comprendre et accompagner les élèves présentant ce trouble. Dans cette thèse, nous nous intéressons plus particulièrement aux points de vue didactique et cognitif de la construction du nombre à l’école élémentaire. Afin d’en identifier les points de convergence et de divergence, nous réalisons une double étude bibliographique (en didactique et en cognition). Nous développons ensuite une méthodologie articulant ces éléments théoriques et l’analyse de tests existants pour concevoir un dispositif de repérage des difficultés en mathématiques (validé expérimentalement). Ce dispositif, destiné tout d’abord à l’enseignant, vise l’établissement d’un profil de compétences de l’élève permettant la mise en place de remédiations. De plus, grâce à sa conception particulière (tenant compte des spécificités de la cognition numérique et de la didactique des mathématiques), il permet d’établir un inventaire commun des difficultés de l’enfant exploitable par chacun des professionnels en charge de l’élève (enseignant et professionnels paramédicaux et médicaux), facilitant ainsi leurs échanges. La thèse ouvre par ailleurs de nouvelles perspectives pour la définition d’une interface entre didactique et cognition. / There are different approaches used to study dyscalculia. The dominant approach is centred on the cognitive functioning and individual characteristics. However, research in numerical cognition still must be lightened: there is no consensus about the definition, diagnostic criteria are unclear, and so on. We seek to know the place of mathematics education in these researches and how to reconcile approaches to better understand and support children with this disorder. In this PhD thesis, we are particularly interested in the didactic and cognitive points of view of numbers construction in the elementary school. To identify the points of convergence and divergence, we conduct a double bibliographic study (in mathematics education and cognition). Then we develop a methodology based on these theoretical elements and on existing tests analysis in order to design a mathematical difficulties detection tool (experimentally validated). This device, designed initially for teachers, aims to establish a profile of student’s skills to guide him in the implementation of remediation. Moreover, thanks to its particular conception (taking into account the specificities of numerical cognition and mathematics education), it makes it possible to establish a common inventory of the child’s difficulties that can be used by each of the professionals in charge of the student (teacher and paramedical and medical professionals), facilitating their exchanges. The thesis also opens new perspectives for the definition of an interface between education and cognition.

Submitted by EDER RICARDO DA SILVA (ederprof.musica@gmail.com) on 2016-10-24T13:48:47Z No. of bitstreams: 1 DISSERTAÇÃO EDER RICARDO DA SILVA 2016 OFICIAL.pdf: 2272574 bytes, checksum: c0fa1d4b73ac6a332b6671576bb326be (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-31T13:11:53Z (GMT) No. of bitstreams: 1 silva_er_me_bauru.pdf: 2272574 bytes, checksum: c0fa1d4b73ac6a332b6671576bb326be (MD5) / Made available in DSpace on 2016-10-31T13:11:53Z (GMT). No. of bitstreams: 1 silva_er_me_bauru.pdf: 2272574 bytes, checksum: c0fa1d4b73ac6a332b6671576bb326be (MD5) Previous issue date: 2016-06-02 / Estudos demonstram que a música e o Treino Musical (TM) atuam em diversas áreas do desenvolvimento humano: cognição, linguagem, socialização e raciocínio lógico-matemático. Há evidências de que o Treino Musical propicia ganhos quanto à memória operacional e à numerosidade de crianças escolares. Supõe-se que o TM poderia contribuir para a estimulação destas habilidades cognitivas em crianças pré-escolares. Este estudo prospectivo investigou os efeitos do TM sobre as habilidades de numerosidade e memória operacional em 57 pré-escolares com desenvolvimento típico e com idade de cinco anos em uma cidade do interior paulista. A amostra foi dividida em dois grupos, a saber: GE (Grupo Experimental; n=25) que participou de oito sessões do TM e o GC (Grupo Controle; n=32) que não recebeu estimulação musical, ambos balanceados quanto ao sexo. Todos os participantes foram avaliados em duas etapas por meio de instrumentos para os seguintes domínios: Raciocínio Abstrato (MPC – Escala Especial); Cognição Numérica (Zareki-K – Bateria Neuropsicológica para Avaliação do Tratamento dos Números e do Cálculo para Crianças Pré-escolares); e Memória Operacional (AWMA-Short form – Avaliação Automatizada da Memória Operacional-Versão reduzida). Os resultados mostraram que o TM produziu modificações relacionadas ao processamento numérico, senso numérico, bem como em memória operacional verbal. / Studies demonstrate that music and Music Training (MT) act in various human development areas: cognition, language, socialization, and logical-mathematical thinking. Evidences show that Music Training affords gains in both working memory and numeracy of school children. It is supposed that MT may contribute to stimulation of these cognitive abilities in preschoolers. This prospective paper investigated the MT effects on numeracy and working memory in 57 5-year-old preschoolers with typical development from a city in the countryside of Sao Paolo state in Brazil. The sample was divided into two groups: EG (Experimental Group; n=25), which took part of eight TM sessions, and CG (Control Group), which had no musical stimulation; both groups are gender-balanced. All participants were assessed in two stages through instruments for the following domains: Abstract Reasoning (CPM – Raven’s Coloured Progressive Matrices); Numerical Cognition (Zareki-K – Neuropsychological test battery for number processing and calculation in primary school and kindergarten children, in English) and Working Memory (AWMA–Short form – Automated Working Memory Assessment – Short form). Results show that MT produced modifications related to number processing, number sense and verbal working memory.

No description available.

Ein bedeutender Effekt der numerischen Kognition, der Operational Momentum Effekt, beschreibt die Beobachtung, dass Proband*innen das Ergebnis von Additionen überschätzen und das Ergebnis von Subtraktionen unterschätzen. Diverse theoretische Modelle wurden vorgebracht, um diesen Effekt zu erklären. Diese Modelle unterscheiden sich in Bezug darauf, ob sie räumliche Prozesse während des Kopfrechnens annehmen. Einige Studien haben seitdem Belege für eine Verknüpfung zwischen räumlicher Verarbeitung und Kopfrechnen liefern können. Die vorliegende Dissertation zielt darauf ab, räumliche Aufmerksamkeitsverschiebungen beim Kopfrechnen in drei Studien (Studie 1, Studie 3, Studie 4) und einer Kontrollstudie (Studie 2) vertieft zu untersuchen. Studie 1 zeigt, dass zwei-stellige Additionen mit Aufmerksamkeitsverschiebungen nach rechts assoziiert sind, während zwei-stellige Subtraktionen nicht mit Verschiebungen nach links einhergehen. Studie 3 liefert Hinweise für Aufmerksamkeitsverschiebungen in der Antwortphase von approximativen Rechenprozessen. Jedoch wurden ich dieser Studie keine Verschiebungen im Zeitfenster zwischen der Aufgabenpräsentation und der Antwortselektion gefunden. In Studie 4 wurden mittels steady-state visuell evozierten Potenzialen keinerlei räumliche Verschiebungen, sowohl im arithmetischen Kontext als auch in der Kontrollaufgabe gefunden. Die Kontrollstudie (Studie 2) untersuchte den Einfluss von kognitiver Belastung auf räumliche Aufmerksamkeit, wobei jedoch kein solcher Einfluss nachweisbar war. Zusammen unterstützen die Ergebnisse der vorliegenden Dissertation die Hypothese, dass räumliche und arithmetische Verarbeitung funktionell assoziiert sind (Studie 1, Studie 3). Andere Ergebnisse sind jedoch nicht so einfach mit den bestehenden Theorien vereinbar. Die Nulleffekte von Studie 2 und 4 betonen die Rolle methodischer Aspekte bei der Untersuchung räumlicher Aufmerksamkeitsverschiebungen, wie zum Beispiel die Wahl geeigneter Baseline-Aufgaben. / A hallmark effect of numerical cognition, the operational momentum effect, describes the finding that participants tend to overestimate the result of addition problems and underestimate the result of subtraction problems. Several theoretical accounts proposed to explain that effect differ with regard to whether they assume spatial contributions to mental arithmetic. Several studies have since then provided evidence for an association between spatial processing and mental arithmetic. The present dissertation aimed at further enlarging upon this knowledge by investigating spatial biases in mental arithmetic via several behavioural and neurophysiological experimental paradigms. This thesis comprises three studies (Study 1, Study 3, Study 4) and a control study (Study 2). Study 1 demonstrated that spatial biases to the right can be observed in the context of two-digit addition processing, while no biases to the left were observed for two-digit subtraction processing. Study 3 provided evidence for spatial biases during the response stage of approximate arithmetic processing. Yet, no biases were observed in the time window between the task presentation and response selection. In Study 4, no biases could be measured via steady-state visually evoked potentials, neither in an arithmetic context nor in a control task. The control study (Study 2) investigated the impact of cognitive load on spatial biases. Still, no such impact could be shown in Study 2. Together, the results of the present dissertation provide support for the notion of a functional association between spatial and arithmetic processing (Study 1, Study 3). Nevertheless, several other findings are difficult to reconcile with the existing theoretical accounts. This implies that other mechanisms might be involved. Finally, the null effects of Study 2 and 4 highlighted the role of methodological aspects, like the choice of appropriate baseline tasks, when investigating attentional biases.

Dans ma thèse, j’étudie les représentations mentales et les processus cognitifs qui sous-tendent le calcul mental sur le marché. Cette thèse contribue à la recherche de prix psychologique en décrivant de nouveaux facteurs qui influencent les jugements de prix des consommateurs. En particulier, je découvre facteurs qui rendent les consommateurs plus ou moins susceptibles d’arrondir les prix vers le bas (Essai 1) et les facteurs qui déterminent leur tendance à se fixer sur les différences de pourcentage (Essai 3). En outre, cette recherche fournit de nouvelles perspectives à la littérature de budgétisation mentale en identifiant des stratégies de calcul mental qui conduisent à des estimations panier de prix plus précis (Essay 2). Dans l'ensemble, ma recherche va contribuer à notre compréhension des jugements de prix des consommateurs et proposer des contextes et des stratégies conduisant à des évaluations de prix plus précis. / In my dissertation I look at mental representations and cognitive processes that underlie mental arithmetic in the marketplace. This research contributes to behavioral pricing literature by outlining novel factors that influence consumers’ price difference judgments. Particularly, I uncover factors that make consumers more or less likely to fall prey to the left-digit anchoring bias (Essay 1) and factors that determine their tendency to rely on relative thinking in price difference evaluations (Essay 3). Further, this research provides new insights to the mental budgeting literature by identifying mental computation strategies that lead to more accurate basket price estimates (Essay 2). Overall, I expect my research to contribute to our understanding of consumers’ price judgments and suggest contexts and strategies leading to more accurate price evaluations.