Made available in DSpace on 2016-03-15T19:40:03Z (GMT). No. of bitstreams: 1 Adriana Cristina de Morais.pdf: 955386 bytes, checksum: a5c1352f37e20277bf2febf683a6d5dd (MD5) Previous issue date: 2013-08-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Pre-school children constitute a population group that deserves attention due to the characteristics of biological maturation as well as the impact of this period in the later stages of development. At this stage, many cognitive skills develop at an accelerated rate, among them the memory. The assessment of memory is important to identify potential learning difficulties and intervention activities. In this sense, the evaluation of working memory during the pre-school education is relevant, it has been considered a good predictor of academy success and helps in understanding, organizing and reorganizing the information received. The objective of this project is to assess working memory between typical children 3-6 years of age. For both have been individually assessed 235 children of both sexes in public and private schools, aged between 3 and 6 years(M = 4,5 ; DP= 1,12). Analyzes show no significant differences in relation to gender. Analyzes compared group Private School and Public School showed that private school kids get better performance on tests of TMT, however Box Plot analysis showed that regardless of the type of school working memory has a progression. Analysis of the results indicated significant correlations between all subtests of TMT as well as each of the subtests with the total score. In order to verify the reliability of the instrument analyzes were conducted using internal consistency coefficient alpha, the result was 0.84 showing good suitability of the instrument. Validity evidence for developmental change were found, revealing a trend of increasing TMT performance with increasing age of the children. Therefore, we obtain evidence that the skill assessed by TMT increases with the progression of age. Analyzes showed that children under 3 years of age hit less than all the others. In addition, children 6 years scored higher than all the others. This work may contribute to the provision of an instrument to assess working memory in preschool children. / Pré-escolares constituem uma faixa populacional que merece atenção devido às características da maturação biológica, bem como pelo impacto deste período nas fases posteriores do desenvolvimento. Nesta fase, muitas habilidades cognitivas se desenvolvem de maneira acelerada, entre elas, a memória, sendo esta importante para o desenvolvimento. A avaliação da memória é importante para identificar possíveis dificuldades nessa habilidade, desta forma poderemos propor atividades de intervenção que, se formadas durante o desenvolvimento podem ser reforçadas ou enfraquecidas, assim, tanto o aprendizado quanto o desenvolvimento podem envolver alterações que irá resultar em mudanças nas funções cognitivas. Neste sentido, a avaliação da memória de trabalho durante a fase pré-escolar é relevante, pois tem sido considerada como um bom preditor do sucesso escolar, auxilia na compreensão, organização e reorganização das informações recebidas. O objetivo deste estudo foi avaliar a memória de trabalho entre crianças com desenvolvimento típico de 3 a 6 anos de idade. Para tanto foram avaliadas individualmente 235 crianças de ambos os sexos, de escolas públicas e privadas, com idade entre 3 a 6 anos (M = 4,5; DP= 1,12). Análises mostram que não houve diferenças significativas em relação a gênero. Análises por comparação de grupo escola Particular e escola Pública mostrou que as crianças de escola Particular obtêm melhor desempenho nas provas do TMT, no entanto análise de Box Plot apontou que independentemente do tipo de escola a memória de trabalho tem uma progressão. Análises dos resultados indicam correlações significativas entre todos os subtestes do TMT, bem como de cada um dos subtestes com a pontuação total. A fim de verificar a fidedignidade do instrumento, foram conduzidas análises de consistência interna através do coeficiente Alfa, o resultado foi de 0,84 revelando boa adequação do instrumento. Evidências de validade por mudança desenvolvimental foram constatadas, revelando uma tendência ao aumento do desempenho TMT com o aumento da idade das crianças. Portanto, obtêm-se indícios de que a habilidade avaliada pelo TMT aumenta com a progressão das faixas etárias. Análises apontaram que as crianças com 3 anos de idade acertaram menos do que todas as demais. Além disso, crianças de 6 anos acertaram mais do que todas as demais. Este trabalho pode contribuir para disponibilização de instrumento para avaliar a memória de trabalho em crianças pré-escolares.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-21T12:23:03Z No. of bitstreams: 1 clorivaldorochacorrea.pdf: 464732 bytes, checksum: 76ad16e35afb55225dff5ec667f75f16 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-30T14:57:22Z (GMT) No. of bitstreams: 1 clorivaldorochacorrea.pdf: 464732 bytes, checksum: 76ad16e35afb55225dff5ec667f75f16 (MD5) / Made available in DSpace on 2016-06-30T14:57:22Z (GMT). No. of bitstreams: 1 clorivaldorochacorrea.pdf: 464732 bytes, checksum: 76ad16e35afb55225dff5ec667f75f16 (MD5) Previous issue date: 2012-05-11 / O estudo e a preocupação com o ambiente de trabalho e a sua influência no processo saúde-doença dos trabalhadores não é recente. Ao longo do desenvolvimento da sociedade, os fatores de riscos relacionados à Saúde do Trabalhador, foram sofrendo modificações com novos determinantes sendo incorporados. Neste contexto é que desenvolvemos este trabalho que consiste em estudo de confiabilidade de uma escala sobre situações incômodas no trabalho, utilizando uma nova metodologia denominada de Coeficiente Alfa Ordinal. A escala citada foi extraída do instrumento “Inquérito Saúde e Trabalho” – INSAT, elaborado originalmente em Portugal e adaptado linguisticamente para o Brasil, passando a ser denominado INSATS-BR. Esta escala também está inserida no instrumento a ser empregado em um estudo prospectivo de coorte intitulado “I Inquérito Sobre Condições de Trabalho e de Vida dos Técnicos Administrativos em Educação da Universidade Federal de Juiz de Fora”. A referida é composta de dezoito questões, e foi testada e retestada em cento e três trabalhadores terceirizados, em uma universidade pública, situada no Estado de Minas Gerais. A confiabilidade foi estimada pela consistência interna através dos coeficientes Alfa Ordinal e Ômega de McDonald, com resultados de 0,94 e 0,96 respectivamente. E a reprodutibilidade através do método do Teste Reteste, através da analise do Coeficiente Kappa que evidenciou correlação entre os itens do teste e do reteste variando entre 0,36 a 0,63, com Kappa médio de 0,49. Evidenciando que a Escala de Incômodos do INSATS-BR possui confiabilidade podendo ser utilizada em outros estudos. / The study and care about the working environment and its influence on health-disease process of workers is not new. Throughout the development of society, the risk factors related to worker's health was suffering with changes being incorporated into new determinants. In this context we developed this work is to study the reliability of a range of uncomfortable situations at work, using a new methodology called Ordinal Coefficient Alpha. The scale of the instrument was extracted mentioned "Work and Health Survey" - INSAT, originally developed in Portugal and linguistically adapted to Brazil, becoming known as BR-INSATS. This scale is also inserted into the instrument to be used in a prospective cohort study entitled "I Survey on Conditions of Work and Life of Technical Administrators in Education, Federal University of Juiz de Fora." That consists of eighteen questions and was tested and retested in one hundred and three contract workers, in a public university located in the State of Minas Gerais. Reliability was estimated by using the coefficients of internal consistency Alpha and Omega Ordinal McDonald, with results of 0.94 and 0.96 respectively. And by the reproducibility of the method of Test Retest by Kappa coefficient analysis of which showed correlation between the items of the test and retest ranged from 0.36 to 0.63, with mean Kappa of 0.49. Evidence that the INSATS -BR Uncomfortable Scale is reliable and can be used in other studies.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-20T18:04:01Z No. of bitstreams: 1 julianafernandesfilgueirasmeireles.pdf: 2813340 bytes, checksum: 8dccbef76611ffa0706930c5331b797f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-25T13:03:17Z (GMT) No. of bitstreams: 1 julianafernandesfilgueirasmeireles.pdf: 2813340 bytes, checksum: 8dccbef76611ffa0706930c5331b797f (MD5) / Made available in DSpace on 2018-04-25T13:03:17Z (GMT). No. of bitstreams: 1 julianafernandesfilgueirasmeireles.pdf: 2813340 bytes, checksum: 8dccbef76611ffa0706930c5331b797f (MD5) Previous issue date: 2018-02-08 / Ao longo da gravidez e do pós-parto, a mulher experiencia numerosas mudanças biopsicossociais. A autoaceitação é a aceitação dos atributos próprios, sendo eles positivos ou negativos, com a valorização das qualidades. Esse construto é um importante meio de desenvolvimento da imagem corporal positiva e pode influenciar a saúde materna e infantil. Apesar disso, há lacunas no conhecimento atual a respeito da autoaceitação de grávidas e mulheres no pós-parto, o que possivelmente relaciona-se à escassez de instrumentos válidos e confiáveis para avaliar esta população. O objetivo foi desenvolver e avaliar as qualidades psicométricas de duas escalas avaliativas da autoaceitação para brasileiras gestantes e no pósparto. O desenvolvimento da presente tese é composto por quatro etapas. Na etapa 1, os itens foram criados com base em revisão de literatura, escalas prévias e quatro grupos focais. Participaram 14 gestantes entre 28 e 40 anos (M = 33,43; DP = 3,76) e quatro mulheres no pósparto entre 28 e 35 anos (M = 33,33; DP = 3,53). Inicialmente, foram elaborados 108 itens que compuseram uma única escala. Além disso, as instruções, o formato e as opções de resposta também foram desenvolvidos. Na segunda etapa, a validade de conteúdo foi avaliada por nove peritos e 60 representantes do público-alvo entre 18 e 40 anos (M = 28,23; DP = 5,36). Alguns itens foram excluídos e outros modificados. As etapas 3 e 4 analisaram as qualidades empíricas e psicométricas em uma amostra de 1254 gestantes entre 18 e 52 anos (M = 29,00; DP = 4,77) e de 607 mulheres no pós-parto entre 18 e 44 anos (M = 29,09; DP = 4,78) das cinco regiões do Brasil. Análises fatoriais exploratória e confirmatória foram conduzidas com amostras independentes. A “Escala de Autoaceitação para Gestantes” (“Self-Acceptance Scale for Pregnant Women” - SAS-PW) é composta por dez itens divididos em duas subescalas: “Aceitação Corporal” e “Aceitação da Gravidez”. A “Escala de Autoaceitação para Mulheres no Pós-Parto” (“Self-Acceptance Scale for Postpartum Women” - SAS-PPW) é constituída por 14 itens e três subescalas: “Aceitação Corporal”, “Evitação Corporal” e “Preocupações com a Aparência”. Ambas as escalas apresentaram indicadores de validade convergente e discriminante e, a partir do ponto de corte estabelecido, são possíveis três classificações: baixa, moderada e alta autoaceitação. A SAS-PW e a SAS-PPW demonstraram boas qualidades psicométricas para brasileiras gestantes e no pós-parto, respetivamente, e seu uso é indicado para estas populações. / During the pregnancy and the postpartum period, women undergo numerous biopsychosocial changes. Self-acceptance is the acceptance of one’s own attributes, no matter if they are negative or positive, with the appreciation of the qualities. This construct is an important means of developing positive body image and can influence on maternal health as well as the child’s health. Nevertheless, there is a current knowledge gap regarding the self-acceptance of pregnant and postpartum women, what can possibly be related to the lack of validated and reliable instruments to evaluate it in this context. The aim was to develop and evaluate the psychometric qualities of two self-acceptance evaluative scales for Brazilian pregnant women and postpartum women. The development of this thesis consists of three stages. In stage 1, items based on literature review, previous scales, and four focus groups. A total of 14 pregnant women, from 28 and 40 years old (M = 33.43; SD = 3.76), and four postpartum women, from 28 and 35 years old (M = 33.33; SD = 3.53) took part. In total, initially 108 items were developed in order to compose a single scale. The instructions, the format and the response options were also developed. In stage 2, the content validity was evaluated by nine experts and 60 representatives of the target population aged 18 to 40 years old (M = 28.23; SD = 5.36). Some items were excluded and others were modified. Stages 3 and 4 analyzed the empirical and psychometric qualities in a sample of 1254 pregnant women between 18 and 52 years old (M = 29.00; SD = 4.77) and 607 postpartum women 18 and 44 years old (M = 29.09; SD = 4.78) of the five regions of Brazil. Exploratory and confirmatory factorial analyzes were conducted with independent samples. The “Self-Acceptance Scale for Pregnant Women” (SAS-PW) is composed of 17 items and two-factors: 1) Body Acceptance, and 2) Pregnancy Acceptance. The “Self-Acceptance Scale for Postpartum Women” (SAS-PPW) is composed of 14 items divided in three-factors: 1) Body Acceptance, 2) Body Avoidance, and 3) Concerning with Appearance. Both scales presented indicators of convergent and discriminant validity, and, from the established cut-off point, three classifications are possible: low, moderate and high selfacceptance. The SAS-PW and SAS-PPW demonstrated good psychometric qualities for Brazilian pregnant and postpartum women, respectively, and their use is indicated for these populations.

Evidence for the utility of the Mild Cognitive Impairment (MCI) classification as a predictor of impending dementia in older adults is somewhat limited. Although individuals with MCI show elevated rates of conversion to dementia at the group level, heterogeneity of outcomes is common at the individual level. Using data from a prospective five-year longitudinal investigation of cognitive change in a sample of 262 healthy older adults aged 64 to 92 years, this study was designed to address key limitations in current MCI classification procedures which tend to rely on single occasion assessment (Traditional MCI) by evaluating an alternate operational definition of MCI requiring evidence of persistent cognitive impairment over multiple testing sessions (Persistent MCI), and four subsequent variations of this operational definition. It was hypothesized that: (1) prevalence of Traditional MCI would exceed prevalence of Persistent MCI across all variations in the operational definition, (2a) both the Traditional MCI and Persistent MCI groups would show lower levels of performance and greater decline in both cognitive and functional status over five years relative to Controls, (2b) the magnitude of these differences between those classified as Persistent MCI and Controls would exceed the magnitude of differences between those classified as Traditional MCI and Controls, and (3) the pattern of findings outlined in hypothesis 2 would persist under the four variations of the Traditional MCI and Persistent MCI inclusion criteria. Results were consistent with Hypothesis 1, and partially consistent with Hypotheses 2 and 3. In general, the Persistent MCI groups showed a lower mean baseline level of performance and a steeper trajectory of cognitive decline compared to the Control group and the Traditional MCI groups, although the sample-wide change in cognitive and functional status was small. There was some evidence that the variation of Persistent MCI classification which specified persistent memory impairment as an inclusion criteria achieved optimal prediction of cognitive and functional decline. Results are discussed with reference to retest effects, cognitive reserve, and clinical utility of the Persistent MCI concept for enhancing prediction of dementia in older adults.

Cette thèse expose les résultats d’une recherche praticienne inédite menée pendant plusieurs décennies auprès de psychologues du travail exerçant une fonction de sélection-orientation, dans un organisme public, auprès d’une population d’adultes dans des conditions professionnelles et techniques strictement identiques. Toute évaluation d’un potentiel intellectuel réalisée selon la méthode des tests psychométriques n’est pas réductible aux résultats obtenus. Ceux-ci doivent nécessairement être interprétés par le psychologue pratiquant l’examen. C’est une exigence méthodologique inhérente à la pratique des tests. Dans cette phase d’interprétation se trouve à l’œuvre un processus décisionnel que l’on peut supposer d’autant plus opaque qu’il est sous l’emprise d’un pouvoir discrétionnaire : celui du praticien en charge de l’évaluation. Cette nécessité du processus d’interprétation d’une performance obtenue à un test pourrait être de nature à contrarier, voire contredire, les règles de rigueur et de stricte objectivité de la méthode expérimentale à laquelle se référent les tests psychométriques. Il est donc légitime d’avancer l’hypothèse que la conclusion émise par l’évaluateur ne peut échapper pour une part à sa subjectivité. Ne résulte-t-il pas alors un hiatus induisant une rupture épistémologique ? L’ampleur des données recueillies à partir de près de 40.000 dossiers psychotechniques permet une étude différentielle de la « production » de ces psychologues du travail. Par une approche statistique, nous avons analysé la variabilité des interprétations et des décisions associées au sein de l’échantillon des évaluateurs. Il ressort des analyses des données qu’est confirmée l’hypothèse initiale d’un défaut, intrinsèquement lié à leurs mise en pratique, des techniques de tests psychométriques pour parvenir à un niveau d’objectivité satisfaisant permettant d’appuyer l’orientation des sujets candidats. Ces travaux de recherche qui réunissent en définitive les caractéristiques et les conditions d’une approche docimologique apportent une preuve supplémentaire que ces techniques d’évaluation ne sauraient prétendre au niveau d’objectivité scientifique dont elles se réclament. Ils mettent en évidence l’empreinte subjective liée à toute évaluation à base de tests psychométriques conduisant à s’interroger sur la pertinence des discours habituellement tenus sur l’utilité sociale de celle-ci. / This thesis presents the results of unprecedented practitioner research conducted for several decades with work psychologists holding a position of selection and work orientation, in a public organization, in a population of adults in strictly identical professional and technical conditions.Any assessment of intellectual potential realized according to psychometric testing method is not reducible to the results obtained. These must necessarily be interpreted by the psychologist doing examination. This is an inherent methodological requirement to conducting tests. In this phase of interpretation there is a decision-making process that we can assume even more opaque for it is under the influence of discretion: that of a practitioner in charge of the evaluation.This necessity of the interpretation process of a test performance might be likely to impede or even contradict the rules of rigor and of strict objectivity of the experimental method to which the psychometric tests refer. It is therefore legitimate to advance the hypothesis that the conclusion issued by the evaluator can not avoid in part his subjectivity. Does not it follow then a hiatus inducing an epistemological break?The extent of data collected from nearly 40,000 psychotechnical records allows a different study of the "production" of these work psychologists. With a statistical approach, we have analyzed the variability of interpretations and associated decisions within the sample of evaluators. It appears from the data analysis that was confirmed the initial assumption of a flaw, intrinsically bound to their implementation, psychometric testing techniques to achieve a satisfactory level of objectivity that will support the orientation of candidates.This research project that ultimately brings together the characteristics and conditions of a docimological approach provides an additional evidence that these assessment techniques can not assert the level of scientific objectivity which they claim. They highlight the subjective mark of any assessment based on psychometric tests leading to wonder about a relevance of position usually held on the social utility of assessment.

No description available.

A l'étranger, nombre de travaux longitudinaux en psychologie de l'éducation montrent que la relation affective enseignant-élève (RAEE) est bénéfique tant à l'école (réussite, persévérance, comportement, etc.) qu'en dehors (baisse de dépression, anxiété, délinquance, etc.) (Fortin, Plante & Bradley, 2011). En revanche, ses déterminants ont été peu étudiés et le rôle de l'engagement affectif des enseignants sur la RAEE n'a pas été évalué. Le présent travail, inspiré de la théorie de l'attachement (Bowlby, 1969), vise à combler cette lacune en mobilisant le concept d'amour compassionnel (Underwood, 2008).En France, où aucune étude quantitative sur le sujet n'a été réalisée jusque là, la RAEE est polémique, voire tabou. Ses effets ne pourraient-ils pas être testés empiriquement ? La théorie des trois systèmes de motivation (Favre & Favre, 1993) permet ici de comprendre et de mesurer l'effet de la RAEE sur les adolescents.Après validation auprès d'enseignants (N = 275) d'une version française de l'échelle d'amour compassionnel (Sprecher & Fehr, 2005) envers les élèves, il apparaît que celle-ci est prédictive de la RAEE (STRS, Pianta, 2001). Cette thèse valide aussi auprès de collégiens (N = 145) un outil psychométrique visant à évaluer trois systèmes de motivation. Complété par d'autres instruments évaluant l'adaptation psychosociale (empathie, variables scolaires et violence), il est soumis à deux échantillons (113 collégiens et 104 collégiens de SEGPA) : la RAEE favorise la motivation d'innovation, l'empathie et l'adaptation scolaire tout en protégeant contre la motivation de sécurisation parasitée (ou d'addiction), l'indiscipline scolaire et la violence. Cela plaide pour une approche relationnelle, telle que promue par les théoriciens du care en éducation, et, au-delà, pour une psychologie positive de l'éducation. / Number of longitudinal studies in educational psychology have shown that affective teacher-student relationships (RAEE) is beneficial both at school (success, perseverance, behaviour, etc.) and outside (decrease in depression, anxiety, delinquency, etc.) (Fortin, Plante & Bradley, 2011). However, its determinants have been little studied and the role of teachers' affective commitment on RAEE has not been estimated. This thesis grounded on attachment theory (Bowlby, 1969) aims at filling this gap with the concept of compassionate love (Underwood, 2008).In France, where the subject has not been quantitatively studied yet, the RAEE is greatly controversial, even taboo. Could its effects be tested empirically? The three motivational systems theory (Favre & Favre, 1993) enables us to understand and measure the effect of RAEE on adolescents.After validating a French version of the compassionate love scale for students (Sprecher & Fehr, 2005) in a sample of teachers (N = 275), it appears to be predictive of the RAEE (STRS, Pianta, 2001). This thesis also validates a psychometric tool to assess the three motivational systems in a sample of middle school students (N = 145). Then, this tool has been completed by other instruments assessing psychological adjustment (empathy, school variables and violence) and completed by two samples (N = 113 middle school students and N = 104 students from special education units called SEGPA): RAEE promotes innovation motivation, empathy and school adjustment while protecting against addiction motivation, school indiscipline and violence. This argues for a relational approach in education, as promoted by care theorists, and for a positive educational psychology.

[EN] Under the view of artificial intelligence, an intelligent agent is an autonomous entity which interacts in an environment through observations and actions, trying to achieve one or more goals with the aid of several signals called rewards. The creation of intelligent agents is proliferating during the last decades, and the evaluation of their intelligence is a fundamental issue for their understanding, construction and improvement. Social intelligence is recently obtaining special attention in the creation of intelligent agents due to the current view of human intelligence as highly social. Social intelligence in natural and artificial systems is usually measured by the evaluation of associated traits or tasks that are deemed to represent some facets of social behaviour. The amalgamation of these traits or tasks is then used to configure an operative notion of social intelligence. However, this operative notion does not truly represent what social intelligence is and a definition following this principle will not be precise. Instead, in this thesis we investigate the evaluation of social intelligence in a more formal and general way, by actually considering the evaluee's interaction with other agents. In this thesis we analyse the implications of evaluating social intelligence using a test that evaluates general intelligence. For this purpose, we include other agents into an initially single-agent environment to figure out the issues that appear when evaluating an agent in the context of other agents. From this analysis we obtain useful information for the evaluation of social intelligence. From the lessons learned, we identify the components that should be considered in order to measure social intelligence, and we provide a formal and parametrised definition of social intelligence. This definition calculates an agent's social intelligence as its expected performance in a set of environments with a set of other agents arranged in teams and participating in line-ups, with rewards being re-understood appropriately. This is conceived as a tool to define social intelligence testbeds where we can generate several degrees of competitive and cooperative behaviours. We test this definition by experimentally analysing the influence of teams and agent line-ups for several multi-agent systems with variants of Q-learning agents. However, not all testbeds are appropriate for the evaluation of social intelligence. To facilitate the analysis of a social intelligence testbed, we provide some formal property models about social intelligence in order to characterise the testbed and thus assess its suitability. Finally, we use the presented properties to characterise some social games and multi-agent environments, we make a comparison between them and discuss their strengths and weaknesses in order to evaluate social intelligence. / [ES] Bajo la visión de la inteligencia artificial, un agente inteligente es una entidad autónoma la cual interactúa en un entorno a través de observaciones y acciones, tratando de lograr uno o más objetivos con la ayuda de varias señales llamadas recompensas. La creación de agentes inteligentes está proliferando durante las últimas décadas, y la evaluación de su inteligencia es un asunto fundamental para su entendimiento, construcción y mejora. Recientemente la inteligencia social está obteniendo especial atención en la creación de agentes inteligentes debido a la visión actual de la inteligencia humana como altamente social. Normalmente la inteligencia social en sistemas naturales y artificiales se mide mediante la evaluación de rasgos asociados o tareas que se consideran que representan algunas facetas del comportamiento social. La agrupación de estos rasgos o tareas se utiliza entonces para configurar una noción operacional de inteligencia social. Sin embargo, esta noción operacional no representa fielmente a la inteligencia social y no sería posible una definición siguiendo este principio. En su lugar, en esta tesis investigamos la evaluación de la inteligencia social de un modo más formal y general, considerando la interacción del agente a evaluar con otros agentes. En esta tesis analizamos las implicaciones de evaluar la inteligencia social utilizando un test que evalúe la inteligencia general. Con este objetivo incluimos otros agentes en un entorno inicialmente diseñado para un único agente con el fin de averiguar qué cuestiones aparecen cuando evaluamos a un agente en un contexto con otros agentes. A partir de este análisis obtenemos información útil para la evaluación de la inteligencia social. A partir de las lecciones aprendidas identificamos los componentes que deberían considerarse al medir la inteligencia social y proporcionamos una definición formal y parametrizada de esta inteligencia social. Esta definición calcula la inteligencia social de un agente como su rendimiento esperado en un conjunto de entornos y con un conjunto de otros agentes organizados en equipos y distribuidos en alineaciones, reinterpretando apropiadamente las recompensas. Esto se concibe como una herramienta para definir bancos de prueba de inteligencia social donde podamos generar varios grados de comportamientos competitivos y cooperativos. Probamos esta definición analizando experimentalmente la influencia de los equipos y las alineaciones de agentes en varios sistemas multiagente con variantes de agentes Q-learning. Sin embargo, no todos los bancos de prueba son apropiados para la evaluación de la inteligencia social. Para facilitar el análisis de un banco de pruebas de inteligencia social, proporcionamos algunos modelos de propiedades formales sobre la inteligencia social con el objetivo de caracterizar el banco de pruebas y así valorar su idoneidad. Finalmente, usamos las propiedades presentadas para caracterizar algunos juegos sociales y entornos multiagente, hacemos una comparación entre ellos y discutimos sus puntos fuertes y débiles para ser usados en la evaluación de la inteligencia social. / [CAT] Davall la visió de la intel·ligència artificial, un agent intel·ligent és una entitat autònoma la qual interactua en un entorn a través d'observacions i accions, tractant d'aconseguir un o més objectius amb l'ajuda de diverses senyals anomenades recompenses. La creació d'agents intel·ligents està proliferant durant les últimes dècades, i l'avaluació de la seua intel·ligència és un assumpte fonamental per al seu enteniment, construcció i millora. Recentment la intel·ligència social està obtenint especial atenció en la creació d'agents intel·ligents a causa de la visió actual de la intel·ligència humana com altament social. Normalment la intel·ligència social en sistemes naturals i artificials es mesura per mitjà de l'avaluació de trets associats o tasques que es consideren que representen algunes facetes del comportament social. L'agrupació d'aquests trets o tasques s'utilitza llavors per a configurar una noció operacional d'intel·ligència social. No obstant això, aquesta noció operacional no representa fidelment a la intel·ligència social i no seria possible una definició seguint aquest principi. En el seu lloc, en aquesta tesi investiguem l'avaluació de la intel·ligència social d'una manera més formal i general, considerant la interacció de l'agent a avaluar amb altres agents. En aquesta tesi analitzem les implicacions d'avaluar la intel·ligència social utilitzant un test que avalue la intel·ligència general. Amb aquest objectiu incloem altres agents en un entorn inicialment dissenyat per a un únic agent amb la finalitat d'esbrinar quines qüestions apareixen quan avaluem un agent en un context amb altres agents. A partir d'aquesta anàlisi obtenim informació útil per a l'avaluació de la intel·ligència social. A partir de les lliçons apreses identifiquem els components que haurien de considerar-se al mesurar la intel·ligència social i proporcionem una definició formal i parametrizada d'aquesta intel·ligència social. Aquesta definició calcula la intel·ligència social d'un agent com el seu rendiment esperat en un conjunt d'entorns i amb un conjunt d'altres agents organitzats en equips i distribuïts en alineacions, reinterpretant apropiadament les recompenses. Açò es concep com una ferramenta per a definir bancs de prova d'intel·ligència social on podem generar diversos graus de comportaments competitius i cooperatius. Provem aquesta definició analitzant experimentalment la influència dels equips i les alineacions d'agents en diversos sistemes multiagent amb variants d'agents Q-learning. No obstant això, no tots els bancs de prova són apropiats per a l'avaluació de la intel·ligència social. Per a facilitar l'anàlisi d'un banc de proves d'intel·ligència social, proporcionem alguns models de propietats formals sobre la intel·ligència social amb l'objectiu de caracteritzar el banc de proves i així valorar la seua idoneïtat. Finalment, usem les propietats presentades per a caracteritzar alguns jocs socials i entorns multiagent, fem una comparació entre ells i discutim els seus punts forts i dèbils per a ser usats en l'avaluació de la intel·ligència social. / Insa Cabrera, J. (2016). Towards a Universal Test of Social Intelligence [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/66080 / TESIS

The work group editing trauma disorders for the upcoming edition of the International Classification of Diseases (ICD-11) made several changes. Specifically, they significantly simplified the guidelines for post-traumatic stress disorder (PTSD) and added a new trauma disorder called complex PTSD (CPTSD). The new domains for PTSD and the addition of CPTSD require new instruments to assess these novel constructs. We developed a measure of PTSD and CPTSD (Complex Trauma Inventory; CTI) according to the proposed ICD-11 domains, creating several items to assess each domain. We examined the factor structure of the CTI (using both exploratory and confirmatory factor analyses) in two separate samples of diverse college students (n1 = 501; n2 = 500), reducing the original 53 trauma items in the item pool to 21 items. Confirmatory factor analyses supported two highly-correlated second-order factors (PTSD and complex factors), with PTSD (i.e., re-experiencing, avoidance, hyper-arousal) and complex factors (i.e., affect dysregulation, alterations in self-perception and alterations in relationships with others) each loading on three of the six ICD-11-consistent first-order factors (RMSEA = .08, CFI = .92, GFI = .87, SRMR = .06). Internal consistency for PTSD (α = .92) and complex factors (α = .93) are excellent.

No description available.