Made available in DSpace on 2018-06-27T19:13:29Z (GMT). No. of bitstreams: 3 Maria Gorete Nascimento Brum.pdf: 8802552 bytes, checksum: fccee26b2259d4d64d9915baa90c7e42 (MD5) Maria Gorete Nascimento Brum.pdf.txt: 190259 bytes, checksum: 3a9bb078358c2a811eb9324e17c92f95 (MD5) Maria Gorete Nascimento Brum.pdf.jpg: 3778 bytes, checksum: 39dbeec2321b4010477b95c2a3be9c4a (MD5) Previous issue date: 2012-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research investigated the contributions of the use of investigative activities in the exploration of standards and regularities in numerical and geometric sequences as elements that become easy the learning of the pupils of 5º series of Basic Education. This work was carried through with a group of 5º degree with 30 pupils of the State school of Basic Education Marechal Rondon in the periphery of the city of Santa Maria, RS. The date of the research, qualitative matrix, had been gotten of the direct action teacher s in the classroom with the pupils by means of the observation and the registers in its diary beyond the analysis of the pupils, work and the presentations to the great group. It can be inferred that the objectives considered in the sessions as explore the standard concept, to recognize, to describe standards, to continue the drawing of the sequence was reached. The objectives to generalize, to explore the notion and properties of the numbers pairs, uneven and multiple, as well as the involution of natural numbers and to work the concept of area and perimeter of plain figures, partially had been reached. The results presented for the pupils it can be concluded that the investigative activities worked with the pupils of 5ª degree, had propitiated the increase of interest, the motivation in the accomplishment of the activities proposals in classroom and as consequence had an improvement in the learning. / A presente pesquisa investigou as contribuições da utilização de atividades investigativas na exploração de padrões e regularidades em sequências numéricas e geométricas como elementos facilitadores da aprendizagem dos alunos de 5º série do Ensino Fundamental. Este trabalho foi realizado com uma turma de 5º série com 30 alunos da escola Estadual de Ensino Fundamental Marechal Rondon na periferia de Santa Maria R.S. Os dados da pesquisa, de cunho qualitativo, foram obtidos da ação direta do professor na sala de aula com os alunos por meio da observação e dos registros no seu diário de campo, além da análise dos trabalhos dos alunos e de suas apresentações ao grande grupo. Pode-se inferir que os objetivos propostos nas sessões como explorar o conceito de padrões, reconhecer, descrever padrões, continuar o desenho da sequência foram plenamente atingidos. Os objetivos de generalizar, explorar a noção e propriedade dos números pares, ímpares e múltiplos, bem como a potenciação de números naturais e trabalhar o conceito de área e perímetro de figuras planas, foram parcialmente atingidos. Dos resultados apresentados pelos alunos pode-se concluir que as atividades investigativas trabalhadas com os alunos de 5º série, propiciaram o aumento de interesse, a motivação na realização das atividades propostas em sala de aula e como consequência houve uma melhoria na aprendizagem.

A presente dissertação pretende mostrar marcas de uma possível criação de um \"espaço ficcional\" no contato do aluno de espanhol como língua estrangeira (LE) e a língua que estuda. Para chegar a estas marcas postulamos uma metáfora que pode comparar o \"espaço ficcional\" com as representações sobre a língua espanhola no Brasil. Como amostra de pesquisa coletamos redações de alunos de espanhol como LE de níveis intermediário e avançado. Foram obtidas cinco amostras com diferentes gêneros e temáticas. Analisando as redações encontramos regularidades que nos levam a perceber a criação de um \"espaço ficcional\", cuja descrição crítica pode ser outro modo de ver o que acontece com a subjetividade na aprendizagem de uma LE. No caminho que nos leva em direção ao espaço ficcional, encontramos uma série de tons e vozes. E também enunciados sobre um encantamento com a língua espanhola que parece promover a possibilidade de entrar em espaços novos e transformar estes espaços alheios em próprios por uma apropriação ou absorção do estranho. / The present dissertation intends to show marks of a possible creation of a \'fictional space\' in the contact of a student of Spanish as a foreign language and with the language he studies. In order to get these marks a metaphor that can compare the \'fictional space\' to the representations on the Spanish language in Brazil was postulated. As research sample, compositions of intermediate and advanced-level students of Spanish were collected. Five samples with different genres and themes were made. Analyzing the compositions we have found regularities that lead us to notice the creation of a \'fictional space\', whose critical description can be another way of seeing what happens with the subjectivity in the learning of one foreign language. On the road that takes us towards the fictional space, we have found a series of tones and voices. It is also enunciated an enchantment with the Spanish language that seems to promote the possibility to enter in new spaces and to transform these strange spaces in their own for a stranger\'s appropriation or absorption.

Au cœur de la plupart de nos activités quotidiennes, la mémoire de travail est une fonction cognitive permettant de maintenir des informations à court terme tout en traitant d’autres informations (Atkinson & Shiffrin, 1968 ; Baddeley & Hitch, 1974). Différents modèles s’accordent sur le rôle central de l’attention dans la mémoire de travail, notamment via un mécanisme de maintienspécifique : le rafraîchissement attentionnel (Johnson, 1992). La présente thèse s’est intéressée à ce mécanisme encore assez mal connu chez des populations jeunes et âgées.La mémoire de travail de travail semble altérée dans le vieillissement et de récents travaux suggèrent que cette altération pourrait résulter d’un déficit du rafraîchissement attentionnel chez les adultes âgés (Hoareau, Lemaire, Portrat, & Plancher, 2016 ; Jarjat et al., 2018 ; Plancher, Boyer, Lemaire, & Portrat, 2017). Une mesure comportementale du rafraîchissement a été utilisée pour tester l’hypothèse du ralentissement du rafraîchissement attentionnel dans le vieillissement. Cependant, nos résultats suggèrent plutôt que les adultes âgés auraient des difficultés à initier un mécanisme de rafraîchissement, confortant l’hypothèse d’une altération (mais pas nécessairement un ralentissement) du rafraîchissement attentionnel dans le vieillissement.Afin de développer un moyen d’améliorer le rafraîchissement attentionnel des adultes jeunes et âgés, nous nous sommes ensuite tournées vers la théorie de l’attention dynamique (Jones, 1976 ; Jones & Boltz, 1989 ; Large & Jones, 1999). Issue des travaux sur la cognition musicale, la théorie de l’attention dynamique propose que la distribution des ressources attentionnelles puisse être guidée par une structure temporelle externe et régulière, résultant en une meilleure allocation des ressources attentionnelles et une amélioration des traitements perceptifs et cognitifs. Puisque le rafraîchissement est un mécanisme attentionnel, nous avons fait l’hypothèse que la présence de régularités temporelles durant le maintien en mémoire de travail pourrait le rendre plus efficace. Nos études révèlent que la présence d’un rythme auditif régulier durant la rétention d’informationsaméliore, en effet, le rafraîchissement attentionnel chez les adultes jeunes et certains les adultes âgés qui ont de bonnes capacités d’inhibition.Puisque le rafraîchissement attentionnel a été étudié jusqu’à maintenant par le biais de mesures comportementales indirectes, nous avons cherché à identifier une mesure plus directe de ce mécanisme via une mesure électrophysiologique du rafraîchissement. Les mesures électroencéphalographiques effectuées durant le maintien en mémoire de travail suggèrent que les oscillations neurales, particulièrement dans les bandes de fréquence bêta, sont impliquées dans lerafraîchissement attentionnel.Nos résultats confortent l’intérêt d’utiliser des techniques interventionnelles musicales et/ou rythmiques pour pallier les altérations de la mémoire de travail. Les travaux de cette thèse offrent de nouvelles perspectives pour (1) l’étude de l’altération du maintien en mémoire de travail dans le vieillissement et (2) l’effet bénéfique de la présence d’une structure temporelle régulière sur les oscillations neurales durant le maintien en mémoire de travail. À plus long-terme, l’utilisation del’électroencéphalographie devrait permettre de mieux comprendre l’impact de ces interventions sur le fonctionnement de la mémoire de travail. / Working memory is at the core of most of our daily-life activities. This cognitive function allows maintaining information at short-term while processing other information (Atkinson & Shiffrin, 1968 ; Baddeley & Hitch, 1974). Several models have agreed on the central role of attention in working memory, in particular via a specific maintenance mechanism: attentional refreshing (Johnson, 1992). The present PhD thesis investigated this mechanism, which is still not well known, in young and old adults.Working memory seem to be impaired in aging, and recent studies have suggested that this impairment could be due to a deficit of attentional refreshing in old adults (Hoareau et al., 2016 ; Jarjat et al., 2018 ; Plancher et al., 2017). A behavioral measure of refreshing was used to test the hypothesis of a slowing down of refreshing in aging. However, our results rather suggest an agerelated deficit in the initiation of attentional refreshing and are thus in line with the hypothesis of an impairment (but not necessarily a slowing) of attentional refreshing in aging.To develop a way to improve attentional refreshing in young and old adults, we focused on the dynamic attending theory (Jones, 1976 ; Jones & Boltz, 1989 ; Large & Jones, 1999). Based on music cognition research, the dynamic attending theory proposes that the distribution of attentional resources can be guided in the presence of an external and temporally regular structure, resulting in a better allocation of attentional resources and enhanced perceptual and cognitive processing. As refreshing is an attentional mechanism, we hypothesized that this mechanism might benefit from the presence of temporal regularities during maintenance in working memory. Our studies revealed that the presence of an auditory, temporally regular rhythm during retention benefits indeed attentional refreshing in young adults and some in old adults who have with greater inhibition capacities.As attentional refreshing has been investigated up to now only with indirect behavioral measures, we aimed for a more direct assessment of this mechanism by investigating electrophysiological measures of refreshing. Electroencephalographical recordings during maintenance in working memory suggested that neural oscillations, especially in the beta-bandfrequency range, are involved in attentional refreshing.Our findings strengthen the interest of musical and/or rhythmical intervention techniques aiming to overcome deficits in working memory. The research of this thesis offers new perspectives for studying (1) age-related impairments of maintenance in working memory in aging and (2) the beneficial effect of the presence of a temporally regular structure on neural oscillations duringmaintenance in working memory. In a long-term perspective, electrophysiology could be helpful provide a better understanding of the impact of these techniques on working memory functioning.

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No. of bitstreams: 2 MAGNUS_maria_carolina_machado.pdf: 2245090 bytes, checksum: bd1a8639ac7e9b106d8c8fd29bba6207 (MD5) carta-comprovante-ORIENTADOR.pdf: 231514 bytes, checksum: da86cd23ef2487bd14c076af966ee0c0 (MD5) Previous issue date: 2018-01-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present research was developed in 2 movements. In movement 1, I describe the history of Modeling, a story written from what counts the theses and dissertations defended in Brazil, from 1987 to 2016. The document history seeks an origin and shows the development of Modeling in a linear and evolutionary way, free of mishaps and discontinuities. In movement 2, the goal is to write the history of the present modeling - history monument - to show the conditions of possibilities for its emergence, the cracks that this discourse underwent in the course and the marks of the past in the present - its regularities. The theoretical-methodological contributions, which support the writing of monument history, are linked to the theorizations of the philosopher Michel Foucault. The analytical material covers theses and dissertations, annals of the National Conference on Modeling in Mathematics Education and interviews. The analysis of these materials evidenced that the emergence of the modeling discourse occurs in the midst of a crisis in the teaching of Mathematics, consisting of the following statements: “students have difficulty in learning Mathematics” and “Mathematics is distant from reality”. The scrutiny of the material also gives visibility to some discursive discontinuities: the modeling discourse when intertwining with the constructivist discourse, in the 1980s, displaces the sense of studying from models - product - to construct models – process; from the economic and political conditions experienced in Brazil, the discussion about the formation of a critical and reflective subject emerges in the 1990s, in the discursive plots of Modeling, evidencing that the discourse of Modeling is also an identity question. Afterwards, the analysis gives visibility to the modeling discourse as a mechanism for the privileging of the school content, showing that Modeling legitimizes and supports the curricular machinery and, also, is sustained and legitimized by it. / A presente pesquisa foi desenvolvida em 2 movimentos. No movimento 1, descrevo a história documento da Modelagem, uma história escrita a partir do que contam as teses e dissertações defendidas no Brasil, no período de 1987 a 2016. A história documento é uma história que busca uma origem e mostra o desenvolvimento da Modelagem de forma linear e evolutiva, livre de percalços e descontinuidades. No movimento 2, o objetivo é escrever a história do presente da Modelagem - história monumento -, mostrar as condições de possibilidades para sua emergência, as rachaduras que esse discurso sofreu no percurso e as marcas do passado no presente – as suas regularidades. Os aportes teóricos-metodológicos, que sustentam a escrita da história monumento, vinculam-se às teorizações do filósofo Michel Foucault, de pensadores dos Annales, tais como: Peter Burke e Jacques Le Goff, e historiadores da ciência, como Georges Canguilhem e Gaston Bachelard. O material analítico abrange teses e dissertações, anais da Conferência Nacional sobre Modelagem na Educação Matemática e conversas que tive com alguns pesquisadores. A análise desses materiais evidenciou que a emergência do discurso da Modelagem ocorre em meio a uma crise no ensino de Matemática, constituída pelos seguintes enunciados: “os alunos têm dificuldade na aprendizagem da Matemática” e “a Matemática é distante da realidade”. O escrutínio do material, também, dá visibilidade a algumas descontinuidades discursivas: o discurso da Modelagem ao se entrelaçar ao discurso construtivista, na década de 1980, desloca o sentido de estudar a partir de modelos – produto – para construir modelos – processo; a partir das condições econômicas e políticas vivenciadas no Brasil, emerge na década de 1990, nas tramas discursivas da Modelagem, a discussão em torno da formação de um sujeito crítico e reflexivo, evidenciando que o discurso da Modelagem é, também, uma questão de identidade. Posteriormente, a análise dá visibilidade ao discurso da Modelagem enquanto um mecanismo de privilegiamento dos conteúdos ditos escolares, mostrando que a Modelagem legitima e sustenta a maquinaria curricular e, também, é por ela sustentada e legitimada.

The human central auditory system can automatically extract abstract regularities from a variant auditory input. To this end, temporarily separated events need to be related. This study tested whether the timing between events, falling either within or outside the temporal window of integration (~350 ms), impacts the extraction of abstract feature relations. We utilized tone pairs for which tones within but not across pairs revealed a constant pitch relation (e.g., pitch of second tone of a pair higher than pitch of first tone, while absolute pitch values varied across pairs). We measured the mismatch negativity (MMN; the brain’s error signal to auditory regularity violations) to second tones that rarely violated the pitch relation (e.g., pitch of second tone lower). A Short condition in which tone duration (90 ms) and stimulus onset asynchrony between the tones of a pair were short (110 ms) was compared to two conditions, where this onset asynchrony was long (510 ms). In the Long Gap condition, the tone durations were identical to Short (90 ms), but the silent interval was prolonged by 400 ms. In Long Tone, the duration of the first tone was prolonged by 400 ms, while the silent interval was comparable to Short (20 ms). Results show a frontocentral MMN of comparable amplitude in all conditions. Thus, abstract pitch relations can be extracted even when the within-pair timing exceeds the integration period. Source analyses indicate MMN generators in the supratemporal cortex. Interestingly, they were located more anterior in Long Gap than in Short and Long Tone. Moreover, frontal generator activity was found for Long Gap and Long Tone. Thus, the way in which the system automatically registers irregular abstract pitch relations depends on the timing of the events to be linked. Pending that the current MMN data mirror established abstract rule representations coding the regular pitch relation, neural processes building these templates vary with timing.:Introduction; Materials and methods; Results; Discussion; Conclusion

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The aim of this work is to enable a person to perceive and understand the specific features of behaviour of girls having Rett syndrome and to offer effective options for activities and effort in the process of education. The substance of the collection of suggestions and proposals for actions and activities as well as tools and equipment sorted according to equipment and objects used at a special needs education primary school. Practical advice, recommendations and suggestions are based on theoretical grounds and basis, particular examples or photo documentation. The work is founded on study cases of two girls with Rett syndrome where there are not only the girls' results and evaluations in the educational process described but also the personal stories of their families and different way of dealing with the tough life situations. The work results enable to discover a suitable attitude not only towards the girls but as well to their parents, siblings or classmates. KEYWORDS rare disease, Rett syndrome, mental disorder, communication, upbringing, education, general regularities, practical activities and actions, case study

My PhD-project has two main research directions. The first direction is on partial regularities which we define as refinements of the Castelnuovo-Mumford regularity. Main results are: relationship of partial regularities and related invariants, like the a-invariants or the Castelnuovo-Mumford regularity of the syzygy modules; algebraic properties of partial regularities via a filter-regular sequence or a short exact sequence; generalizing a well-known result for the Castelnuovo-Mumford regularity to the case of partial regularities of stable and squarefree stable monomial ideals; finally extending an upper bound proven by Caviglia-Sbarra to partial regularities. The second direction of my project is to develop a theory on monomial preorders. Many interesting statements from the classical theory of monomial orders generalize to monomial preorders. Main results are: a characterization of monomial preorders by real matrices, which extends a result of Robbiano on monomial orders; secondly, leading term ideals with respect to monomial preorders can be studied via flat deformations of the given ideal; finally, comparing invariants of the given ideal and the leading term ideal with respect to a monomial preorder.