Research shows that anger has a negative impact on cognition due to the rumination effect and in the context of driving, anger negatively impacts situation awareness, driving performance, and road safety. In-vehicle agents are capable of mitigating the effects of anger and subsequent effects on driving behavior. Language is another important aspect that influences information processing and human behavior during social interactions. This thesis aims to explore the effects of the language of in-vehicle agents on angry drivers' situation awareness, driving performance, and subjective perception. The three conditions explored are the native language agent condition (Hindi or Chinese), secondary language agent condition (English), and no agent condition. Results indicate that driving performance is better in the case of the native language agent condition when compared to the no agent condition. Higher levels of situational awareness were affected by the agent condition, favoring the native language condition over the secondary language condition. The participants preferred native language agents over the other conditions and the perceived workload was higher in the no-agent condition than the native agent condition. Drivers also expressed the need to control the state of the in-vehicle agent. The study results have practical design implications and the results are expected to help foster future work in this domain. / Master of Science / People are deeply influenced by emotions. Anger while driving is shown to negatively impact people's perception and understanding of what is going on in the driving context and prediction about what will happen. As a result, this influences driving performance and road safety. Intelligent agents (such as Siri or Alexa) built into vehicles can help regulate the emotions of the drivers and can positively impact driving performance. Language is another important aspect that influences human behavior during social interactions. The current thesis aims to leverage the positive impacts of in-vehicle agents and language to design in-vehicle agent interactions capable of mitigating the negative effects of anger to ensure better driving performance and increased situation awareness. The three conditions explored are the native language agent condition (Hindi or Chinese), secondary language agent condition (English), and no agent condition. The effects on angry drivers' situation awareness, driving performance, and subjective perception are studied. Results indicate that the driving performance is better in the case of the native language agent condition when compared to the no agent condition. Participants preferred native language agents over the other conditions. People's understanding and prediction capability in the driving context was better in the native agent condition over the other conditions. The study results have practical design implications in designing in-vehicle agent interfaces and the results are expected to help foster future work.

Hearing protection can mitigate the harmful effects of noise, but for Service Members these devices can also obscure auditory situation awareness cues. Tactical Communication and Protective Systems (TCAPS) can restore critical cues through electronic circuitry with varying effects on localization. Evidenced by past research, sound localization accuracy can improve with training. The investigator hypothesized that training with a broadband stimulus and reducing the number of presentations would result in training transfer. Additionally, training transfer would occur with implementation of more user-engaged training strategies. The purpose of the experiments described in this study was to develop an optimized auditory azimuth-training protocol for use in a field-validated portable training system sensitive to differences among different TCAPS. A series of indoor experiments aimed to shorten and optimize a pre-existing auditory localization training protocol. Sixty-four normal-hearing participants underwent localization training. The goal of training optimization included the following objectives: 1) evaluate the effects of reducing stimulus presentations; 2) evaluate the effects of training with a broadband stimulus (but testing on untrained military-relevant stimuli); and 3) evaluate performance differences according to training strategies. Twenty-four (12 trained and 12 untrained) normal-hearing listeners participated in the field-validation experiment. The experiment evaluated localization training transfer from the indoor portable system to live-fire blanks in field. While training conducted on the portable system was predicted to transfer to the field, differences emerged between an in-the-ear and over-the-ear TCAPS. Three of four untrained stimuli showed evidence of training transfer. Shortening the training protocol also resulted in training transfer, but manipulating training strategies did not. A comparison of changes in localization scores from the indoor pretest to the field posttest demonstrated significant differences among listening conditions. Training improved accuracy and response time for the open ear and one of two TCAPS. Posttest differences between the two TCAPS were not statistically significant. Despite training, localization with TCAPS never matched the open ear. The portable apparatus employed in this study offers a means to evaluate the effects of TCAPS on localization. Equipped with a known effect on localization, TCAPS users can render informed decisions on the benefits or risk associated with certain devices. / Doctor of Philosophy / Hearing protection can mitigate the harmful effects of noise, but for Service Members these devices can obscure auditory situation awareness cues. Certain powered hearing protection can restore critical cues through electronic circuitry with varying effects on localization. Evidenced by past research, sound localization accuracy can improve with training. The investigator hypothesized that training with a broadband stimulus and reducing the number of presentations would result in auditory learning. Additionally, implementing more user-engaged training strategies would demonstrate more auditory learning. The purpose of the experiments described in this study was to develop an optimized auditory azimuth-training protocol for use in a field-validated training system sensitive to differences among active hearing protection. A series of indoor experiments aimed to shorten and optimize a pre-existing auditory localization training protocol. Sixty-four normal-hearing participants underwent localization training. The goal of training optimization included the following objectives: 1) evaluate the effects of reducing stimulus presentations; 2) evaluate the effects of training with a broadband stimulus (but testing on untrained military-relevant stimuli); and 3) evaluate performance differences in localization performance according to training strategies. In the field-validation study, 12 trained and 12 untrained normal-hearing listeners participated. The experiment evaluated localization learning from the indoor portable training system to live-fire blanks in a field. Training conducted on the portable system was predicted to transfer to the field, but differences would emerge between an in-the-ear and an over-the-ear TCAPS. Three of four untrained stimuli showed evidence of localization learning. Shortening the protocol also resulted in localization learning, but manipulating training strategies did not. A comparison of changes in localization scores from the indoor pretest to the field posttest demonstrated significant differences among listening conditions. Training improved performance for the open ear and one of two active hearing protectors. Posttest differences between the two devices were not significant. Despite training, performance with hearing protection never equaled the open ear. The portable apparatus employed in this study offers a means to evaluate the effects of hearing protection on localization. Knowing the effects of hearing protection on localization apprises users of the benefits and/or risk associated with the use of certain devices.

The purpose of the study was to, through gender theory and an equality perspective, identify which discourses emerge during hallway situations and preschool teachers descriptions. The guiding questions for the study were: how does the preschool teachers talk about hallway situations and their approach against boys and girls?, how does the preschool teachers treat children in hallway situations? and which discourses emerge during the preschool teachers descriptions?. The theoretical outset for this study is gender theory, with a focus on gender studies scholar Davies. The chosen analysis method is discourse analysis. The studies result indicate that there is an ambition amongst the preschool teachers to treat boys and girls equal as well as to work more aware with equality. The preschool teachers seem to express insecurity about talking about the studies subjects. The preschool teachers describe hallway situations as stressful, in which their approach against boys and girls sometimes is affected negatively. This could be expressed in for example gender binary words or expectations being projected at the children. When the preschool teachers described gender stereotypical examples they distanced themselves from these, which indicate that they don’t want to be associated with society’s binary image of gender. However the studies data show that this image of gender is expressed through preschool teachers approach against boys and girls in preschool.

This project seeks to mediate one of the most significant issues with implementing writing groups in the secondary classroom: students do not know how to meaningfully engage in discussions about their writing. Students lack the necessary skills as well as understanding of the rhetorical nature of language to effectively request and provide feedback on pieces of writing. The application of theories of dialogue and collaboration to the research about writing groups suggest that the quality of student writing depends on the quality of their discussions about writing. Thus, my action research study investigates the types of language used between students in writing groups. I audio recorded students' writing group discussions and asked students to reflect on their experience in a written survey. Drawing on recorded small group conversations and student reflections, I consider how secondary students' rhetorical approach to writing groups allows them to collaboratively make meaning and improve their writing. The following research question guided my work: What rhetorical skills and understanding are necessary for meaningful participation in writing groups? In this context, meaningful participation is defined as productive discussions wherein comments build on one another as students create meaning and generate new ideas together. This was evaluated by the students themselves in their written reflections as well as my analysis of the recorded group discussions. Thematic analysis revealed that students who have an awareness of the rhetorical situation as well as skills such as responding and questioning are better able to participate meaningfully in writing groups.

Cette thèse a comme but ultime l’amélioration des pratiques de soins aux services d’urgence lors d’une fausse couche pour faciliter la transition vécue par les parents. Le travail s’est effectué en deux volets distincts : le premier est destiné à l’approfondissement de l’expérience des parents lorsqu’ils consultent les services d’urgence lors d’une fausse couche; le deuxième est consacré à l’élaboration d’un programme d’intervention pour améliorer les pratiques de soins aux services d’urgence. Sous une approche de recherche participative, deux principaux cadres de référence ont été utilisés, dont la théorie de la transition de Meleis (Meleis et al.,2000; Meleis, 2020) pour conceptualiser l’expérience de la fausse couche, ainsi que le modèle logique d’approche théorique de la W.K. Kellogg Foundation (2004) pour guider l’élaboration du programme d’intervention. Lors du premier volet de la recherche, une étude qualitative, descriptive et exploratoire, a été réalisée auprès de 26 participants (17 parents, 7 infirmières des services d’urgence et 2 infirmières gestionnaires des services d’urgence) afin d’approfondir l’expérience de soins des parents aux services d’urgence. Elle a permis de dégager trois catégories de besoins : physique, cognitif et émotionnel. Par exemple, les parents ont exprimé le besoin de recevoir davantage d’information lors de leur visite aux services d’urgence (besoin cognitif) ainsi que des soins axés sur la dimension émotionnelle. Bien que les infirmières aient reconnu et verbalisé les conséquences que pouvait engendrer la fausse couche, elles ont relevé différentes contraintes organisationnelles qui nuisaient à l’offre de soins de qualité, telles que la surcharge de travail et l’absence d’outils et de lignes directrices pour guider les pratiques de soins.Dans le deuxième volet de la recherche, une approche participative communautaire (community-based participatory approach) a été adoptée pour élaborer un programme d’intervention visant à améliorer les pratiques de soins aux services d’urgence à l’aide d’un modèle logique d’approche théorique. Deux groupes de travail ont été formés : l’un composé de neuf parents qui avaient consulté les services d’urgence lors d’une fausse couche, et l’autre, de huit professionnels de la santé. Les données obtenues au premier volet de la recherche, combinées aux données théoriques, scientifiques et expérientielles, ont servi de fondement aux groupes de travail pour l’édification des différentes composantes du modèle logique visant à optimiser l’efficacité du programme d’intervention. Les six composantes du modèle logique d’approche théorique qui ont été élaborées sont (a) le problème à résoudre, (b) les ressources et les besoins de la communauté, (c) les résultats souhaités, (d) les facteurs d’influence, (e) les stratégies d’intervention, et (f) les hypothèses liées aux stratégies d’intervention. La force principale de cette thèse réside dans le processus rigoureux de développement d’intervention fondé sur la prise en compte de l’expérience des parents et des professionnels de santé. La description détaillée de l’élaboration du programme d’intervention facilitera son implantation et son évaluation, en plus d’offrir des pistes pour répliquer le processus de planification pour d’autres problématiques de soins. / The ultimate goal of this thesis is to improve emergency department care practices during miscarriage to facilitate the transition experienced by parents. This work is carried out in two steps: the aim of the first step is to understand how parents experienced miscarriage at the emergency department and the second step consists of developing an intervention program to optimize care practices in the emergency department. A participatory research approach was adopted with two main conceptual frameworks including Meleis’ Transitions Theory (Meleis et al., 2000; Meleis, 2020) to conceptualize miscarriage experience as well as the W. K. Kellogg Foundation theory logic model to structure the development of the intervention program. During the first step, a descriptive and exploratory qualitative study was carried out with 26 participants (17 parents, 7 emergency department nurses and 2 emergency department nurse managers) to help understand parents’ experiences at the emergency department. Three categories of needs were identified: physical health, cognitive and emotional. For instance, parents expressed a need to receive more information during their visit to the emergency department (i.e. a cognitive need) as well as a desire for professionals to address their emotional concerns. Nurses were aware of the emotional impact of miscarriage but reported various organizational constraints that hindered optimal care practices, such as excessive workload and absence of tools or guidelines for direct care practices. In the second step of the research, a community-based participatory approach using a theory logic model was adopted with the goal of planning an intervention program aimed at improving care practices in the emergency department. It included two planning groups: parents who had visited the ED for a miscarriage (N = 9) and health professionals (N = 8). The information gathered in the first step of the study combined with theoretical, scientific and experiential data, served as the basis for the planning groups to develop the components of the logic model so that it optimized the effectiveness of the program. The six components of the theory logic model that have been developed are: a) problem description; b) needs and assets assessment and identification; c) expected results; d) influencing factors; e)intervention strategies; and f) assumptions related to change strategies. The main strength of this thesis lies in the rigorous process of intervention development based on the experience of parents and health professionals. Detailed description of the intervention should facilitate its implementation, evaluation, and replication for other care issues.

This dissertation investigates high-level decision making for agents that are both goal and utility driven. We develop a partially observable Markov decision process (POMDP) planner which is an extension of an agent programming language called DTGolog, itself an extension of the Golog language. Golog is based on a logic for reasoning about action—the situation calculus. A POMDP planner on its own cannot cope well with dynamically changing environments and complicated goals. This is exactly a strength of the belief-desire-intention (BDI) model: BDI theory has been developed to design agents that can select goals intelligently, dynamically abandon and adopt new goals, and yet commit to intentions for achieving goals. The contribution of this research is twofold: (1) developing a relational POMDP planner for cognitive robotics, (2) specifying a preliminary BDI architecture that can deal with stochasticity in action and perception, by employing the planner. / Computing / M. Sc. (Computer Science)

Ce document se propose de mieux comprendre les fonctionnements pédagogiques et communicationnels de deux dispositifs d’apprentissage au sein d’un même département universitaire : le cas d’une Licence en Sciences de l’information et de la communication. Cette approche compréhensive à visée exploratoire part du postulat que le sens ne se construit qu’en situation et en interaction avec le dispositif d’apprentissage, adoptant ainsi une position épistémologique issue d’une « convention constructiviste ». La recherche souhaite comprendre comment les apprenants co-construisent leur réalité collective d’apprentissage à travers leurs expériences d’apprentissage signifiantes. L’émergence de modèles de lecture issus du double ancrage analytique (méthodes d’analyse de la systémique qualitative et de la sémiotique situationnelle) met également en exergue la dynamique et la logique des systèmes, les règles du jeu et le débat latent entre les acteurs en présence. En sus de cette lecture communicationnelle, cette recherche à visée heuristique offre une large réponse en terme méthodologique (notamment à travers la proposition de la technique dialectique graduelle). C’est en ce sens que ce document représente un premier socle de sorte à fonder une réflexion plus empirique, tant sur les méthodes d’analyse que sur la place des technologies de l’information et de la communication dans le paysage universitaire actuel. / This document suggests understanding better the educational functionings and communicationnels of two devices of learning within the same university department: the case of a License in Sciences of the information and the communication. This comprehensive approach with exploratory aim leaves the postulate that the sense builds itself only in situation and in interaction the device of learning, so adopting a épistémologique position outcome of a " constructivist agreement ". The research wishes to understand how are learners co-build their collective reality through their significant experiences of learning. The emergence of models of reading stemming from the double analytical anchoring (methods of the qualitative systematism and of semiotics situationnelle) also highlights the dynamics and the logic of the systems, the rules of the game and the latent debate between the actors in presence. In addition to this communicationnelle reading, this research with aim heuristics offers a wide answer in methodological term (in particular through the proposition of the gradual dialectical technique). It is in the sense that this document represents a first base so as to base a more empirical reflection, both on the methods of analysis and on the place of information technologies and communication in the current university landscape.

Ce travail de thèse est centré sur les effets de la distraction sur les performances de conduite. Lorsqu’il conduit, un conducteur doit non seulement être capable de maintenir le contrôle du véhicule, mais également être en mesure de prélever et de traiter les informations pertinentes provenant de l’environnement routier. Ces capacités peuvent être mises à défaut par l’introduction des systèmes de communications et d’informations dans les véhicules qui le placent en situation d’attention partagée et augmentent les sources de distraction. Ce travail a tenté de déterminer comment la population des jeunes conducteurs novices, caractérisée par un fort taux d’accidents (Clarke et al. 2005) et des compétences de conduite faiblement développées (Whelan at al. 2004) gère ces situations d’attention partagée. Deux expérimentations ont alimentés cette thèse. La première, en environnement réel de conduite, visait à analyser les effets de l’utilisation conjointe d’un système de navigation et d’un téléphone portable sur la qualité de la prise d’information et du traitement de l’information (au travers de différents paramètres comportementaux). La seconde, réalisée en laboratoire, était destinée à compléter les résultats de la première expérimentation en se concentrant exclusivement sur les modalités de recherche et de prise d’informations selon que le conducteur soit novice ou expérimenté. En fonction de l’expérience de conduite, les résultats offrent des conclusions mitigées en matière de traitement de l’information en situations d’attention partagée. / This PhD thesis aims to study the distraction effects on driver performances. While driving, a driver must be able to maintain the vehicle control and also to process the relevant information from the road environment. These abilities can be impaired by the introduction of information and communication systems inside the car which put the driver in dual-task situation and increase the sources of distraction. This work tries to determine how the population of young novice drivers, characterized by a high crash rate (Clarke et al. 2005) and by poorly developed driving skills (Whelan et al. 2004) manages these situations of time sharing.Two experimentations were conducted. The first one, on real road, aims at analyzing the effects of simultaneously use of a navigation system and a mobile phone on the information processing (achieve by analyzing behavior parameters). The second one, in laboratory, aims at completing the first results, by focusing on modalities of research and handling information according to the drivers’ experience (novice or experienced). According to the driving experience, results are ambivalent in terms of information processing during divided attention situations.

L’objectif principal de ce mémoire est de vérifier l’effet modérateur de la situation familiale sur la relation entre les conditions de l’organisation du travail et la détresse psychologique dans la main d’œuvre canadienne. De façon secondaire, nous nous intéressons également à l’effet direct que peut entretenir chacune des variables sur le risque de rapporter de la détresse psychologique. Pour nous aider à réaliser cette étude, les données provenant de l’Enquête sur la santé des collectivités canadiennes (ESCC) volet 2.1 par Statistique Canada ont été utilisées. Les analyses multivariées réalisées ont révélé que l’horaire irrégulier de travail était significativement associé au risque de vivre de la détresse psychologique. Par rapport à la situation familiale, nous observons que l’état civil soit le fait d’être en couple agit en tant que facteur de protection contre la détresse psychologique tandis que la suffisance du revenu augmente le risque de rapporter de la détresse psychologique. De plus, les résultats obtenus soutiennent partiellement un effet modérateur de la situation familiale, car seul le statut économique du ménage modifie la relation entre l’autorité décisionnelle et les demandes physiques au travail dans l’explication de la détresse psychologique. Ainsi, ces deux facteurs du travail augmenteraient le risque de développer de la détresse psychologique lorsque le statut économique est pris en compte. Par conséquent, l’effet de certaines conditions de l’organisation du travail tend à influer différemment la détresse psychologique selon la situation économique du ménage. / The main objective of this thesis is to verify the moderating effects of the family situation on the relationship between work organization conditions and psychological distress in the Canadian workforce. As a secondary element, the thesis looks at the direct effect that each variable can add to psychological distress. To complete this study, data from Statistics Canada’s ‘Canadian Community Health Survey’ (CCHS), cycle 2.2, was used. The completed multivariable analyses demonstrated that an irregular work schedule was associated with the risk of experiencing psychological distress. In terms of family situation, we conclude that being in a couple acts as a protective factor against psychological distress. In addition, income sufficiency increases the risk of psychological distress. Moreover, the results partly show a moderating effect of the family situation, as only household economic status modifies the relationship between decision-making authority and physical exertion at work in explaining psychological distress. As such, these two workplace factors increase the risk of developing psychological distress when economic status is taken into account. As a consequence, the effects of certain workplace organization conditions influence psychological distress differently depending on the household’s economic situation.

Notre recherche de développement en didactique s’est articulée autour de deux pôles : l’engagement actif des élèves dans les paradigmes constructivistes de l’apprentissage par compétences et l’amélioration technologique d’un environnement de laboratoire utilisant la nouvelle technologie des systèmes MicrolabExAO. Pour ce faire, nous nous sommes intéressés aux possibilités didactiques offertes par ce nouvel environnement MicrolabExAO qui permet aux apprenants de réaliser leurs propres instruments de mesure électroniques avec l’expérimentation assistée par ordinateur (ExAO). En développant une intervention didactique appropriée, nous voulions permettre à l’élève non seulement de construire ses instruments, mais aussi d’en comprendre le fonctionnement. Par la réalisation concrète de quatre instruments de mesure, l’élève s’est approprié progressivement une démarche de résolution de problèmes complexes mobilisant des savoirs et savoir-faire en sciences expérimentales, en mathématique et en technologie. Dans l’activité finale de l’intervention didactique, pour vérifier le niveau d’intégration de cette démarche technoscientifique, nous avons demandé aux apprenants de transférer leurs apprentissages en situation nouvelle en construisant un manomètre de manière autonome. Ce faisant, les apprenants ont déployé leurs savoirs et savoir-faire en sciences expérimentales, en mathématique et en technologie pour construire l’instrument de mesure et en expliciter le fonctionnement, effectuant ainsi un apprentissage interdisciplinaire. Comme ils n’ont obtenu aucune directive de la part de l’enseignant ni aucun protocole de manipulations, nous pouvons dire qu’ils étaient placés dans une situation adidactique qui leur a permis de manifester une expertise de traitement interdisciplinaire. / Our developmental research in didactics has focused on two distinct aspects : The students' active engagement under the constructivist paradigms of competency-based learning and the technological enhancement of laboratory settings using the new MicrolabExAO environment. Towards these ends, we have explored the teaching possibilities offered by MicrolabExAO which allows learners to design their own electronic measuring tools with the computer assisted experimentation. By developing an appropriated teaching intervention, we wanted to enable the student not only to build his/her tools, but also to understand how they work. Through the actual implementation of four measuring tools, the student has progressively developed his/her own approach to resolving complex problems which call upon knowledge and skills in experimental sciences, mathematics and technology. In the final activity of the teaching intervention, with the objective of assessing the level of integration of this technoscientific approach, we have asked the learners to apply their new knowledge within the framework of building a manometer on their own. In doing so, the learners have deployed their knowledge and skills in experimental sciences, mathematics and technology in order to build the measuring tool and to explain its functioning, thereby achieving interdisciplinary learning. Since they have been given neither instructions from the teacher, nor operating protocols, we can say that they have been put in an adidactical situation which allowed them to demonstrate interdisciplinary expertise in their approach.