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京都大学 / 新制・課程博士 / 博士(経済学) / 甲第23669号 / 経博第652号 / 新制||経||300(附属図書館) / 京都大学大学院経済学研究科経済学専攻 / (主査)教授 山田 憲, 教授 西山 慶彦, 准教授 高野 久紀 / 学位規則第4条第1項該当 / Doctor of Economics / Kyoto University / DGAM

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This thesis describes the experimental work carried out as part of the Learning to be Human Project, investigating skill and learning in early flaked stone technologies. A group of 16 volunteers were studied as they learnt skills in Oldowan style flaking, Acheulean handaxe technology and Levallois preferential flake technologies. Aptitude, practice hours and hours spent in taught sessions were recorded and skill in each of these technologies was assessed at regular intervals. This information was used to answer questions concerning the acquisition of high level skill in these technologies, the role of practice, teaching and aptitude in determining skill in terms of connaissance and savoir-faire and the archaeological visibility of skill. At a more in depth level the significance of these findings for cognitive capacities of early hominins and the evolution of modern human brains and intelligence was assessed. The results of these experiments allowed the identification of the greater impact of teaching on Acheulean handaxe and Levallois technology compared to Oldowan style flaking. Technologically focussed teaching was shown to be essential for achieving high level skill in handaxe technology while all knapping contributed to the skill achieved in Oldowan style flaking and Levallois technology. In terms of aptitude, previous craft experience and contact with flaked stone assemblages most affected skill achieved in handaxe and Oldowan technologies while spatial ability best determined skill in Levallois. The findings of the connaissance and savoir-faire analysis have indicated that the differences seen between Oldowan and Acheulean technology are predominantly physical in nature, while the differences between Levallois and the earlier technologies are cognitive. This suggests a greater cognitive capacity for the Neanderthal Levallois manufacturers in contrast with the earlier hominin species. The results have, however, highlighted problems with a strict dichotomy between physical and cognitive skills. A number of material markers that could be related to skill were identified. Future work has been identified that could provide a fuller understanding of these findings.

Dans les organisations d'aujourd'hui, les structures hiérarchiques traditionnelles ont cédé leur place aux relations latérales. Ainsi les mécanismes de coordination et de contrôle sont devenus plus horizontaux. La dynamique du fonctionnement des organisations s'en trouve transformer [i.e. transformée] et devient de nature sociale. Dans ce contexte, pour favoriser la performance et prendre en compte l'omniprésence des phénomènes politiques dans les organisations, la maîtrise d'habiletés interpersonnelles dont l'habileté politique devient incontournable. De nombreux impacts positifs pour l'individu et l'organisation sont associés à son utilisation. Pourtant, une seule mesure de cette compétence a été répertoriée : le Political Skill Inventory (PSI, Ferris et al., 2005a). Afin d'en faire bénéficier les organisations francophones du Québec, la traduction et validation de l'outil est nécessaire. L'objectif général de cette recherche est d'effectuer la validation transculturelle en français du questionnaire PSI au moyen de la méthodologie de Vallerand (1989). Les hypothèses émises visent à vérifier les validités de contenu, concomitante et de construit ainsi que, la fidélité de la version expérimentale. La traduction du questionnaire PSI constitue la phase 1 de la méthode de Vallerand et la validation du PSI-FR représente la phase 2. Pour la traduction en français du questionnaire, la responsable du projet de recherche avec quatre traducteurs bilingues auquel [i.e. auxquels] s'ajoute un doctorant en psychologie organisationnelle constituent un comité d'experts et 20 travailleurs participent au pré-test. Quant à la validation du PSI-FR, elle s'est déroulée en deux temps de mesure et avec deux échantillons de participants bilingues. L'échantillon du premier temps de mesure comprend 208 travailleurs et pour le second, 147 travailleurs. La version originale du PSI, de langue anglaise, ainsi que sa version traduite en français ont été utilisées. Un second questionnaire utilisé pour la présente recherche est le Machiavelianism Personality Scale (MPS, Dahling, Whitaker, & Levy, 2009). Il sert à mesurer la variable de machiavélisme, concept connexe mais distinct de l'habileté politique. Les résultats démontrent une congruence entre les versions française et anglaise et ce, aux deux temps de mesure. Les mesures de fidélité du questionnaire expérimental, soit les indices statistiques de consistance interne et de stabilité temporelle confirment sa fidélité. Les résultats liés à la validité de construit aux Temps 1 et 2 suggèrent une solution d'ordre supérieur prometteuse (Temps 1) et la supériorité d'une solution à quatre facteurs primaires (Temps 2). Les mesures prises au Temps 2 sont plus près des résultats des études de Ferris et al. (2005) que celles du Temps 1, notamment aux relations entre les dimensions. Finalement, les résultats confirment l'inexistence de lien entre le machiavélisme et l'habileté politique. Si des études complémentaires s' avèrent nécessaires pour obtenir un instrument fidèle et valide de l'habileté politique, cette recherche a par ailleurs apporté des contributions notables : l'accès à un court questionnaire mesurant l'habileté politique, le PSI-FR et une validation supplémentaire du modèle théorique du construit tel que décrit par Ferris et al. (2005a). Quant à l'application pratique, la présente étude offre un outil prometteur pour les travailleurs francophones du Québec, utile pour le développement des compétences en matière d'habiletés politiques.

This thesis contributes to theorising observational drawing from a cognitive perspective. Our current understanding of drawing is developing rapidly through artistic and scientific enquiry. However, it remains fragmented because the frames of reference of those modes of enquiry do not coincide. Therefore, the foundations for a truly interdisciplinary understanding of observational drawing are still inceptive. This thesis seeks to add to those foundations by bridging artistic and scientific perspectives on observational process and the cognitive aptitudes underpinning it. The project is based on four case studies of experienced artists drawing processes, with quantitative and qualitative data gathered: timing of eye and hand movements, and artists verbal reports. The data sets are analysed with a generative approach, using behavioural and protocol analysis methods to yield comparative models that describe cognitive strategies for drawing. This forms a grounded framework that elucidates the cognitive activities and competences observational process entails. Cognitive psychological theory is consulted to explain the observed behaviours, and the combined evidence is applied to understanding apparent discrepancies in existing accounts of drawing. In addition, the use of verbal reporting methods in drawing studies is evaluated. The study observes how drawing process involves a segregation of activities that enables efficient use of limited and parametrically constrained cognitive resources. Differing drawing strategies are shown to share common key characteristics; including a staged use of selective visual attention, and the capacity to temporarily postpone critical judgement in order to engage fully in periods of direct perception and action. The autonomy and regularity of those activities, demonstrated by the artists studied, indicate that drawing ability entails tacit self-knowledge concerning the cognitive and perceptual capacities described in this thesis. This thesis presents drawing as a skill that involves strategic use of visual deconstruction, comparison, analogical transfer and repetitive cycles of construction, evaluation and revision. I argue that drawing skill acquisition and transfer can be facilitated by the elucidation of these processes. As such, this framework for describing and understanding drawing is offered to those who seek to understand, learn or teach observational practice, and to those who are taking a renewed interest in drawing as a tool for thought.

This dissertation looks at several issues in designing an optimal skill-based consumer contest (SBCC). Consumer product (or service) companies, such as online entertainment providers, often use SBCCs to promote the consumption of their products (or services). The main objective of a SBCC is to maximize the profit from the enhanced consumption by consumers rather than their outcome in the contest. This research is the first to investigate design issues in contests of this kind. The first part of the dissertation explores the role of SBCCs in online entertainment area by focusing on the status-seeking behavior of human beings. Drawing from psychology literature, I argue that the desire for status provides a strong motive for consumers to compete with each other in online entertainment communities. In the second part of the dissertation, I build a game-theoretical model to study a handful of design issues arising from the SBCCs. In this framework, a monopoly firm faces n consumers who may differ in skill levels. The firm offers a set of prizes to consumers in a SBCC that requires two inputs: skill and consumption. One of the main findings in this research is that a Winner-Take-All prize structure is often optimal (but not always) for the SBCCs. Another finding is that consumers will compete more aggressively when their skill levels are closer to each other. As a result, the firm may be better off by segmenting consumers based on their skill levels. In addition, in some cases, the firm is better off by charging an entry fee to exclude low-skilled consumers. These findings contribute to existing literature on contest designs and provide practical guidelines for structuring a SBCC. The last part of the dissertation empirically analyzes two individual-level datasets from a wireless game to verify the insights obtained from the theoretical model. / text

The preparation of newly qualified nurses has raised many professional debates and yet the ‘end product’ of nurse education, the qualified nurse continues to demonstrate knowledge and skill deficits in areas considered essential to patient care. Technological advances in an ever-changing and complex clinical environment mean that certain acute clinical skills have become routine for the qualified nurse and yet few educational institutions and NHS Trusts in the UK have seen the need to address this within the pre-registration nursing curricula. This study, questions whether the pre-registration nursing curricula is failing newly qualified nurses by not adequately preparing them to cope with the complexities of practical skills within the clinical environment. This skill deficit is rectified on qualifying when nurses rapidly equip themselves with skills that are considered essential for practice. Using a constructivist paradigm and a mixed methods research approach, the opinion of key stakeholders in pre-registration nurse education was sought. Focus groups and surveys were conducted with skills teachers to ascertain essential skills. Constructive alignment theory (Biggs 1999) was tested with two student cohorts from a pre-registration nursing programme (n=58). Comparisons were made between an experimental group who acquired certain skills during their pre-registration programme and a control group who had not acquired those additional skills. The programme was evaluated using Stake’s (1967) countenance model of evaluation. Data were analysed using SPSS, constant comparative analysis and triangulation. The findings confirmed that nurses should acquire the skills investigated in this study, but differences of opinion were found as to when this was acceptable. Favourable results for the experimental group were demonstrated indicating the need to provide nurses with the additional skills prior to qualifying. The study also identified other like-minded UK nurse educators who had been innovative with their skills’ curricula. Nursing curricula can be successfully underpinned by an educational theory such as constructive alignment providing added value to the learner and enablingnurses to enter the profession fit for practice and purpose. To further enhance the quality and standard of provision, the following are recommended: strengthening the collaborative relationships between the key stakeholders for nurse education, as well as promoting interprofessional learning and skills development. This will help improve the international credibility for the UK skills curricula.

Rater training (RT) improves the reliability of assessment tools, but has not been well studied for technical skills. This study assessed whether RT improved the psychometric properties of surgical skill assessments. Surgeons (N=47) were randomized to RT or non-training groups. The RT group underwent frame-of-reference training. Participants assessed trainees performing a suturing and knot-tying task using four assessment tools. Inter-rater reliability, initial and delayed rater agreement, and construct validity were assessed between groups. There was no significant effect of RT on the assessment tools’ reliability and validity. Reliability and validity were most robust for the global rating scale. Although there were trends towards improved reliability and validity with RT, confidence intervals were wide and overlapping. Reliability remained below the minimum desired level of 0.8 required for high-stakes testing. Although RT may represent a way to improve reliability, further study is needed to determine effective training methods. / February 2017

The ability of the brain to change structurally and functionally with experience is called brain plasticity. High levels of pro-inflammatory cytokines impair normal memory formation and consolidation. To better understand the role of pro-inflammatory cytokines in learning, the contribution of the cytokine interleukin-6 (IL-6) to a motor skill learning task investigated. The Fmr1 Knockout (KO) mouse, an animal model of Fragile X Syndrome, has demonstrated impaired neural plasticity and learning. Fmr1 KO and control wild-type (WT) mice were trained on the dowel and flat beam runways to study motor skill learning and motor activity respectively. The cerebellum from the animals was examined for IL-6 protein using ELISA. No significant differences in the levels of IL-6 in the cerebellum of the Fmr1 KO and WT normal mice were found. The expression of IL-6 was not altered by the behavioural training. These results suggest lack of association between IL-6, and FMRP and motor skill learning. / October 2016