Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

国立情報学研究所で電子化したコンテンツを使用している。

abstract: With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive of digital tools as mediators for human interaction, they have yet to embrace the potential of digital artifacts themselves as intercultural interlocutors. Aiming to address this gap in the research, this investigation used Atkinson’s (2010, 2014) sociocognitive approach to language learning to understand the role that digital tools have in intercultural learning. Also integrating Dervin’s (2011) liquid approach to interculturality—which focuses on understanding intercultural learning as a co-constructed process—the research questions that guided this investigation asked: (a) does film annotation mediate intercultural learning? and, (b) in what ways does film annotation mediate intercultural learning? In answering these questions, the study looked at the intercultural learning process of five advanced learners of Spanish, as they interacted with annotated film clips, and engaged in peer discussion around the themes of colonialism and coloniality presented in the film clips. Data were collected through pre and post-tests, video recordings of peer discussions, and screen recordings of participants’ interaction with the annotated film clips. Findings showed that film annotation allowed participants to notice, retrieve and take notes on important cultural information, which they later incorporated in discussion with peers. Based on this evidence, and aligned with the aforementioned theoretical frameworks, this investigation poses that intercultural learning is a fluid, iterative process. The study also suggests that digital artifacts—as well as human interlocutors—play an important role in enabling learning processes, therefore, the role of such artifacts should be studied more in depth. / Dissertation/Thesis / Doctoral Dissertation Spanish 2019

Ce travail de thèse s’appuie fortement sur le concept de « transformation normative du social et de l’intime », transformations induites par les évolutions de l’environnement économique et social vers une exacerbation de l’individualisme renvoyant d’une part aux cadres sociaux et idéologiques et d’autre part aux psychisme des individus souvent mis en difficulté par cette tourmente transformationnelle. Face à cet environnement en transformation rapide, cette thèse relate, à partir d’un cas d’entreprise, l’utilisation du « marketing de combat » dans le domaine social et considère la fragilité et la gestion du rythme optimal de la dynamique apprenante d’un processus de changement. De l’étude de ce cas est déduite l’importance que peut revêtir la médiation sociocognitive. S’y ajoute une tentative de modélisation des résultats concernant le jeu des interactions et rétroactions relatives aux multiples voies du devenir de la liberté individuelle générée par le difficile processus de subjectivation. Le nécessaire développement de la médiation sociocognitive intra-entreprise ou inter-entreprises est requis pour résoudre (purger) les conflits interpersonnels et déployer l’altérité. / This thesis relies heavily on the concept of "normative transformation of both innermost and social being ", transformations induced by changes in the economic and social environment to an exacerbation of individualism on the one hand referring to executives social and ideological and partly to the psyche of individuals often challenged by the turmoil transformational. Faced with this rapidly changing environment, this thesis describes, from a business case, the use of "marketing war" in the social sphere and considers the fragility and managing the optimal pace of learning the dynamics of a process of change. From the study of this research-action is deduced the potential importance of social cognitive mediation. An attempt to model the results concerning the interplay of interactions and feedbacks on multiple pathways of the future of individual freedom generated by the difficult process of subjectivation is added. The necessary development of sociocognitive mediation intra-company or inter-company is required to solve (purge) interpersonal conflicts and deploy otherness.

No description available.

This study attempts to present the relations between discourse and ideology in debates taking place in the Bahraini Council of Representatives. It uses critical discourse analysis (CDA) and the Sociocognitive Approach (SCA) to ground the theoretical claims in the idea that Shiite members of parliament (MPs) in the Bahraini Council of Representatives employ discursive strategies differently from Sunni MPs. To test this hypothesis, the research aims first to observe whether, and if so how, the Sunni parties and the Shiite party employ discursive devices and strategies differently to achieve three ideological goals: attempting to gain political advantage discursively in parliamentary debates on topics related to dissent control and political freedom; manoeuvring the definitions of self and others in the contexts of dissent control and political rights; and manipulating the law to support one’s party’s and/or sectarian affiliation’s ideological stances about dissent-controlling laws and the definition of political freedom and political rights. The second aim of the research is to explore whether and how the use of discursive devices and strategies reflects the sectarian ideological conflict in Bahrain. The research critically analyses excerpts on dissent control and personal freedom from the Hansard of the Bahraini Council of Representatives. The research first marks discursive devices used by MPs. It then identifies discursive strategies. The research detects three major discursive strategies that are fulfilled by using the devices and called them ‘corroborating by information’; ‘intensifying grievance’; and ‘centralising pride and dignity’. The analysis shows that some discursive devices are used more intensively, though not exclusively, under certain strategies. The research also notes that the Shiite party, Al Wefaq, employs the strategy of intensifying grievance more often than other strategies. The Al Wefaq members demonstrate more tendency toward objecting than do the other parties to the dissent control in Bahrain. The research relates this tendency to the ideologies of Shi’ism as a religious and political institution that heavily relies on the ideology of protest and the feeling of injustice and discrimination. Finally, the research provides a preview of the use of identified strategies during the unrest that started in Bahrain in February 2011.

Adolescents navigate through escalating academic and social pressures while undergoing major physical and psychological changes. Concerned with behavioral, mental, and emotional challenges of youth, educators seek to expand approaches to promote learning success. Research founded in mindfulness theories has suggested that mindfulness positively and significantly correlates with psychological and physical health, work performance, decision-making ability, and emotional regulation, and may be a factor in learning. Two theoretical viewpoints on mindfulness, Western- and Eastern-based, formed the conceptual framework for this study, which aimed to examine associative relationships between mindfulness and academic achievement, and between mindfulness and affective outcomes for the general population of 14 to 18 year old students. A set of secondary data was composed of 34,375 responses derived from a nationwide survey on attitudes and behaviors of school-age children collected by Search Institute between 2011 and 2013. The data analyses consisted of descriptive statistics, cross-tabulations, and binary logistic regression analyses. The results showed that adolescent students whose attitudes and behaviors indicated mindfulness had greater likelihood to report earning high grades (p<.001), effect size small-to-medium, and greater likelihood to convey positive affective outcomes (p<.001), effect size medium-to-large. These findings provide a social change benefit to the community of scholars, educators, and youth service professionals by establishing the suitability of a mindfulness construct as a predictor of cognitive and affective learning outcomes in adolescence.

Made available in DSpace on 2015-05-14T12:43:26Z (GMT). No. of bitstreams: 1 parte1.pdf: 2302245 bytes, checksum: f98c3c4ecd87d4ddde9243caffb3fd15 (MD5) Previous issue date: 2010-09-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study it has as objective to observe the human development, which is carried through in the social activity mediated by the language. To explain the human development, we cite some chains as: the behaviourism, the construtivismo, the cognitivismo and the social interacionismo. Demons one has detached special to the sociocognitivismo, compromised to the understanding of the language as a cognitivo phenomenon that if develops from the exploration of the interaction concept during the process of the writing. The interactions if do not give outside of a social context, but they become possible in the one limits determined social situation. We look for to make a synthesis of what it is the language as corporate assets, that is, without a doubt, one of the most important instruments used, to a large extent, of our acts of communication. We list some concepts of the language and the writing, some authors. Supported in estimated sociointeracionistas, the research chose the sort opinion article as link of comment of the development of the sociocognitivas abilities. Metodologicamente, we elaborate a didactic sequência that was applied the five pupils of graduation of the UFPB. For analysis of the data four categories had been raised: interpretation of the text, sequência of the ideas, coherence and boarding of the subject. The results had pointed with respect to the perception of the importance of the collective knowledge on the part of the searched pupils. We can conclude that the study carried through in it gave a clear vision to them on the interaction and of that it is in acting with the other that truily we construct our knowledge. / Este estudo tem como objetivo observar o desenvolvimento humano, o qual é realizado na atividade social mediado pela linguagem. Para explicarmos o desenvolvimento humano, citamos várias correntes como: o behaviorismo, o construtivismo, o cognitivismo e o interacionismo social. Demos um destaque especial ao sociocognitivismo, comprometido com a compreensão da linguagem como um fenômeno cognitivo que se desenvolve a partir da exploração do conceito de interação durante o processo da escrita. As interações não se dão fora de um contexto social, mas tornam-se possíveis nos limites de uma determinada situação social. Procuramos fazer uma síntese do que é a língua como patrimônio social, que é, sem dúvida, um dos mais importantes instrumentos utilizado, em grande parte, dos nossos atos de comunicação. Listamos alguns conceitos da língua e da escrita, de vários autores. Apoiados em pressupostos sociointeracionistas, a pesquisa elegeu o gênero artigo de opinião como elo de observação do desenvolvimento das habilidades sociocognitivas. Metodologicamente, elaboramos uma sequência didática que foi aplicada a cinco alunos de graduação da UFPB. Para análise dos dados foram levantadas quatro categorias: interpretação do texto, sequência das ideias, coerência e abordagem do tema. Os resultados apontaram para a percepção da importância do conhecimento coletivo por parte dos alunos pesquisados. Podemos concluir que o estudo realizado nos deu uma visão clara sobre a interação e de que é no agir com o outro que verdadeiramente construímos nossos conhecimentos.

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2017-10-11T12:48:09Z No. of bitstreams: 1 DissSCN.pdf: 1619008 bytes, checksum: e0570cea3d4fb1f37f3f0bbfca4edbc1 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2017-11-29T17:03:34Z (GMT) No. of bitstreams: 1 DissSCN.pdf: 1619008 bytes, checksum: e0570cea3d4fb1f37f3f0bbfca4edbc1 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2017-11-29T17:03:46Z (GMT) No. of bitstreams: 1 DissSCN.pdf: 1619008 bytes, checksum: e0570cea3d4fb1f37f3f0bbfca4edbc1 (MD5) / Made available in DSpace on 2017-11-29T17:10:09Z (GMT). No. of bitstreams: 1 DissSCN.pdf: 1619008 bytes, checksum: e0570cea3d4fb1f37f3f0bbfca4edbc1 (MD5) Previous issue date: 2017-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Theory-of-mind development is a process that has been investigated for decades by researchers from different fields (e.g., developmental psychologists, educators, neuroscientists and psychiatrists). A well-developed theory of mind implies the ability to attribute and understand one's own mental states and those of others, as well as to use this repertoire to explain and predict human behavior. The most significant advances in theory of mind are observed in preschool years and it is exactly at the end of this period that children begin to understand and appreciate humor. The use of humor, in turn, can not only facilitate social interactions, but can contribute to successful ones. Considering the limited number of Brazilian studies on these different aspects of child development, the main goal of the present work was to investigate the relationship between humor understanding and theory-of-mind development. Thirty-seven children, divided into two age groups (twenty 7-year-olds and seventeen 9-year-olds) and 23 adults (comparison group) participated in the present study. The instruments used were: Faux Pas Task (a theory of mind measure), one measure of sense of humor (MSHS for adults, C-MSHSC for children), and a task to assess humor appreciation, which was specifically designed for the present study. The humor appreciation task consisted in presenting participants with four jokes and four comic strips, extracted from children’s joke books and websites on comic strips directed to children. The set of selected jokes/comic strips were rated for funniness using a likert scale. Analyzes revealed differences in the pattern of preferences presented by children and adults in the humor appreciation task. More specifically, children showed more appreciation for the comic strips than adults, but no significant differences were found for joke ratings; the majority of participants rated them as "not at all funny" or "just a little bit funny”. Correlation analyses revealed a significant association between the Faux Pas total score and the MSHS score in all three age groups. More importantly, a correlation was found between children’s performance on the Faux Pas Task and their scores in one of the three C-MSHSC subscales: humor appreciation. Consistent with findings from previous studies, an age effect was found on performance in the Faux Pas Task. Results of the present study should contribute to a better understanding of the relationship between theory of mind and humor understanding, which may be, in turn, useful for the planning of interventions directed to individuals with delays in social cognition, in adverse situations or emotional pain. / O desenvolvimento da teoria da mente é um processo que vem sendo investigado há décadas por pesquisadores de diferentes áreas (e.g., psicólogos do desenvolvimento, educadores, neurocientistas e psiquiatras). Uma teoria da mente bem desenvolvida pressupõe a capacidade de um indivíduo atribuir e compreender os estados mentais próprios e os de outras pessoas, bem como utilizar esse repertório para explicar e predizer comportamento humano. Os avanços mais significativos em teoria da mente são observados nos anos pré-escolares e é exatamente ao final desse período que as crianças começam a compreender e apreciar humor. O uso do humor, por sua vez, pode não só facilitar interações sociais como pode contribuir para o sucesso das mesmas. Considerando o número limitado de estudos brasileiros sobre esses diferentes aspectos do desenvolvimento infantil, o presente trabalho teve como objetivo principal investigar a relação entre a compreensão de humor e o desenvolvimento da teoria da mente. Trinta e sete crianças, distribuídas em dois grupos de idade (20 de 7 anos e 17 de 9 anos) e 23 adultos (grupo comparação), participaram do presente estudo. Os instrumentos utilizados foram: a Tarefa de Faux Pas (uma medida de teoria da mente), uma medida de senso de humor (MSHS para adultos; C-MSHSC para crianças) e uma tarefa para avaliar humor, criada especificamente para o presente estudo. A tarefa de humor envolveu a apresentação de quatro piadas e quatro tirinhas, retiradas de livros de piadas para crianças e sites de tirinhas direcionados ao público infantil. As piadas/tirinhas foram avaliadas em termos de quão engraçadas elas eram consideradas pelos participantes, utilizando-se uma escala likert. As análises revelaram diferenças no padrão de preferências apresentado por crianças e adultos na tarefa de humor. Mais especificamente, as crianças demonstraram ter gostado mais das tirinhas do que os adultos, mas não foram encontradas diferenças significativas em relação à apreciação das piadas, sendo que mais da metade dos participantes as classificaram como “nada” ou “pouco” engraçadas. As análises de correlação revelaram uma associação significativa entre o escore total de Faux Pas e o escore de MSHS para os três grupos de idade, embora mais importante tenha sido a correlação encontrada entre o desempenho das crianças na Tarefa de Faux Pas e os escores relativos a um dos três componentes de senso de humor avaliados pelo C-MSHSC: a apreciação de humor. De forma consistente com os achados de estudos prévios, um efeito de idade foi encontrado no desempenho na Tarefa de Faux Pas. Espera-se que os resultados do presente estudo possam contribuir para uma melhor compreensão da relação entre teoria da mente e compreensão de humor, conhecimento que pode se tornar útil no planejamento de intervenções voltadas para indivíduos com atrasos em cognição social ou em situação de adversidade ou sofrimento psíquico.

The objective of this research was to characterize the chat collaborative interaction of two partners in six kinds of cognitive tasks. The central hypothesis was that the task nature determines a particular kind of collaborative interaction. The six tasks tested were: to solve a logical problem, to compose a story, to read a data table, to rank opinions, to bring a scientific explanation of a domestic situation, to interpret the signification of a literature text. The 11 dyads of the sample were formed by university students. Results show significant differences between the tasks concerning the sociocognitive interaction, specially the logical-intelligent tasks related the open-interpretative tasks. Finally, there is a great difference between tasks in the personal evaluation of the difficulty and interest of each one. / El objetivo fue caracterizar la interacción colaborativa de díadas, a través del chat, en seis tareas cognitivas: resolver un problema lógico, elaborar una historia, leer una tabla de datos, ordenar jerárquicamente opiniones, brindar una explicación científica de un hecho fáctico e interpretar un texto literario. La hipótesis central era que el tipo de tarea implica distintos tipos de intercambio colaborativo. Se examinaron 11 díadas de estudiantes universitarios. Los resultados muestran diferencias muy significativas entre las seis tareas en lo que hace al patrón sociocognitivo, sobre todo entre las tareas lógico-inteligentes y las tareas abiertas o interpretativas. Finalmente, hay diferencias muy notorias en la evaluación metacognitiva que hacen los participantes del grado de dificultad e interés de cada tarea.