As an extension of previous studies (Urbanczyk, Angel, & Kennelly, 1988) examining the effects of unimanual finger tapping on lateralized cognitive tasks, lateral body orienting was added to an established dual task paradigm to generate differential hemispheric activation and shifts of attention. One hundred twenty university students retained sequences of digits or spatial locations for 20 seconds either alone or during finger tapping. By turning both head and eyes left or right, the hemisphere congruent with the sequences (LH for digits, RH for locations) or incongruent (vice versa) was activated. Activation had little effect on retention means but greatly affected resource composition supporting task performance. Congruent orientation produced significantly higher positive correlations between digit and location tasks than incongruent orientation. Females showed higher sequence retention correlations than males across both orienting groups. For females, congruent activation enhanced tapping rates and retention-tapping correlations. For males, activation affected neither of these. Discussed in light of neuroanatomical research, these results suggest that congruent attentional orienting may integrate regions of the less activated hemisphere into networks of the more activated hemisphere. This unification may occur more readily across the female corpus callosum, producing a greater dependence upon a general attentional resource than for males, who appear to depend more upon hemispheric resources.

The behavior role-playing task (BRPT) has become a popular method of assessing assertive behavior. However, current research suggests that situational factors can affect the outcome of such assessments, independently of the subject's level of assertiveness. The present study investigated the effects of one such factor: the type of prompt delivered during the BRPT. It was hypothesized that subjects would respond more assertively to provocatively prompted scenes than to neutral scenes. Twenty nursing students were exposed to BRPTs involving both provocative and neutral role-player prompts. The results revealed that while provocative BRPTs generated significantly greater amounts of self-reported anger and anxiety than did the neutral BRPTs, there were no significant differences in response latency, duration, or assertive content between the two conditions.

For both humans and machines, understanding the visual world requires relating new percepts with past experience. We argue that a good visual representation for an image should encode what makes it similar to other images, enabling the recall of associated experiences. Current machine implementations of visual representations can capture some aspects of similarity, but fall far short of human ability overall. Even if one explicitly labels objects in millions of images to tell the computer what should be considered similar—a very expensive procedure—the labels still do not capture everything that might be relevant. This thesis shows that one can often train a representation which captures similarity beyond what is labeled in a given dataset. That means we can begin with a dataset that has uninteresting labels, or no labels at all, and still build a useful representation. To do this, we propose to using pretext tasks: tasks that are not useful in and of themselves, but serve as an excuse to learn a more general-purpose representation. The labels for a pretext task can be inexpensive or even free. Furthermore, since this approach assumes training labels differ from the desired outputs, it can handle output spaces where the correct answer is ambiguous, and therefore impossible to annotate by hand. The thesis explores two broad classes of supervision. The first isweak image-level supervision, which is exploited to train mid-level discriminative patch classifiers. For example, given a dataset of street-level imagery labeled only with GPS coordinates, patch classifiers are trained to differentiate one specific geographical region (e.g. the city of Paris) from others. The resulting classifiers each automatically collect and associate a set of patches which all depict the same distinctive architectural element. In this way, we can learn to detect elements like balconies, signs, and lamps without annotations. The second type of supervision requires no information about images other than the pixels themselves. Instead, the algorithm is trained to predict the context around image patches. The context serves as a sort of weak label: to predict well, the algorithm must associate similar-looking patches which also have similar contexts. After training, the feature representation learned using this within-image context indeed captures visual similarity across images, which ultimately makes it useful for real tasks like object detection and geometry estimation.

The thesis deals with the problem of group tasks in assessment centers. The theoretical part provides an overview to the basic characteristics of the method of assessment center, describes the process of designing and realization, and discusses in detail the issue of simulation exercises and group tasks. The empirical part focuses on relations among activity of participants during group tasks, their personal characteristics and experience with the method of assessment center. Key words: assessment center group tasks simulation excercise

Title: Electronic Collections of Solved Problems in Physics - Alternating current Author: Michala Pfefrčková Department: Department of Physics Education Supervisor: RNDr. Zdeňka Koupilová, Ph.D. Supervisor's e-mail address: zdenka.koupilova@mff.cuni.cz The main aim of this diploma thesis was to prepare a set of specialized tasks in Physics. These tasks are supposed to contain comprising structured hints leading to solution of the given examples. The set is implemented in the e-collection posted on http://fyzikalniulohy.cz. This set includes 25 tasks mostly targeted on high schools students. It supplies them with additional tasks for effective study suitable even for university students, starters, as a revision. The other part of the thesis contains a syllabus of alternating current study and the organization of the tasks how to use them to illustrate clearly the particular physical terms. Keywords: alternating current, structured tasks, e-collection, syllabus

This diploma thesis outlines a set of three complex geographical tasks with different thematic focus inspired by the PISA research of scientific literacy. Using these tasks selected skills and knowledge of students are verified. The research examines how different are levels of mastery of selected skills and knowledge of primary school students and eight-year gymnasium students, and among the boys and girls thereof. This research is complemented by a questionnaire survey among teachers of tested students. In the testing there were involved 196 students from seven primary schools and 202 students of eight-year schools.

If human beings are believed to be individually unique, why are students evaluated with standardized tests? Differentiated instruction, honoring individual differences of each learner, provides an alternative answer to the question by employing tiered performance tasks to address personal needs in assessment situations. To explore the applicability of differentiated instruction in an English as a Foreign Language (EFL) environment, this case study explored Taiwanese college students’ perspectives on tiered performance tasks and educational implications of the perspectives with regard to EFL learning and teaching at the tertiary level. Grounded in the humanistic stance of education and sociocultural view of learning, the study’s premise is that culturally responsive learner-centered instruction will promote English learning experience in a Chinese context. Data gathering techniques employed included observations, interviews, videotaping, and artifact collection, while data analysis procedures followed a three-step process: data reduction, data display, and conclusion drawing and verification. A total of 12 participants demonstrated generally positive responses to tiered performance tasks offered in a final examination for a freshmen English listening and speaking class. An overall acceptance of the assessment strategy was generated through recognition and appreciation of choices of leveled tasks, heightened motivation, increased efforts, improved English skills, and greater confidence. Concerns caused by the challenging tasks included complexity level, time required to complete the task, partnership, and score. Affirmative results were particularly evident in low-ranking students. The acceptance of tiered performance tasks indicated that differentiated instruction is promising in supporting English language learning of college EFL learners in Taiwan. Implications pointed to the needs of an authentic assessment to link teaching and learning, as well as an equitable relationship between the educator and the learner. Suggestions for future research were offered.

Dans ce travail de thèse, nous abordons les problèmes de commande posés en co-manipulation robotique pour des tâches de manutention à travers un point de vue dont nous pensons qu’il n’est pas suffisamment exploité, bien qu’il a recourt à des outils classiques en robotique. Le problème de commande en co-manipulation robotique est souvent abordé par le biais des méthodes de contrôle d’impédance, où l’objectif est d’établir une relation mathématique entre la vitesse linéaire du point d’interaction homme-robot et la force d’interaction appliquée par l’opérateur humain au même point. Cette thèse aborde le problème de co-manipulation robotique pour des tâches de manutention comme un problème de commande optimale sous contrainte. Le point de vue proposé se base sur la mise en œuvre d’un Générateur de Trajectoire Temps-Réel spécifique, combiné à une boucle d’asservissement cinématique. Le générateur de trajectoire est conçu de manière à traduire les intentions de l’opérateur humain en trajectoires idéales que le robot doit suivre ? Il fonctionne comme un automate à deux états dont les transitions sont contrôlées par évènement, en comparant l’amplitude de la force d’interaction à un seuil de force ajustable, afin de permettre à l’opérateur humain de garder l’autorité sur les états de mouvement du robot. Pour assurer une interaction fluide, nous proposons de générer un profil de vitesse colinéaire à la force appliquée au point d’interaction. La boucle d’asservissement est alors utilisée afin de satisfaire les exigences de stabilité et de qualité du suivi de trajectoire tout en garantissant l’assistance une interaction homme-robot sûre. Plusieurs méthodes de synthèse sont appliquées pour concevoir des correcteurs efficaces qui assurent un bon suivi des trajectoires générées. L’ensemble est illustré à travers deux modèles de robot. Le premier est le penducobot, qui correspond à un robot sous-actionné à deux degrés de liberté et évoluant dans le plan. Le deuxième est un robot à deux bras complètement actionné. / In this thesis, we address the co-manipulation control problems for the handling tasks through a viewpoint that we do not think sufficiently explored, even it employs classical tools of robotics. The problem of robotic co-manipulation is often addressed using impedance control based methods where we seek to establish a mathematical relation between the velocity of the human-robot interaction point and the force applied by the human operator at this point. This thesis addresses the problem of co-manipulation for handling tasks seen as a constrained optimal control problem. The proposed point of view relies on the implementation of a specific online trajectory generator (OTG) associated to a kinematic feedback loop. This OTG is designed so as to translate the human operator intentions to ideal trajectories that the robot must follow. It works as an automaton with two states of motion whose transitions are controlled by comparing the magnitude of the force to an adjustable threshold, in order to enable the operator to keep authority over the robot’s states of motion. To ensure the smoothness of the interaction, we propose to generate a velocity profile collinear to the force applied at the interaction point. The feedback control loop is then used to satisfy the requirements of stability and of trajectory tracking to guarantee assistance and operator security. Several methods are used to design efficient controllers that ensure the tracking of the generated trajectory. The overall strategy is illustrated through two mechanical systems. The first is the penducobot which is an underactuated robot. The second is the planar robot with two degrees of freedom fully actuated.

A presença de diferenças individuais no desempenho motor de crianças e jovens da mesma faixa etária é um aspecto relatado por grande parte da literatura. O presente estudo escolheu o modelo de capacidades perceptivo-motoras para explorar estas diferenças e focou na questão de níveis diferenciados de maturação do sistema nervoso central (SNC). Uma vez que a maioria dos estudos sobre capacidades perceptivo-motoras investiga adultos e não se conhece como o nível do SNC influencia a associação entre as capacidades e desempenho motor. Com isso, o presente estudo teve como objetivo investigar a associação entre as capacidades perceptivo-motoras e o desempenho de tarefas motoras em sujeitos de 7 e 13 anos de idade. A amostra refere-se aos sujeitos que fizeram parte do estudo de Crescimento e Desenvolvimento Motor Longitudinal Misto de Muzambinho-MG. Foram selecionados 110 sujeitos, contrabalanceados em termos de sexo e idade. As capacidades perceptivo-motoras analisadas foram a de coordenação multimembros (CM), timing coincidente (TC), tempo de reação (TR) e tempo de movimento (TM), por sua vez as tarefas motoras analisadas foram correr, rebater e receber. Para a análise da correlação foi utilizado o teste de Spearman, uma vez que não houve distribuição normal. Os resultados indicaram que o desempenho do correr se associou a CM tanto para os 7 anos (ρ=-0,33) quanto para 13 anos (ρ=-0,34). Por sua vez, o desempenho do receber se associou com a CM (ρ=0,41) e TR (ρ=-0,41) para os 7 anos, mas apenas com a CM (ρ=0,29) para os 13 anos. E o desempenho do rebater não se associou com nenhuma das capacidades perceptivo-motoras analisadas. Com base nestes resultados, pode-se inferir que o desempenho em tarefas motoras típicas da infância é associado as capacidades perceptivo-motoras, mas o nível maturacional do sistema nervoso central pode ser um aspecto que interfere nesta associação. Estes resultados permitem identificar um campo de investigação promissor para entender as diferenças individuais que ocorrem no desempenho de crianças e jovens / The presence of individual differences in motor performance of children and teenagers of the same age group is a reported aspect for much of the literature. This study chose the model of perceptual-motor abilities to explore these differences and focused on issue of different central nervous system development levels (CNS). Since most of the studies investigate perceptual-motor abilities in adults and it is not known how the CNS level affects the association between ability and motor performance. This study aimed to investigate the association between perceptual-motor abilities and performance of motor tasks in individuals of 7 and 13 years old. The sample refers to subjects who participated in the study of mixed longitudinal motor growth and development in the city of Muzambinho - Minas Gerais/Brazil. It was selected 110 individuals, balanced in terms of gender and age. The perceptual-motor abilities analysed were the multilimb coordination (MC), coincident timing (CT), reaction time (RT) and movement time (TM) in turn analysed motor tasks were running, batting and receiving. For the correlation analysis it was used the Spearman\'s test, since there were no normal distribution. The results related to the running performances were associated with MC for both 7 years old (p = -0.33) and for 13 years old (p = -0.34). In turn, the receiving performances were associated with the MC (p = 0.41) and RT (p = -0.41) for 7 years old, but only with the MC (p = 0.29) for the 13 year old. Moreover, the batting performances were not associated with any of the perceptual-motor abilities analysed. Based on these results, we can infer that the performance in typical motor tasks of childhood is associated with the perceptual-motor abilities, but the maturity level of the central nervous system can be an aspect that interferes in this association. These results identify a promising field of research to understand individual differences occurring in the performance of children and teenagers

Este trabalho originou-se da necessidade de elaborar e complementar atividades que promovam o ensino e a aprendizagem do francês com objetivos específicos para o curso de Secretariado Executivo Trilíngue da Universidade Estadual de Maringá-PR. Durante o andamento do curso, percebemos que as tarefas de produção escrita poderiam ser potencializadas se tivessem como origem um texto oral, pois os alunos mobilizariam de forma mais proveitosa suas estratégias de compreensão. Para comprovar nossa hipótese, elaboramos uma tarefa na qual os alunos devessem passar uma mensagem gravada na secretária eletrônica para uma nota de serviço, que são situações de comunicação muito correntes no ofício do secretariado. Nossa previsão era que ao conhecer o formato do texto de destino, o aluno selecionaria com mais agilidade as informações necessárias no texto fonte, comprovando o movimento de reciprocidade entre os saberes profissionais (estrutura do texto, contexto de emprego, etc.) e os saberes linguísticos. De fato, após quase um ano de trabalho, nossos alunos foram capazes de compor a nota de serviço a partir de uma gravação na secretária eletrônica, pois utilizaram estratégias de mediação para ligar a compreensão do texto fonte à produção do texto de destino. O resultado do uso dessas estratégias foi um texto de destino que obedeceu às normas de composição esperadas e cumpriu sua função comunicativa, comprovando o papel das estratégias de mediação na aprendizagem do francês com objetivos específicos para o curso de Secretariado Executivo Trilíngue. / The aim of this work was to develop and supplement activities in order to promote the teaching and learning of French focusing the Trilingual Executive Secretariat Course of Universidade Estadual de Maringá state of Paraná Brazil. It was observed during the classes that the written production tasks could be improved if the oral text were taken into account, since the students would be able to mobilize the comprehension strategies in a more profitable way. To try the hypothesis, a communicative situation task was chosen among the most current of Secretariat work. For the elaborated task students should deliver a recorded message from an electronic machine into a memo. Our assumption was that students should select more accurately the necessary information of the source text, once they knew the format of the target text, confirming thus the exchange movement between their professional knowledge (text structure, job context, etc) and their linguistic knowledge. In fact, after almost one year of work, students were able to build up the memo, based in an electronic machine recording, by using mediation strategies to link the source text comprehension to the target text production. The use of such strategies showed that the target text followed the composition rules and accomplished its communicative function, proving the role of the mediation strategies in the learning of specific purpose French for the Executive Secretariat Course.